The Finance Book of Writing by Bravo Grammar Con Online

The Finance Book of Writing By: Kevin Amador 1

Table of Contents Introduction About the Author Chapter 1: Punctuation and Capitalization Chapter 2: Parts of Speech Chapter 3: Phrases & Causes Chapter 4: Sentences Chapter 5: Paragraph Chapter 6: Essay

3 4 5-6 7-14 15-17 18-21 22-25 26-28

Introduction Who does it mean to be rich? Being rich is nothing but a mindset and not an amount of money. Many times the people that seem rich are in reality poor and live a lifestyle that they are not capable of maintaining. So what is stopping you from changing your mindset and becoming rich?

About the Author My name is Kevin Amador and I am a Bravo High School student. I have recently become really interested in economics, finance, and entrepreneurship. That is why I decided to write this book that merges both finance and grammar. Throughout this book you will find references and tips to becoming rich and learn about grammar at the same time.

Chapter 1: Punctuation & Capitalization Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Imperative Mr. or Dr. 2. , We need: jars, spoons, cups, and food. 3. – em dash 4. - en dash 5. : The teacher had a surprise for the students : three-day weekend. 6. ; The students practiced writing; they worked on reading; they improved their communication skills 7. ? interrogative Why did you do that? 8. ! exclamatory I told you not to do that! 9. ‘ IT IS GOOD / IT’S GOOD 10. “ ” He stated, “Yes.” 11. … “The teacher wished the students a happy … weekend.” 12. [ ] “The teacher wished the students a happy day before the [three-day] weekend.” 13. ( ) parenthetical information 14. / forward slash Wednesday/Fridays 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. 5

Capitalize the First Word of a Sentence- Today was a great day because I was very productive, Capitalize Names and Other Proper Nouns- My only brother Henry is nearly eleven years older than me. Don’t Capitalize After a Colon (Usually)- There is only one place I want to go: Honolulu Hawaii. Capitalize the First Word of a Quote (Sometimes)- Mr. Frank said, “I will meet you over there.” Capitalize Days, Months, and Holidays, But Not Seasons- Today is September the twenty third. Capitalize Most Words in Titles- ”The Hunger Games” Capitalize Cities, Countries, Nationalities, and Languages- The capital of California is Sacramento. Capitalize Time Periods and Events (Sometimes)- During the Ice Age people had to survive in extreme weather conditions.

Chapter 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 ideas. EX: school, mangol, banana, chair, cat · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Kevin, Tesla, Los Angeles, San Francisco · Compound Nouns: consist of words used together to form a single noun. EX: seafood, cowboy, cupboard, greenhouse, onset

· Concrete Nouns: refer to material things, to people, or to places. EX: grape, table, salt, pepper, shoe · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: anger, comfort, anxiety, care, calm

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Kevin worked hard to make up the homework he had not turned in. · Direct Object (comes after the verb and answers what or whom) I asked my brother Henry to help me explain my math homework for my class. · Indirect Object (answers to who or to whom) Mr. Moreno gave a diploma to his student a t the graduation ceremony. I turned in my math homework to Mr. Corbett after my brother helped me do it.

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 works harder for himself than for anyone else. She purchased herself three textbooks. to intensify a point: The manager himself delivered the food. Even though the task was difficult the construction worker finishes the job himself. 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) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects)

Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: The employees received their paycheck through an online bank. Passive: The paycheck was given through an online bank to the employees.

Verbals: (VERB FORMS NOT USED AS VERBS)

Gerund: word ending in “ing” used as a noun. · The dog likes roaming freely and exploring the dog park. Participle: word ending in “ing” or “ed” used as an adjective · There is no running track assigned for the school. · All the classrooms are deserted due to the pandemic. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · The runner likes to go to the beach and run along the beach.

ADJECTIVES 9

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) –ing, -ed, -log, -ly · Conversions (Show how three words related to your subject can become adverb) – Example: “He microwaved his lunch” · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The student answered with anger because she did not cheat. (How did she answer?) Time – The bride will be leaving very soon to get there on time. (When will he leave?) Place – Thomas went to school to get optional tutoring. (Where was he?) Degree – She did such a great project that no grade can justify the work. (How good is she?) Frequency – The waitress is always extremely pleasant to all the customers. (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 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: 10

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

Milder

Stronger

Addition

a further and and then then also too next another other nor

further furthermore moreover in addition additionally besides again equally important first, second finally, last

Comparison

just as ... so too a similar another... like

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely

Time

then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow

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

Chapter 3: Phrases & 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 people like spending their paycheck as soon as they get it. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Save money now otherwise you would be working all your life. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Investing is not easy because it can feel like throwing money overboard. 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. Robet Kiyosaki, an investor, carefully studies each and every investment before investing. 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. Investing in the market, it’s really easy and can be done on a phone. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. A rich person would be investing in the stock market. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many people actually knew it is better to invest your money. 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”) 15

INDEPENDENT – CAN stand alone as a complete sentence, known as a simple sentence pattern. Any investment is better than spending money on liabilities.

