The Horror Movie Book of Friend of Writing
Table of Contents Introduction
Pg.3
About The Author
Pg.4
Punctuation and Capitalization Parts of Speech
Pg. 3-14
Phrases and Clauses
Pg. 15-17
Sentences
Pg. 18-22
Paragraphs
Pg. 23-25
Essays
Pg. 26 -27
Introduction Mr. Rodriguez's English class provided me with the knowledge and skills I needed to construct this writing book. I put the majority of what I had learned over the course of the semester into a book to help others acquire writing skills and formats. Every week for the past 15 weeks, we've been adding a page to our book. It was wonderful to know that what I was writing could help me and others in the future, thus the writing process was invigorating. I wasn't too excited before I started writing the book because I knew it would be a lot of effort and that it would be much like any other school assignment. However, after going through the process of writing it, I found it to be educational and entertaining, thus the experience of writing it was eye-opening. Let's go into the theme of my book in the next paragraph. I tried to incorporate some very intriguing topics regarding horror movies and horror in general in my book.
So I decided on horror as the subject of my book. During my quarantine, I grew obsessed with horror films and scary characters. I recall sitting in my bed one day and becoming intrigued by the prospect of seeing a movie. I chose to watch the horror film Annabelle Creation because it sounded intriguing and many people had seen it and given it positive feedback. Well, I watched it and was eager to see more from the horror film franchise, so I did. I ended up watching a lot of scary movies. When school began, I was abruptly exposed to a book that we were to write for our English lesson. At that point, I thought to myself, "Wouldn't it be cool if I wrote about horror movies?" and so I did. I went with horror for my book's theme, and I'm pleased I did because it was exciting writing about something I enjoyed while in quarantine.
About The Author/Dedication Hello, there. My name is Patricia O'Vincent, and I am a high school student at Francisco Bravo Medical Magnet High School. I enjoy running, gardening, and playing video games. I enjoy running because it allows me to be at peace with myself and relieves stress. Similarly, I enjoy gardening because it relieves stress and allows me to appreciate the outdoors while taking in the natural beauty of the world. Finally, I enjoy playing video games. After a long day at work, video games provide me with thrill and adrenaline. They are something I look forward to, as they add a little bit of joy to my day. I'd characterize myself as gregarious, cheerful, and a jokster, to name a few characteristics. I used to be a shy person, but now I am, and I enjoy conversing with others about intriguing issues and leading others. I credit a lot of my social skills to my role as president of my club, which has helped me become more comfortable speaking with strangers. I'd say I'm a really bubbly person, in addition to being quite conversational. I am a really active, joyful person who talks a lot. I'm not sure why, but it's a natural aspect of my personality that I enjoy. Finally, I'd like to mention that I enjoy cracking jokes now and again. I actually enjoy making people laugh; it feels nice to lift someone's spirits, and I do it unintentionally.
I learned to write when I was very young; I don't recall the exact age, but I recall my mother teaching me how to write sentences and pronounce my words in English when she used to live with me. This was especially important because, believe it or not, my first language was Spanish. She taught me a variety of things, including arithmetic, but she always emphasized the significance of being able to speak and write properly. Of course, I enjoyed talking and enjoyed doing it, so I learned to appreciate it from her. In class, my writing improved significantly, and writing the book helped me discover new aspects about writing that I had never known before. Thanks to the book, I was able to improve my writing significantly.
[YOUR] BOOK OF WRITING SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the functions of each mark and create one (1) example sentence of the usage for each mark. Use all the functions of the marks
. Used to end a sentence. Used to abbreviate a word. Write an Ex. (that has to do w/ your book , The comma lets you know whether words,phrases, and clause can switch places. – The EM DASH (can be used to draw emphasis on something, It can replace a comma it can replace a parenthesis, it can replace a colon.) Ex. The class had one mission today(:)(replaced the colon) - punctuation. (emphasizing in punctuation rn) - The EN DASH (used to hyphenation (connect) words)
: used to draw the redear into what comes next into the sentence. It can be used to offset a list
Ex. They knew what was coming next: A Test. ; used to conect multiple independent clauses that are related. (found in law a lot.) ? used to end an interrgoative (interagate) sentence. ! used to end an exclammatory (emphasize) sentence.
