The Animal Book of Grammar by Bravo Grammar Con Online

The Animal Book of Grammar

By: Nicole Biviano

Table of Contents Page

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

About the Author. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Section 1 - Punctuation and Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . .

Section 2 - Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Section 3 - Phrases and Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Section 4 - Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Section 5 - Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Section 6 - Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 32

Dedication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Introduction This book is a fun way to understand and learn about English grammar using various animals in examples. This book will help everyone with English grammar, with the simple topics of English to more difficult topics like learning to write essays. It will also provide various forms of information for people to learn to write using the proper rules of English. It is a fun journey to learn English grammar in a way that involves the theme of animals. All examples used in this book are based on animals like pets, sea animals and many more to help people learn and improve their English and grammar skills. This book is mainly for anyone who wants to learn about English grammar and for those who love animals too !

About the Author My name is Nicole Biviano and I am currently a junior at Bravo Medical Magnet High School. I have always had a passion for animals. I have always loved to go to the zoo with my family or on school field trips. I love to see all the different animals at the zoo and like how each and every one of them is unique in their own way. I felt that the funnest way for me to be able to write this book would only be to include animals in it. Growing up one of my least favorite things in school was learning grammar and how to write essays about topics that I did not really find interesting. However, I believe that if a person reads a book or learns about a subject that involves something that they are interested in, learning becomes interesting for the person and is easier for them to learn the topic. Writing this book has been a very fun experience for me and I hope that people could learn about English grammar or how to improve their grammar in a fun way.

Section 1

Punctuation and Capitalization

Punctuation – . , - : ; ?

! ‘

“ ” … [ ] ( ) /

1. . P eriod (used to end a sentence at a required length) - Both cats and dogs make extremely good friends and pets. 2. , C omma (used to switch words around in a list) – People can freely choose on what type of pets they would like including cats,d ogs, birds, etc. 3. - Hyphen (used to divide words between the end of one line and the beginning of the next) - The girl is tired and worn-o ut after playing with her dog outside. 4. : C olon (used to start a list of items) - Some of the most common pets to own include: cats, birds, dogs, and fish. 5. ; S emicolon (used to divide two independent clauses with a coordinating conjunction) - I have done everything my parents have asked me to do inorder to own a pet; therefore, I hope I am able to own one. 6. ? Question Mark (used at the end of a direct question) - Can we go to the zoo to see the animals? 7. ! E xclamation Point (used to show when something is surprising) - I can’t wait to see all the different types of animals at the zoo! 8. ‘ A postrophe (used for contractions, plurals, possessives) - It’s often said that dogs just like humans have bad and good days. 9. “ ” Q uotation Marks (used to quote material that is being reproduced word for word) - The mom told her children “N o pets until you learn to be responsible”. 10.

… E llipses (used to represent a trailing off of thought) -

Today the cat was planning too... 11.

[ ] Brackets (used to insert editorial material inside quotations) -

He told the girl to handle him [ the bird] with care. 12.

( ) Parentheses (used to provide additional information)-

Stacy ( the dog shelter owner) allowed us to go visit the dogs today. 13.

/ S lash (used to mean per, or, and ) -

Ask him/h er if we could pet their rabbit.

Capitalization – 1. (used to begin a sentence)- Some people are afraid of animals and have a fear of petting them. 2. (used to capitalize names)- Sandra was surprised with a dog after she had asked for one on her birthday. 3. (used to capitalize the first word of a quote)- The mom told her children “No pets until you learn to be responsible”. 4. (used to capitalize Capitalize Days, Months, and Holidays)-

For H alloween the family decided to visit the zoo. 5. (used to capitalize words in titles)-

The girl began to read the book “Charlotte's Web” and recommended her classmates to read it too. 6. (used to capitalize cities, countries, nationalities, and languages)Marco wants to teach his dog to understand him when he speaks Spanish and English.

Section 2

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 idea. EX:

veterinarian ,dog park, zoo, alligator, crocodile. ·

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

thing, or idea (must be capitalized). E X: Los Angeles Zoo, Seaworld Global Logistics. ·

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

noun. EX: seafood ,ladybug, grasshopper. ·

Concrete Nouns: refer to material things, to people, or to places. EX:

fish, frog, whale. ·

Abstract Nouns: name ideas, quality, emotions or attitudes.

EX: skill, strength, talent.

