The Random Book Of Writing By Canwhitsum Yuan
Table of Contents Introduction…………………………………..………………. 3 About the Author…………….………………………………. 4 Section 1: Punctuation and Capitalization………..…..….. 5 Section 2: Parts of Speech…………………...……………. 7 Section 3: Phrases and Clauses………………...………. 18 Section 4: Sentences………………………..…………….. 21 Section 5: Paragraphs……………………...…………….. 25 Section 6: Essays………………………………...……….. 29 Dedication…………………………………………………… 32
Introduction This book was written to teach grammar rules. Sometimes the rules feel random and are at times confusing, but the rules of writing make sense. The rules give random stories structure and make them interesting.
About The Author Hi, My name is Canwhitsum Yuan. I attend Bravo Medical Magnet High School as a Junior. I like watching movies and hanging out with my friends. I like the outdoors and hiking. My favorite show is South Park.
[Tom’s New Dog] SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. When Tom wanted to quickly go home and start his difficult homework. 2. Before Tom went home, he unexpectedly met a stray dog. 3. Tom was extremely shocked by the stray dog condition – dirty, scared, and injured.
4. Tom eagerly wanted to take the stray dog home and put him in his semi-portable shed. 5. Tom excitedly made a list of fun toys he wanted to buy for his new dog: chew toy, bone, squeaky toy. 6. Tom came home to his messy house; therefore, he started doubtingly questioned his roommate’s hygiene. 7. Should Tom clean his house or help the stray dog comfortably feel at home? 8. He angrily screamed, “Mike! Why is the house a big mess?” 9. When Tom frustratingly looked at the mess around him he spotted a box of half-eaten cereals called, ‘Sweet Teeth.’ 10. Mike confusingly screamed back at angry Tom, “What are you talking about?” 11. Suddenly, Tom appallingly stared at the lake of milk in the small kitchen and apologized to the dog,”Sorry for the mess...not my fault though.” 12. He [Tom] barely started to think maybe lazy Mike wasn't the best roommate. 13. Tom (a stressed college student) was overwhelmed with the huge tasks he needed to do before he could start his even more stressful homework. 14. Tom suddenly decided to give the stray dog a bath/shower.
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. Used at the start of every sentence ● EX: They walked home together. 2. Used for names of proper nouns (person, place, or thing) ● EX: Tom named his new dog, Deek. 3. Used for days, months, and holidays ● EX: During Christmas Day, Tom bought Deek a new chew toy. 4. Used for the first word of a quote ● EX: “Roof, Roof!” – Deek. 5. Used for most words in titles ● EX: Tom took Deek with him to Pet Smart. 6. Used for cities, countries, states, nationalities, and languages ● EX:Tom always dreams about taking Deek to the Fun Zone Dog Park. 7. Used for time periods and events (except for name of centuries) ● EX:The Great Dog Show occurred every year and Tom wanted to enter Deek into the competition .
[Treasure Hunt] BOOK OF WRITING SECTION 2 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. Island, man, ocean · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Boyle Heights, Francisco, Bravo Cain Island, Captain Jacob, Pacific Ocean · Compound Nouns: consist of words used together to form a single noun. Sail boat, Captain coat, Treasure chest · Concrete Nouns: refer to material things, to people, or to places. Boat, sails, compass · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Charisma, excitement, Surprise,
Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Captain Jacob w as sailing in the Atlantic ocean · Direct Object (comes after the verb and answers what or whom) Captain Jacob looks toward Cain Island and he is coming closer to the island · Indirect Object (answers to who or to whom) The sail crews howl at the captain Jacob to prepare for docking.
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: The Captain let himself off the ship and took the first step on the island. to intensify a point: The Captain himself was the first to lay foot on the island. 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: Captain Jacob swung his coat across his back. Passive: The coat swung across the captain’s back.
Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Traveling a long distance made some of the crew sick. Participle: word ending in “ing” or “ed” used as an adjective · From the horizon, a rowing boat can be seen. · The crew searched the deserted island. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Some of the new crewmates wanted to go home.
ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Demonstrative:That ship can last another round trip. Common:The cold night soon covered the sky Proper: The Cain island is part of the Atlantean islands
ADVERBS
Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner –The crew quickly searched the forest for treasure. (How did she answer?) Time –The other crew mates immediately set up camp. (When will he leave?) Place – The captain sat calmingly at the beach (Where was he?) Degree – The crew expertly tracked down the treasure. (How good is she?) Frequency – The crew was rarely lucky, but this time was different. (How often is she pleasant?)
