The Mental Health Book of Writing by Bravo Grammar Con Online

The Mental Book of Writing By: Erick Zarate 1

Table of Contents Introduction………………………………………………………...3 Section 1 Punctuation/Capitalization…………………………………...4 Section 2 Parts of speech……………………………………………….5-9 Section 3 Phrases/Clauses……………………………………………….10-12 Section 4 Sentences…………………………………………………….13-16 Section 5 Paragraphs……………………………………………………17-22 Section 6 Essays…………………………………………………………23-25 Dedication/About the Author…………………………………………..26-27

IntroductionÂ Â Learn about the truth behind what goes on in your head! The examples that are riddled throughout this book all revolve around the topic of mental health. This is so that while we learn about writing we are also learning about ways to make your life better. I tried to incorporate ways to make this learning interactive and educational in multiple ways. Put on your thinking caps because we are about to journey into the wonders of the human mind...

Section 1 Punctuation/Capitalization Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. Today was the day of my field trip, needless to say I was excited to visit Disneyland for the first time in 5 years. After the big fall it turns out that Micheal had sprained his ankle, wrist, and his shoulder. After almost a year of deliberation and trials the jury finally came to a verdict that shocked everybody in the building—not guilty. Today my family and I purchased a state-of-the-art bed for our dog and he was eager to sleep on it and excited to gnaw on it. It turns out that for a while Mcdonalds had multiple versions of the Mac sandwich: Big Mac, Junior Mac, and Grand Mac who knew! Some people were willing to donate money; others only brought food. Did you know that someone is lying to you if they raise their right eyebrow while talking? I am just as surprised as you. Did you know that most power outages in the U.S. are caused by squirrels! I heard kids eagerly talking about watching the latest horror movie, I don’t think they know what they are in for. “I told you not to touch the potatoes!” mom yelled as she ran into the kitchen fire extinguisher in hand. Actually the thing is… i didn’t mean it like that so… yeah. So it turns out the house we had just moved into was made a really long time ago[1920]. So it turns out that Marcus’s uncle Leonardo DeCaprio (spelled like that) was just a fake. So I just found out that some people can mod a Honda Civic to go over 300 km/h which is just insane!

Section 2 Parts of Speech 4

NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. EX: people, teacher, playground, park, toy

Proper Nouns: give the name or title of a particular person, place,

thing, or idea (must be capitalized). EX: Erick, Los Angeles, California, Ford, Mary ·

Compound Nouns: consist of words used together to form a

single noun. EX: laptop, walkway, lawnchair, bedroom, toothpaste

Concrete Nouns: refer to material things, to people, or to places.

EX: street, house, bowl, sink, bottle

Abstract Nouns: name ideas, qualities, concepts, emotions, or

attitudes. EX: love, anger, courage, bravery, creativity

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Marsha h ad never been to this theatre before. ·

Direct Object (comes after the verb and answers what or whom) He ordered johnny to go outside and throw the trash away.

· Indirect Object (answers to who or to whom) The man was not aware that the child getting into the car was not his son.

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

our, ours your, yours their, theirs

Relative: Nominative who That

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: I gave myself a perfect score on the test Little did she know marsha has tripped on herself to intensify a point: The job was done by the plumber himself. “I cannot do this myself” is a very negative thought. Demonstrative: this, these

that, those

Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such.

VERBS Verbs show the time, action, and state of being of a subject. Tense: verbs indicate time via tenses: simple past past past perfect past progressive

simple present present present perfect present progressive

present perfect progressive future future perfect

Types: There are at least eleven (11) types of verbs:

auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) nonfinitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects)

Voice: Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. Active: I have been having a very bad day. Passive: A very bad day found its was to me.

Verbals: (VERB FORMS NOT USED AS VERBS)

Gerund: word ending in “ing” used as a noun. · It turns out that Johnathan really enjoyed swimming in the pool. Participle: word ending in “ing” or “ed” used as an adjective · The dancing floor was really dirty when we first arrived but was cleaned in less that 2 hours. · It turns out mark is very frightened of spiders Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · My little brother likes to jump r ope

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper those, smart, American

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) mentally, forwards, unwise · Conversions (Show how three words related to your subject can Force becomes forcing, propel becomes propelling, learn becomes learning 7

Types: Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – The patient slowly learned how to talk and read again. Time – I ensure you, a cab will be sent immediately Place – The cause of his disorder was everywhere but no one knew. Degree – It turns out that he performed terribly on his final exam. Frequency – Her father seemed to be consistently on time to pick her up from school, so why isn’t he here yet?

