The Sweet Book of Writing by Bravo Grammar Con Online

The Sweet Book of Writing By Jocelyn Vergara

Table of Contents Introduction………………………………………………………. 3 About the Author………………………………………………. 4 Section 1: Puctuation and Capitalization……….. 5 Section 2: Parts of Speech………………………………. 7 Section 3: Phrases and Clauses………………………. 15 Section 4: Sentences……………………………………….. 17 Section 5: Paragraphs…………………………………….. 20 Section 6: Essays…………………………………………….. 23 Dedication………………………………………………………… 25

Introduction This book was written to teach grammar rules. Specifically, how to use them in specific instances. In addition to grammar rules, there are also multiple examples of transition words, interjections, etc. What better way to make something as monotonous as grammar than to make it sweet. Most examples contain a reference to candy.

About the Author My name is Jocelyn Vergara. My love of candy stems from my childhood. As the youngest out of my siblings, I was exposed to a variety of different sweets because of my older siblingsâ&#x20AC;&#x2122; experiences. They introduced me to new candy I had not heard of that I ended up really liking. Some of my all time favorite candies inlcude: Sour Patch Kids, 3 Musketeers, Rockaletas, a guava candy that I donâ&#x20AC;&#x2122;t know the name of, etc. Anyway, writing this helped me refine my writing. Hopefully it helps readers as well.

SECTION 1 (Chocolate) PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. .| Period (Used to end declarative sentences and to abbreviate words) ● EX: I love chocolate. 2. , | Comma (Used to switch words/phrases around) ● EX: Chocolate can be sweet, salty, tart, and so on. 3. – | Em dash (Used to replace commas, parentheses, and colons) ● EX: Chocolate can be made using different ingredients—the main ingredient being cacao beans. 4. - | En Dash (used to hyphenate words and to give ranges) ● EX: The chocolate making process can take 7–8 days to complete. 5. : | Colon (used to relate something to previous word/phrase) ● EX: Many describe chocolate with one word: delicious. 6. ; | Semi-Colon (used to bring two small statements together) ● EX: Cacao beans are used to make chocolate; to make white chocolate you do not need all of the parts of the bean. 7. ? | Question Mark (used to end interrogative sentences) ● EX: Can chocolate be the cause of pimples? 8. ! | Exclamation Mark (used to end exclamatory sentences) ● EX: I will never get tired of chocolate! 9. ‘ | Apostrophe (used to show possession and to make contractions) ● EX: I like my chocolate’s filling to be sweet. 10. “ ” | Quotation Marks (used to write what someone else has said) ● EX: Milton Hershey once said, “One is only happy in proportion as he makes others feel happy”. 11. … | Ellipses (used to show that there is something being left out) ● EX: Chocolate can even be deadly… 12. [ ] | Brackets (used to add something that wasn’t there before or omit something) ● EX: Someone who loves chocolate with a passion would even go as far as saying, “I would [expletive] die for chocolate”. 13. ( ) | Parentheses (used to add information that is not necessary) ● EX: Chocolate has an antibacterial effect on the mouth that can protect against tooth decay (cavities). 14. / | Forward slash (used to make a combination) ● EX: Chocolate contains antioxidants/Vitamin C and E. 5

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: The darker the chocolate the better it is for your health. 2. Used for names of proper nouns (person, place, or thing) ● EX: My favorite chocolate is 3 Musketeers. 3. Used for days, months, and holidays ● EX: There is a holiday for chocolate: National Chocolate Day. 4. Used for the first word of a quote ● EX: “Save the planet it’s the only one with chocolate” – Anonymous. 5. Used for most words in titles ● EX: There are various movies that revolve around chocolate, for example Charlie and the Chocolate Factory. 6. Used for cities, countries, states, nationalities, and languages ● EX: One of the cities known for making the best chocolate is San Francisco, California. 7. Used for time periods and events (except for name of centuries) ● EX: There is a Chocolate and Art Show every year in Los Angeles.

SECTION 2 PARTS OF SPEECH (Gummies)

NOUNS Types of nouns: · Common Nouns: name a class of people, places, things, or idea. EX: gummies, candy, candy store, candy makers · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX. Sour Patch Kids, Willy Wonka, Willy’s Dulceria · Compound Nouns: consist of words used together to form a single noun. EX: strawberry, watermelon, blueberry, pineapple · Concrete Nouns: refer to material things, to people, or to places. EX: candy, gummies, sugar · Abstract Nouns: name ideas, quality, emotions or attitudes. EX: sweetness, stickiness, sourness, tartness

Functions (How nouns are used): · Subject (comes before the verb) The store sells all kinds of candy including gummies. · Direct Object (comes after the verb and answer what or whom) The cashier sold various types of gummies to the customer. · Indirect Object (answers to who or to whom) I bought candy for my mom because she was having a bad day.

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 Possessive who whose That that

our, ours your, yours their, theirs

Objective whom that

those/ this 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: The child himself can’t live without candy. to intensify a point: Gummy candy themselves are not universally liked.

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.