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. ○ How he grew up made him understand both the rich and poor mentality. ○ Rich is whoever creates an opportunity instead of waiting for it. ○ That someone is rich is not always obvious. ○ Graham likes to check what his net worth is. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the perfect point where you have to move from poor to rich. (“where” is an introductory word) ○ An asset is something that increases in value. ○ The new phone that you wanted can wait, you should invest instead of buying it. Some adjective clauses begin with relative pronouns: ■ Robert is obviously the one who had more financial knowledge as a kid. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the guy who made millions off of cryptocurrency. (GUY is the antecedent of whose and is modified by the adjective clause.) ■ Finance classes teach how relevant your monthly income is to the amount of money you should invest in a month. ■ Is this really the price that you want to buy that stock? (that is the direct object of want) ■ Graham Stephan is the person that he asked for financial advice. (that is the direct object of asked. ) ■ The recommendation letter to which you refer has sadly been lost. (which is the object of the preposition to. ) ■ Warren Buffet is an investor who easily finds great investment opportunities. (who is the subject of finds. ) 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: ■ They fortunately invested their money in something where they could charge rent. (place) ■ When the market finally crashed, everyone invested. (time) ■ He now bought assets over liabilities because he is now rich. (purpose) ■ The poor guy spent his hard money as if he had only a few days to live and wasted it as soon as he got it. (condition) Modifying adjectives: ■ The financially illiterate people are twice as much as it used to be. (how much) ■ Robert's best friend's dad is amusingly smarter than his own dad. (to what extent) Modifying adverbs: ■ Robert learned more about money as a kid than most adults typically do. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The person who uses compound interest will earn a higher rate of return if they invest what they make. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When investing, do research before buying any asset. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The asset that most interests Robert Kiyosaki is real estate because you can easily make money without much work. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ My stock market investments, which began six months ago, have nearly multiplied.

Chapter 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 company’s workers desperately learned about investing money. Predicate – what the subject does The company’s workers desperately learned about investing money.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Investing you money is better than buying liabilities. Imperative – a sentence that makes a command (ends with a period mark) Learn how to invest in the stock market. Interrogative – a sentence that asks a question (ends with a question mark) Who wouldn’t want to make money without working? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Anyone can go from poor to rich!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Most investments are meant to generate money. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Finding a good thing to invest in is difficult, but it is well worth the work. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you invest, you will become rich if you are consistent. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Even if you invest in index funds, you will become rich, but you have to stay consistent with your investments. 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. Investing can make you rich, no matter how you invest or what you invest in. Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense with the main point coming at the end. No matter what you invest in or how you invest, investing can make you rich. 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. Smart investors tend to do research, put in the work, and take risks when others don’t. 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. Day traders spend their days buying the low points and selling at the high points. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Everyday investors like you make the market what it is and without them the stock would definitely crash. 19

Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. To be rich you have to be dedicated, hard working, determined, and have a goal. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. To be rich you have to be dedicated and hard working and determined and, ultimately, have a goal. 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. Some people have made millions of dollars of the stock market, other people have lost millions of dollars or even more, but we can all agree that the stock market will change your life. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Many investors tend to spend their days talking about the market, their nights researching the market, their weekends waiting for the market to open it, can sometimes feel like they live in the stock market.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The real estate investor wanted to finish renovating the house that way they could put it up for rent and make more passive income. [WRONG] The real estate investor wanted to finish renovating the house BECAUSE that way they could put it up for rent and make more passive income. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The real estate investor wanted to finish renovating the house, that way they could put it up for rent and make more passive income. [WRONG] The real estate investor wanted to finish renovating the house. That way they could put it up for rent and make more passive income. [WRONG]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because they had no money. [WRONG] Because they had no money, he had to start saving and investing his money. [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 financial class, the teacher gave his secret to the student that was most hard working. [WRONG] At the financial class, the teacher gave his secret to the most hard working 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 rich person knew it wouldn't do him any good complaining. [WRONG] The rich person knew it would not do him any good complaining. [RIGHT]

Chapter 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) Many times people think being poor or being rich is defined by how much money you have. However those are mentalities and Robert Kiyosaki experienced and saw both sides first hand throughout his childhood. Being broke does not mean you are poor, being poor is a mindset where you can not financially advance and you take the wrong financial decisions. A broke person can be richer than a person with more money if they do the right thing with their money. While concepts like investing and assets vs liabilities are not taught in school we should go out and learn about it ourselves. uery Based (Question that brings the reader to the topic - avoid second Q person POV “you”) What is the difference between a rich person and a poor person? 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) Money administration and finances should be taught in schools. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) People don't learn about money so once they have it they don’t know how to use it. Opinion (personal position on a topic) Schools should absolutely dedicate time into teaching about money. 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) Not teaching this in schools is wrong because it just makes it harder to be rich instead of poor. 22

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) No school or teacher teaches or talks about money. Document Based (cites a specific source, author, and position on a top In Rich Dad Poor Dad, Robert Kiyosaki claims that the key to being rich instead of being poor is managing your money. You should always buy assets instead of liabilities which means every purchase should be an investment. Do not buy things just because you can afford them or because they look cool or make you look rich. Theory (a statement that can be tested and potentially proven - often answers a research question) Spending your money is liabilities will make you look rich when in reality you are poor. 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) Liabilities can make you look rich because the rich achieve the point where they can afford to buy liabilities without having to compromise their wealth. Buying a new car does not make you rich. In fact it makes you poor if you can afford it and you are forced to constantly live in debt. Instead of buying that liability but assets like shares in the stock market or into your business or even real estate.

