The School Book of Writing

The School Of Book Writing

By: joseph jin

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Table Of Contents Page Introduction

3

About the Author

4

Dedication

5

Section 1

6

Section 2

8

Section 3

14

Section 4

16

Section 5

18

Section 6

21

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INTRODUCTION

This book is about writing and grammar. The theme of this book will be about school. Each section will revolve around the idea of School. This book will teach the reader about grammar and how to use it properly with examples of school.

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About the Author My name is Joseph Jin. I am a Junior at Bravo Medical Magnet Highschool. I’ve created this book of writing to help others learning grammar. This book assignment was assigned to me a few months ago. And now I’ve created this book to help others.

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Dedication I dedicate this book to my English teacher Mr. Rodriguez and anyone learning Grammer and writing.

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Section 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark.

1. .

2. , 3.

– 4.

5. : 6. ; 7. ?

8. !

9. ‘ 10. “” 11. …

12. [] 13. () 14. / 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.

Please list the rules of capitalization here EX: (Used to begin a sentence)​ – ​S​adly for some, 11th grade is the year with the most high-stakes testing.

1. Period (Punctuation mark for full stop) - The children asked for sweets.

2. 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.

3. Dash (to show a break in thought or in the structure of a sentence) - My water bottle is water-repellent.

4. Hyphen ( join words to indicate that they have a combined meaning) - Basic needs--food, clothes, and shelter--can be very expensive.

5. Colon (separate two independent clauses when the second explains or illustrates the first) - I will need the following items: scissors, paper, glue, and paint.

6. Semicolon (used in place of commas to separate the items in a list) - What an incredible situation; it must make you nervous.

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7. Question Mark (missing or unknown data) - When is she coming?

8. Exclamation Mark (to show emphasis.) - What a wonderful day it is!

9. Apostrophe (The marking of the possessive case of nouns) - What's happened?

10. Quotation Marks (used in pairs in various writing systems to set off direct speech, a quotation, or a phrase.) - President Bush said, "We will not tire, we will not falter, and we will not fail."

11. Ellipsis (indicates an intentional omission of a word, sentence, or whole section from a text) - "Today … we vetoed the bill."

12. Brackets (used to insert explanatory material) - “Books used [in classes] show solved problems but do not show how to solve problems.”

13. Parenthesis (contain material that serves to clarify or is aside from the main point.) "Sen. John McCain (​R​ - Arizona) spoke at length" 14. Slash (The slash is an oblique slanting line punctuation mark) - Mary had a little lamb/ little lamb, little lamb/ Mary had a little lamb/ whose fleece was white as snow.

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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. ​EX: cafeteria, hall, library,

gymnasium, knights.

Classroom , Restroom, Office · Proper Nouns:​ give the name or title of a particular person, place, thing, or idea (must be capitalized). ​EX: Boyle Heights, Francisco, Bravo Medical Magnet High School.

John Burroughs Middle School, LA High, John Marshal · Compound Nouns: ​consist of words used together to form a single noun. ​EX: hallway, desktop, chalkboard.

Combination Locker, Classroom, Restroom · Concrete Nouns: ​refer to material things, to people, or to places. ​EX: stool, computer, chair.

Table, Books, Pencils · Abstract Nouns:​ name ideas, qualities, concepts, emotions, or attitudes. ​EX: optimism, intelligence, ambition.

Ideas, Education, Motivation. ​ unctions​ (How nouns are used​): F

Write one sentence for each function. · Subject​ (comes before the verb)

Mr. Andrews​ spoke harshly to the students who had disobeyed.

The ​teacher​ had scolded the students for misbehaving. · Direct Object​ (comes after the verb and answers what or whom) Mr. Arellano asked ​Danny​ to program the laptops for the students who need them.

The students asked ​Mr. John​ for extra credit. · Indirect Object​ (answers to who or to whom) Mr. Moreno gave a diploma to his ​student ​at the graduation ceremony.

Mr. John assigned homework to his ​students​ through schoology.

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 8

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 ​or ​–selves)​ Used only: when the action verb is directed toward the subject of the construction: He grades ​himself ​more harshly than his students​.​ She bought ​herself​ two books.

