THE DISNEY CHARACTERS BOOK OF WRITING
By: Judith Acevedo
Table of contents Introduction About the Author Chapter 1: Punctuation/Capitalization Chapter 2: Parts of Speech (words)
page 3
page 4 page 5-7
page 8-17
Chapter 3: Phrases/Clauses (groups of words) 18-20 Chapter 4: Sentences (groups of groups of words) 21-24 Chapter 5: Paragraphs (groups of sentences) page 25-30 Chapter 6: Essays (groups of paragraphs) Dedication: page 35
page 31-34
Introduction There’s a lot of grammar in this world that we need to know and a lot of writing we do in school, at home, and many other places but us regular kids are not the only ones that do it, it’s also people who get to be a Princess, Prince, King or Queen. Everybody needs to know some type of grammar because without it then we will be confused with many things in this world. This book will not be on the disney characters exactly but it will teach
you proper grammar. The disney characters are just for fun. 3
About The Author My name is Judith Acevedo, I was born in the city of Los angeles, California. I am half mexican and half american so that makes me a Mexican American/A Latina/Hispanic. My favorite sport is Basketball, I've played this sport for 8 years so far and I will continue to keep on playing it for the rest of my life. One of my favorite Disney characters, definitely has to be Bell from Beauty and the Beast because she is very humble, she won't give up on what she loves, and she tries to stay away from trouble but when it comes to people she loves she would do anything for them. This book is for young people and high school students just to have their fun with their favorite Disney characters while learning about grammar. It brings a lot of fun with learning grammar.
4 Punctuation/Capitalization 1. . end punctuation mark EX:(Gloria wants to be a nurse after she finishes high school.) 2. , separate,pause or shift EX:(My estate goes to my husband, son, daughter-in-law, and nephew.) 3. – em dash EX:(My sister loves chocolate—my brother loves vanilla.) 4. - en dash hyphenate EX:(e-mail) 5. : Used for explanation,list,a quotation EX:(He got what he worked for: he really earned that promotion.) 6. ; used between two closely related independent clauses EX:(When I finish
here, and I will soon, I'll be glad to help you; and that is a promise I will keep.) 7. ? used for questions EX:(Can I go with my friends?) 8. ! used after an interjection or exclamation to indicate strong feelings or high volume (shouting) EX:(AAAAAAHHHHH!) 9. ‘ used in pairs in various writing systems to set off direct speech, a quotation, or a phrase. EX:(Barry's sister is coming) 10. “ ” used in pairs in various writing systems to set off direct speech, a quotation, or a phrase. EX:( "Hurry up.") 11. … indicates an intentional omission of a word, sentence, or whole section from a text without altering its original meaning EX:(etc…) 12. [ ] used to isolate a segment of text or data from its surroundings. EX:(She [Martha] is a great friend of us. ) 13. ( ) used to isolate a segment of text or data from its surroundings. EX:(He gave me a nice bonus ($500). )
14. / used to mark periods and commas, the slash is now most often used to represent exclusive or inclusive or, division and fractions, and as a date separator. EX:(2/8/2018) EX: Comma (used to switch words around in a list) – Students at Bravo can freely choose between AP World History, A P US History, AP Government, and AP European History.
5 1.
Capitalize the First Word of a Sentence The cat is sleeping.
2. Capitalize Names and Other Proper Nouns You should always capitalize people’s names.
My favorite author is Jane Austen.
3. Don’t Capitalize After a Colon (Usually) I have one true passion: wombat racing. 4. Capitalize the First Word of a Quote (Sometimes) Mario asked, “What is everyone doing this weekend?” 5. Capitalize Days, Months, and Holidays, But Not Seasons I hate Mondays!
6. Capitalize Most Words in Titles
Sense and Sensibility is better than Pride and Prejudice. 7. Capitalize Cities, Countries, Nationalities, and Languages English is made up of many languages, including Latin, German, and French. 8. Capitalize Time Periods and Events (Sometimes) Most of the World War I veterans are now deceased.
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Parts of Speech Types of nouns: · Common Nouns:a class of people, places, things, or ideas. Girl, dog, mall, house, London · Proper Nouns: the name or title of a particular person, place, thing, or idea (must be capitalized). Wendys Tortas, University of California,Los Angeles, Toms Burgers · Compound Nouns: consist of words used together to form a single noun. Daydream, Bookshelf, Basketball · Concrete Nouns: refer to material things, to people, or to places. paper, pencil, highlighter · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Anger, Ability, cmpassion Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) My mom w as being really loud during my meeting.
