The Interesting Book of Writing by Bravo Grammar Con Online

THE INTERESTING BOOK OF WRITING BY: Efren Medina

Table Of Contents Introduction………………………… 3 About the Author……………...4 Section 1:Punctuation and Capitalization …………………….5-6 Section 2:Template and guidelines………..7-14

Section 3:Phrases and Clauses...14-16 Section 4:Section 4 Sentences…..17-20 Section 5:Paragraphs……….21-24 Section 6:Essays……..25-26 Dedication……………………………..27

Introduction This book was written to provide useful information on how to have proper grammar. It is an informative type of writing but also fun to read.

About the Author My name is Efren Medina and I enjoy watching sports and hanging out with friends. Writing has never been a strength of mine so Im glad to say I have improved in writing. I am a junior in high school and will graduate in the year 2020. I hope my piece of writing keeps you entertained the whole time.

Section 1: Punctuation and Capitalization Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1.I am so tired today. 2.My favorite foods are rice, chicken, and chinese food. 3.Recipe- two cups of water and sugar 4.List of materials -Pencils -Notebooks -Erasers 5.Extraterrestrial: of or from outside the earth or its atmosphere. 6.I am so tired; I won’t go to the basketball game today. 7.How old are you? 8.I am so sick of you! 9.It‘s so hot outside. 10. Tom said, “I saw him go into the house”. 11. “He is so… uh I’m just so tired of him” 12. Where he’s from[California] he gets a lot of hate because of what he wears. 13. He is failing 2 classes (english and math) because he doesn’t pay attention.

14. Give an example and/or two reasons why you chose that answer. 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 first letter of each sentence 2.Names 3.Words In titles 4.Holiday Efren is the best student ever. EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.

Section 2: Template and guidelines NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or idea. EX: cafeteria, hall, library, gymnasium, knights. Efren, table, restroom, bed, dog · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Boyle Heights, Francisco, Bravo Medical Magnet High School. Mcdonalds, California, Roosevelt · Compound Nouns: consist of words used together to form a single noun. EX: hallway, desktop, chalkboard. Bedroom, haircut, hairdryer · Concrete Nouns: refer to material things, to people, or to places. EX: stool, computer, chair. Table, drawer, tv · Abstract Nouns: name ideas, quality, emotions or attitudes. EX: optimism, intelligence, ambition. Eager, smart, dumb Functions (How nouns are used):

Write one sentence for each function. · Subject (comes before the verb) Mr. Andrews spoke harshly to the students who had disobeyed. Efren is doing his math homework on a tuesday.

· Direct Object (comes after the verb and answer what or whom) Mr. Arellano asked Danny to program the laptops for the students who need them. Efren told the teacher is he can have extra credit for participating. · Indirect Object (answers to who or to whom) Mr. Moreno gave a diploma to his student a t the graduation ceremony. He gave some chips to Efren because he was feeling generous.

PRONOUNS

Pronouns take the place of nouns that have been established. Personal: Nominative (subjects) Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative who That

our, ours your, yours their, theirs

Objective whom that those/ this

Possessive whose of that

Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves) Used only: when the action verb is directed toward the subject of the construction: He grades himself more harshly than his students. She bought herself two books. to intensify a point: The coordinator himself delivered the speech. Even though it was hard work, “I can finish the job myself” the student 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 8

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.

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Ms. Gutierrez enjoys leisurely researching in the library. He is running to the store. Participle: word ending in “ing” or “ed” used as an adjective · There really is no swimming pool on the sixth floor. · Mrs. Marks carefully drove past the deserted school. The trip to the abandoned house was scary. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs 9

· Mrs. Montes likes to read books quietly. I really like to walk everyday.

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 Lovely, towards, likewise · 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 – Ms. Ramos answered the parent’s phone call quickly. (How did she answer?) He ran to the store rapidly. Time – Mr. Morgan will leave for a science tournament immediately. (When will he leave?) He immediately put on this clothes and left. Place – Mr. Lee was willingly here e arlier today working with students. (Where was he?) Mr.Rodriguez was willingly early to his class to see if anyone had any questions. Degree – Ms. Saldivar’s exceptionally good work cannot be over-recognized. (How good is she?) He is clearly better than everyone else in the team. Frequency – Ms. Villaneda is consistently pleasant to students and staff. (How often is she pleasant?) Mark is frequently early to class.

CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so 10

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. Ahh, that feels wonderful. Alas! I'm lost in the wilderness. Bah! That was a total waste of time. Bless you! I couldn't have done it without you. It's time for me to go. Cheerio! Congrats! You finally got your master's degree. Crikey! Do you ever think before you speak? Gesundheit!

From â&#x20AC;&#x2039;https://examples.yourdictionary.com/examples-of-interjections.html

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

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

Section 3: 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 students seriously wanted an extension on the assignment. All of the adults wanted to go to the casino. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The science teams knew they would be working hard this weekend. The could be working on their homework, but they chose not to. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Ms. Marisol was warmly welcomed aboard the cruise ship. I was happy I got to walk the dog. 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. Ms. Martinez, a new teacher, worked diligently to help students earn high grades. Mark, the new student, was afraid he would not make any friends at his new school. 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 track team finally saw the school. I hate walking up the stairs at school. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The STAR program students quickly left the abandoned lab. I hate watching sports because I hated soccer. ● 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. I hate 6pm because that is time to workout for me.

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. Bravo Medical Magnet requires students to work really hard. My teacher expects me to pass her class. 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 grew up firmly made the principal who she is. ○ Kindly give whoever calls an answer. ○ That the teacher was happy was totally obvious. ○ Mr. Flores wisely checked what he had for supplies. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the school where students triumphantly do well. (“where” is an introductory word) ○ There is the suit that I absolutely needed. ○ The grade that you wanted is clearly within your grasp. Some adjective clauses begin with relative pronouns: ■ Olivia is obviously the one who got the most votes. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the teacher whose class is usually biology. (TEACHER is the antecedent of whose and is modified by the adjective clause.) ■ Science class informatively teaches how relative humidity is the amount of water vapor that the air contains. ■ Is this the book that you so vehemently want? (that is the direct object of want) ■ Tina is the girl whom he shyly asked to the dance. (whom is the direct object of asked.) ■ The recommendation letter to which you refer has sadly been lost. (which is the object of the preposition to. ) ■ Samantha is an athlete who easily shrugs off criticism. (who is the subject of shrugs.)

Adverb Clause: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinate conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession. Modifying verbs: ■ They unfortunately put the bus sign where a few could see it. (place) ■ When the bell finally rang, everyone left. (time) ■ We sluggishly left the library because we were tired. (purpose) ■ The ASB president talked as if she were passionately running for re-election. (condition) Modifying adjectives: ■ Spring semester coldly seems twice as long as it used to be. (how much) ■ Mr. Russell is as amusingly funny as his uncle. (to what extent) Modifying adverbs: ■ Suzy studied harder than her sisters typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The student who finishes first will earn an indulgently tasty cookie. To the people who ate the leftovers, you have food poisoning. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When driving, the instructor keenly keeps her eyes on the road. Every walk, I stop atleast once to tie my shoes. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The course that most interests Mr. Marks is clearly AP English Literature. The candy that tastes the best is for sure gummy worms. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Mr. Fette’s choir lessons, which began six months ago, are regretfully over. My little brother, which is 6 years old, ate cereal for breakfast.

Section 4: Sentences Sentences– 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 soccer team was happy about their win last night. Predicate – what the subject does The basketball team patiently waited for the school bus to arrive.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) I am happy to have woken up today. Imperative – a sentence that takes a command (ends with a period mark) Go to the store for me. Interrogative – a sentence that asks a question (ends with a question mark) Why did you hit him in the face? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) I cannot believe I got first place in the race!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. I woke up feeling good. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). I cramped up mid-game, but I still played the rest of the match.

Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you wake up early, working out can be so much easier. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Although you did everything on time, even if it was incorrect or not, I'm sure you will still get a good score. 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. Football is the best, even if some parts of the game are slow. 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. Regardless of the bad pepperoni, the pizza was still pretty good. 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. They won because they kept a good mindset, kept their heads up, and outran the other team. 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. I quickly ran into the store for chips, and then ran for the drinks. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Because of Henry, the team won, without him they are nothing. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Efren usually fights hard, long, smart. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Efren is the type to work hard, fast, but most importantly, at a good paste.

