The Great Book of Writing by Bravo Grammar Con Online

The great book of writingS! By: Eunji E. Matsuda

Table of contents Introduction ---------------------------------------- 3

About the author ----------------------------------- 3

Section 1: Punctuation/capitalization ----- 4

Section 2: Parts of speech ----------------------- 6

Section 3: Phrases/clauses --------------------- 12

Section 4: Sentences ----------------------------- 15

Section 5: paragraphs --------------------------- 19

Section 6: Essays --------------------------------- 23

Dedication ------------------------------------------ 26

Introduction: This book was written to help and guide you through each grammar rule. This book will help you to better understand grammar and its contents. This book is full of information yet intriguing. About the author: My name is Eunji Matsuda. I usually tell all my school friends and teachers to call me Eileen. I love to spend time with my family and friends. My all time favorite season is Christmas. I’m usually very shy when I ﬁrst meet you but once I get to know you I’m the life of the party! When I’m bored I love to cook and do my nails. I have an older brother that’s a senior right now and I’m a junior. I love to look at the sky and take pictures of it.

Section 1: punctuation/capitalization 1. . Period(Used at the end of a sentence)---> George was happily baking his cookies, until all of a sudden a man barged into his house. 2. , Comma(Used to denote a full pause in a sentence)---> George generously baked cookies, cakes, and scones for his family dinner but fell right a sleep before he knew it. 3. – En dash(Used to show ranges in numbers and dates)---> Truthfully, the World War 2 lasted from 1939-1945 and involved more than 30 diﬀerent countries. 4. : Colon(Used to introduce a list)---> George has three favorite subjects in school that he happily attends everyday: math, science, and english. 5. ; Semi colon(Used to link elements in a sentence)---> George forgot to study last night; he angrily walked out of his class. 6. ? Question mark(Asking a question)---> George why do you constantly forget to take out the trash? 7. ! Exclamation mark(Used to emphasize a strong feeling)---> George can you please be careful when you’re carrying the eggs, walk more slowly! 8. ‘ Apostrophe(Used to show ownership or missing letters)---> I got really irritated because the weather forcast said the it’ll be cloudy and hazy tomorrow. 9. “ ” Quotation marks(Shows what is said)---> My favorite quote from the book They Called us Enemy is “It’s really hard to hate someone for being diﬀerent when you’re too busy laughing together.” because it makes me extremely happy. 10. … Ellipsis(Shows that parts of sentences are le out)---> George... I’m not sure if I can go to the park with you because I’m feel extremely tired today. 11. [ ] Brackets(Used to enclose words added by someone other than the original writer or speaker)---> John got a ticket since he dangerously drove [80 miles per hour] down the street for a late appointment. 12. ( ) Parentheses(Used to set of less important details)---> The two brothers (George and Richard) woke up at 5am so they were extremely tired throughout the whole day.

13. / Slash(Can be used in place for or)---> Each person must correctly show his/her ticket or else they will be unable to enter the movie theatre. 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. Capitalize the ﬁrst word of a sentence 2. Capitalize names and other proper nouns 3. Capitalize the ﬁrst word of quoted sentences 14. Thankfully, George and Henry were not severely injured in the car accident. EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.

Section 2: Part of speech NOUNS

Types of nouns Common Nouns: -

Living room, school, galaxy, boys, sister, mother .

Proper Nouns: -

Takekuma Norman Takei, Kyoto, Japan, Yamanashi, Nancy

Compound Nouns: -

driveway, starship, grandson.

Concrete Nouns: -

button, starship, harbor .

Abstract Nouns: -

Civilization, lucrative, segregation.

Functions (How nouns are used): Subject: -

Eleanor Reesevelt spoke through the microphone to address some news on her Sunday radio program.

Direct Object: -

Mr. Takekuma asked George and Henry to wait outside in the living room till they were done packing.

Indirect Object -

Fumiko gave the clean clothes to the man that was waiting outside.

