The Food Book of Writing by Bravo Grammar Con Online

The Food Book of Writing

By: Dulce Ruiz

Table of Contents Introduction (pg3) About the author/Dedication (pg4) Punctuation and Capitalization (pg5) Parts of Speech (pg7) Phrases and Clauses (pg15) Sentences (pg19) Paragraphs (pg23) Essays (pg28)

Introduction This book teaches kids all about the rules of writing. It ranges from punctuation to phrases, essays, and more. It incorporates the concept of food to engage the reader into wanting to learn more.

About the Author/Dedication My name is Dulce Ruiz and I love trying new foods. Whenever I see something that I have never tried before and looks good, I want to get it. I dedicate this book to other people like me who love food but have trouble learning the properties of writing.

SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Marks the end of a sentence. The dog is playful. 2. , Indicates a pause in the sentence. On your way to their house make sure you talk to June, Lisa. 3. – Replacement for the words to and through. I have 3–4 marbles. 4. - Used for word division. Can we go to the book-store? 5. : Introduces a list of items We need to pick up: apples, lemons, and oranges. 6. ; Put between independent clauses. I wanted to go to the store; it is closed. 7. ? Used to ask a question. What are you doing? 8. ! Used in exclamatory statements. Go get her! 9. ‘ Used for contractions, plurals, and possessives. What's he doing with that pencil? 10. “ ” Used to show that a statement is being written word by word. “That is not right”, said Nico. 11. … Indicates an omission. Oh no… I guess it doesn't matter now. 12. [ ] Can be used for clarification. Why are they doing that [throwing away the water bottles], Jack? 13. ( ) Used for providing additional information. They used to love baking (and eating) cakes. 14. / Indicates a line break and can also mean “per”. She makes $15/hour. 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. Beginning of sentences The table is broken. 2. Names of people and places etc Keegan loves reading. 3. Titles Harry Potter and the Sorcerer's Stone 4. The pronoun I I do not like talking to people. 5. Proper nouns Cousin Jenny said she will be late. 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. EX: park, garden, book, deities, mountains. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX:Karl Jacobs, Disneyland,The Promised Neverland. · Compound Nouns: consist of words used together to form a single noun. EX: doorway, pillowcase, flowerpot. · Concrete Nouns: refer to material things, to people, or to places. EX: blanket, bucket, leaf. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: humorous, playful, joyful.

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Liam did not know he was being loud. · Direct Object (comes after the verb and answers what or whom) Jenna asked Salem to give her the list of occupants. · Indirect Object (answers to who or to whom) Isaiah gave a piece of candy to his friend a t the park.

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 Possessive who whose That of that

our, ours your, yours their, theirs

Objective whom that those/ this

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 talks to himself very often. She taught herself how to ride a bike. to intensify a point: Jared himself told them what happened. Even though he was worried, “I can tell them myself” the kid 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) 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 kids bought ice cream from the truck. (kids are the subject) Passive: The truck has brought the ice cream to the kids. (kids are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Keith loves reading in the library.

Participle: word ending in “ing” or “ed” used as an adjective · There is no drinking at the meeting. · Rachel looked over to the hated boss. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Chase likes to listen to loud music.

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 – Emma ate the sandwich quickly. (How did she eat it?) Time – Rita will make pasta immediately. (When will she make it?) Place – Marisa was willingly here earlier today baking cupcakes. (Where was she?) Degree – Lareina’s exceptionally good cooking cannot be over-recognized. (How good is she?) Frequency – Cole is consistently making food for friends. (How often is he making it?)

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 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

PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. All the kids seriously wanted to enter the bakery. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The chefs knew they would be cooking this for the party. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Alex was warmly welcomed to the kitchen as a chef. 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. Susan, a new chef, worked diligently to provide the best quality food to the customers. 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. Running down the street, the children finally saw the ice cream truck. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The staff quickly left the kitchen. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many bakers knew it was time to get started on the orders.

