The Remarried Empress Book of Writing by Bravo Grammar Con Online

Karen Nieves

Period 4

Book of Writing

INTRODUCTION

ABOUT THE AUTHOR

SECTION 1: PUNCTUATION AND CAPITALIZATION

1-3

SECTION 2: PARTS OF SPEECH

4- 15

SECTION 3: PHRASES AND CLAUSES

16-18

SECTION 4: SENTENCES

19- 22

SECTION 5: PARAGRAPHS

23-28

SECTION 6: ESSAYS

I BEGAN TO WRITE THIS BOOK IN DEDICATION TO MYSELF AND EDUCATION. TO SELF INTEREST AND EXPLORING NEW TOPICS. I WROTE THIS BOOK WITH THE GUIDANCE OF STUDENTS AND TEACHERS. STEP BY STEP I SLOWLY REACHED THE GOAL OF COMPLETING EACH CHAPTER. I LEARNED MORE AS I CONTINUED TO WRITE MY BOOK. THERE WERE THOSE WHO GAVE ME THE COURAGE TO WRITE ABOUT A TOPIC OF MY LIKING. I BEGAN TO EXPLORE TOPICS THAT MAY HAVE BEEN CHOSEN AS I FINALLY CHOSE ONE. I LANDED ON SOMETHING I WOULD DO IN MY FREE TIME, READ. I WOULD READ MANY STORIES ONLINE ON AN APP(WEBTOON) AND DECIDED TO WRITE MOST OF MY CHAPTERS ON THESE STORIES. I WOULD BE ABLE TO TALK ABOUT THESE CHARACTERS THAT I’VE GROWN FOND OF, AND EVEN SOME THAT I’VE GROWN TO DESPISE FOR THEIR ACTIONS. IT WAS A FUN OPPORTUNITY TO HAVE FUN WITH WRITING.

MY NAME IS KAREN NIEVES, AND I HAVE DONE VERY FEW THINGS IN THIS LIFETIME. STILL BEING YOUNG, I HAVEN’T DONE MUCH OR BEEN MUCH. I HAVE BEEN A FRIEND TO SOME, AND AN ENEMY TO OTHERS. I AM A DAUGHTER AND A SISTER OF 3 BROTHERS. I DON’T GO OUT MUCH, NOR DO I TALK TO PEOPLE OUTSIDE OF MY CIRCLE. I HAVE BEEN KNOWN FOR MY ART, BOTH TRADITIONALLY AND DIGITALLY. I AM SOMEONE WHO HAS READ A BOOK AND FELT SO INSPIRED BY THE WARM FEELING OF LAUGHTER PRODUCED BY THE FEW WORDS THIS AUTHOR HAD BOUGHT ME. I AM SOMEONE WHO WANTS TO PRODUCE AND SPREAD THIS WARMTH SO MANY OTHERS CAN ENJOY. THIS FEELING OF COMFORT HAS KEPT ME GOING TO ACCOMPLISH GOALS I WISH TO REACH IN THE FUTURE.

I BEGAN TO WRITE WHEN I WAS YOUNG, SOMETIME AROUND THE 5TH GRADE WAS WHEN I BEGAN TO TAKE INTO CONSIDERATION THAT MY WRITING MAY BE MORE THAN JUST LETTERS AND PHRASES. I BEGAN TO EXPLORE THE WORLD OF WRITING WITH SUCH JOY AND CURIOSITY THAT I SOON BECAME VERY FOND OF IT. I WOULD GO TO THE PUBLIC LIBRARY EMPTY HANDED AND COME OUT WITH 10 BOOKS EVERY TIME, BUT SOON CAME THE DAY WHERE READING BECAME BORING TO ME. BOOKS HAD SOON BECOME ACQUAINTED WITH DEADLINES AND REQUIREMENTS BY SCHOOL. AFTER THAT EXPERIENCE, WRITING WAS SOMETHING I DIDN’T WANT TO BE ASSOCIATED WITH. I CONTINUED TO WRITE FOR EDUCATIONAL PURPOSES AS I NEVER SURPASSED THE MINIMUM. I SOON ONLY EVER SAW WRITING AS A WAY TO GET DECENT GRADES. UNTIL IN MY LATER YEARS, WHEN I WOULD BE ABLE TO CHOOSE A BOOK OF MY LIKING, I CAME ACROSS AN AUTHOR BY THE NAME OF “MICHELLE MEAD”. I REMEMBER READING HER WRITING, IN SUCH A FUN AND ENTERTAINING TONE. SHE MADE ME WANT TO READ AGAIN, I WANTED TO CREATE THIS FEELING SHE GAVE ME, HAPPINESS. THAT’S WHEN I BEGAN TO WRITE AGAIN, BOTH EDUCATIONALLY AND FOR SELF-INTEREST. I BEGAN TO WRITE AND WRITE TO MY HEART'S CONTENT, AND EVEN TODAY I ENJOY WRITING FOR FUN, AND I HOPE THAT NEVER GOES AWAY.