PRONOUNS Pronouns take the place of nouns that have been established. 6

Personal: Nominative (subjects)

Objective (objects)

I/we

me/us

you/you

He, she, it, one/they

him, her, it, one/them

Possessive

My, mine

our, ours

Your, yours

your, yours

His, her, hers, its, one’s

their, theirs

Relative: Nominative

Objective

Possessive

who

whom

whose

That

that

of that

those/ this

Interrogative: who, which, what, whatever, whoever Reﬂexive: (personal pronouns plus the suﬃx –self or –selves) Used only: when the action verb is directed toward the subject of the construction: -

George told himself that living in a horse stall was going to be fun

The soldiers made Takekuma wear a tag on himself.

to intensify a point: -

Henry, himself, didn’t know what was going on.

George told his dad, “I can carry the luggage myself”.

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

simple present

present perfect

past

present

progressive

past perfect

present perfect

future

past progressive

present progressive

future perfect

Types: There are at least eleven (11) types of verbs: auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) ﬁnitive verbs (indicate tense) 8

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.

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

George’s mom was sewing up curtains and rugs for their new barrack.

Participle: word ending in “ing” or “ed” used as an adjective · George was waiting for his mom and dad to come back. · I don’t know why Henry waited for me, I told him I was going to take a long time. Inﬁnitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs ·

George loved to go play with his younger brother, Henry.

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

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

words related to your subject) Demonstrative: That barrack in the camps is so hot. Common: The soldiers abruptly barged into the Takei's house. Proper: The girls and boys were so scared.

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

Endings (Create one example related to your subject for each) 9

–ly, -wards, -wise -

George’s mother, sadly, walked away from their house and into the camps.

As George and Henry walked towards the horse stalls, they became excited not knowing the reality they were facing.

Likewise, it was just as what Takei imagined it to be like.

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

Surprisingly, one by one some families started to disappear.

Types:

Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – George ran outside with his brother quickly. Time – Takekuma was so sad that he had to immediately leave his house. Place – George soon realized he was not here to play. Degree – Takekuma was surprisingly good at english and japanese. Frequency – Mrs. Takei was constantly busy, never having time to rest.Ms.

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: a er, 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, a er, 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 prepositions here. -

aboard, about, above, across, across from, a er, against, back of, because of, before, behind, below, beneath, beside, but (except), by, down, except, for, from, from between, in behalf of, including, in front of, inside, near, of, oﬀ, on, on top of, opposite, out, over to, past, prior to, to, toward, under, underneath, with, without.

Section 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 the Japanese Americans really thought that it was unfair for them to be taken away from their homes and into camps.

Verb Phrase: A group of words consisting of verbs working together and function as a verb. The President thought that capturing all the Japanese would work to prevent criminal acts.

Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. George was clueless about why they were moving into the small camps. 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. Takei, who spoke Japanese and English, was elected as the leader. 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. Playing in the horse stalls, George was clueless about what was really going on. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. George and his family were desperately leaving the camps.

● Inﬁnitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many students actually knew it was time to study for the test.

Many Japanese Americans felt mad that they had to leave their homes.

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. George’s mom knitted curtains for their new home. 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 George grew up le many scars and fears.

○ George perfectly counted how many people were present. ○ Nicely, please tell whoever calls me that I am busy. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the camp where the Japanese Americans are held captive. ○ That toy was the toy that George needed to have. ○ The toy that George wanted was sold out. Some adjective clauses begin with relative pronouns: ■ George’s dad is obviously the one who became the leader. ■ There goes George, whose always ﬁghting with his brother. ■ Is that the toy that you so eagerly want? ■ Rachel was the girl whom George really liked. ■ The test which you hate will take place today. ■ Henry is a ﬁghter who always wins. Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ George placed his sign where only his friends could see.

■ When school ended, George ran to his mom. ■ Henry and George quickly ran out to play because they were bored. ■ George felt as if he was running on a large hill. Modifying adjectives: ■ George’s days at school felt three times longer than it usually is. ■ George’s dad is as positive and joyful as his grandpa. Modifying adverbs: ■ George worked harder than his classmate usually did. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The boy who finished his work first was free to play. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When writing, the editor must find all the mistakes. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The drawing that George liked the most made him happy.

Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Henry, who began school, three days ago, felt clueless.

Section 4: Sentences

SENTENCES

Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or exclamation.

Sentence Parts

Subject – what the sentence is about The Japanese Americans were wrongfully taken away from their homes. Predicate – what the subject does The Japanese Americans were wrongfully taken away from their homes.

Sentence Types Declarative – a sentence that makes a statement Capturing all the Japanese will make our country safer from attacks. Imperative – a sentence that makes a command

You should learn to speak english as soon as possible. Interrogative – a sentence that asks a question Why would you not want to play in these horse stalls?