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. A – Ahh, ahoy, aha, ahem, alas, arrggh, aw B – Blah, brrr, bingo, bravo, bam, bazinga, bleh, boo, boo-yah, bah humbug C – Cheers, congrats, catching, cripes, crud D – Damn, darn, darnit, dang, drat, duh, dear, E – Eureka, eek, eh, er, encore, eww F – Fie, fiddlesticks G – Gak, gee, gee whiz, geez, gadzooks, golly, good grief, goodness, goodness gracious, gosh, gesundheit H – Hey, hmm, hooray, huh, hello, ha, ha-ha, holy cow, hallelujah, holy smokes, humph, hurray, hot dog, huh? K – Ka-ching, O – oh, oh oh, oh dear, oh my, oh my God, oh well, ouch, ow, oww, oops, oy, ooh-la-la, P – Phooey, presto, please, pshaw, pow, phew, pooh R – Rats, S – shoo, shh, shoop-shoop, T – Tut-tut, thanks, U – Uh-huh, uh-oh, ugh, um, umm V – Viva, voila W – Whammo, wham, whew, whoa, wow, whoops, Y – Yay, yeah, yikes, yippee, yes, yuck, yum, yo, yahoo, yummy Z – Zap

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 followers of the famous singer showed up at the concert Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Even though the scientist knew words were spoken he had no idea what they were talking about. 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 patient was nervous when they got a glance of the MRI machine 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. Marcus, the new neurologist, was nervous on his first day at the job. 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. Eating certain foods can actually be good for your brain. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Jonathan was ready for a trip into the thrilling world of neurology ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Joanna knew that at 2:20, it was time to leave for her appointment. 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 job as a doctor is really hard. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds:

Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ Where the hospital was located, made it very accessible. ○ Make sure to give whoever comes a brochure ○ The fact that Toby was nervous was really obvious ○ He checked what was available, in terms of medicine Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the hospital where doctors are most friendly. ○ It turns out it was the doctor that I needed, not the nurse. ○ The medicine that he received was clearly needed Some adjective clauses begin with relative pronouns: ■ He is the doctor who usually gets in trouble ■ Here is the patient who was able to walk again because of surgery. ■ Depending on the pain the doctor can prescribe the amount of medicine the patient receives ■ Is this the book that the therapist recommends you read? ■ Leon was the person who was responsible for the false alarm ■ The prescription, which is needed for your medicine, was denied by your doctor. ■ Daisy is a therapist who easily shrugs off criticism. 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 hazard sign in a hard to see place. ■ When his shift was over, the doctor quickly left the hospital to get home in time for dinner. ■ The family of the patient were being pushy because they were worried. ■ The doctor was in no rush because he had nowhere he needed to be. Modifying adjectives: ■ The poor patient , sadly, did not make it through to operation. ■ The man was as nervous as he was hungry. Modifying adverbs: ■ Mary worked harder than anybody else when it came to her job. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The doctor who finishes first will always be given the best position.

Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When operating, the surgeon must always be sure that they are wearing proper gear suited for the operating theatre. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The field that most interests Leslie is clearly Biotechnology. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Alexander, the newest member of the unit, proposed the best idea out of everybody in the room.

Section 4 Sentences 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 psychologist patiently waited for their patient to finish their story. Predicate – what the subject does The psychologist patiently waited for their patient to finish their story.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning certain speaking techniques can help psychologists better understand their patients. Imperative – a sentence that makes a command (ends with a period mark) You should see a therapist immediately. Interrogative – a sentence that asks a question (ends with a question mark) Why would anybody want to see a therapist? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) I feel so much better!