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.
1. Ah: Ah, I don't know if that's true. 2. Aha: Aha! I figured it out! 3. Ahem: Ahem, could you boys stop talking so we could get on with class, please? 4. Alas: Alas, it was not to be. 5. Amen: Amen, hallelujah, amen! 6. Aw: Aw, do we have to? 7. Awesome: You two are dating? Awesome! 8. Aww: Aww, that's so cute! 9. Bada-bing (bada-bing, bada-bing, bada-boom): "You've gotta get up close like this and—bada-BING!—you blow their brains all over your nice Ivy League suit." (From "The Godfather," 1972) 10.Bah: Bah, humbug! 11. Baloney: Oh, baloney. I don't believe that. 12. Big deal: Big deal. Who cares? 13. Bingo: Bingo! Right on target!
14. Boo: Boo! Scared you! 15. Boo-hoo: That makes me sad. Boo-hoo. 16. Booyah (boo-yah): Yeah, I aced this test. Booyah! 17. Boy (boy oh boy): Oh boy. Oh boy, oh boy. That's heavy, man. 18.Bravo: Bravo! That was fantastic! 19. Brilliant: Brilliant, luv, absolutely brilliant! (British English.) 20. Brrr: Brr! Minus 30 degrees? Yuk. 21. Bull: Bull. It's not 30 below zero, not really. 22. Bye (bye-bye): Bye! See you later! 23.Cheers: Cheers, mate! You're welcome. (British English); Cheers! Raise a toast! (American English.) 24. Come on (c'mon): Come on. Hurry up. 25.Cool: Oh, wow, that is so cool! 26. Cowabunga: "Cowabunga, dude." ("Teenage Mutant Ninja Turtles") 27.Dang: Dang it! Where'd I put that? 28. Darn (darn it): Darn it! I can't find the other one either! 29. Dear me: Oh, dear me. What are we going to do? 30. Duck: Duck! No, really! Get down! 31. Duh: Well, duh. I can't believe you didn't know that. 32.Eh: Eh? What? 33.Enjoy: Enjoy! I hope you like it! 34. Excellent: "Party time, excellent!" ("Wayne's World") 35.Fabulous: Fabulous! That's just wonderful! 36. Fantastic: Fantastic! I just love it! 37.Fiddledeedee (fiddle-dee-dee): "Fiddle-dee-dee! War, war, war; this war talk's spoiling all the fun at every party this spring. I get so bored I could scream." ("Gone With the Wind") 38. Finally: Finally! I never thought that'd be done. 39. For heaven's sake(s): "Oh, for heaven's sake, don't you know your Bible?" ("Little House on the Prairie") 40. Fore: Fore! (Look out! in golf) 41. Foul: Foul! In baseball, the ball went out of bounds, otherwise an infraction. 42. Freeze: Freeze! Stop right there! 43. Gee (gee whiz, gee willikers): Well gee whiz, Pa, why do I have to do that? 44. Giddyap (giddyup): Giddyup, Silver! Go, horse, go! 45.Golly (good golly, golly gee willikers): Golly, that sure was tasty.