SECTION 1 *PUNCTUATION AND CAPITALIZATION* 1.) . (PERIOD) - ENDS A SENTENCES, OR ABBREVIATES A WORD EX: YOU DIDN’T DESERVE THIS. 2.) , (COMMA) - LETS YOU KNOW THE BEGINNING AND END PHRASES/WORDS CAN BE SWITCHED EX: YOU CAN DIVORCE EMPEROR SOVIESHU, AND MARRY KING HEINRY. 3.) – (EM DASH) - ARROW TO WHAT YOU WANT TO EMPHASIZE EX: THE EMPRESS SOON FOUND OUT WHAT RASHTA HAD DONE WITH HER CHILD – ABANDONED THEM. 4.) - (EN DASH) - CONNECTING/HYPHENATE WORDS EX: THERE WILL BE 100-150 NOBLES ATTENDING THIS BALL. 5) : (COLON) TO CONNECT WHATEVER COMES BEFORE/AFTER IT, AND TO CONNECT AND THE GIVE AN EXAMPLE OR ANSWER EX: THE GUARDS SOON FOUND OUT WHAT HAD JUST HAPPENED: THE EMPRESS HAD ESCAPED! 6.) ; (SEMI-COLON) - CONNECTS MULTIPLE INDEPENDENT CLAUSES THAT ARE RELATED EX: THE EMPRESS SHOWED UP IN HER BEAUTIFUL RED DRESS; HOWEVER, RATSHA SOON APPEARED WITH THE SAME EXACT DRESS. 7.) ? (QUESTION MARK) - ENDS AN INTERROGATIVE SENTENCE EX: ARE YOU A BIRD?

8.) ! (EXCLAMATION MARK) - EMPHASIZES WHAT YOU HAVE TO SAY EX: THIS IS THE BIRD THAT WAS SHOT DOWN! 9.) ‘ (APOSTROPHE) - USED TO INDICATE POSSESSION OR USED TO MAKE A CONTRACTION, MAKING TWO WORDS INTO ONE, AND USED AS A QUOTE MARK EX: THIS IS NAVIER’S HANDKERCHIEF. 10.) “ ” (QUOTATION MARK) - USED TO QUOTE, IT COMES FROM SOMEWHERE ELSE EX: THE IRONY IN THE EMPEROR'S WORDS, “I WILL NOT BE LIKE MY FATHER” AS HE CONTINUED TO ACT LIKE HIM MORE AND MORE. 11.) … (ELLIPSIS) - MEANS SOMETHING IS UNSAID EX: THE EMPEROR SOON FOUND OUT ABOUT THE MESSAGES BETWEEN KING HEINRY AND THE EMPRESS… 12.) [ ] (BRACKETS) - TO CHAIN SOMETHING IN A QUOTE/GENERAL, YOU INSERTED SOMETHING THAT WASN’T THERE BEFORE EX: SHE [RASHTA] DIDN’T WANT THE STRAND OF HER CHILD'S HAIR. 13.) ( ) (PERENTESIS) - MEANS IT IS PARENTHETICAL, USEFUL, BUT NOT NECESSARY TO KNOW EX: HEINRY (THE KING OF THE WESTERN KINGDOM) SOON CAME INTO THE THRONE ROOM TO JOIN NAVIER. 14.) / (BACK SLASH) - INDICATES A CHOICE EX: WHEN WILL HE/SHE COME IN TO SEE ME?

CAPITALIZATION RULES 1.

THE FIRST WORD OF EVERY SENTENCE EX: SHE WAS DEVOTED TO HER HUSBAND 2. THE WORD I EX: I ACCEPT THIS DIVORCE. 3. THE NAMES OF PEOPLE EX: NAVIER WAS AN EMPRESS, PERFECT IN EVERY WAY. 4. THE NAMES OF STREETS, CITIES, STATES, AND COUNTRIES EX: THE CITY OF WIKO WAS FILLED WITH THE EMPRESS’S SUPPORTERS. 5. THE NAMES OF PLACES EX: HE IS THE PRINCE OF THE WESTERN KINGDOM. 6. THE NAMES OF DAYS, MONTHS, AND HOLIDAYS EX: THE DIVORCE WILL HAPPEN SOON, MAYBE AROUND AUGUST. 7. A PERSON’S INITIALS EX: AS THE HANDKERCHIEF HAD THE INITIALS, N.T, OF EMPRESS NAVIER 8. THE GREETING AND THE CLOSING OF A LETTER EX: YOURS TRULY, PRINCE HEINRY

SECTION 2 *PARTS OF SPEECH* NOUNS TYPES OF NOUNS: · COMMON NOUNS: NAME A CLASS OF PEOPLE, PLACES, THINGS, OR IDEAS. EX: HEINRY, NAVIER, RING, CASTLE · PROPER NOUNS: GIVE THE NAME OR TITLE OF A PARTICULAR PERSON, PLACE, THING, OR IDEA (MUST BE CAPITALIZED. EX: KING HENRY, EMPRESS NAVIER, EMPEROR SUVISHU, THE WESTERN KINGDOM COMPOUND NOUNS: CONSIST OF WORDS USED TOGETHER TO FORM A SINGLE NOUN. EX:BEDROOM, BIRDCAGE, BALLROOM. · CONCRETE NOUNS: REFER TO MATERIAL THINGS, TO PEOPLE, OR TO PLACES. EX: . THRONE, SWORD, FLOWER · ABSTRACT NOUNS: NAME IDEAS, QUALITIES, CONCEPTS, EMOTIONS, OR ATTITUDES. EX: INTELLIGENCE, KINDNESS, JEALOUSY