Sentence Patterns

Simple Sentence: A sentence that is just one independent clause. Most therapists tend to speak simply. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Seeing a therapist can be a lengthy process, but it will help in the end. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When you make a plan, your life will become so much simpler. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. When you make a plan, your life will become so much simpler, however you need to be committed to your plan.

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. Seeing a therapist will change your life, no matter how long the process may take. Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense with the main point coming at the end. No matter how long the process may take, seeing a therapist will change your life.

Parallel Structure: A sentence using the same pattern of two or more verbs or ideas that match in tense or structure to show that they are of equal importance and to help the reader comprehend what is being written - this sentence requires symmetry. Dedicated people tend to be willing, be open minded, and be happy. 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. Doctors spend their days helping patients coming into the hospital and helping patients leaving the hospital.

Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Good doctors and nurses make a hospital what it is and it would be nothing without them. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Doctors and medical students typically exhibit studiousness, tenacity, grit, excellence. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Doctors and medical students typically exhibit studiousness and tenacity and grit and excellence.

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, medical school can be the best time of their lives, while for others medical school is the hardest part of their lives, but most will agree that medical school can feel like the longest part of their lives. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Therapists spend most of their time, worrying about patients, treating patients, and helping their patients.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The patient wanted to stop the bad thoughts they had been trying they were willing to work for the help. [WRONG] The patient wanted to stop the bad thoughts because they had been trying and they were willing to work for the help. [RIGHT]

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas 15

The patient wanted to stop the bad thoughts, they had been trying, they were willing to work for the help. [WRONG] The patient wanted to stop the bad thoughts. They had been trying ;they were willing to work for the help. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because the medication didn’t work. [WRONG] Because the medication didn’t work, the doctor needed to prescribe a higher dose. [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 hospital entrance, the mother gave a wheelchair to the child that was broken. [WRONG] At the hospital entrance, the mother gave a broken wheelchair that was broken to the child. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The doctors knew that the stitches alone wouldn’t do the patient no good. [WRONG] The doctors knew that the stitches alone would not do the patient any good. [RIGHT]

Section 5 Paragraphs PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Often throughout the past 50 years when children have earned it, their parents treat them to McDonalds. Rewarding them with Happy Meals when they do well at school, for example, young people develop a strong and lifelong connection to fast food. The better they do at school, the more their smiles widen and, sadly, the more the nation’s waistlines and the health outcomes associated with them expand. As children, they may have no idea why, but the adults in their lives should. Mental Health… These little terms have been engraved in our society since we started learning how our brain works. It has been part of us from the beginning and we are still learning the ins and outs of it. Most of us know little of the true nature but there are few people on this planet that work to understand. These people can be known as psychologists and these are the people who try to solve our problems from the root. These are the people that not only treat our problems. They are the people who ask… why? Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Would knowing how your mind works be the key to understanding your true self? Thesis Statements (the purpose of a piece of writing – usually one sentence in length, but can be longer depending on the purpose – must be something that is arguable) Assertion (claim - a subject + a “so what” about the subject) Ex. Fast food provides very little nutritional content and should be avoided. Seeing a therapist no matter how useless it seems can always be the key to your problem. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. Psychologists are comparatively more expensive than other options. Opinion (personal position on a topic) 17

has

Ex. Therapists should charge less for appointments, Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgement) Ex. Therapists are often seen as a waste of time by many people. Generalization (uses absolute or statistical pronouns: all, always, every, never, none, most, half – avoid using this type of thesis statement unless citing the source of the data) Ex. Everything a therapist does can be done by you at home, Document Based (cites a specific source, author, and position on a topic) Ex. In Fast Food Nation, Eric Schlosser argues that the fast food industry excruciatingly deep effects on people’s health outcomes by illustrating the unsanitary nature of many fast food preparation tactics.