46. Goodbye (good-bye): Goodbye, see you again soon! 47.Good grief: "Good grief, Charlie Brown." ("Peanuts") 48. Good heavens: Good heavens! How did that happen? 49. Gosh: “Whatever I feel like I wanna do, gosh!” ("Napoleon Dynamite") 50. Great: Great! I'm so excited you'll come along! 51. Great balls of fire: "Goodness gracious, great balls of fire!" ("Great Balls of Fire," Jerry Lee Lewis) 52.Ha: Ha-ha! That's funny! 53.Hallelujah: Glory be to God, hallelujah! 54.Heavens (heavens above, heavens to Betsy): Oh, heavens! How could you think that? 55.Heigh-ho: Heigh-ho neighbor! How are you? 56.Hello: Hello! How are things with you? 57.Help: Help! I need somebody ("Help!" The Beatles) 58. Hey (hey there): Hey! Look over there! 59.Hi (hiya): Hi! What's up? 60. Hip, hip, hooray: We won! On the count of three, everyone: Hip, hip hooray! Hip, hip, hooray! 61. Hmm (hrm): Hmm. Let me think about that for a bit. 62. Ho-ho-ho: Ho-ho-ho, Merry Christmas! 63. Holy mackerel (holy cow, holy moly, holy Moses, holy smokes): Holy mackerel! I can't believe it! 64. Ho-hum: Ho-hum, how boring. 65.Hooray (hurrah, hurray): Hooray! That's awesome! 66. Howdy (howdy do): Howdy, pardner. 67.Huh: Huh. I have no idea. 68. Ick: Ick! How gross! 69. Indeed: Indeed! I'll bet you didn't know that! 70. Jeez: Jeez, do we really have to go through this now? 71. Kaboom: Kaboom! It blew up! 72.Kapow: And Batman hit the evildoer, kapow! 73.Lordy (lordy, lordy): Oh lordy, lordy, look who's 40! 74.Mama mia: Mama mia, let me go. ("Bohemian Rhapsody," Queen) 75.Man: Man, that's unbelievable. 76.Marvelous: Marvelous! Oh, honey, that's just wonderful. 77. My: "My! I never once thought of it, Huck!" ("The Adventures of Tom Sawyer")
78.My goodness (my heavens, my stars, my word): My goodness, isn't that just grand? 79.Nah: Nah, it'll never work. 80. No problem: Thank you. No problem. 81.No way (no way José): No way! I can't believe it. 82. Nope: Nope. I can't do that. 83. Nuts: Nuts! I wish I didn't have to. 84. Oh (oh boy, oh dear, oh my, oh my gosh, oh my goodness, oh no, oh well): Oh! That's shocking! 85. OK (okay): OK, sounds great. Thank you. 86. Ouch: Ouch! That hurt! 87.Ow: Ow! That stung! 88. Please: Would you help me, please? 89. Poof: Poof! She just disappeared. 90. Shh: Shh! Quiet in the library! 91. Super: Super! That's fantastic! 92. Swell: Swell! How great! 93. Welcome: Welcome! Come in!; (You're) Welcome! 94. Well: Well, I just don't know about that. 95.Whoop-de-doo: Well whoop-de-doo. (sarcasm) I so don't care. 96. Woo-hoo: Woo-hoo! That's fantastic! 97.Wow: Wow! I love it! 98. Yabba dabba doo: "Yabba dabba doo!" ("The Flinstones") 99. Yadda, yadda, yadda: "Well, we were engaged to be married, uh, we bought the wedding invitations, and, uh, yada, yada, yada, I'm still single." ("Seinfeld") 100. Yippee: Yippie! That's exciting! 101. Yummy: Yummy! I love chocolate cake!
Transitions of Logic Chart
Milder
Stronger
Addition
a further and and then then also too next another other nor
further furthermore moreover in addition additionally besides again equally important first, second finally, last
Comparison
just as ... so too a similar another... like
similarly comparable in the same way
likewise
Contrast
but yet and yet still otherwise or though but another rather
however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely
Time
then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow
meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future
Purpose
to do this so that
to this end with this object for this purpose for that reason because of this in order to
Place
there here beyond nearby next to
at that point opposite to adjacent to on the other side in the front in the back
Result
so and so then
hence therefore accordingly consequently thus thereupon as a result in consequence
Example
that is specifically in particular for one thing
for example for instance an instance of this this can be seen in
Summary and Emphasis
in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose
in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly
[The Lost Treasure] BOOK OF WRITING 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 pirates finally arrived at the formidable island. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The pirates would have arrived faster, but the heavy storm caused a delay. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Some of the pirates died during the storm. 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. Captain Hook, the captain of the Hook pirates, led his crew through the storm and to safety. 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. Docking the boat, the pirates were excited to get off the ship. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The sun beamed on the exhausted crew. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The crew started to unpack their supplies
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. Captain hook was to start searching the island. 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 they searched they couldn’t find it. ○ Whoever hid the treasure, they hid it well. ○ That the crew couldn’t find it. ○ The crew didn’t know what the treasure looked like. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the island where no one completely leaves unscathed ○ The crew fear that they would immediately die from the island animals. ○ The crew understood what terrifyingly lied ahead. Some adjective clauses begin with relative pronouns: ■ Captain Hook led the crew who was the most fearless man. ■ The Hook crew was guided by the navigator whose knowledge of the dangerous island was crucial. ■ Some of the Hook crew were too much of cowards that they stayed on the shore. ■ The Hat treasure was very hard to track down that it took an extremely long time to find. ■ The discovery of the Hat treasure is very important to the captain whom tirelessly searched for it for decades ■ The Hat treasure was enormous for the small Hook crew, which was made of 20 men. ■ The Hat treasure was transported by the Hook crew who finally reached the shore. 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:
■ The crew loaded the treasure on the ship by the vast shore ■ When the crew finally loaded the ship they took a break. ■ After the exhausted crew celebrated their victory they sleeping for 12 hours because they were extremely tired ■ When the crew woke up they were extremely sore from loading up the treasure Modifying adjectives: ■ The crew spent the day celebrating again because of bountiful loot. ■ After a week long of celebration, the pirates were as tired as burnt out high school students. Modifying adverbs: ■ When the pirate finally finished the celebration they quickly started packing up since a storm was coming. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The pirate, who found the treasure, got a bigger portion of the treasure. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When sailing, the crew had to navigate the difficult seas Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The sea is where the crew feels the most exciting. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The crew decides to end their journey together, which started 20 years ago, and go their separate ways.