Exclamatory – a sentence that expresses great emotion, passion, excitement The food is so gross here!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Henry didn’t like playing with the older kids at the camp.

Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses. George liked to eat, but the food was not tasty. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you decide to scream at the soldier, run away as fast as possible. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause.

Even though George was young, he had to play with the older kids, even if he didn’t want to. 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. These camps will keep our country safe, we don’t care about what the Japanese people have to say about it. 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. We don’t care about what the Japanese people have to say about it, these camps will keep our country safe. Parallel Structure: A sentence using the same pattern of words to show that two or more words or ideas are of equal importance and to help the reader comprehend what is being written. Bravo students tend to work hard, to stay awake at night, and to succeed where others fail.

George and Henry usually pray before they go to sleep, wash their face, and then read a book. 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 George and Henry eat some snacks and secretly take some snacks home too. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order. Takei wasn’t happy stuck at the camps and it would be better without them.

Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. George was very smart, enthusiastic, and joyful. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. The students in class are usually bored and tired, ultimately, asleep. 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. When George was young, the camps weren’t so bad, while for his parents it was horrible, but it wasn’t till he got older and started to understand what was happening. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words.. George usually spends his time outside, at night he goes home, for lunch he goes to eat lunch a er school.

Sentence Errors

Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation.

George and Henry went to their neighbors house they wanted to play with their new toys(WRONG) George and Henry went to their neighbors house because they wanted to play with their new toys.(RIGHT)

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Takei wanted a better life for his family, they were so sad that they were taken away from their home, they had no choice.(WRONG) Takei wanted a better life for his family. They were so sad that they were taken away from their home; they had no choice.(RIGHT) Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because George was bored.(BORED)

Because George was bored, he went outside.(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 A er their hard work, Takei gave a tip to the helpers that were small. (RIGHT)

A er their hard work, Takei gave a tip that was small to the helpers.(WRONG) Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force George knew that trying to escape would do him no good. (WRONG) George knew that it would do him no good if he tried to escape. (RIGHT)

Section 5: paragraphs

Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic.

Introductory Paragraphs (Introductions) Hook (Lead) Anecdotal (Brief story to set the mood and intro the topic) Leading to the act of the pearl harbor, many people started to fear the Japanese that lived in America. The government believed that their existence itself was an act of terrorism and feared them. They were treated and labeled enemies when they were all in all innocent. The government and president put strict laws on Japanese Americans and separated them into categories of “good citizens'' and “bad citizens”. In the end, all Japanese Americans were taken away from their homes and businesses. The Japanese Americans were taken to camps where they were forced to live under harsh circumstances. Yet, they made the best out of their situation and always dreamed to be on the other side.

Query Based (Question that brings the reader to the topic) Does the act of one’s country aﬀect the people of the nation living in other countries? 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)

Japanese Americans are innocent citizens that worked hard to establish their identity. Fact (empirically veriﬁable but o en diﬃcult to argue extensively about)

Japanese Americans were judged and taken to camps with abhorrent

Opinion (personal position on a topic)

conditions.

Takekuma Takei was the leader and bridged the gap between the

communities in the camps. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual) The Japanese Americans living in our country can’t be trusted because

they aer related to the Pearl Harbor attack.

Generalization (uses absolute or statistical pronouns: all, always, every, never, the

none, most, half – avoid using this type of thesis statement unless citing source of the data) All Japanese Americans are our enemies. Document Based (cites a speciﬁc source and its position on a topic) In the book They Called Us Enemy it tells the story of a Japanese American

family and community that were wrongfully labeled as the enemies and taken to camps.

Theory (a statement that can be tested and potentially proven) Capturing all the Japanese people, living in America, and forcing them

into camps will protect our country from harm. 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)

The author explains the side of his story of when him and his family were

taken to camps. He explains the journey of his family being taken from their homes and being forced into camps.

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) Therefore, the Japanese Americans were labeled enemies and forced to move into camps and leave their businesses and homes. 20

Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “That same day, the president signes a proclamation declaring that every adult Japanese citizen inside the U.S. was now an “alien

enemy” and must follow strict regulations”(16). “The United States of America was suddenly and deliberately attacked by naval

and air forces of the empire of Japan”(17). “We cannot run the risk of another Pearl Harbor episode”(21).