In change your mind change you life, Dr. Jessie Payne constantly touches on the topic of how modern day life is constantly affecting the mental health of people in a negative way Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Psychological problems can lead to physical issues in people of all issues. 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 meat production in order to discourage people from consuming so much fast food. (purpose of thesis)

Ex. This information about the connection between fast food and potential health outcomes might lead to crucial reforms in the food industry. (establishing the importance or significance of thesis) Dr. Payne continues on by showing the different ways peoples life can affect their health from day to day unhealthy habits, stress in and outside of work, and lack of quality resting time He addresses the fact that many of us are too caught up in our day to day lives that we never take time to slow down or “stop and smell the roses” as he puts it This connection between our daily lives and our health shows how many of us need help but we are to caught up to realize that

Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) Ex. Additionally, multiple sources indicate that the consumption of fast food has a dramatic impact on health. (Now every sentence in this paragraph must be related to the connection between fast food and health) Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. Several researchers agree, “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. “Fast food can have adverse effects on people’s health,” according to several researchers (Schlosser 73). Ex. Unfortunately for patrons, “Fast food can have adverse effects on people’s health,” according to several researchers (Schlosser 73). Ex. Unfortunately for patrons, “Fast food can have [horribly] adverse effects on people’s health” (Schlosser 73). Ex. Unfortunately for patrons, “Fast food … [a]affects … people’s health” (Schlosser 73). ORIGINAL QUOTE- “ Your brain is the organ of your personality, character, and intelligence and is heavily involved in making you who you are” (Amen 17).

Many people can agree, “Your brain is the organ of your personality, character, and intelligence and is heavily involved in making you who you are” (Amen 17).

“Your brain is the organ of your personality, character, and intelligence and is heavily involved in making you who you are,” i s something that many people can agree on (Amen 17).

According to many people including psychologists, “Your brain is the organ of your personality, character, and intelligence and is heavily involved in making you who you are” (Amen 17). According to many people including psychologists, “Your brain is… your personality, character, and intelligence… [extraordinarily] involved in making you who you are” (Amen 17).

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 – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. PARAPHRASE – People’s health may be negatively impacted by fast food (Schlosser 73). ORIGNIAL QUOTE - “Your brain is the organ of your personality, character, and intelligence and is heavily involved in making you who you are” (Amen 17). Your brain is the definer of who you are, and that includes you personality, character, and intelligence (Amen 17). Summarizing (condensing larger quotes or sections - useful for closing the examination of the 20

quote/evidence and transitioning to your analysis of the quote) ORIGINAL QUOTE – “Fast food can have adverse effects on people’s health” (Schlosser 73). Ex. SUMMARY – Fast food can be unhealthy. ORIGINAL QUOTE - “ Your brain is the organ of your personality, character, and intelligence and is heavily involved in making you who you are” (Amen 17). Your brain is the key to who you are Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. People might lose weight if they stopped eating fast food. People might actually see an increase in mental stability if they see a therapist. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in the November 2011 New England Journal of Medicine shows that the average person stands to lose 12 pounds in any given year that they eliminate fast food from their regular diet. According to a healthline study in October 2018, depression and mental health issues can physically affect your brain by doing things such as shrinking your brain and even starving it of oxygen. 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. As you can see, actual medical professionals have shown that life can change your brain and not in a good way.

Closing Paragraphs (Conclusions – should not be mere summaries of the previous paragraphs of your essay) Consequences of Disregarding the Thesis (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences)

Ex. If the mass consumption of fast food was truly safe for people’s health, there probably would not be such an abundance of obesity plaguing the nation. If mental health professionals and therapists weren’t needed, we wouldn’t be in a mental health pandemic across this world. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, the national epidemic of obesity seems closely connected with the abundance of fast food available to consumers in every corner of America. As you can see, the mental health issues the world suffers from can be linked to the fact many people do not believe/think they need a mental health doctor. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as the prevalence of academic research indicates, fast food consumers carry out more than just the contents of a McDonalds’ paper bag – they carry out the potential for both illness and premature death. This means, because of the fact people are ignoring the facts, they carry the danger of serious health problems and even death. Final Sentence (connects to the hook and finishes the essay – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So given all the health problems associated with fast food, maybe the meals children receive as rewards are not so happy after all… When you add all of the problems associated with mental health, maybe we should take that meditation class after all…