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. I think that football is the best sport to watch, others think it is the absolute worst to watch, but we can all agree that it is a dangerous sport. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. I remember going to the store with my friend, going to school together with my friend, he was for sure my best friend. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. I wanted to wake up early for school so I get extra credit.[WRONG] I wanted to wake up early for school because I wanted to get extra credit in my math class.[RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Mark didn't want to wake up early, he was really tired,he went back to sleep.[WRONG] Marl didn't want to wake up early. He was so tired; he went back to sleep.[RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because of his mom. [WRONG] Because of his mom, he wasn't able to hang out with his friends.[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 park, I handed her the chips and they were opened. [WRONG] At the park, I handed the opened bag of chips to her.[RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force He knew it wouldn't do him no good to go to the store at night.[WRONG] He knew going to the store at night wouldn't do him any good. [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) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Back then you could be the nicest person ever or even the most caring person, but if you're black none of that would matter. Black people are treated differently and no one can do anything about it. A lot are born into this type of environment and can't do anything about it either. You decide whether you want to ask for change or stay quiet. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) How would you feel growing up into an environment of hate and racism ? 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) Writing about important things going on in the world can be eye opening and helpful to many. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Cops have more power than citizens. Opinion (personal position on a topic) I think some cops take advantage of their power. 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) Killing innocent people 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) 21

Everything you write about is useful information to everyone. Document Based (cites a specific source, author, and position on a topic) In Between the world and Me, the author claims that black people were not treated fairly in the 1600s era. Theory (a statement that can be tested and potentially proven - often answers a research question) If you publish a book, it can go viral and read by many 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. Schlosser expands on his claim by examining the various elements, such as advertising and marketing schemes, that can hook people on fast food, particularly at an early age, along with reports about the negative health impacts of consuming processed foods. (preview of evidence) Ex. The author examines the often-disturbing state of racism in order to discourage people being racist.(purpose of thesis) Ex. This information about death rates going up because of cops is really devastating.

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) (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) Ex. The author says, ¨I would have you be a conscious citizen of this terrible and beautiful world¨ (Coates 98). Ex. The author states, ¨But race is the child of racism, not the father¨ (Coates 109) 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) ¨I would have you be a conscious citizen of this terrible and beautiful world¨ (Coates 98). Ex. PARAPHRASE – You should be a good human being regardless of the world(Coates 98). 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 – “But race is the child of racism, not the father¨ (Coates 109) Ex. SUMMARY – Race didn't create racism. 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 be happy if there was no hate in the world. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study from britannica shows that racism started to decline after new people got in charge. 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 fast food 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 everyone truly was treated equally, there would be no hatred in the world. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. Racism in one place can be different in another because there is different forms of it. Reestablishing the Significance of the Thesis (could be one or more sentences)

Ex. If you spread positivity in the world instead of hatred, good things will come your way. That includes a better world. 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. Overall, if you spread positivity in the world, you will be a better person and be positive as well.

Section 6: Essays Essays – An essay is a group of paragraphs that provide information, evidence, and personal opinions about a topic. Types – Explain each type of essay and state its purpose Persuasive (Argumentative)To tell someone why something is better than the other. Expository (Informative)Provided you with information on a certain subject. Definition or Description Tells you the meaning of something in a very descriptive way. Process (How-to) A how-to essay is made for the reader to have some guidance while reading your essay. Compare and Contrast- This type of essay is made to distinguish between two different things and comes with evidence on why something is the same or different. Cause and Effect- Cause and effect can be an essay about something that happened, and what happened because of that event.

Analytical/Critical Evaluative Interpretive Narrative (Tells a story) Personal Statement/Anecdote Research- Based on the research of the author that can also be informative to you. Timed-A timed essay is testing your ability to write an essay in a certain time range. 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 Prewriting is usually you preparing for your essay and helps you think about how you want to structure your essay. Researching/Evaluating of Sources Researching is used when you know what you want to write about and all you have to do is find evidence that supports your claim, 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-Is used to cite your work and requires you to provide the authors name, when it was published, when you used it, and location of where you found it. APA Format- Your work is cited alphabetically and cites you quote the same MLA does.

Dedication I dedicate this to all the writers and readers out there that struggle with grammar. It can be difficult sometimes but with practice and guidance, it will be easy for you.