FUNCTIONS (HOW NOUNS ARE USED): · SUBJECT (COMES BEFORE THE VERB) THE EMPEROR YELLED AT THE GUARDS FOR ALLOWING THE EMPRESS TO ESCAPE. ·

DIRECT OBJECT (COMES AFTER THE VERB AND ANSWERS WHAT OR WHOM) THE PRIEST ASKED THE EMPEROR ONE MORE TIME IF HE WAS SURE ABOUT THIS PROPOSAL. · INDIRECT OBJECT (ANSWERS TO WHO OR TO WHOM) THE EMPEROR GAVE THE EMPRESS’S RING TO HIS MISTRESS.

PRONOUNS PRONOUNS TAKE THE PLACE OF NOUNS THAT HAVE BEEN ESTABLISHED. PERSONAL: NOMINATIVE (SUBJECTS) OBJECTIVE (OBJECTS) I/WE ME/US YOU/YOU YOU/YOU HE, SHE, IT, ONE/THEY HIM, HER, IT, ONE/THEM POSSESSIVE MY, MINE OUR, OURS YOUR, YOURS YOUR, YOURS HIS, HER, HERS, ITS, ONE’S THEIR, THEIRS RELATIVE: NOMINATIVE WHO THAT THOSE/ THIS

OBJECTIVE WHOM THAT

POSSESIVE WHOSE OF THAT

PRONOUNS INTERROGATIVE: WHO, WHICH, WHAT, WHATEVER, WHOEVER REFLEXIVE: (PERSONAL PRONOUNS PLUS THE SUFFIX –SELF OR –SELVES) USED ONLY: WHEN THE ACTION VERB IS DIRECTED TOWARD THE SUBJECT OF THE CONSTRUCTION: HE DOUBTS HIMSELF AS RASHTA SHOWS MORE SIGNS OF UNFIT ROYALTY. SHE GOT HERSELF MANY JEWELS. TO INTENSIFY A POINT: THE WESTERN KING HIMSELF SHOWED UP AT THE DIVORCE HEARING TO MARRY THE EMPRESS. 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 PERFECT PAST PROGRESSIVE SIMPLE PRESENT PRESENT PRESENT PERFECT PRESENT PROGRESSIVE PAST 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 THE ACTION, BUT CONNECT THE SUBJECT OF A SENTENCE TO OTHER PARTS OF THE SENTENCE – USUALLY THE PREDICATE) LEXICAL VERBS (MAIN VERBS) DYNAMIC VERBS (INDICATE ACTION) STATIVE VERBS (DESCRIBE A CONDITION) FINITIVE VERBS (INDICATE TENSE) NONFINITIVE VERBS (INFINITIVES OR PARTICIPLES) REGULAR VERBS (WEAK VERBS) IRREGULAR VERBS (STRONG VERBS) TRANSITIVE VERBS (VERBS FOLLOWED BY A DIRECT OBJECT) INTRANSITIVE VERBS (VERBS THAT DO NOT TAKE DIRECT OBJECTS)

VOICE: VOICE IS THE FORM OF THE VERB THAT INDICATES HOW IT RELATES OR INTERACTS WITH THE ACTION. THE ENGLISH LANGUAGE HAS TWO VOICES: ACTIVE AND PASSIVE. ACTIVE: THE VILLAGERS SOON GOT THE NEWS OF THE DIVORCE PASSIVE: THE NEWS SOON GOT TO THE VILLAGERS ABOUT THE DIVORCE. VERBALS: (VERB FORMS NOT USED AS VERBS) GERUND: WORD ENDING IN “ING” USED AS A NOUN. · KING HEINRY ENJOYS RIDING HIS HORSE IN THE FIELDS. PARTICIPLE: WORD ENDING IN “ING” OR “ED” USED AS AN ADJECTIVE · THE FISHING POND SEEMED TO HAVE GROWN IN FLOWERS OVER THE SUMMER. · THE EMPRESS CAREFULLY RODE PAST THE GUARDED CASTLE. INFINITIVE: VERB PRECEDED BY THE WORD “TO” (TO GO, TO JUMP) USED AS NOUNS, ADJECTIVES, OR ADVERBS · EVER SINCE SHE WAS A CHILD, THE EMPRESS LIKES TO HIDE IN HER SECRET PLACE.