Section 6 Essays ESSAYS Essays – Explain what an essay is (I know, this is where I usually explain it to you but now that you have made it to the end of this project, it’s your turn) (An essay is a written paper that can be used for many reasons. It can try to get you to buy something or criticize the way you make potatoes. They typically consist of at least 4 paragraphs which consist of an intro, at least 2 body paragraphs, and a conclusion.) Types – Explain each type of essay and state its purpose Persuasive (Argumentative): An argumentative essay is used to try to persuade someone into thinking about any topic a certain war. They can be used to do things such as convince you to buy a new kitchen gadget or vote for a new political party/ Expository (Informative): The point of an expository essay is to give someone only facts when it comes to writing. It is an unbiased article that gives facts from both sides and lets you pick. Definition or Description: \In these types of essays there is one main point that is constantly gone over. This is usually the main and only point of the essay whose goal is to explain/define/describe one thing in the best way possible. Process (How-to): In this type of essay it is usually a very simple step by step process. They are used to make following things such as recipes and instructions as easy as possible so that the person following does not have any trouble.

Compare and Contrast: These are unbiased essays that give both ends of the spectrum and allow the reader to make their own choice. They are often used in news articles so that the reader is able to give their own opinion based on the facts of the matter. Cause and Effect: These kinds of essays show what happened and why it happened. They are solely educational and are used to teach the reader what went wrong and what happened as a result of that. Analytical/Critical: An analytical essay is an essay that takes one thing and looks at it from many different points of view. These things are then given an honest unbiased opinion by the writer. These are the most often types of essays used in articles because it shows the facts but it also gives the opinion of the writer. Evaluative: An evaluative essay usually contains facts from many different points of view and puts them all together to form one coherent answer to the question that is usually stated at the beginning. Its purpose is to tell the reader everything. Interpretive: an interpretive essay is usually very biased because of the fact that the writer is telling you their opinion based on the matter and are using evidence to support their opinion. Narrative (Tells a story): Narrative essays are almost always fiction essays that tell a story. Their purpose is to use things such as hyperbole to get the reader into a world of the book. They are almost always used for things such as novels. Personal Statement/Anecdote: A personal narrative is a narrative essay that is given from the point of view of one person. This follows that person throughout the story until the end when the main character has lived through the book. Research: A research essay is an essay that provides solely facts towards a topic and is often used by scientists to create an unbiased and easily replicable experiment. They are usually very concise and educational Timed: These kinds of essays are usually short essays that are opinionated. They are often used in tests Document Based Question (DBQ): These kinds of essays occur when you are given a question with many articles. You must then combine facts from all of these articles to support your main thesis. Synthesis: These kinds of essays happen when you take many articles together and use them all as evidence. You want many articles each with opposing views so that you can use them to form one big article with lots of evidence.

Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining : THe way that I like to plan and organize my essays is by sorting them into many parts and working on them one part at a time. I first come up with many pieces of evidence and using this evidence write a thesis that can be proven with the evidence that I have. Researching/Evaluating of Sources: If I cannot create a prompt or already have one then I will take what I am reading and take evidence from as many parts as I can. I then use whichever piece of evidence sounds strongest in my essay. 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.\ When creating a works cited page you always need to clearly show who you are citing no matter what format you are using. Some big differences would be that in APA you put the publication year as well as a pbefore the page number while in MLA there is no publication year and there is no pbefore the page number. MLA Format: Amen, Daniel G. Change Your Brain, Change Your Life: the Breakthrough Programme for Conquering Anxiety, Depression, Anger and Obsessiveness. Piatkus, 2016. APA Format: Amen, D. G. (2016). Change your brain, change your life: the breakthrough programme for conquering anxiety, depression, anger and obsessiveness. Piatkus.

About the AuthorÂ Hi Everybody!! I am Erick Zarate. I am 16 years old and currently a junior at Bravo Medical Magnet. I currently am on the baseball team at our school. I am a nerd for all things star wars (especially mandalorians) and Harry Potter. I enjoy playing an instrument in my free time as well as playing baseball. If I am not doing any of these other things chances are I am doing homework, but what would be bravo without all that homeworkâ&#x20AC;Ś

Dedications: I would like to dedicate this book to everybody who stuck it through with me. My friends, family, and teachers who have been there for me helping me on the road to success. I 27

thank all of you and I dedicate this book to you. I would not be here without your help THANK YOU!!!!