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) Many people support and believe that you should prioritize investing before spending money. (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)

“A person can be highly educated, professionally successful, and financially illiterate” (Kiyosaki 93). “Rich people acquire assets. The poor and middle class acquire liabilities that they think are assets” (Kiyosaki 157). “An important distinction is that rich people buy luxuries last, while the poor and middle class tend to buy luxuries first” (Kiyosaki 229).

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) “A person can be highly educated, professionally successful, and financially illiterate” (Kiyosaki 93). PARAPHRASE – The education received by a person does not relate to their money management skills (Kiyosaki 93). Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) “A person can be highly educated, professionally successful, and financially illiterate” (Kiyosaki 93). SUMMARY – Well educated people can still be poor. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) People might become rich if they buy assets instead of liabilities. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) A study published in March 2019 by Windgate s hows how investing just a few years earlier results in a much bigger return. The study analyzes the impact of compound interest in your 24

investments. So it is better to invest which are assets instead of liabilities which depreciate over time. 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) Clearly, Investing is much better than buying liabilities and not only is it recommended but it is proven it will make you rich.

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 the schools taught about finances and money, then less people would be poor.

Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) As such, the national lack of financial awareness was to change so the levels of poverty decreases and living situations become better. Reestablishing the Significance of the Thesis (could be one or more sentences) Thus, as the prevalence of academic research indicates being poor is a mindset and not a financial situation. To be rich you do not need money, you need the right attitude and mindset on how money is used. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) So given all the information, maybe the real rich people are the ones that seem poor to others and the ones that seem rich are actually poor.

Chapter 6: Essays Essays – Explain what an essay is (I know, this is where I usually explain it to you but now that you have made it to the end of this project, it’s your turn) An essay is a form of writing that consists of the three basic components, the introduction, body and conclusion. However, there are multiple different types of essays but the only thing that changes from one type of essay to another is the way the body paragraph is structured. Some essays need multiple paragraphs while other essays can be about explaining data. The purpose of an essay is to get a point across in an organized way that is easy to understand and to read. Types – Explain each type of essay and state its purpose Persuasive (Argumentative) The purpose of this type of essay is to change the reader's opinion on the subject. You do this by persuading the reader into believing or supporting what you want them to believe in. Expository (Informative) The purpose of this type of essay is to provide data and information that is reliable and trustworthy. The structure of this essay is like the others but contains information and facts, not opinions. Definition or Description The purpose of this type of essay is to either define or describe either a word or a situation. In most of the cases these essays are done with factual evidence and very little personal opinion and only evidence. Process (How-to) The purpose of this type of essay is to provide a precise and clear explanation on how to complete a task with clear step by step instruction. Compare and Contrast The purpose of this type of essay is to find the similarities and differences between two different subjects that can range from articles to opinions. Cause and Effect The purpose of this type of essay is to correlate an event with another event and explain how the first one led to the second event and how it had an impact on it.

Analytical/Critical Evaluative The purpose of this type of essay is to evaluate the data provided or the situation provided. For this type of essay you need to have evidence or a scenario put in place before starting to write the essay. Interpretive The purpose of this type of essay is to interpret data based on your personal knowledge and belief. Instead of using an opinion that already exists you create your own opinion with your personal perspective and how you interpret the information. Narrative (Tells a story) Personal Statement/Anecdote The purpose of this type of essay is to be as genuine as possible, it is basically your own story so there is no way it can be wrong. An essay of this type should keep the reader entertained while also either proving a point or summarizing your story. Research The purpose of this type of essay is to provide the evidence collected from the research and make your own conclusion based on how you understood the research and what you obtained from it. Timed Document Based Question (DBQ) The purpose of this type of essay is to be completely based on an existing document that can be anything from a book, article, show, movie, or any other type of document. Synthesis The purpose of this type of essay is to create your unique point of view on a topic or information provided. You essentially make your thesis and provide a detailed explanation on your thesis and support it with evidence. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources To write an essay you must first plan out and organize your ideas. The first step is to find a prompt and a basic layout of what each paragraph is about and how you will organize your information. Next you do your research or analyze the information first and choose only valid sources. Once you have that you may start writing starting off with your introduction and working your way through the essay until you reach the conclusion paragraph.

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 MLA Format only requires the name of the author and the page number when you quote something. For MLA you must put your work cited with the title of your cuted work all capitalized and have the full name and last name of the autor from your cited work. Finally, MLA format does not require a title and must have the author's name and page number on the running heading. APA Format APA Format requires the name of the author, the year it was said on, and the page number when you quote something. For APA you only need to put down your resources with only the first word of your resources titles capitalized and the first name and initial of the authors last name. Finally, APA format does require a title and you must have both the title and page number on the running heading.