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

Subject (comes before the verb)

The veterinarian s poke calmly to her patients about the procedure. ·

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

The tourist asked the k ids to be prepared in case they got wet during the tour. ·

Indirect Object (answers to who or to whom)

Andrea gave a treat to her dog after learning how to do a new trick. 8

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

those/ this

whose of that

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: William talked to h imself about adopting a new pet. Andrea bought h erself a new pet. to intensify a point: The veterinarian himself delivered the news to the owner. Even though it was hard for the veterinarian, “I can do the job myself” he thought. Demonstrative: this, these

that, those

Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such.

VERBS Verbs show the time, action, and state of being of a subject.

Tense: v erbs indicate time via tenses: simple past

simple present

present perfect

past

present

progressive

past perfect

present perfect

future

past progressive

present progressive

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) 10

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 dogs brought treats from their owner. (dogs are the subject) Passive: The owner has brought treats to the dogs. (dogs are the subject but treated as the object)

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. ·

Andrea enjoys r esearching d ifferent animals.

Participle: word ending in “ing” or “ed” used as an adjective ·

The fish were s wimming in their new fish tank.

Mark wanted to pet the dolphin but he was too scared.

Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs ·

Andrea likes to read a nimal books everyday.

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

Kinds: Demonstrative, Common, Proper ( Give one example of each using

words related to your subject) -

Demonstrative adjectives (This- That- These- Those- ) Ex: Those birds are flying south.

Common adjectives Ex: The dog is bored and wants to play. -

Proper adjectives Ex: The C anadian dog owners have 4 dogs.

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

Endings (Create one example related to your subject for each) –ly, -wards, -wise -

The dog is constantly nice to the owner.

The cat walks towards his food bowl at lunch time.

One of the cats does not like the smell of the food, l ikewise, the other cat doesn't like it either.

1 1

Conversions ( S how how three words related to your subject can b ecome adverbs – Example: “Educational” becomes “Educationally”)

“Happy” becomes “Happily”

“Kind” becomes “Kindly”

“Wonderful” becomes “Wonderfully”

Types:

Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – The veterinarian answered the patient’s phone call q uickly.

(How did she answer?) Time – The dog will leave for a checkup immediately.

(When will he leave?) Place – The veterinarian is always willingly here t o answer any questions that patients may have.

(Where was she?) Degree – The dog trainer does exceptionally good work that has to be recognized. (How good is he?) Frequency – Mathew is a lways pleasant to the dogs and loves to play with them.

(How often is he pleasant?)

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. T hese 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. F ind and copy/paste an alphabetical list of i nterjections here. Letter

Examples

Aha, ahem, ahh, ahoy, alas, arg, aww

Bam, bingo, blah, boo, brave, brr

Cheers, congratulations

Dang, drat, darn, duh

Eek, eh, encore, eureka

fiddlesticks

Gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh

Ha-ha, hallelujah, hello, hey, hmm, huh, hurray

Oh, oh dear, oh my, oh well, oops, ouch, ow

Phew, phooey, pooh, pow

rats

Shh, shoo

Thanks, there, tut-tut

Uh-huh, uh-oh, ugh

Wahoo, well, whoa, whoops, wow

Yeah, yes, yikes, yippee, yo, yuck

Transitions of Logic Chart

Addition

Milder

Stronger

a further

further

and

furthermore

and then

moreover

then

in addition

also

additionally

too

besides

again

another

equally important

other

first, second

Comparison

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

before

currently

after

in the meantime

Purpose

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

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

that is

for example

specifically

for instance

in particular

an instance of this

for one thing

this can be seen in

Summary and Emphasis

in sum

in short

generally

on the whole

after all

as I said

by the way

in other words

in general

to be sure

incidentally

in fact

naturally

indeed

I hope

clearly

at least

of course

it seems

anyway

in brief

remarkably

I suppose

I think assuredly 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 patients at the veterinarian wanted to leave as soon as possible. Verb Phrase: A group of words consisting of verbs working together and function as a verb. The zoo team knew that they would be working hard this week. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Andrea was warmly welcomed a t the zoo. 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. Alexa, a veterinarian , worked extremely hard to help all the animals in her clinic. 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. Climbing up and down the tree, the monkeys were able to grab the bananas at the top of the tree. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that f unctions as an adjective. The flamingos quickly left the a bandoned lake. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that f unction as nouns, adjectives, or adverbs. The dog actually knew it was time to walk to the park. 18