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. Bakeries require bakers to work really hard. 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 learned firmly made the chef great at cooking. ○ Kindly give the pizzeria a call. ○ That the chef was happy was totally obvious. ○ The ice cream man wisely checked what he had for toppings. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the school where people learn to cook. (“where” is an introductory word) ○ There is the apron that prevents food from dirtying my clothes. ○ The cake that you wanted is right in front of you. Some adjective clauses begin with relative pronouns: ■ Jake is obviously the one who made the cupcakes. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the chef whose only job is to decorate cakes. (CHEF is the antecedent of whose and is modified by the adjective clause.) ■ The boss informatively teaches how to make the icing that goes on the cakes. ■ Is this the chocolate that you so vehemently want? (that is the direct object of want) ■ Rae is the girl whom ordered all the food. (whom is the direct object of ordered.)

■ The dessert to which you refer has sadly been sold out. (which is the object of the preposition to.) ■ Jasmin is a baker who easily takes on any order. (who is the subject of takes. ) 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 unfortunately put the new dessert where a few could see it. (place) ■ When the bakery finally opened, everyone entered. (time) ■ We sluggishly left the restaurant because we were tired. (purpose) ■ The head chef talked as if she were in love with cooking. (condition) Modifying adjectives: ■ Baking time seems twice as long as it used to be. (how much) ■ Henry is as great of a cook as his aunt. (to what extent) Modifying adverbs: ■ Kim baked faster than her friends did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The chef who finishes first will earn a promotion. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When cooking, the cook keenly keeps her eyes on the food. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The plate that most interests the customers is clearly pasta. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence.

○ Jen’s baking lessons, which began 2 weeks ago, are regretfully over

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 cook interns patiently learned about making the restaurants dishes. Predicate – what the subject does The chefs patiently waited for the water to boil.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning to cook will make the holidays better. Imperative – a sentence that makes a command (ends with a period mark) Learn to cook better food immediately. Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not want to cook better food? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) That food was so much better!

Sentence Patterns

Simple Sentence: A sentence that is just one independent clause. Most food for the restaurant is in the kitchen. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many dishes for this restaurant take lots of time, but they all can be finished. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you set up a recipe, food can regularly get done on time. Complex-Compound Sentence: A sentence with m ultiple independent clauses and at least one dependent clause. Whether you plan ahead or not, most orders for the bakery get done, but they can take up a lot of time. Loose Sentence: A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) with your main point at the beginning. Baking is going to change your life, no matter what you make or how long it takes you to learn. 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 bake in or how long it takes, baking will change your life. 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. Bakers tend to work hard, to stay awake at night, and to finish orders. 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. Bakers spend their days baking fresh pastries and taking old ones off the shelves. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Chefs make the restaurant what it is and it would be nothing without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Chefs typically exhibit patience, creativity, knowledge, experience. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Chefs typically exhibit creativity and patience and knowledge and, ultimately, experience. 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. For so many people, culinary school can be the best time of their lives, while for others culinary school is the worst part of their lives, but most will agree that culinary school can feel like the longest part of their lives. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Chefs so often spend their days talking for restaurants, their nights working for restaurants, their breaks thinking about restaurants that it sometimes can feel like they live only for restaurants.

Sentence Errors

Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The chefs wanted to stop working on one dish they needed to make dishes for other customers they had no time. [WRONG] The chefs wanted to stop working on one dish BECAUSE they needed to make dishes for other customers AND they had no time. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The chefs wanted to stop working on one dish, they needed to make dishes for other customers, they had no time. [WRONG] The chefs wanted to stop working on one dish. They needed to make dishes for other customers; they had no time. [RIGHT]

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

PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Often throughout the past 50 years when children have earned it, their parents treat them to dessert. Rewarding them with cupcakes when they do well at school, for example, young people develop a strong and lifelong connection to dessert. The better they do at school, the more their smiles widen and, sadly, the more the nation’s waistlines and the health outcomes associated with them expand. As children, they may have no idea why, but the adults in their lives should. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Does the consumption of dessert really have a negative impact on a person’s health? Thesis Statements (the purpose of a piece of writing – usually one sentence in length, but can be longer depending on the purpose – must be something that is arguable) Assertion (claim - a subject + a “so what” about the subject) Ex. Dessert provides very little nutritional content and should be avoided. Fact (empirically verifiable but often difficult to argue extensively about - better used as