‘ used to show possession. To show that something belongs to so and so. Used for a contraction to make 2 words into 1 word. Then the last function is the Quote mark. The single quote with the body of a larger quotation. Ex. He said,, “The difference between a ‘quote’ mark and a ‘quotation’ mark.” “ ” (quotation mark) used to quote something and indicates when it comes from somewhere else … (the ellipsis) It means that something is unsaid. (remove) [ ] (the brackets) to change something a quote. You aded something that wasnt there before.
( ) (parenthesis) when you put something in a parenthesis it means its parenthetical it is to show that its somethin to know but its no that vital to know. / (blackslash) it indicates a choice.
Capitalization – Identify and create one (1) example sentence for each rule of capitalization.
Please list the rules of capitalization here:
At the start of proper nouns, we also employ capital letters. Personal names (including titles before names), countries and languages, days of the week and months of the year, public holidays, and geographical locations, abrreviations, and acronyms.
EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.
(used for a name) - The little girl was best friends with a ghost called Lance.
(used for months of the year) - Scream was made on December 20, 1966.
(used for a geographical location) -Annabele the doll lives in an museum located in .
(used for a holiday) My favorite holiday is Halloween.
(used for a language) -I was watching the scary Spanish move called ¨La Llorona¨
(Used for a title) - The title of the worlds scariest movie is ¨The Exorcist.¨ (used for a pronoun) -Jen (used at the begging of sentence) -Jumpscares
said I looked scary in my costume. are the best way of scaring people in my opinion.
(used for days of the week) -The best day to go watch a scary movie is on Friday the 13th.
(used for abbreviations) -During the scary movie my friend yelled OMG!
(used for acronyms) -BH Producations makes the most horror movies.
[YOUR] BOOK OF WRITING SECTION 2 TEMPLATE AND GUIDELINES 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. audience, movie theater, classroom, house, students · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Woodsboro, California. , Woodworth Middle School · Compound Nouns: consist of words used together to form a single noun. rainfall, lookout, bedroom Concrete Nouns: refer to material things, to people, or to places. costume, knife, blood · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. angry, frustrated, sad Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Steven Orth screamed right before he was gutted by Ghostface. · Direct Object (comes after the verb and answers what or whom) Ghostface taunts Casey Becker on the phone before he kills her · Indirect Object (answers to who or to whom)
Ghostface gave a call to his victims at their homes before he brutaly stabbed them.
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 our, ours Your, yours your, yours His, her, hers, its, one’s their, theirs Relative: Objective whom that
Nominative who That
Possessive whose 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: He brought himself happiness by killing others.
to intensify a point: Ghostface himself stated the speech "If I'm right about this, I could save a man's life. Do you know what that would do for my book sales?"
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 victims got stabbed by ghostface (victims are the subject) Passive: The knife has killed the victims at ghostsfaces school. (victims are the subject but treated as the object) Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. I am researching about Scream before answering the questions on this assignment. Participle: word ending in “ing” or “ed” used as an adjective There is really no point in running away from ghostface he/she will find you. Caseys parents cam eback home to their deserted house only to find out that casey was missing. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs Ghost face liked to stab his victims.
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) MY Ex: ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise The cowardly ghostface didnt want to show his/hers face so he/she hid behind a mask. Casey ran upwards towards a hill to escape ghostface. It was unwise of Caseys parents to leave her at home alone. · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) ¨Terrible¨ become ¨Terribly¨ ¨Emotion becomes ¨Emotionally¨ ¨Sad¨ become ¨Sadly¨ · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Cassey becker ran away from scream as quickly as she could before she got stabbed to death. Time – Ghostface stabs his victims immediatly once he gets a hold of them Place – Casey Becker was willingly home late at night right before she received ghostfaces call.