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)

DEMONSTRATE: THAT GOLDEN BIRD LOOKS ALOT LIKE HEINRY. COMMON: THE EMPEROR WAS HURT BY THE EMPRESS'S WORDS PROPER: THE WESTERN KINGDOM CITIZENS WERE HAPPY TO WELCOME THEIR FORIGEN QUEEN. ADVERBS ADVERBS MODIFY VERBS, ADJECTIVES, AND OTHER ADVERBS. · ENDINGS (CREATE ONE EXAMPLE RELATED TO YOUR SUBJECT FOR EACH)

–LY : RASHTA WAS MOST LIKELY TO COPY NAVIER’S DRESS AGAIN. -WARDS : SOON AFTERWARDS, NAVIER PUT DOWN THE PROPOSAL OF REMARRIAGE. -WISE : NAVIER ACCEPTED HENRY'S MARRIAGE PROPOSAL; OTHERWISE, SHE WOULD HAVE BEEN LEFT WITH NOTHING. CONVERSIONS “POLITE” BECOMES “POLITELY” “SELFISH” BECOMES “SELFISHLY” “SERIOUS” BECOMES “SERIOUSLY”

TYPES: MANNER, FREQUENCY, DEGREE, PLACE, TIME EXAMPLE TYPES: (CREATE ONE EXAMPLE EACH RELATED TO YOUR SUBJECT) MANNER – THE EMPRESS LEFT THE KINGDOM QUICKLY. TIME – THE EMPRESS’S LETTER HAD TO GET TO HIM IMMEDIATELY. PLACE – PRINCE HEINRY WAS WILLINGLY HERE TO SUPPORT THE EMPRESS. DEGREE – THE EMPRESS WAS EXTRAORDINARILY PERFECT IN RULING HER KINGDOM. FREQUENCY – THE EMPEROR IS CONSISTENTLY GIVING RASHTA EVERYTHING.

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 NON LIVING 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 AAH, AH, AHA, AHEM, ARGH, AW, AYE B BRR, BYE C CHEESE, CURSES D DARN, DRAT, DUH E EEK, ER F FINE G GEE, GESUNDHEIT, GOOD JOB, GOSH, GRR H HA, HA-HA, HALLELUJAH, HEE, HEY, HMM, HO HUM, HOORAY, HUM I ICK, ICKY J JEEZ M MMM, MY OH MY N NAH, NAW, NO, NOOO, NOT, NUTS

O OH, OKAY, OKEY-DOKEY, OOF, OOH, OY P PEW, PHEW, PHOOEY, PSST Q QUITE SO R RAH RAH, RATS S SHH T TA DA, TA TA, THANKS, TOUCHE, TSK TSK, TUT TUT U UGH, UM V VOILA, VROOM W WELL WELL, WHATEVER, WHEE, WHOA, WHOOPS, WOW Y YEA, YEAH, YECH, YIKES, YIPPEE, YOU BET, YUMMY Z ZAP, ZIP, ZZZ

TRANSITIONS OF LOGIC CHART

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 CITIZENS WERE SPLIT INTO AN ANTI-EMPRESS AND PRO-EMPRESS COMMUNITY.

VERB PHRASE: A GROUP OF WORDS CONSISTING OF VERBS WORKING TOGETHER AND THAT FUNCTION AS A VERB. THE EMPRESS KNEW RASHTA WOULD BE COPYING HER DRESS AGAIN.

PREPOSITIONAL PHRASE: A GROUP OF WORDS THAT BEGINS WITH A PREPOSITION AND ENDS WITH A NOUN, AND FUNCTIONS AS AN ADJECTIVE OR AN ADVERB. NAVIER WAS WARMLY WELCOMED INTO THE WESTERN KINGDOM.

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. NAVIER, THE EMPRESS, REJECTED HER HUSBAND'S APOLOGY AS SHE CONTINUED TO IGNORE HIM.

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 ROAD, NAVIER FINALLY SMILED. PARTICIPIAL PHRASE WORD ENDING IN -ING (PRESENT PARTICIPLE) OR -ED (PAST PARTICIPLE) THAT FUNCTIONS AS AN ADJECTIVE. THE EMPRESS WAS DISGUSTED BY THE EMPEROR’S GIFT. INFINITIVE PHRASE VERBS PRECEDED BY THE WORD “TO” (TO READ, TO STUDY, TO WRITE) THAT FUNCTION AS NOUNS, ADJECTIVES, OR ADVERBS HEINRY LOVED TO READ HIS LETTERS FROM NAVIER.

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. BEING AN EMPRESS REQUIRED A LIFETIME OF DEDICATION. 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 WAS RAISED FIRMLY BUILT HER CONNECTION WITH THE EMPEROR. ADJECTIVE CLAUSE: USED TO MODIFY A NOUN IN AN INDEPENDENT CLAUSE. SOME ADJECTIVE CLAUSES BEGIN WITH AN INTRODUCTORY WORD: THIS WAS THE GARDEN WHERE THE EMPEROR FIRST SHOWED SIGNS OF DISLOYALTY TO THE EMPRESS. SOME ADJECTIVE CLAUSES BEGIN WITH RELATIVE PRONOUNS: THE MISTRESS WAS THE ONE WHO GOT CHOSEN IN THE END. 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:

MODIFYING VERBS: THEY UNFORTUNATELY SENT THE BIRD WHERE THE EMPEROR HAD BOW AND ARROWS ON COMMAND. (PLACE) MODIFYING ADJECTIVES: THE EMPRESS’S HATRED GREW TWICE AS MUCH AS IT USED TO BE. (HOW MUCH) MODIFYING ADVERBS: YOUNG NAVIER WOULD STUDY HARDER THAN THE OTHER KIDS DID. (CONDITION) RELATIVE CLAUSES: DEPENDENT CLAUSE THAT BEGINS WITH A RELATIVE PRONOUN. THE CITIZENS WHO SPOKE BADLY ABOUT THE EMPRESS WERE BEATEN UP. ELLIPTICAL CLAUSES: ADVERB CLAUSES IN WHICH PART OF THE CLAUSE IS OMITTED. WHEN RIDING, NAVIER SMILED AND LAUGHED WITH KING HEINRY. ESSENTIAL CLAUSES: CLAUSES NECESSARY TO THE MEANING OF THE SENTENCE. THE WOMAN THAT MOST INTERESTED PRINCE HEINRY WAS THE EMPRESS. NONESSENTIAL CLAUSES: CLAUSES THAT ARE NOT NECESSARY TO THE MEANING OF THE SENTENCE. HEINRY’S LETTERS, WHICH WERE BURNED BY THE EMPEROR, WERE NOW CINDER AND ASHES.

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 THE EMPRESS WAITED PATIENTLY FOR THE EMPEROR TO CALM DOWN. PREDICATE – WHAT THE SUBJECT DOES THE EMPRESS WAITED PATIENTLY FOR THE EMPEROR TO CALM DOWN.

SENTENCE TYPES DECLARATIVE – A SENTENCE THAT MAKES A STATEMENT (ENDS WITH A PERIOD MARK) THE GUARDS SHOT DOWN ANY BIRD THAT CAME NEAR THE PALACE. . IMPERATIVE – A SENTENCE THAT MAKES A COMMAND (ENDS WITH A PERIOD MARK) SHOOT DOWN THE BIRD IMMEDIATELY. INTERROGATIVE – A SENTENCE THAT ASKS A QUESTION (ENDS WITH A QUESTION MARK) WHY DIDN’T THE BLUE BIRD DIE? EXCLAMATORY – A SENTENCE THAT EXPRESSES GREAT EMOTION, PASSION, EXCITEMENT (ENDS WITH AN EXCLAMATION MARK) THE BLUE BIRD MADE IT OUT SAFELY!

SENTENCE PATTERNS SIMPLE SENTENCE: A SENTENCE THAT IS JUST ONE INDEPENDENT CLAUSE. THE EMPRESS WENT TO HER FAVORITE GARDEN SEATING. COMPOUND SENTENCE: A SENTENCE WITH MULTIPLE INDEPENDENT CLAUSES, BUT NO DEPENDENT CLAUSES CONNECTED BY FANBOYS (COORDINATING CONJUNCTIONS) OR A SEMICOLON (;). THE EMPRESS DIDN’T WANT TO GIVE HER RING BACK, BUT IT WAS THE ONLY WAY TO PLEASE THE EMPEROR. COMPLEX SENTENCE: A SENTENCE WITH ONE INDEPENDENT CLAUSE AND AT LEAST ONE DEPENDENT CLAUSE. WHEN THE EMPRESS LOOKED UP, THE BLUE BIRD WAS ABOVE HER HOLDING A MESSAGE. COMPLEX-COMPOUND SENTENCE: A SENTENCE WITH MULTIPLE INDEPENDENT CLAUSES AND AT LEAST ONE DEPENDENT CLAUSE. WHETHER THE EMPRESS WANTED OR NOT, HER MARRIAGE WAS OVER, FOR HER HUSBAND WAS MORE COMMITTED TO HIS MISTRESS THAN HER. 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. NAVIER WAS GOING TO RUN AWAY AFTER THE DIVORCE, NO MATTER WHAT THE EMPEROR SAYS OR WHO TRIES TO STOP HER. 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 WHAT THE EMPEROR SAID OR DID TO STOP HER, NAVIER WAS GOING TO RUN AWAY AFTER HER DIVORCE.

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. NAVIER HAD TO WORK HARD TO BECOME EMPRESS, TO STUDY LONG NIGHTS, AND TO HAVE KNOWLEDGE OF ALL POLITICAL AFFAIRS. BALANCED CLAUSES AT OTHER BY MEANING, OR THE EMPEROR

SENTENCE: A SENTENCE WHERE PHRASES OR THE BEGINNING AND THE END PARALLEL EACH VIRTUE OF THEIR LIKENESS OF STRUCTURE, LENGTH - THIS SENTENCE REQUIRES SYMMETRY. SPENDS HIS DAYS WRITING NEW PROPOSALS AND REVIEWING OLD PROPOSALS

CHIASMUS: A SENTENCE THAT INCLUDES A REPETITION OF IDEAS (WORDS, PHRASES, OR CLAUSES) IN INVERTED (REVERSED) ORDER - THIS SENTENCE REQUIRES SYMMETRY. THE EMPRESS MAKES THE KINGDOM WHAT IT IS AND IT WOULD BE NOTHING WITHOUT HER. ASYNDETON: A SENTENCE THAT LEAVES OUT CONJUNCTIONS BETWEEN WORDS, PHRASES, OR CLAUSES FOR A RHETORICAL PURPOSE. NAVIER WAS ALWAYS STUDIOUS, INTELLIGENT, GRACEFUL. POLYSYNDETON: A SENTENCE THAT USES MULTIPLE CONJUNCTIONS IN CLOSE PROXIMITY TO EACH OTHER BETWEEN WORDS, PHRASES, OR CLAUSES FOR A RHETORICAL PURPOSE. THE EMPRESS HAD NEVER HATED THE EMPEROR THIS MUCH, A HORRIBLE AND SEXIST AND SELFISH AND DISGUSTING PERSON.