evidence to support a claim) Ex. Dessert is comparatively inexpensive. Opinion (personal position on a topic) Ex. Dessert makes absolutely the best fast food. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgement) Ex. Indulging in the temptation of dessert is sinfully wrong. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half – avoid using this type of thesis statement unless citing the source of the data) Ex. Everything sold at fast bakeries horribly harms a person’s health. Document Based (cites a specific source, author, and position on a topic) Ex. In Dessert Nation, Jerry Jones argues that the dessert industry has excruciatingly deep effects on people’s health outcomes by illustrating the unsanitary nature of many dessert preparation tactics. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Dessert can systematically lead to health problems in young people. Clarification/Expansion of Thesis (could extend the thesis, preview the evidence supporting the thesis, give the purpose of thesis, establish the importance or significance of examining the intricacies of the thesis – this could be several sentences long) Ex. Jocelyn expands on their claim by examining the various elements, such as advertising and marketing schemes, that can hook people on dessert, particularly at an early age, along with reports about the negative health impacts of consuming processed

foods. (preview of evidence) Ex. The author examines the often-disturbing state of dessert production in order to discourage people from consuming so much desserts. (purpose of thesis) Ex. This information about the connection between dessert and potential health outcomes might lead to crucial reforms in the pastries industry. (establishing the importance or significance of thesis)

Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) Ex. Additionally, multiple sources indicate that the consumption of dessert has a dramatic impact on health. (Now every sentence in this paragraph must be related to the connection between fast food and health) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Several researchers agree, “Dessert can have adverse effects on people’s health” (Jocelyn 73). Ex. “Dessert can have adverse effects on people’s health,” according to several researchers (Jocelyn 73). Ex. Unfortunately for patrons, “Dessert can have adverse effects on people’s health,” according to several researchers (Jocelyn 73). Ex. Unfortunately for patrons, “Dessert can have [horribly] adverse effects on people’s health” (Jocelyn 73). Ex. Unfortunately for patrons, “Dessert … [a]ffects … people’s health” (Jocelyn 73).

Examining the Evidence Paraphrasing (rewording of a quote into other words of the same length without quotation marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) ORIGINAL QUOTE – “Dessert can have adverse effects on people’s health” (Jocelyn 73). Ex. PARAPHRASE – People’s health may be negatively impacted by dessert (Jocelyn 73). Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) ORIGINAL QUOTE – “Dessert can have adverse effects on people’s health” (Jocelyn 73). Ex. SUMMARY – Dessert can be unhealthy. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. People might lose weight if they stopped eating dessert. 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 dessert from their regular diet. Closing Sentences (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. Clearly, valid authorities on the subject of dessert agree about its often startling and consistently negative health effects.

Closing Paragraphs (Conclusions – should not be mere summaries of the previous paragraphs of your essay)

Consequences of Disregarding the Thesis (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) Ex. If the mass consumption of dessert was truly safe for people’s health, there probably would not be such an abundance of obesity plaguing the nation. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the national epidemic of obesity seems closely connected with the abundance of dessert available to consumers in every corner of America. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, dessert consumers carry out more than just the contents of a bakery's paper bag – they carry out the potential for both illness and premature death. 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 dessert, maybe the pastries children receive as rewards are not so happy after all…

ESSAYS Essays – Short academic compositions. Usually lots of writing/information defining one subject Types – Explain each type of essay and state its purpose Persuasive (Argumentative) Meant to convince the reader to do or not to do something Expository (Informative) Definition or Description Exposes things in detail to make it easier for the reader to understand Process (How-to) Natural kept tone Compare and Contrast Compares two different things Cause and Effect Finds out the cause of something and then its effects on something else Analytical/Critical Evaluative Analyzes text Interpretive Compares the text Narrative (Tells a story) Personal Statement/Anecdote Explains a story and gives opinions Research Revolves around a question and provides research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining Introduction (add a hook), body paragraphs, and conclusion

Researching/Evaluating of Sources Use credible sources and use quotation marks so as to not plagiarize 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 In-text citations Modern Language Association APA Format American Psychological Association