He tests ​his​ memory every day. to intensify a point: The coordinator ​himself​ delivered the speech. Even though it was hard work, “I can finish the job ​myself​” the student thought​.

The student had tested ​himself​ with new material every day.

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) 9

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 students got their grades in the mail. (students are the subject) The students had received their homework through zoom and schoology.

Passive: ​The mail has brought the grades to the students. (students are the subject but treated as the object) The homeworks has helped the students learn more about the subject.

Verbals​: (VERB FORMS NOT USED AS VERBS) Gerund:​ ​ word ending in “ing” used as a noun.​ · Ms. Gutierrez enjoys leisurely ​researching​ in the library.

The students despise ​studying ​ after school.

Participle:​ ​word ending in “ing” or “ed” used as an adjective · There really is no ​swimming​ pool on the sixth floor. · Mrs. Marks carefully drove past the ​deserted​ school.

The students had studied hard these past few weeks.

Infinitive:​ ​verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mrs. Montes likes ​to read ​books quietly.

The students like to go outside during their breaks. ​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) The students were not prepared for the difficult tests. ​ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings​ (​Create one example related to your subject for each​) –ly, -wards, -wise The students had simply got an average score on their test.

The students were going to give more attention towards studying The students will study otherwise they would get a terrible score. · Conversions ​(​Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) · Types​: 10

Manner, Frequency, Degree, Place, Time Example Types:​ (Create one example each related to your subject) Manner​ – Ms. Ramos answered the parent’s phone call ​quickly.​ (How did she answer?)

The students had ran home after school quickly.

Time​ – Mr. Morgan will leave for a science tournament ​immediately​.

(When will he leave?)

The students were going to study immediately after receiving their grades.

Place​ – Mr. Lee was ​willingly here e​ arlier today working with students​. (​Where was he?)

The students were unwilling there in the field during their fire drill.

Degree​ – Ms. Saldivar’s​ exceptionally​ good work cannot be over-recognized.

(How good is she?)

The only student that did exceptionally well was the student that had studied.

Frequency​ – Ms. Villaneda is ​consistently​ pleasant to students and staff.

(How often is she pleasant?)

The only student that had passed studied consistently. ​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

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Interjections are the final part of speech. ​Find and copy/paste an alphabetical list of ​interjections here: ​Ahem​, ​Aah​, ​Boo​, ​Eh​, ​Eww​, ​Hmm​, ​Jeez​, ​Ooh-la-la​, ​Oops​, ​Phew​, ​Whoa​, ​Yahoo​, ​Yeah​, Yoo-hoo​, ​Zing

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,

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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

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Section 3 PHRASES and CLAUSES Phrases​ ​– groups of words that function as a part of speech.

Noun Phrase:​ A group of words consisting of nouns or pronouns and their modifiers that ​function as a noun​.

All the students​ need more time to study for their test.

Verb Phrase:​ A group of words consisting of verbs working together and that ​function as a verb​.

The students knew they ​would be studying​ hard over the break.

Prepositional Phrase​: A group of words that begins with a preposition and ​ends with a noun​, and ​functions as an adjective or an adverb​.

On Monday, the students had stepped ​into their classroom.

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. Charles, ​a new student​, studied everyday in order to catch up with the class.

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 hall​, the students had made it to class on time. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that ​functions as an adjective​.

The chemistry students had quickly evacuated the gas leaked room. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that ​function as nouns, adjectives, or adverbs​.

A few students had actually forgotten ​to study for the test​.

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​.

Teachers require students to work diligently and quietly.

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 studied at​ made the doctor who she is. ○ The teacher will treat ​whoever says​ the correct answer.

Adjective Clause​: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: 14

○ This is the classroom where the students get the best scores. ○ There is a class ​that I absolutely needed​.

Some adjective clauses begin with relative pronouns: ■ Charles is obviously the one who got the highest grades in the class.

■ There goes the student who studies most of the week.

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: ■ Charles unfortunately left his books ​where a few could see it​.

■ When the bell finally rang​, Charles had still stayed to study.

Modifying adjectives: ■ Fall semester oldly seems twice ​as short as it used to be​.

■ Charles is ​as amazingly smart as his parents​.

Modifying adverbs: ■ Charles studied harder​ than his fellow classmates did​.