CLAUSES Clauses – groups of words with BOTH a subject and a verb that function as parts of speech. There are TWO kinds: Independent and Dependent (called “Subordinate”) INDEPENDENT – CAN stand alone as a c omplete sentence, known as a simple sentence pattern. The Los Angeles Zoo requires staff to be polite to the animals. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence and MUST begin with a S UBORDINATE 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. ○ Where she grew up firmly made the veterinarian who she is today. ○ Kindly give w hoever calls an answer. ○ That the giraffe was excited was really obvious. ○ The lion wisely checked w hat he had to eat. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the zoo w here animals triumphantly are taught well. (“where” is an introductory word) ○ There is the zoo that I absolutely want to volunteer at. ○ This career as a veterinarian t hat you want is clearly within your future. Some adjective clauses begin with relative pronouns: ■ Ana is obviously the one who has the most cats. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the girl whose love for animals is enormous. (GIRL is the antecedent of whose and is modified by the adjective clause.) ■ The zoo staff constantly explain to guests how they are helping the animals that are at the zoo .

■ Is this the animal book t hat you so vehemently want? (that is the direct object of want) ■ Alpha is the dog w hom Andrea wants to adopt . (whom is the direct object of want.) ■ The recommendation of pets w hich you refer to have been lost. (which is the object of the preposition t o.) ■ Samantha is a veterinarian who can easily help animals on what they need. (who is the subject of help.) Adverb Clause: Used to m odify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinate conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ They unfortunately put the Animal Shelter sign where a few could see it. (place) ■ When the bell rang, the koalas came to eat. (time) ■ We rapidly went to the zoo because we were excited. (purpose) ■ The zoo keeper talked a s if she were passionate about helping the animals at the zoo. (condition) Modifying adjectives: ■ The winter season seems twice a s long as it used to be for the penguins. (how much) ■ Dogs are just as amazing pets as cats. (to what extent) Modifying adverbs: ■ The youngest dog works harder than his siblings usually did. (condition) Relative Clauses: Dependent clause that begins with a r elative pronoun. ○ The cat w ho finishes first will be able to play on the cat tower first. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When eating, the puppy looks out for anyone else in order to protect his food. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The pet that most interests Ana i s most certainly a parrot. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence.

○ Williams dog lessons, w hich began eight months ago, are almost over.

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 patients at the veterinarian patiently waited for their turn. Predicate – what the subject does The patients at the veterinarian p atiently waited to be attended.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning more about animals helps students be more informed about them. Imperative – a sentence that makes a command (ends with a period mark) Learn more about the difference between different animals. Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not want to learn about different animals? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That is a huge whale!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. The most common pets for people to have are dogs and cats. Compound Sentence: A sentence with multiple independent clauses, but n o dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Taking care of a pet can be a big responsibility, but it can be done. Complex Sentence: A sentence with o ne independent clause and at least one dependent clause. Jake was happy that he was able to make an appointment at the veterinarian, even though the time was a bit late for him. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Whether you plan ahead or not, most appointments at the veterinarian can be simple, but they can take up a lot of time. 23

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. Working at the zoo, no matter what will change the way you feel about animals in a positive way. 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. You will change the way you feel about animals in a positive way, by working at the zoo. Parallel Structure: A sentence using the same pattern of two or more verbs or ideas that match in tense or structure t o show that they are of equal importance and to help the reader comprehend what is being written - this sentence requires symmetry.

Jimmy's dog wants not only treats but also wants bones for lunch. Balanced Sentence: A sentence where phrases or clauses at the beginning and the end parallel each other by virtue of their likeness of structure, m eaning, or length - this sentence requires symmetry. Jimmy spends some of his days taking care of the koalas at the zoo, as he also takes care of the giraffes on other days. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. The animals at the zoo make the zoo what it is and it would be nothing without them. Asyndeton: A sentence t hat leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Dogs typically play, run, walk, chase one another. Polysyndeton: A sentence t hat uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Dogs typically want to be active by playing,running, walking, lastly, chasing one another.