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, THE EMPRESS WILL BE DESCRIBED AS THE BEST EMPRESS THEY’VE EVER SEEN, WHILE OTHERS SAY SHE WAS A HORRIBLE SELFISH WOMAN, BUT MOST WILL AGREE THAT THE EMPRESS DIDN’T DESERVE TO GET CHEATED ON. EPISTROPHE: A SENTENCE FEATURING SEVERAL PHRASES OR CLAUSES ENDING WITH THE SAME WORD OR WORDS. NOBLES OFTEN SPEND THEIR DAYS TALKING ABOUT THE ROYALS, THEIR DAYS WITH THE ROYALS, THEIR BREAKS THINKING ABOUT THE ROYAL THAT SOMETIMES CAN FEEL LIKE THEIR LIFE REVOLVES AROUND THE ROYALS.

SENTENCE ERRORS

RUN-ON/RAMBLING/FUSED SENTENCE – A SENTENCE CONSTRUCTION ERROR WHERE TWO OR MORE INDEPENDENT CLAUSES ARE CONNECTED INCORRECTLY WITHOUT PUNCTUATION. RASHTA WANTED THE EMPEROR TO STOP SPENDING SO MUCH TIME WITH THE EMPRESS SHE WANTED ALL THE ATTENTION TO BE ON HER ONLY HER [WRONG] RASHTA WANTED THE EMPEROR TO STOP SPENDING SO MUCH TIME WITH THE EMPRESS BECAUSE SHE WANTED ALL THE ATTENTION TO BE ON HER AND ONLY HER [RIGHT] COMMA SPLICE – A SENTENCE CONSTRUCTION ERROR WHERE TWO OR MORE INDEPENDENT CLAUSES ARE CONNECTED INCORRECTLY USING COMMAS THE EMPRESS WANTED THE EMPEROR TO STOP GIVING RASHTA EVERYTHING SHE ASKED FOR, SHE DIDN’T DESERVE IT. [WRONG] THE EMPRESS WANTED THE EMPEROR TO STOP GIVING RASHTA EVERYTHING SHE ASKED FOR. SHE DIDN’T DESERVE IT. [RIGHT] FRAGMENT – INCOMPLETE SENTENCE PIECES THAT ARE NOT CONNECTED TO OR DO NOT FORM AN INDEPENDENT CLAUSE BECAUSE HEINRY WAS IN A HURRY. [WRONG] BECAUSE HEINRY WAS IN A HURRY, THE EMPRESS HAD TO RUN FASTER. [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 MASQUERADE BALL, THE EMPRESS GAVE A GIFT TO RASHTA THAT WAS A KNIFE FOR THE EXPECTED BABY. [WRONG] AT THE MASQUERADE BALL, THE EMPRESS GAVE A GIFT THAT WAS A KNIFE FOR THE EXPECTED BABY TO RASHTA. [RIGHT] DOUBLE NEGATIVE – COMBINING TWO OR MORE NEGATIVE WORDS IN A SENTENCE IN A WAY THAT IS SUPPOSED TO PRODUCE A POSITIVE FORCE HEINRY KNEW THAT THE EMPRESS STAYING IN HER MARRIAGE WOULDN’T DO HER NO GOOD. [WRONG] HEINRY KNEW THAT THE EMPRESS STAYING IN HER MARRIAGE WOULD NOT DO HER 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 / OPENING STATEMENT) – CAN BEGIN WITH THE TITLE ANECDOTAL (BRIEF STORY TO SET THE MOOD AND LEAD THE READER INTO THE TOPIC) EX. THROUGHOUT THE YEARS, THE EMPRESS HAS DONE NOTHING BUT PROTECT, CHERISH, AND BE LOYAL TO HER HUSBAND AND KINGDOM. FROM CHILDHOOD THE EMPEROR AND EMPRESS WERE CLOSE FRIENDS UNTIL ONE DAY THE EMPEROR BECAME DISTANT. RUMORS BEGAN TO SPREAD AFTER HE SAVED A FORMERLY ENSLAVED WOMAN AND GAVE HER A HOME IN THEIR KINGDOM. TIME PASSED AND THE TRUTH SPILLED AS THE EMPEROR WAS REVEALED TO BE HAVING AN AFFAIR WITH THE RESCUED WOMAN. AS EMPRESS, SHE DIDN’T UNDERSTAND WHAT WENT WRONG AND HOW SHE BECAME NOTHING TO HER ONCE CHERISHED FRIEND. SHE BECAME THE MISTRESS AS SHE SOON BECAME PREGNANT. FEARED OF HIS CHILD BEING ILLEGITIMATE, THE EMPEROR DIVORCES HIS WIFE AND REMARRIES HIS MISTRESS, DETHRONING THE EMPRESS AND MAKING HER NOTHING. QUERY BASED (QUESTION THAT BRINGS THE READER TO THE TOPIC - AVOID SECOND PERSON POV “YOU”) EX. DID THE EMPRESS REALLY DESERVE TO BE TREATED LIKE NOTHING? 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. THE EMPRESS PROVIDES PROTECTION AND RESPECT TO HER CITIZENS AND SHOULD BE VALUED. FACT (EMPIRICALLY VERIFIABLE BUT OFTEN DIFFICULT TO ARGUE EXTENSIVELY ABOUT - BETTER USED AS EVIDENCE TO SUPPORT A CLAIM) EX. THE EMPRESS HAD STUDIED HER ENTIRE LIFE TO BECOME EMPRESS OPINION (PERSONAL POSITION ON A TOPIC EX. NAVIER WAS THE BEST EMPRESS HER KINGDOM COULD HAVE ASKED FOR. 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. DIVORCING NAVIER AND MAKING AN UNFIT WOMAN TO BECOME EMPRESS IS POLITICALLY 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) EX. THE MISTRESS SPREAD MANY RUMORS OF THE EMPRESS AND DID EVERYTHING IN HER POWER TO STAY IN POWER. DOCUMENT BASED (CITES A SPECIFIC SOURCE, AUTHOR, AND POSITION ON A TOPIC) EX. IN THE REMARRIED EMPRESS, ALPHATART SHOWS HOW BADLY THE EMPRESS WAS MISTREATED BY HER HUSBAND BY ILLUSTRATING HIS AFFAIRS AND BIASED OPINIONS ON HIS MISTRESS. THEORY (A STATEMENT THAT CAN BE TESTED AND POTENTIALLY PROVEN - OFTEN ANSWERS A RESEARCH QUESTION) EX. THE MISTRESS COULD HAVE HAD AN INSIDE MAN.