[Henry’s Adventure] BOOK OF WRITING SECTION 4 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 Henry was tired of his 9-5 job. Predicate – what the subject does Henry decides to quit his job.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Working a 9-5 job was soul crushing. Imperative – a sentence that makes a command (ends with a period mark) Henry’s 9-5 lifestyle needed to end. Interrogative – a sentence that asks a question (ends with a question mark) What would Henry do instead of working? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) He decides he's going to go on a spontaneous adventure!
Sentence Patterns
Simple Sentence: A sentence that is just one independent clause. An adventure would help Henry's mental health. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Henry was excited, but Henry was nervous. Complex Sentence: A sentence with one independent clause and at least one dependent clause. Henry had no plans, but he knew he wanted to go somewhere new. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. He didn’t know where to go and had no plans for the adventure, but Henry was dreaming about the possibilities. 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. Henry hated his job, so mundane and boring that he was thinking was quitting earlier. 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. With no plans and a spontaneous attitude, Henry was ready for anything. 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. Henry was always adventurous and spontaneous, but he was also afraid of uncertainty and failure. 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. It was kind of ironic how Henry loves adventures, but also feared uncertainty. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry.
Henry's adventurous nature came from his family, but his family wouldn’t have gone on adventures without Henry loving each adventure they went on. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Henry was looking forward to the exciting, fun, fulfilling adventure. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. The adventure will fulfill Henry’s childhood dreams and ambitions and also give him a break from life in society. 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. Henry’s spontaneous nature is rare and many people stuck in a similar situation as Henry aren’t as spontaneous, even though everyone has the same idea of quitting their job spontaneously. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Many people in Henry’s situation would’ve waited until retirement, until their frail and old to travel or go on an adventure, since they can’t afford to or can’t, so many people in Henry’s situation wait.
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Henry rushed home packed all the essentials drove to the airport. [WRONG] Henry rushed home AND packed all the essentials AND drove to the airport. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Henry arrived at the airport, he randomly chose a destination with a number generator, it landed on South Africa. [WRONG] Henry arrived at the airport then he randomly chose a destination with a number generator. It landed on South Africa. [RIGHT]
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause
Because the plane was late. [WRONG] Because the plane was late, the flight was delayed to tomorrow. [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 Landing in South Africa, Henry couldn't wait to get off the plane and the plane was about to land. [WRONG] Landing in South Africa, the plane was about to land and Henry couldn't wait to get off the plane. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force Henry knew it was going to be difficult to navigate the unknown land. [WRONG] Henry knew it was going to be ambitious to navigate the mysterious land. [RIGHT]
[4-Hour Work Week] BOOK OF WRITING 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) Ex. An average American spends one-third of their life working and sometimes working a job they hate. Spending most of their lives not living the dreams and doing what they are interested in. The constant 9-5 grind has left manys dreading life, instead of living it. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Instead of being stuck in a 9-5 job, people should mind their own business, so that they can become rich and live life people’s own terms? 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. Building a business is a better path to riches than working up the corporate ladder. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. Working a 9-5 is less risky than starting a business. Opinion (personal position on a topic) Ex.A 9-5 job has less job security than building a business. 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. People pick unhappiness to avoid uncertainty.