Relative Clauses​: Dependent clause that begins with a ​relative pronoun​. ○ The student ​who finishes first​ will be rewarded extra credit.

Elliptical Clauses​: Adverb clauses in which part of the clause is omitted. ○ When studying​, Charles constantly reviews past and future material..

Essential Clauses​: Clauses necessary to the meaning of the sentence. ○ The course ​that most intrigues Charles​ is definitely mathematics..

Nonessential Clauses​: Clauses that are NOT necessary to the meaning of the sentence. ○ Charles’s studied lessons, ​which began yesterday​, have been very helpful.

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Section 4 SENTENCES Sentence – a set of words that contains a subject and a predicate​ and conveys a statement, command, question, or exclamation.

Sentence Parts Subject – what/who the sentence is about The Calculus students​ stressfully learned about more equations.

Predicate – what the subject does The Calculus students ​stressfully learned about creating equations​.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Learning to create math equations helps students understand better.

Imperative – a sentence that makes a command (ends with a period mark) Learn to write better calculus equations immediately.

Interrogative – a sentence that asks a question (ends with a question mark) Why would anyone not want to learn new ways to understand calculus?

Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) This test was so much easier!

Sentence Patterns Simple Sentence: A sentence that is ​just one independent clause​.

Most learning for calculus is in the form of a simple equation pattern.

Compound Sentence: A sentence with ​multiple independent clauses​, but ​no​ dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;).

Many notes for calculus take up time, but they all can be completed.

Complex Sentence: A sentence with ​one independent clause and at least one dependent clause​.

When you set up an equation, math can regularly get done on time.

Complex-Compound Sentence: A sentence with ​multiple independent clauses and at least one dependent clause​.

Whether you plan ahead or not, most assignments for calculus get done, but they can be very complicated.

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​.

School is going to change your life, no matter what school you go to learn.

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 you major in or how long it takes, the college will change your life.

Parallel Structure: A sentence ​using the same pattern of two or more verbs or ideas that ​match​ ​intense or structure ​to show that they are of equal importance and to help the reader comprehend what is being written ​this sentence requires symmetry​.

School students studied hard, to stay awake all night long, and to succeed.

Balanced Sentence: A sentence where phrases or clauses at the beginning and the end ​parallel each other​ by 16

virtue of their likeness of ​structure​, ​meaning​, or ​length​ - this sentence requires symmetry.

Students spend their school days submitting old assignments and taking new assignments home.

Chiasmus: A sentence that includes ​a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order​ - this sentence requires symmetry.

School students create the learning environment of a school, and it wouldn’t be so without them.

Asyndeton: A sentence ​that leaves out conjunctions​ between words, phrases, or clauses for a rhetorical purpose.

Students typically exhibit motivation, will, open-minded.

Polysyndeton: A sentence ​that uses multiple conjunctions​ in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.

Students typically exhibit steadfastness and persistence and grit and, determination, 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 students, high school can be fun, while for others high school is boring, but most will agree that high school was educational.

Epistrophe: A sentence featuring ​several phrases or clauses ending with the same word or words​.

Students spend so much time in school, their days working for the school, their breaks thinking about school.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly ​without punctuation​.

The students stopped playing on their video games they needed to do work for school. [WRONG] The students stopped playing their video games because they needed to do work for school. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The students stopped playing on their video games, they needed to do work for school. [WRONG] The students stopped playing their video games. They needed to do work for school. [RIGHT] Fragment – ​incomplete sentence pieces​ that are not connected to or do not form an independent clause Because the students had no homework. [WRONG] Because the students had no homework, they started playing videogames. [RIGHT] Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add a 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 family barbeque, the chef gave a steak to the parents that were medium-rare. [WRONG] At the family barbeque, the chef gave a steak that was medium rare to the parents. [RIGHT] Double Negative – ​combining two or more negative words​ in a sentence in a way that is supposed to produce a positive force The students knew that it wouldn’t do them any good to waste time. [WRONG] The students knew that it would not do them any good to waste time. [RIGHT]

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Section 5 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) In the past few decades, technology has affected and changed many lives. Every person in the world has been affected by technology. Technology has reshaped our lives.