Anaphora: A sentence that f eatures the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention. For so many people, visiting the zoo can be the best experience , while for others the zoo is the worst experience for them , but most will agree that the zoo can feel like a long and interesting trip. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Veterinarians often spend their days with animals, their nights working for animals, their breaks thinking about animals that it sometimes can feel like they live only for animals.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The veterinarian wanted to help all the animals at the vet they all needed help she worried for them.[WRONG] The veterinarian wanted to help all the animals at the vet BECAUSE they all needed help AND she worried for them. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The veterinarian wanted to help all the animals at the vet, she had a lot of work to do that day, and had a bit of time. [WRONG] The veterinarian wanted to help all the animals at the vet. She had a lot of work to do that day ; and had a bit of time. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the veterinarian had no time. [WRONG]

Because the veterinarian had no time, she had to work faster. [RIGHT] Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add description; a m isplaced modifier describes the wrong part of a sentence and a dangling modifier is missing the part it’s supposed to modify At the Christmas party, Dan gave a steak to the dog that was medium rare. [WRONG] At the Christmas party, Dan gave a steak that was medium rare to the dog. [RIGHT] Double Negative – c ombining two or more negative words in a sentence in a way that is supposed to produce a positive force The dogs knew that it wouldn’t do them no good to eat all the food. [WRONG] The dogs knew that it would not do them any good to eat all the food. [RIGHT]

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 lead the reader into the topic) Ex. Often throughout the past years support animals like pets have always been allowed to travel on planes with their owner for support. There has never been an issue with this for as long as we can remember. However, based on a recent article published recently it describes how a new rule can possibly be put into effect where the days of bringing these support animals can be gone and only restricted to animals that meet a specific training requirement after all kinds of wild pets were brought onboard on planes. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Does a new rule of restriction towards emotional support animals that are untrained on planes seem fair? 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. Emotional support animals on flights help a person by bringing comfort to them and are usually trained already.

Fact (empirically verifiable but often difficult to argue extensively about -

better used as evidence to support a claim) Ex. Bringing all kinds of wild animals on planes for support can comparatively not always result in them being trained and not causing trouble .

Opinion (personal position on a topic)

Ex. All types of emotional support animals should be allowed on planes

no matter what. B elief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgement) Ex. Bringing emotional support animals on planes would not be good for the society or to the group of people on the plane.

Generalization (uses absolute or statistical pronouns: all, always, every,

never,

none, most, half – a void using this type of thesis statement unless

citing the source of the data) Ex. Every emotional support animal should not be allowed onto a plane for not always being trained correctly.

Document Based (cites a specific source, author, and position on a topic) Ex. According to NPR, David Schaper argues that the untrained animals brought on planes can sometimes have behavioral issues and some even relieve themselves on the plane.

Theory (a statement that can be tested and potentially proven - often

answers a research question) Ex. Bringing all kinds of support animals on board on planes can not do any harm to anyone and can be trained before inorder to be allowed on planes. 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 – t his could be several sentences long)

Ex. The author expands on his claim by examining the various elements,

such as previous results and experiences and that have occurred on planes after a wild animal has gone on board as a support animal for a person. (preview of evidence)

Ex. The author examines the often result of bringing any type of wild animal on board a plane and how it does not always go well. (purpose of thesis) Ex. This information about the connection between wild animals brought on board on planes does not show a very good connection together. (establishing the

importance or significance of thesis)

Body Paragraphs (must have e choes 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 effects of bringing different wild support animals on planes has not led to good journeys. (Now every sentence in this paragraph must be related to the connection between planes and different types of wild support animals) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “The untrained animals can have behavioral issues, and some even relieve themselves on the plane.” (Schaper 2). Ex. Several flight attendants agree, “The untrained animals can have behavioral issues, and some even relieve themselves on the plane.” (Schaper 2). Ex. “The untrained animals can have behavioral issues, and some even relieve themselves on the plane,” according to several flight attendants (Schaper 2). Ex. Unfortunately for people , “The untrained animals can have behavioral issues, and some even relieve themselves on the plane,” according to several flight attendants (Schaper 2). Ex. Unfortunately for people, “The untrained animals can have behavioral issues, and some even relieve themselves on the plane (Schaper 2).