· Direct Object (comes after the verb and answers what or whom) Kevin asked my dad if he can bring some water bottles home. · Indirect Object (answers to who or to whom) Cindy gave my cousin 50 bucks for her birthday.
PRONOUNS Pronouns take the place of nouns that have been established. Personal: Nominative (subjects)
Objective (objects)
I/we you/you
me/us you/you
He, she, it, one/they
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him, her, it, one/them
Possessive
My, mine
our, ours
Your, yours His, her, hers, its, one’s
your, yours their, theirs
Relative: Nominative who That
Objective whom
Possessive whose
that those/ this
of that
Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves) Used only: when the action verb is directed toward the subject of the construction: Be careful not to cut youself with the knife. She went by herself to the store.
to intensify a point: My friend went by herself t o the mall, I knew I should've gone with her myself.
Demonstrative: this, these
that, those
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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
simple present
present perfect
past past perfect
present present perfect
progressive 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) Page 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 students walked to the bus(students are the subject) Passive: The bus came to the students. (students are the subject but treated as the object) Verbals: Gerund: word ending in “ing” used as a noun.
· Ms. lorenzo is barely learning how to speak spanish. Participle: word ending in “ing” or “ed” used as an adjective
· The kids were playing in the park. · I wanted to go play basketball but I had too much homework.
Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · My mom likes to go read with her sister.
ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings –moderately, -awards, -likewise · Conversions (Show how three words related to your subject can
become adverbs – Example: “Educational” becomes “Educationally”) Careful,carefuly · Types: Manner, Frequency, Degree, Place, Time Example Types
Manner – Ms. Ramos answered the parent’s phone call quickly. (How did she answer?) S he answered the phone quickly.
Time – Mr. Morgan will leave for a science tournament immediately. (When will he leave?) S he will leave immediately. Page 11
Page 12 Place – Mr. Lee was willingly here earlier today working with students.
(Where was he?) He was willingly earlier today. Degree – Ms. Saldivar’s exceptionally good work cannot be over-recognized. (How good is she?)Her exceptionally good work.
Frequency – Ms. Villaneda is consistently pleasant to students and staff. (How often is she pleasant?) She is consistently 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. 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 ● A aha, ahem, ahh, ahoy, alas, arg, aw. ● B bam, bingo, blah, boo, bravo, brrr. ● C cheers, congratulations. ● D dang, drat, darn, duh. ● E eek, eh, encore, eureka. ● F fiddlesticks. ● G gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh. ● H – Hey, hmm, hooray, huh, hello, ha, ha-ha, holy cow, hallelujah, holy smokes, humph, hurray, hot dog, huh? ● K – Ka-ching, ● O – oh, oh oh, oh dear, oh my, oh my God, oh well, ouch, ow, oww, oops, oy, ooh-la-la, ● P – Phooey, presto, please, pshaw, pow, phew, pooh ● R – Rats, ● S – shoo, shh, shoop-shoop, ● T – Tut-tut, thanks, ● U – Uh-huh, uh-oh, ugh, um, umm ● V – Viva, voila ● W – Whammo, wham, whew, whoa, wow, whoops, ● Y – Yay, yeah, yikes, yippee, yes, yuck, yum, yo, yahoo, yummy ● Z – Zap
Page 13 Page 14 Transitions of Logic Chart
Addition
Comparison
Milder
Stronger
a further
further
and
furthermore
and then
moreover
then
in addition
also
additionally
too
besides
next
again
another
equally important
other
first, second
nor
finally, last
just as ... so too
similarly
a similar
comparable
another... like
in the same way likewise
Contrast
but
however
yet
still
and yet
nevertheless
still
on the other hand
otherwise
on the contrary
or
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
Purpose
then
meanwhile
now
at length
soon
presently
afterward
at last
later
finally
shortly
immediately
earlier
thereafter
recently
at that time
first, second, third
subsequently
next
eventually
before
currently
after
in the meantime
today
in the past
tomorrow
in the future
to do this
to this end
so that
with this object for this purpose for that reason because of this in order to
Place
there
at that point
here
opposite to
beyond
adjacent to
nearby
on the other side
next to
in the front in the back
Result
so
hence
and so
therefore
then
accordingly consequently thus thereupon as a result in consequence
Example
Summary and Emphasis
that is
for example
specifically
for instance
in particular
an instance of this
for one thing
this can be seen in
in sum
in short
generally
on the whole
after all
as I said
by the way
in other words
in general
to be sure
incidentally
in fact
naturally
indeed
I hope
clearly
at least
of course
it seems
anyway
in brief
remarkably
I suppose
I think assuredly definitely without doubt for all that
on the whole in any event importantly certainly
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Page 18 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. Friday became a cool, wet afternoon.
Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Mary might have been waiting outside or you. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. In the kitchen you will find my mom. 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. The insect, a cockroach, is crawling across the kitchen table. 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. He lectured us about swimming the mile. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The car moved slowly on the road clogged with traffic. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. To get a medical degree is her goal. 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. Highschools require students to be kind, respectful,and to just be a good student. 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. ○ Where she lives at it made her who she is. ○ Very respectfully whoever knocks on the door, invite them in. ○ That the girl was very excited was very obvious. ○ The mother wisely made the decision to stay home. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is my house where we all grew up at. ○ The lady who lives across the street is my aunt. ○ Those people whose names are on the list will go to camp Some adjective clauses begin with relative pronouns: ■ Rose is obviously the one who will win because of how much people like her. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the student who loves the class of art.(TEACHER)is the antecedent of whose and is modified by the adjective clause.) ■ Math class is the class that teaches how many problems there can be in the world. ■ Is this the mat that you really want? (that is the direct object of
want) ■ Alison is the woman whom kindly asked if she can join our team. ■ The car which you refer to is all sold out.(which is the object of the preposition to. )
■ Sally is the girl who likes to be really extra with her actions sometimes.(who is the subject of shrugs. )
Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinate conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ We saw the bird there. ■ Yesterday we went to school. ■ I went to sleep again because I was super tired. ■ The player played the game again as if he was going to win a prize. Modifying adjectives: ■ The book which you gave me yesterday was really interesting. ■ All the flowers in the garden are beautiful. Modifying adverbs: ■ Robin was speaking so rudely. Relative Clauses: Dependent clause that begins with a relative pronoun. ● A notebook is a computer which can be carried around. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ Harriet has more musical training than Taylor. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ Bonuses are given to employees who meet their sales quotas Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Lisa, who takes ballet with Jan, is my best friend.
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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 kids from 1st grade are learning bigger words. Predicate – what the subject does The kids from 1st grade are learning bigger words. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Reading a book can help your brain to develop faster. Imperative – a sentence that makes a command (ends with a period mark) You shall not steal never. Interrogative – a sentence that asks a question (ends with a question mark) What exactly are you doing here? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Hurry they are catching up to us! Sentence Patterns
Simple Sentence: A sentence that is just one independent clause. Joe waited for the train. Compound Sentence: A sentence with multiple independent clauses, but no
dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). She did not cheat on the test, for it was the wrong thing to do. Complex Sentence: A sentence with one independent clause and at least one dependent clause. My Dad laughed when I told a joke. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Because the soup was too cold, I warmed it in the microwave. 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. I went to the movies yesterday, bought candy, and shopped at the mall.
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. In spite of heavy snow and cold temperatures, the game continued.
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. My dog not only likes to play fetch, but he also likes to chase cars. 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. Buy a bucket of chicken and have a barrel of fun.
Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Let us never negotiate out of fear, but let us never fear to negotiate. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. They dove, splashed, floated, splashed, swam, snorted. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Neither snow nor rain nor heat nor gloom of night stays these couriers. 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. So let freedom ring from the prodigious hilltops of New Hampshire. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. There are tears for his love, joy for his fortune, honor for his valor, and death for his ambition. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The couple were tired they took a break then they went back home watched tv and enjoyed there rest of their day.[WRONG] The couple were tired so they took a break, then they went back home, watched tv, and enjoyed there rest of their day.[RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas
There was a man who needed to get home back with his family, there was noone to help him out.[WRONG] There was a man who needed to get home back to his family. There was no one to help him out.[RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause A time of wonder and amazement.[WRONG] That was a time of wonder and amazement.[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 She arrived home and fell onto the sofa covered in sweat.[WRONG] Covered in sweat, she arrived home and fell onto the sofa. [RIGHT]
Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force I can't go anywhere tonight.[WRONG] I cannot go anywh
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Page 25 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
Mr. Phileas Fogg lived, in 1879, at No. 7,Saville Row, Burlington Gardens, the house in which Sheridan died in 1814. He was one of the most noticeable members of the Reform Club, though he seemed always to avoid attracting attention; an enigmatical personage, about whom little was known, except that he was a polished man of the world. People said that he resembled Byron- at least he said he was Byronic; but he was a bearded, tranquil Byron, who might live on a thousand years without growing old. Query Based (Question that brings the reader to the topic - avoid second
person POV “you” So what will Bryonic do? What will he do in his life? What is his journey really about? 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) Mr. Phileas Fogg is a very adventurous man who one day wishes that
something very special will happen to him or he is going to make it happen. Fact (empirically verifiable but often difficult to argue extensively about - better used as
evidence to support a claim) Ex. He was one of the most noticeable members of the Reform Club. Opinion (personal position on a topic) His name was strange to the scientific and learned societies. elief (social, religious, or political in nature – an opinion held by many B to be a fact,
though it is not necessarily factual – often involves a judgement) Ex. Indulging in the temptation of fast food is sinfully wrong.
The way in which he got admission to this exclusive club was simple enough. 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.
His cheques were regularly paid at sight from his account current, which was always flush.
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.
According to The New York Times, J ules Verne was very incredible with creating this story about a true man and woman who traveled around the world in 80 days and she inspired a lot of people with this very incredible book and real life story.
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. Jules Verne said she would probably take way more time to go all around the world and see every place in this world but Byron made it in around 80 days, she doesn't know how many days it will take but she was thinking maybe 100 or more. 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
Ex. Schlosser expands on his claim by examining the various elements, such
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) Bryon and Jules Verne were two different people they both wanted to go around the world but that is about it, that was the same of them. There were a lot of differences about them because literally almost everything they did they wanted to do so everything was different. 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) They were people who loved to explore because they wanted to find happiness in life and they always wanted to stay positive. When something would shut them down or bring them into a negative state they wouldn;t like it so they tried every possible way to keep them happy and grateful in life. 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)
This basically is saying that a human can be happy for many days, weeks, months, and even years but there will always be something that will just get you into a bad mood or a sad mood. This is what makes a human though because a human needs to have both happiness and sadness in their life if not well then I guess they aren’t really a human. 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)
When Bryon was planning to go all around the world he was struggling with life, he had problems with his family and he was also having moments where he thought he couldn’t do anything anymore, He also was thinking about the money because he wasn't rich at all but at least he had something. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) “He was not lavish, nor, on the contrary, avaricious; for, whenever he knew that money was needed for a noble, cause, or benevolent purpose, he supplied it quietly and sometimes anonymously.” ( page 3) “ He was,in short, the least communicative of men.” (Page 4) “ He talked very little, and seemed all the more mysterious for his taciturn manner.”(page 5) His daily habits were quite open to observation: but whatever he did was so exactly the same thing that he had always done before, that the wits of the curious were fairly puzzled.”(page 5) “ The game was in his eyes a consent, a struggle with a difficulty, yet a motionless, wearying struggle,congenial to his tastes.(page 7) 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) Mr.Phileas' accomplishment was one of the biggest in the world. Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) Ex. SUMMARY – Fast food can be unhealthy. Mr. Phileas and Mr. Bryon were brave and good men. 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.
He could’ve gone around the world when he was younger but he chose to do it at 60. 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. In 1894, Mr. Phileas was just a man that wanted to accomplish something in life that he believed no one else could in his times because of how things were in the 1890’s.
