The Blue Grammar Book by Bravo Grammar Con Online

The blue grammar bookÂ By gabriel benitez H. english Mr. rodruiguez

About the author: Hi, I am the author. My name is Gabriel. :). My favorite color is blue. I don't know if you noticed at first. Well I am in 11th grade and love to play guitar. I am someone who is very extroverted like people and like doing things for fun like watching tv shows and many things. This book I hope helps you with grammar and how to write it would make me happy that it did and now go on!

[YOUR] BOOK OF WRITING SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. The young girl was always attractive. 1. Pretty girls always go for the most handsome attractive men. 2. Look closely, it's kinda nice. 2. Nice, that is the first word as I looked closely into the microscope. 3. I– angry I said and honestly I don’t know how I can be so mad 4. I am faithful on 2-10-21 never thought graduating would come so fast 5. Oddly it was exactly 3:30 am, scary nonetheless. 6. When we actually went to Mexico in the summer; big Paris in the spring. 7. Why did you stare awkwardly towards that bald man? 8. You are so ambitious, truly hard working! 9. It’s sorta fancy, never thought of being here. 10. “And she said she's thankful for undexpledcedly having us today.” 11. As I walked hearing footsteps… I tried to make myself as calm as possible. 12. He was so kind and [mysteriously] mean-looking. 13. He was anxious(scared) but with a brave look in his eyes . 14. They accidently thought the pants were tiny/small.

EX: Comma (used to switch words around in a list) – Students at Bravo can freely choose between AP World History, AP US History, AP Government, and AP European History. Capitalization – Identify and create one (1) example sentence for each rule of capitalization. 1. Please list the rules of capitalization here EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.

PARTS OF SPEECH NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. Class of people- smart,cute,tall Places- home, mcdonalds, spanish class,water park, mexico Things- books, computer, pencil, phone, bed Ideas- federalist, blm,us constitution · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Abraham Lincoln Jala, Nayarit Mexico Travis Scott Meal · Compound Nouns: consist of words used together to form a single noun. Tennis-shoe Rainbow Sixpack · Concrete Nouns: refer to material things, to people, or to places. Wool Mexican Los Angeles · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Hate, love,mean 4

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Maria hated them for their actions and wanted payback. · Direct Object (comes after the verb and answers what or whom) I heard Dylan Ayala moved states. · Indirect Object (answers to who or to whom) Ely gave food to all her children that morning before going off to work.

PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who That

our, ours your, yours their, theirs

Objective whom that those/ this

Possessive whose of that

Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves) Used only: when the action verb is directed toward the subject of the construction: He grades himself more harshly than his students. She bought herself two books. 5

to intensify a point: The coordinator himself delivered the speech. Even though it was hard work, “I can finish the job myself” the student 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: verbs indicate time via tenses: simple past past past perfect past progressive

simple present present present perfect present progressive

present perfect progressive future future perfect

Types: There are at least eleven (11) types of verbs:

auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) infinitive verbs (indicate tense) infinitive 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 students got their grades in the mail. (students are the subject) Passive: The mail has brought the grades to the students. (students are the subject but treated as the object)

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Ms. Gutierrez enjoys leisurely research in the library. Participle: word ending in “ing” or “ed” used as an adjective · There really is no swimming pool on the sixth floor. · Mrs. Marks carefully drove past the deserted school. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mrs. Montes likes to read books quietly.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper (Give one example of each using words related to your subject)

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Ms. Ramos answered the parent’s phone call quickly. (How did she answer?) Time – Mr. Morgan will leave for a science tournament immediately. (When will he leave?) Place – Mr. Lee was willingly here e arlier today working with students. (Where was he?) Degree – Ms. Saldivar’s exceptionally good work cannot be over-recognized. (How good is she?) Frequency – Ms. Villaneda is consistently pleasant to students and staff. 7

(How often is she 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 non living object or animals), that (may refer to animals or nonliving objects)

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

INTERJECTIONS Interjections are the final part of speech. Find and copy/paste an alphabetical list of interjections here.

Transitions of Logic Chart

Addition

Milder

Stronger

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

meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason because of this

in order to

Place

there here beyond nearby next to

at that point opposite to adjacent to on the other side in the front in the back

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

for example for instance an instance of this this can be seen in

Summary and Emphasis

in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose

in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole

in any event importantly certainly

PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. As I left work I called it a day, what a amazing day at work Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. Many teachers have been teaching english wrong. Verb Phrase: A group of words consisting of verbs working together and that function as a verb.Maria smells the burgers from In & Out and instantly goes to buy a berger for herself. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Gabriel and Tony sat on the sidewalk after school. 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. John, the highschool student, recently moved out of state. 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. Driving out the parking lot I saw my cousin who needed a ride home. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Michelle asked everyone if they were heading out the bathroom. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. My dog walked to the back yard to get food.

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. 12

Margret was going to the bakery to get a small iced coffee to start this day. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds: Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ There she was home after a long day she finally returned, ○ Whenever they turn, check the speed limit. ○ Dora was sad about not doing the hw ○ Marco saw what he left outside and got it all back Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ When my parents see my grades they are going to be happy ○ There it was the burger I was starving to get for dinner. ○ There he was staring at the clouds and moon Some adjective clauses begin with relative pronouns: ■ He was the one who found the car keys there. ■ Whose hw is this exclaims marlon! ■ We learned that how the sun produces co2 to heat up the earth ■ Is it really that pathetic that we have to come back? ■ To whom is this regard to? angela? ■ To which extent is this going to accept your grade? ■ It’s not who it is when you make yourself become who. 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: ■ To do this you need to pass the tracks near the train. ■ When i woke up, i got up ■ I remember leaving because my stomach hurt. ■ The sun was hot melting down on me feeling heat through my shoes. Modifying adjectives: ■ I measured 3 cups of sprite cranberry to everyone ■ He was funny but at one point annoying Modifying adverbs: ■ She used to work over time to get paid more.