Ex. Unfortunately for people, “The untrained animals…. have behavioral issues…. on the plane” (Schaper 2). 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 – “The untrained animals can have behavioral issues, and some even relieve themselves on the plane” (Schaper 2) Ex. P ARAPHRASE – Wild support animals that are untrained can act in bad ways and have issues on the planes (Schaper 2). 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 –“The untrained animals can have behavioral issues, and some even relieve themselves on the plane” (Schaper 2) Ex. S UMMARY – Untrained animals can be an issue to have on planes. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – A VOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. P eople could have brought their pets on board if they trained animals and had no issues aboard . Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) E x. An article published in December 2018 ,NPR shows that flight attendants from American Airlines have had to deal for years with untrained wild animals in the aircraft cabin. 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) 30

Ex. Clearly, flight attendants on the subject of bringing wild support animals that are untrained on board the airplanes have had problems with them for a while now.

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 bringing untrained wild support animals was not an issue for flight attendants then they would have not decided to input a restriction on these animals in the first place. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the restriction on these wild support animals that are untrained will still be revised and decided in January. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. T herefore, the act of bringing aboard a untrained wild support animal affects many on the planes and can cause trouble to flight attendants. Final Sentence (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 details about these wild support animals maybe a restriction could be put in an effort to not cause problems for the

flight attendants on the airplanes.

Section 6

Essays Essays – a piece of nonfiction writing that explains or addresses a specific topic Types – Persuasive (Argumentative) - full of convincing techniques to convince someone to favor or be against something or to prove whether something is beneficial or hurtful to them - the purpose is to convince the audience to do something or not Expository (Informative) - Exposes ideas in detail to help the audience understand without difficulties Definition or Description -

Describes something, a place, experience or a problem through sensory information

Process (How-to) -

Explains in steps or demonstrates the process of making or doing something

Compare and Contrast -

Makes various comparisons and contrasts between two things like how they are the same or different

Cause and Effect -

Finds the cause of something and the effects it has on it

Analytical/Critical - analyses something like a piece of writing from different perspectives Evaluative -

Present an opinion or a point of view on a subject from a writing or work

Interpretive -

Presents an analysis of another piece of writing

Narrative (Tells a story) - like telling a short story except written through an essay format

3 2

Personal Statement/Anecdote -

A person's personal statement that gives insights about how they are passionate about something

Research - revolves around a research question that is used to answer some specific question through research being found Timed - essays that require a person to demonstrate their knowledge by writing a sample essay within a time period Document Based Question (DBQ) -

Essay or short answer questions that is built up by a students knowledge with the support of various sources provided to them

Synthesis -

A written discussion supporting many sources of different views

Strategies/Planning Tips/Steps – Pre-writing -

First stage of the writing process of writing an essay. Consists a combination of outlining and mind mapping. 33

Prompt Analysis -

A prompt lets a person know what to write their essay on or the subject of their essay and it may also tell what type of writing to create and the audience it is targeted to.

Outlining -

Summary of a writing project or speech in the form of a list.

Researching -

Looking for sources like books or articles online to support the prompt of the writing text.

Evaluating of Sources -

Looking for the credibility of each of the sources chosen for the essay and whether or not it includes valid information.

Work Cited Page – MLA Format -

Beginning of the Works cited page on a separate sheet of paper at the end of the essay or research paper

Works cited page should be titled at the center of the paper

Citation should be writing left of the page

Double space all citations not skipping lines

List pages of sources as “pp.”

If only one page of a print source is used, mark with the abbreviation “p.” before the page number

Type the online database name in italics

Ex. Schaper, David. “No More Emotional Support Peacocks As Feds Crack Down On Service Animals On Planes.” K CBX, 2020, www.kcbx.org/post/no-more-emotional-support-peacocks-feds-crack-down-service-a nimals-planes. 34

APA Format -

does not specify a single font or set of fonts for professional writing, it does recommend a few fonts like Arial and Times New Roman

the author's last name and the year of publication for the source should appear in the text

One complete reference for each source should appear in the reference list at the end of the paper

Page number should be at the top right hand corner of the paper

Text should be indented and double spaced

Ex. Schaper, David. N o More Emotional Support Peacocks As Feds Crack Down On Service Animals On Planes. 2020, www.kcbx.org/post/no-more-emotional-support-peacocks-feds-crack-down-service-ani

mals-planes.

Dedication

I would like to dedicate this book to my family especially to my mother and father. I would like to thank them for always being there for me when I needed them as well as always helping me make the best decisions for myself. Thank you for everything you have done for me and for always supporting me.