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. ALPHATART EXPANDS ON THEIR CLAIM BY EXAMINING HOW THE EMPEROR'S ATTITUDE TOWARDS THE QUIET EMPRESS CHANGED OVER THE YEARS. THE EMPEROR CLAIMS TO HAVE GROWN TO HATE THE EMPRESS’S NEW PERSONALITY SHE HAD BUILT OVER THE YEARS OF PROFESSIONALISM. HE COMPARES THE WARM CHILD VERSION OF HER TO HER MATURE AND COLD PRESENT SELF. THE EMPRESS LEARNED TO ADAPT TO HER NEW ENVIRONMENT AND GETS MISTREATED FOR IT WHEN ALL SHE DID WAS BECOME A GOOD EMPRESS.ALONG WITH THE VARIOUS ELEMENTS, SUCH AS (PREVIEW OF EVIDENCE) EX. THE AUTHOR EXAMINES THE MISTREATMENT TOWARDS THE EMPRESS IN ORDER TO SHOW HOW SHE DIDN’T DESERVE NOR CAUSE ANY OF THE MISTREATMENT. (PURPOSE OF THESIS)

EX. THIS MISTREATMENT TOWARDS THE EMPRESS BETWEEN HERSELF AND THE EMPEROR MIGHT LEAD TO A HORRIBLE DOWNFALL OF THEIR KINGDOM (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. ADDITIONALLY, MULTIPLE DIVORCE SOURCES INDICATE THAT THE SPLITTING OF PARTNERS AFFECTS MORE THAN JUST THE TWO OF THEM AS IT AFFECTS THEIR ENVIRONMENT AND THE PEOPLE AROUND THEM.

PRESENTING EVIDENCE FROM QUOTATIONS (QUOTES SHOULD NEVER BE USED AS INDIVIDUAL SENTENCES – QUOTES SHOULD BE EMBEDDED WITHIN SENTENCES) ORIGINAL QUOTE – “HE PROBABLY WANTS TO LOOK LIKE A GOOD MAN AND EMPEROR...EVEN AS HE CASTS ME ASIDE FOR THE WOMAN HE LOVES” (CHAPTER 80). EX. EMPRESS NAVIER STATES, “HE PROBABLY WANTS TO LOOK LIKE A GOOD MAN AND EMPEROR...EVEN AS HE CASTS ME ASIDE FOR THE WOMAN HE LOVES” (CHAPTER 80). EX. “HE PROBABLY WANTS TO LOOK LIKE A GOOD MAN AND EMPEROR...EVEN AS HE CASTS ME ASIDE FOR THE WOMAN HE LOVES”, STATES EMPRESS NAVIER (CHAPTER 80). EX. UNFORTUNATELY FOR THE EMPRESS, ““HE PROBABLY WANTS TO LOOK LIKE A GOOD MAN AND EMPEROR...EVEN AS HE CASTS ME ASIDE FOR THE WOMAN HE LOVES” STATES NAVIER (CHAPTER 80). EX. UNFORTUNATELY FOR THE EMPRESS, “HE PROBABLY WANTS TO LOOK LIKE A GOOD MAN AND EMPEROR...EVEN AS HE CASTS ME ASIDE FOR THE WOMAN HE LOVES” (CHAPTER 80) 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 – “IT DOESN’T MATTER HOW MUCH I USED TO LIKE SOVIESHU...I NO LONGER WANT TO BE BY HIS SIDE” (CHAPTER 65).