Query Based​ (Question that brings the reader to the topic - avoid second person POV “you”) How has technology affected our lives?

Thesis Statements​ (the purpose of a piece of writing – usually one sentence in length, but can be longer depending on the purpose – must be arguable) Assertion​ (claim - a subject + a “so what” about the subject) Technology and their online services don’t treat their workers fairly.

Fact​ (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) The digital revolution was supposed to help the economy.

Opinion​ (personal position on a topic) The digital revolution has ruined the economy.

Belief​ (social, religious, or political – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgment) As more technology was created, more companies were created which wasn’t fair to their workers.

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​) The digital economy has become terrible.

Document-Based​ (cites a specific source, author, and position on a topic) In 2008, Utah instituted a four-day working week for public employees by offering them the opportunity to shift from five 8 hour days to four 10 hour days.

Theory​ (a statement that can be tested and potentially proven - often answers a research question) Companies are treating their employees terribly.

Clarification/Expansion of Thesis​ (could extend the thesis, preview the evidence supporting the thesis, give the purpose of the thesis, establish the importance or significance of examining the intricacies of the thesis – ​this could be several sentences long​) The online economy is unfair to small businesses because they can’t keep up by making more money. The online economy only helps the rich.

Body Paragraphs​ (must have ​echoes of the thesis​ in each AND present evidence to support or expand on the thesis)

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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) The digital economy is removing the human aspect of jobs which brings in more money, but smaller businesses can’t keep up.

(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) “​Digital industrialism turns human data into the new commodity.” (57) 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) “​Digital technology merely accelerates this process to the point where we can all see it occurring.”(66) Summarizing​ (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) “​The economy we’re operating in today may have been built to serve corporations, but not many of them are doing too well in the digital environment.”(80) Abstract Examples​ (hypothetical, “what if” examples that do not refer to a source – ​AVOID USING THEM AS EVIDENCE ​– but useful for examining the quote) Big corporations are making more money with the digital economy.

Concrete Examples​ (actual examples that do refer to a source – useful for enhancing your analysis of the quote) A report in 2016 Forbes claims that the digital economy has been making even more money since digitalization.

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) Many sources say that the digital economy has helped big companies grow while smaller companies can’t compete.

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) Whether the digital economy was created, smaller companies were going to grow or not.

Statement(s) of Extension​ (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) The digital economy has moved to make more money for businesses by automating jobs.

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Reestablishing the Significance of the Thesis​ (could be one or more sentences) Thus, large corporations have been making more money by digitizing the economy.

Final Sentence​ (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…)

Large corporations have been growing even larger due to the digital economy and smaller businesses have not.

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Section 6 Essays​ –​ An essay is a short academic composition. The word “essay” is derived from a French word “essai” or “essayer,” which means “trail.” In composition, however, an essay is a piece of non-​fiction​ writing that talks or discusses a specific topic.

Types ​– Persuasive​ (Argumentative) An argumentative essay is meant to present arguments in the favor of something. It has an additional fourth body paragraph that is meant to present opposite arguments.

Expository​ (Informative) Definition or Description a definition type of essay defines different things, ideas, and perceptions.

Process (How-to) A process essay outlines a process of making or breaking or doing something that readers understand fully and are able to do it after reading it.

Compare and Contrast A comparison and contrast essay makes either a comparison, a contrast, or both between two different or similar things.

Cause and Effect A cause and effect essay makes readers understand the cause of things, and their effects on other things.

Analytical/Critical An analytical essay analyzes something, such as in literature an analytical essay analyzes a piece of literature from different angles.

Narrative​ (Tells a story) A narrative essay is a narration like a short story. It is, however, different from a short story in that it is written in an essay format.

Research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps ​– ​Explain how to plan and organize essays and how to analyze and break down prompts​.

Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources Work Cited Page​ – MLA Format These OWL resources will help you learn how to use the Modern Language Association (MLA) citation and format style. This section contains resources on in-text citation and the Works Cited page, as well as MLA sample papers, slide presentations, and the MLA classroom poster APA Format 21

These OWL resources will help you learn how to use the American Psychological Association (APA) citation and format style. This section contains resources on in-text citation and the References page, as well as APA sample papers, slide presentations, and the APA classroom poster.

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