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. The majority of people choose a normal 9-5 job than building a business.. Document Based (cites a specific source, author, and position on a topic) Ex. In 4-Hour Workweek, Tim Ferris argues that running a business has more job security than a 9-5 job, since as the business owner, you control your own employment; therefore, starting a business has more job security than a normal job. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Starting a business is a faster way to start living your life instead of waiting until you’re retired. 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. When applying to a job it is uncertain whether you get the job, but with a business you create the job you work. When working a job, you can be fired at any moment, while when running a business you can control when to quit. People also can’t always have the flexibility in time worked. They can’t control many parts of their work since they are supervised and have to constantly please your boss. (preview of evidence) Ex. Starting a business is a better option than working a typical 9-5 job. (purpose of thesis) Ex. People normally wait until retirement to live life, but building a business will allow people to live more fulfilling lives. (establishing the importance or significance of thesis)
Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) Ex. Multiple sources indicate starting a business is that best way to become rich. (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 – “ People will choose unhappiness over uncertainty.” (Ferriss 67). Ex. A mass survey suggests, “People will choose unhappiness over uncertainty.” (Ferriss 67). Ex. “People will choose unhappiness over uncertainty.,” suggested by a mass survey of the workforce (Ferriss 67). Ex. Unfortunately, “People will choose unhappiness over uncertainty.,” suggested by a mass survey of the workforce(Ferriss 67). Ex. Unfortunately, “People will choose unhappiness over uncertainty.” (Ferriss 67). Ex. Unfortunately for patrons, “Unhappiness...chose[n]...uncertainty” (Ferriss 67). 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 – “People will choose unhappiness over uncertainty.” (Ferriss 67). Ex. PARAPHRASE – People would rather be unhappy than do something unknown or risky (Schlosser 73). Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) ORIGINAL QUOTE – “People will choose unhappiness over uncertainty.” (Ferriss 67). Ex. SUMMARY – People fear uncertainty. 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 happier if they took more risks. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. A study in the March 2015 American Psychological Association shows that people who take risk are happier than those who don't take risks.
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, risk is good and shouldn’t be feared, as it is the key to happiness.
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. Starting a company is risky and the failure of the company can lead to debt that can hurt the rest of the person’s life. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. Most companies that fail hurt the business owners where they can’t recover and just end up at a job like the rest of the population. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, starting a business is better than working a typical 9-5 job and the traditional beliefs of the American dream is only achieved with building a business and less of working up the corporate ladder. 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 evidence business building should be the main road to happiness and the escape of the 9-5.
[YOUR] BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – An Essay is a long written presentation that want to convey a message and goes into detail about the written subject Types – Explain each type of essay and state its purpose Persuasive (Argumentative) An Essay that tries to argue a point Expository (Informative) Definition or Description An essay that informs Process (How-to) States the main point and elaborate throughout the essay on how it works Compare and Contrast Comparing two or more ideas that is different from the main point and seeing the differences between them Cause and Effect Finding causation in the main point and elaborating the effects of their main point Analytical/Critical Evaluative Analyzing a piece of work and seeing it pros and cons Interpretive How the work being analyzed is interpreted Narrative (Tells a story) Personal Statement/Anecdote An essay on one’s experiences about a certain event. Research Timed Document Based Question (DBQ) An essay that builds an argument based on given documents Synthesis An essay that looks at different sources to support the thesis Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts.
Pre-writing/Prompt Analysis/Outlining Creating a plan and a structure for the essay. 1)hook(optional) 2)context 3)thesis/main point 4)body paragraph; that is evidence that supports the thesis. 5)Conclusion, an ending Researching/Evaluating of Sources Determine what, when, who, and where the source is from 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 Revkin, Andrew C. “Clinton on Climate Change.” The New York Times, 17 May 2007, www.nytimes.com/video/world/americas/1194817109438/clinton-on-climate-change. html. Gives a name, a title, a time, a place/website.
Who: Revkin, Andrew C. where:www.nytimes.com/video/world/americas/1194817109438/clinton-on-climat e-change. when : 17 May 2007 What: Secondary source
APA Format
Sleep is Important
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Course 1: American Lit Mr. Rodriguez 12/30/2020
Title of Your Paper
Your name Department name, Institution name Course number: Course name Instructor’s name Due date
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