SUMMARIZING (CONDENSING LARGER QUOTES OR SECTIONS - USEFUL FOR CLOSING THE EXAMINATION OF THE QUOTE/EVIDENCE AND TRANSITIONING TO YOUR ANALYSIS OF THE QUOTE) EX. SUMMARY – THE EMPRESS HAD ENOUGH. 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 THINK THE EMPRESS IS THE BAD ONE. CONCRETE EXAMPLES (ACTUAL EXAMPLES THAT DO REFER TO A SOURCE – USEFUL FOR ENHANCING YOUR ANALYSIS OF THE QUOTE) EX. A SCENE IN CHAPTER 65, THE REMARRIED EMPRESS SHOWS THE EMPEROR LASHING OUT AT THE EMPRESS DURING DINNER, BURNING HER LETTERS TO ASHES AS SHE EXPLAINS HE HAS NO BUSINESS IN HER MATTERS AS HE IS HER HUSBAND, NOT LOVER 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, AFTER MANY MISTREATMENT, THE EMPRESS SOON GREW TIRED OF THE EMPEROR

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 EMPEROR HAD TREATED THE EMPRESS WITH LOVE AND RESPECT THROUGHOUT THEIR MARRIAGE, THERE PROBABLY WOULD HAVE NEVER BEEN A DIVORCE. STATEMENT(S) OF EXTENSION (EXTENDING THE CONSEQUENCES OF DISREGARDING THE IMPLICATIONS OF THE THESIS – COULD BE ONE OR MORE SENTENCES) EX. AS SUCH, THE EMPEROR'S LACK OF RESPECT FOR THE EMPRESS SEEMS CLOSELY CONNECTED WITH THE SUDDEN LOVE BETWEEN THE EMPEROR AND HIS NEW MISTRESS. REESTABLISHING THE SIGNIFICANCE OF THE THESIS (COULD BE ONE OR MORE SENTENCES) EX. THUS, AS THE DIVORCE IS FINALIZED, NAVIER LEAVES HER KINGDOM IN THE HANDS OF AMATURES TO CARRY OUT WHAT SHE COULDN’T DO IN A LIFETIME, AND ALL OF THIS BECAUSE OF HER MISTREATMENT AS A RESULT OF THE AFFAIR. FINAL SENTENCE (CLOSING STATEMENT THAT CONNECTS TO THE HOOK AND FINISHES THE ESSAY (FINISH YOUR ARGUMENT) – THE “SMOKY THE BEAR”/”DROP THE MIC”/DOT DOT DOT MOMENT…) EX. SO GIVEN ALL THE PROBLEMS AND TRAUMA CAUSED BY HER HUSBAND, SHE FEELS NOTHING BUT FREEDOM FINALLY STEPPING OUT OF HIS PRISON, LEAVING HIM IN A KINGDOM THAT WILL FALL APART WITHOUT HER….

SECTION 6

*ESSAYS* ESSAYS – AN ESSAY IS A PIECE OF WRITING IN WHICH THE AUTHOR STATES THEIR ARGUMENT IN ORDER TO CONVINCE THE READER, OR TO INFORM THE READER ON A CERTAIN TOPIC. IT EXPRESSES INFORMATION, AS WELL AS THE AUTHOR'S OPINIONS.

TYPES – PERSUASIVE (ARGUMENTATIVE) - FORMING AN OPINION WITH RESEARCH AS IT BUILDS AN EVIDENCE-BASED ARGUMENT.

EXPOSITORY (INFORMATIVE) - AN ACADEMIC PAPER WRITTEN FOR THE PURPOSE OF INFORMING THE READY ABOUT A TOPIC, AND SHOULD BE WRITTEN WITH PROPER INFORMATION GATHERED/RESEARCHED.

ANALYTICAL/CRITICAL - ACADEMIC WRITING IN WHICH THE TOPIC IS ANALYZED, INTERPRETED, AND EVALUATED. IT MAKES A JUDGEMENT ABOUT ITS CONTENT AND QUALITY.

NARRATIVE (TELLS A STORY) - A PERSONAL TELLING THAT REVOLVES AROUND A TOPIC/SCENE/STORY AND CHARACTERS.

RESEARCH - IN ORDER TO EXPLAIN WHAT ONE HAS LEARNED/EXPLORED ABOUT A CERTAIN TOPIC

TIMED - IN ORDER TO DEMONSTRATE KNOWLEDGE BY PRODUCING A WRITING WITH A LIMITED TIME.

STRATEGIES/PLANNING TIPS/STEPS – FIRST THING TO DO IS TO CREATE A THESIS WITH SUPPORTING DETAILS. BEGIN BY OUTLINING THE ESSAY BY DRAFTING GENERAL IDEAS AND CONNECTIONS BETWEEN THE QUESTION AND THE READING. DO RESEARCH TO BACK UP ANY STATEMENTS AND OPINIONS. WORK CITED PAGE – MLA FORMAT - (SMITH 07) APA FORMAT - (SMITH, 2018, P.07)