Relative Clauses: Dependent clause that begins with a relative pronoun. ○ This is the last time we went to class Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When playing his fingers move so fast. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ When asked, I said spanish is my favorite class. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Most students didn't go to class from spring till now

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 Mexican lations are likely to finish highschool in the United states. Predicate – what the subject does Latinos are usually hard working. I love my community and love how we do anything for a better life..

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) It was cold tonight. The wind entered through the window and I shivered. . Imperative – a sentence that makes a command (ends with a period mark) You need to defrost the chicken now I am on my way.

Interrogative – a sentence that asks a question (ends with a question mark) Should you even cook meat? Why not eat it raw? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) I hate everything about this school!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. I can say this is the most simple sentence I have written. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). You may ask yourself what is wrong, but you see nothing is wrong.. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you sleep on time you get to more energy out of your day . Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. This is not a drill, you need to walk calmly to avoid anyone's death during this crisis.. 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. This is the end, but a new beggining to your story you only get bigger from now on. 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. All i know that is going to happen is that we are at the end, this is it.. 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. I am up all night to work hard, and others watch me succeed, 15

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. I always get new assignments even when it is a tough time at home. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. School is fun with friends without friends. School is a failure. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. She looks so smart, cute , tall , funny and wonderful.. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. He was so cool, smart and fast. . 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. This is a time when you decide life or death depending what you do you will receive an outcome, this may result in death or instability. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. ]my mom works day and night to provide for this family, she gives us food, water and a place to live. I do not know what to do without her.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The students wanted to stop working on their English project; they needed to do work for other classes they had no time for. [WRONG] The students wanted to stop working on their English project BECAUSE they needed to do work for other classes AND they had no time. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas

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

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the students had no time. [WRONG] Because the students had no time, they had to work faster. [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 team barbeque, the coach gave a steak to the student that was medium rare. [WRONG] At the team barbeque, the coach gave a steak that was medium rare to the student. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The students knew that it wouldn’t do them any good to waste time. [WRONG] The students knew that it would not do them any good to waste time. [RIGHT]

[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) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Even if it looks bad, everyone has their own opinion on the matter. During this pandemic many students have been struggling to do work with depression, hunger, sadness, and many more factors that play in, Lausd schools 2nd largest school district Isn’t failing any students! Lausd wants to

give students the opportunity to pass all their classes and have up to january 25th to turn in late work. What do you think of this matter? Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Would this help students in the future, will this be beneficial having every student pass? 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) Many students have depression so what continues with school. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) This pandemic has put stress on everyone. Opinion (personal position on a topic) Students have gotten lazy. I don't think they need a second chance 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) Even though this is good I believe students don’t need a second chance. 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) Every decision lausd has made is bad. Document Based (cites a specific source, author, and position on a topic) The Los Angeles Times just released Information about Lausd schools. LA times made it clear that “ students will not be failing.” How good is this an absolute lifesaver to many students. Theory (a statement that can be tested and potentially proven - often answers a research question) This might be because students have had trouble focusing in class. 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) As you can see Los Angeles times has said one again schools will not be opening this january still. When the author says this they mean to have help with each and every student. This means that in the future we will all be able to pass safely.

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 – “ Los angeles Times”

“LAUSD had offered limited in-person tutoring and assessment for students with disabilities, reaching less than 1% of 465,000 students in kindergarten through 12th grade. And then on Monday Supt.” “Austin Beutner announced a hard shutdown of all campuses amid the unprecedented spike in cases” “We have an imperative to get kids back to school as soon as possible the safest way possible,”. 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 – My son ‘needs more than a screen’ mom says as LAUSD taken to court to partially reopen schools

“The law, passed in June, preserved funding for school districts at levels similar to the previous year, but also set broad guidelines intended to ensure that students would receive an appropriate education despite the pandemic.”

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 –– My son ‘needs more than a screen’ mom says as LAUSD taken to court to partially reopen schools

“schools in other states and countries have prioritized in-person learning during COVID-19 and have done so without major outbreaks. California ought to follow that path.” Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Students might fail again but it's a risk we all take. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Since work is due till january 25th then students might still fail. 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) Even though we all passed this year it has a twist that may still make students fail.

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) If each year in case Covid-19 doesn’t go away will that mean everyone will pass no matter what and anyone can go through highschool without doing anything? Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) As such this may result in students becoming dependent on everything not doing work turning in at the last minute waiting for school to pass them. Reestablishing the Significance of the Thesis (could be one or more sentences) Thus resulting that we have to think this more clearly not everyone should pass because there are children not attending classes and still given the opportunity to pass.

Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) Students need to learn how falling feels like.

ESSAYS Essays – are a combination of sentences and paragraphs ranging from 5 paragraphs with 5 sentences to many pages. This allows for you to explain everything with detail Types – 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 – you must have a structure built with intro, body,body2, body 3 and conclusion finally to prosawade. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources Work Cited Page –MLA Format-doe, john m. “the book.” website, john, 4 oct 2020. Accessed 4 oct 2020.

APA Format-doe, j. (2020). book. john.