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) As it says in the story, Mr,phileas and Mr. Bryon were people who had struggles and just wanted to get rid of them before they pass away and they just wanted to live to the fullest like most of us do. 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. If it wasn't for his friends who helped him out on this journey of going around the world in 80 days he would have never made it and he would've just given up. 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. There were a lot of people he needed to take in order to make this journey happen and he was so proud of himself, he was living his dream. 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. So, Bryon thought that he couldn’t make it in 80 days. He was actually thinking that he would never make it because he was already in the age where he thought that something might happen and it would all just be over. 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 health problems associated with fast food, maybe the meals children receive as rewards are not so happy after all… If to live in this lifestyle is to be eccentric, it must be confessed that there is something good in eccentricity. Page 30
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Essays Essays – An essay is basically a short piece of writing on a particular type of subject. Types –Persuasive (Argumentative) An argumentative essay expresses an extended argument for a particular thesis statement. The author takes a clearly defined stance on their subject and builds up an evidence-based case for it. Expository (Informative) “Expository” means “intended to explain or describe something.” An expository essay provides a clear, focused explanation of a particular topic, process, or set of ideas. It doesn’t set out to prove a point, just to give a balanced view of its subject matter. Expository essays are usually short assignments intended to test your composition skills or your understanding of a subject. They tend to involve less research and original arguments than argumentative essays. Analytical/Critical Evaluative: An evaluative essay is a composition that offers value judgments about a particular subject according to a set of criteria. Interpretive: An interpretive essay is an essay that provides an analysis of another piece of writing. Narrative (Tells a story) A narrative essay tells a story. In most cases, this is a story about a personal experience you had. This type of essay, along with the descriptive essay, allows you to get personal and creative, unlike most academic writing. Narrative essays test your ability to express your experiences in a creative and compelling way, and to follow an appropriate narrative structure. They are often assigned in high school or in composition classes at university. You can also use these techniques when writing a personal statement for an application.
Research: A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth independent research. Timed: Known collectively as timed essays, essay exams, or in-class essays, these essays require you to demonstrate disciplinary knowledge by producing a writing sample within a limited time period. Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – Pre-writing/Prompt Analysis/Outlining: Five useful strategies are listing, clustering, freewriting, looping, and asking the six journalists' questions. These strategies help you with both your invention and organization of ideas, and can aid you in developing topics for your writing. Researching/Evaluating of Sources: When you find a promising article, before you do anything else, note down all the publication information in a notebook (or in a file on your laptop): Salwant, Shawn. Mark Twain and the Nature of Twins. Nineteenth-Century Literature. Vol. 67, No. 3 (December 2012), pp. 366-396. http://www.jstor.org/stable/10.1525/ncl.2012.67.3.366 Accessed: 16/04/2013 18:43 JSTOR (BC Libraries) .pdf file 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: According to MLA style, you must have a Works Cited page at the end of your research paper. All entries in the Works Cited page must correspond to the works cited in your main text. Basic rules ● Begin your Works Cited page on a separate page at the end of your research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper.
● Label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page. ○ Only the title should be centered. The citation entries themselves should be aligned with the left margin. ● Double space all citations, but do not skip spaces between entries. ● Indent the second and subsequent lines of citations by 0.5 inches to create a hanging indent. ● List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as pp. 225-50 (Note: MLA style dictates that you should omit the first sets of repeated digits. In our example, the digit in the hundreds place is repeated between 225 and 250, so you omit the 2 from 250 in the citation: pp. 225-50). If the excerpt spans multiple pages, use “pp.” Note that MLA style uses a hyphen in a span of pages. ● If only one page of a print source is used, mark it with the abbreviation “p.” before the page number (e.g., p.157). If a span of pages is used, mark it with the abbreviation “pp.” before the page number (e.g., pp.157-68). ● If you're citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics. You do not need to provide subscription information in addition to the database name. APA Format: APA Referencing Basics: In-Text Citation In-text references must be included following the use of a quote or paraphrase taken from another piece of work. In-text citations are citations within the main body of the text and refer to a direct quote or paraphrase. They correspond to a reference in the main reference list. These citations include the surname of the author and date of publication only. Using an example author James Mitchell, this takes the form: Mitchell (2017) states… Or …(Mitchell, 2017).
The structure of this changes depending on whether a direct quote or parenthetical used: ● Direct Quote: The citation must follow the quote directly and contain a page number after the date, for example (Mitchell, 2017, p.104). This rule holds for all of the variations listed. ● Parenthetical: The page number is not needed.
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Dedication I dedicate this to the people who want to have fun while learning grammar. This is an easy way to learn grammar. It has some of the simple steps to the most confusing and hard steps that some people might not get. This book of writing was something that helped me out because I also learned some tips, I learned how to write things better, with better grammar, and bigger words. Things like this can take you really far because you can start at a level which might be low and at the end of this book you will now know better so you will be at a high level in your grammar and not only in that, when you write, type an essay, do a presentation,etc… This book is something that I wanted to make fun for people to concentrate on and just really have fun when they are studying or learning something about english. It can be really boring to study or learn english so I dedicate this to the people who want to have fun while learning some english.