Degree – Ghostface was exceptionally good at keeping his identity hidden.
Frequency – Casey consistently pleased for help before she was murdered by Ghostface 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.
A aha, ahem, ahh, ahoy, alas, arg, aw B bam, bingo, blah, boo, bravo, brrr C cheers, congratulations D dang, drat, darn, duh E eek, eh, encore, eureka F fiddlesticks G gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh H ha-ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh, humph, hurray O oh, oh dear, oh my, oh well, oops, ouch, ow P phew, phooey, pooh, pow R rats S shh, shoo T thanks, there, tut-tut U uh-huh, uh-oh, ugh W wahoo, well, whoa, whoops, wow Y yeah, yes, yikes, yippee, yo, yuck
[YOUR] BOOK OF WRITING SECTION 3 TEMPLATE AND GUIDELINES 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 orphans really wanted to see what was behind the conjuring door home.
Verb Phrase: A group of words consisting of verbs working together and that function as a verb.
The orphans knew they made a mistake when they set annabelle free.
Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb.
The orphans were gladly welcomed into the conjoringering home.
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.
Annabelle, the doll, was alive when everyone thought she died.
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 stairs, the orphans tried to escape Annabelle.
Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective.
The orhpans quickly drove away from the haunted abandoned house.
Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs.
Ed and lorraine warren knew it was time to read more about about Annabelle the doll.
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. The conjuring home requires the orphans to be brave and not scared. 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 she died made her into a doll.
Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word:
The souls that she wanted are visitors of from the house she lives in. Some adjective clauses begin with relative pronouns: Annabelle is obviously the murderous doll. (ONE is the antecedent of WHO and is modified by the adjective clause.)
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: Ed and Lorraine Warren went to the conjuring home because it was haunted. Modifying adjectives: Annabelle seemed twice as enraged more than she used to be.
Modifying adverbs:
Ed Warren kne more about Annabelle than Lorraine typically did.
Relative Clauses: Dependent clause that begins with a relative pronoun.
The orphan lets out the doll first was the first to be haunted.
Elliptical Clauses: Adverb clauses in which part of the clause is omitted.
When running, the oraphans made sure they trip or stumble on anything.
Essential Clauses: Clauses necessary to the meaning of the sentence.
The door that most interests janice is clearly the one that is locked.
Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence e.
Janice, who lets the doll out, was possessed.
[YOUR] BOOK OF WRITING SECTION 4 TEMPLATE AND GUIDELINES 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 masked Micheal Myers stabbed his sister to death. Predicate – what the subject does The Masked micheal myers stalks his victims to murder them. Sentence Types
Declarative – a sentence that makes a statement (ends with a period mark) Micheal Myers escaped from the mental insitution.
Imperative – a sentence that makes a command (ends with a period mark) The police officer need to be on duty immediately as soon as micheal escaped.
Interrogative – a sentence that asks a question (ends with a question mark) How did Micheal Myers survive all the gunshot and knife wounds cased by Laurie and Dr. Loomis? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark)
I cant believe Micheal Myers killed his own sister! Sentence Patterns
Simple Sentence: A sentence that is just one independent clause. Halloween the movie, is scary.
Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many of Micheal Myers victims were teensagers, but they can be adults also.
Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you plan to kill while being masked, it can be hard to find your identity.
Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause.
Whether he runs away or not, Micheal will most likely be cause, they it can take a lot of time to find him. 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. Micheal Myers is a murder, no matter what he will always be a murder even after being treated at a mental hopital for years.
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. Althugh Dr. Loomis thought he killed Micheal, Micheal still survivded and continued his murder rampage.
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.
Serial killers tend to kill target certain types of people, have no remorse, and continue killing until they are either caught or killed. 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. Micheal Myers spends his day stalking Laurie throught the entire neighbrhood.
Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Scary charecters like Micheal Myers make halloween what it is and halloween would not be scary withut them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Annie Bracket has attitude, spunk, and arrogance. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Micheal myers is exhibits deadly and murderous and fatal and, ultimately, psychopathic behavior.
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 halloween can be the scariest holiday of the year, while for other halloween is not scary, but most will agree that halloween can be the scariest holiday around. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Murders can ofer spend their days searching for a new victim, their nights planning a way to kill, their evenings going out to stalk their next victim and ultimattly seachign for their new victim. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Anaphora: A sentence that features thebabysit purposeful of a word, or a phrase at Annie Bracket wanted Laurie to herrepetition little sister whilewords, she went to visit the beginning of severalshe successive in order to place emphasis and draw attention. her boyfriend had noclauses one else to watch care for her. [WRONG] For so many people halloween can be the scariest holiday of the year, while for other halloween is not scary, but most will agree that halloween can be the scariest holiday around. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Murders can ofer spend their days searching for a new victim, their nights planning a way to kill, their evenings going out to stalk their next victim and ultimattly seachign for their new victim. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Annie Bracket wanted Laurie to babysit her little sister while she went to visit her boyfriend she had no one else to watch care for her. [WRONG]
Annie Bracket wanted Laurie to babysit her little sister while she went to visit her boyfriend BECAUSE she had no one else to watch AND care for her. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The teenagers wanted to escape Micheal Myers, they needed to escaped, but they has no time to. [WRONG] The teenagers wanted to escape Micheal Myers. They needed to escape; but they had no time to. [RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because Micheal killed. [WRONG] Because Micheal killed, he was a wanted fuguitive. [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 In the car, Micheal Myers chocked Annie and gave her a slash to her throt that killed her. [WRONG] In the car, Micheal Myers chocked Annie and gave her a slash through her throt that killed her. [RIGHT]
Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force Laurie didnt know that it would not do her no good to waste time running away from Micheal. [WRONG] Laurie didnt know that it would not do her any good to waste time running away from Micheal. [RIGHT]
Additionally multiple sources indicate that the over excessive use of drugs in teens has a dramatic impact on their social life and health. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) Severala researchers agree that ¨Drug abuse at any age can cause serious health effects, but teens who abuse drugs are at particular risk for negative consequences¨ (Johnson 2). 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)
The sooner your teen seeks treatment for drug abuse, the better chance they have of avoiding long-term consequences. There are many different teen drug rehabs to select from, which is fortunate. (Johnson 2) Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote)
SUMMARY - Drugs can be bad for teens. 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 live happier lives if they dont take drugs. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote)
[YOUR] BOOK OF WRITING SECTION 5 TEMPLATE AND GUIDELINES PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead / Opening Statement) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic)
Drug usage among teenagers has increased dramatically in recent years. They consume drugs as a result of peer pressure or to escape from challenges in their daily life. As a result, while medicines may temporarily relieve their anxiety, they will have a long-term influence on them. Unfortunately, the number of deaths due to drugs is steadily increasing, and it is our responsibility to help prevent this.
Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Where did freddy krueger get his notorious claw from?
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)
Horror movies provide a lot of entertainment and fear.
Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim)
Horror movies can leave you in suspense.
Opinion (personal position on a topic)
Horror movies are the best genres of movies.