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 – “He knew that he was talking about a hundred thousand people who had not been charged with any crime”(20) PARAPHRASE – The governor knew that the Japanese citizens were innocent but did anything in order to gain votes(20). 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 – “Racial traits make it impossible to separate the loyal from the disloyal”(26). -

The Japanese are all criminals and will cause harm to the U.S.

Abstract Examples (hypothetical, “what if” examples that do not refer to a source

– AVOID

USING THEM AS EVIDENCE – but useful for examining the quote) Capturing all the Japanese citizens might make our country safer. Concrete Examples (actual examples that do refer to a source – useful for

enhancing your

analysis of the quote) In the book They Called us Enemy President Roosevelt issued the executive order 9066.

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, capturing the Japanese citizens is pretty much unnecessary and incoherent.

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 Japanese citizens were truly harm to the country, there would be more acts of terrorism and higher crimes rates. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Due to the Pearl Harbor attack, the Japanese citizens were taken from their homes and business and forced into camps.

Reestablishing the Signiﬁcance of the Thesis (could be one or more sentences)

Therefore, the act of capturing the Japanese and taking the into camps is incoherent and useless in every way.

Final Sentence (connects to the hook and ﬁnishes the essay – the “Smoky the

Bear”/”Drop the mic”/dot dot dot moment…) So capturing the Japanese citizens and forcing them into camps was useless a er all…..

Section 6: essays Essays – An essay is a piece of writing that contains the author's argument or point of view.

Types – Explain each type of essay and state its purpose)

Persuasive (Argumentative) - Persuasive essay intends to convince the reader of their own ideas, beliefs, or to do an action. The author presents their argument and ideas in

order to sway the audience reading your essay. Expository (Informative) - An expository essay intends to explain, illustrate, clarify, and explain something so that the reader can better understand the topic. Deﬁnition or Description - A deﬁnition is a meaning of the term. A description is explaining the topic in a way that they can create a mental image. goal.

Process (How-to) - A process is a series of actions of steps to achieve a speciﬁc

Compare and Contrast - Comparing and contrasting means looking for diﬀerences and similarities in two or more elements.

Cause and Eﬀect - Cause and eﬀect is used to explain the events leading to the

speciﬁc result. Cause would be what led the result to happen and the eﬀect would be what happened a er the results. Analytical/Critical - An analytical essay intends to present some type of argument or claim. For example, how the certain theme is presented in the essay or story.

Evaluative - Evaluative writing is used to judge something according to the

criteria.

Interpretive - Interpretive writing is used to result in a response from the readers

by using emotions and intellect to connect them to the story or essay they are reading. Narrative (Tells a story) - Narrative writing is a writing that is characterized in a setting that encounters obstacles and engages in something interesting.

Personal Anecdote - A personal anecdote is a short story that is created using

personal knowledge and experience. Basically, stories.

Research - Research is the process of sharing the answer to your research question with evidence. You must also state the sources you used and show your own reasoning and explanations.

Timed - An timed essay is used to demonstrate your knowledge in a limited amount of time.

Document Based Question (DBQ) - A DBQ is an essay question.

Synthesis - Synthesis is combining multiple sources and ideas. You use your information from multiple sources to create new ideas based on the analysis of what you read.

Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts.

Pre-writing/Prompt Analysis/Outlining - Create ideas, write them down, collect facts related to the essay topic, ﬁnd the main ideas of your paragraph, organize facts or ideas that develops you main idea

Researching/Evaluating of Sources - FInd the timeline of the info., the

importance of your information, the source of the information, and the purpose of the information.

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 - Double spaces, times new Roman font in 12, set margins of document to 1 inch on all sides, indent the ﬁrst line of each paragraph, create a header that numbers all the pages in the upper right hand corner, use italics in your essay to indicate titles.

APA Format - Margins at least one inch at the top, bottom, le , and right, paper should

be double spaced, every page should include a page number in the top right corner, must have a title page including name and school aﬃliation, title cannot be longer than 12 words, must have a reference list.

Dedication I dedicate this to all the writers and readers that struggle with grammar or want to learn more about grammar. We all started

from the same point and we can all reach the goal that we desire when we work hard and support each other. We are all here for you!