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) Committing an act seen in a horror movie is 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) Everything seen in a horror movie is completely fake unless it is based on true events. Document Based (cites a specific source, author, and position on a topic) In The Effects of Drug Abuse on Teens, Jeff Johnsn argues that Drug misuse can have major health repercussions at any age, but kids who abuse drugs are especially vulnerable. Drug-abusing teenagers are more prone to develop an addiction later in life and suffer from persistent and irreparable brain damage. Theory (a statement that can be tested and potentially proven - often answers a research question) Drugs can systematically lead to social 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) The author examines the often terrible consequences of drug abuse in order to discourage teens especially to not use drug substances at all or excessively. 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)
A new study from University of Illinois at Chicago researchers suggests that more than one-third of U.S. adults may be using prescription medications that have the potential to cause depression or increase the risk of suicide. 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, many medical doctors on the subject of drugs agree that it can cause depression, social issues, and death. 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 drugs were safe for teens to use, then there probably would not be many people in rehab or dieing due to substance abuse. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) As such, the national epidemic of drug abuse seems to be closely intertwined with accessibility of illegal drugs available to customers through dealers across America. Reestablishing the Significance of the Thesis (could be one or more sentences) Thus as the prevalence of academic research indicates, drug customers carry out much more than just pills or powder in a bag, they carry out the potential for both illness and premature death. Final Sentence (closing statement that connects to the hook and finishes the essay (finish your argument) – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) So given all the health problems associated with drugs, maybe it's not worth it to take them in the first place.
[YOUR] BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – An essay is a piece of writing that is written to convince someone of something or to simply inform the reader about a particular topic. The main parts (or sections) to an essay are the intro, body, and conclusion.
Types – Explain each type of essay and state its purpose Persuasive (Argumentative) An argumentative essay explains what someone believes, while persuasion attempts to change someone else's opinion. Its purpose is to persuade others to believe that your idea is the best. Expository (Informative)Definition or Description -It is an academic paper that's written with the main purpose of informing the audience about an object, person, event, or phenomenon. Meaning, this type of essay requires you to gather information about your topic.
Process (How-to) 1. Select an appropriate topic. 2. Research and gather ideas about the subject. ... 3. Make a list of these important facts. ... 4. Create an outline that will organize your facts in a logical way. ... 5. Write your essay based on the outline you've created. ... 6. Proofread and edit your work Compare and Contrast - A compare and contrast essay is a type of essay that provides points of comparison between two subjects. ... The essay structure tends to feature body paragraphs that describe the two subjects, before bringing it all together with a final analysis.
Cause and Effect - a form of argumentative essay that details the effect relationships between two subjects. In standard cause-and-effect essay writing and academic papers, the author shows how one person, thing, idea, or event directly influences another person, thing, idea, or event.
Analytical/Critical
Evaluative - The purpose of an evaluation essay is to present an opinion or viewpoint on a subject or body of work. It should firstly provide a summary of the article in question, then using a thorough, well structured argument the writer presents a point-of-view supported with examples and evidence.
Interpretive - An interpretive essay is one in which you interpret a piece of literature—a book, essay, play, or poem. It doesn't have to be, and actually shouldn't be, about every element you can think of.
Narrative (Tells a story) Personal Statement/Anecdote - A narrative essay is a type of essay that has a single motif, or a central point, around which the whole narrative revolves. All incidents, happenings, and characters revolve around a single motif presented in the narrative. A narrative essay is similar to a simple five-paragraph essay, in that it has the same format.
Research Timed Document Based Question (DBQ) - a type of essay question, which means you'll have to write several paragraphs in response. These DBQs require you to use historical documents to analyze a trend or issue from the past. Each DBQ typically has five to seven documents for you to analyze.
Synthesis - A type of essay that gathers information from a variety of sources to form a new idea, question, or argumentative thesis. Writers composing a synthesis essay will discuss ideas, data, and evidence from a series of sources to either explain or argue something original.
Strategies/Planning Tips/Steps –
Choose a point of View Write and introductory paragraph ending in a thesis statement Carefully organize the body of your essay Craft clear topic sentences Populate your essay with evidence Provide space for contrasting opinions Summarize your analysis in a concluding paragraph
Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources Work Cited Page –
MLA Format - Make 1 inch margins on the top, bottom, and sides. The first word in every paragraph should be indented one half inch. Indent set-off or block quotations one half inch from the left margin. Use any type of font that is easy to read, such as Times New Roman. EX: Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007,
APA Format - APA in-text citation style uses the author's last name and the year of publication, for example: (Field, 2005). For direct quotations, include the page number as well, for example: (Field, 2005, p. 14).