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Telling a child their favorite gummies are out of stock can be heartbreaking when they handle it gracefully. Participle: word ending in “ing” or “ed” used as an adjective · Making people smile with gummies can be a winning feeling. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Most of the time I like to eat Sour Patch Kids gummies but not after my tongue starts to hurt.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Demonstrative: These gummies can become addictive. Common: Most gummy candy can be described as good or sweet. Proper: Mexican gummies are usually on the spicy side.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings –ly, lightly -wards, forward -wise, lengthwise · Conversions “Sweet” becomes “Sweetly” “Amazing” becomes “Amazingly” “Irresistible” becomes “Irresistibly” ·

Types: Manner, Frequency, Degree, Place, Time

Example Types: Manner – The gummies were lightly salted which made them taste great. Time – A man came running into the candy store and immediately asked for the best gummies we carried. Place – After a quick pit stop at the candy store we headed homeward. Degree – Eating Sour Patches can be an experience because they gradually become sweet when they are first sour. Frequency – Usually gummies are an acquired taste, in my experience.

CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while. Relative pronouns: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects)

PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without.

INTERJECTIONS Interjections are the final part of speech. A- aha, ahem, ahh, ahoy, alas, arg, aw B- bam, bingo, blah, boo, bravo, brrr C- cheers, congratulations, D- dang, drat, darn, duh E- eek, eh, encore, eureka F- fiddlesticks G- gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh H- ha ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh, humph, hurray I- indeed J- jeez M- my gosh N- no, now, O- oh, oh dear, oh my, oh well, oops, ouch, ow P- phew, phooey, pooh, pow R- rats S- shoo, shhh, shoot, shucks T- thanks, there, tut-tut, tsk U- uh huh, uh oh, ugh, ugg W- wahoo, well, whoa, whoops, wow Y- yeah, yes, yikes, yippee, yo, yuck 11

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

Milder

Stronger

Time

then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow

meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason because of this

Place

there here beyond nearby next to

at that point opposite to adjacent to on the other side in the front in the back

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Milder

Stronger

Example

that is specifically in particular for one thing

for example for instance an instance of this this can be seen in

Summary and Emphasis

in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose

in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly

SECTION 3 PHRASES and CLAUSES (hard candy) 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. Every person knows that candy canes are meant for the holidays. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Some people can smell the scent of Jolly Ranchers from long distances. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. There are various types of hard candy around the world, some of them are fruit flavored. 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. Lifesavers, colorful hard candy shaped like mini donuts, are similar to Jolly Ranchers in taste. 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. Kids sometimes enjoy choosing a candy after a brave visit to the dentist’s office. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Sweetened candy is always superior to sugar free candy. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. In order to get candy on Halloween kids have to say “Trick or Treat”.

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. Werther’s Originals are sometimes considered grandma candy. 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. ○ Please give whoever asks for candy only one. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The mint that I wanted was out of stock. Some adjective clauses begin with relative pronouns: ■ They are the people who have an extreme sweet tooth. 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: ■ We indulgently bought Rockaletas because we wanted to. Modifying adjectives: ■ Some lollipops are as spicy as a chili pepper. Modifying adverbs: ■ I love candy more than people generally should. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ People who can eat a mint then drink cold water are superhuman Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When choosing, the customer looked so engulfed in the candy. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The store sells an assortment of sweets and treats for people and dogs. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Children under a certain age, usually toddlers and under, should not eat hard candy because of the choking hazard.

SECTION 4 SENTENCES (Spicy) 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 the sentence is about Some people have a preference for sweet candy instead of spicy candy. Predicate – what the subject does Some people have a preference for sweet candy instead of spicy candy.

Sentence Types Declarative – a sentence that makes a statement The right amount of spicy can be what makes a candy enjoyable. Imperative – a sentence that makes a command Insert the right of spice to candy in order to make it enjoyable. Interrogative – a sentence that asks a question What is the right amount of spiciness to make a candy enjoyable? Exclamatory – a sentence that expresses great emotion, passion, excitement This is the perfect amount of spiciness!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. A Rockaleta is a spicy Mexican lollipop. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (Coordinating conjunctions). Most candies are on the sweeter side, but some are on the spicy side. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When stepping into a candy store, people marvel at the variety of candy. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. While eating spicy candy, it can be an uncomfortable experience, although some would disagree. 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. Sweets come in various forms, they range from no fillings to fillings or sweet to spicy. Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense with the main point coming at the end. No matter how sweet or spicy you like candy, it is still candy. 17

Parallel Structure: A sentence using the same pattern of words to show that two or more verbs or ideas match in tense to show that they are of equal importance and to help the reader comprehend what is being written. I personally like spicy candy because it is good, it has a kick, and it can wake you up. 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. Eating candy can get exhausting but then eating a variety of candy is interesting. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order. You need sugar for candy without sugar it wouldn’t be candy. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Candy can be sweet, sour, tart, spicy, delicious. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Candy can be preferred by kids and adults and teens and, ultimately, everyone. 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 some people, candy is not on their list of preferred desserts, while others prefer it over other desserts, but many like candy either way. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. For some reason I think candy makers must think about candy, must make candy, and must live for candy.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Eating spicy candy can be an uncomfortable experience it makes your nose start to run you’ll end up having to wipe it your nose will get irritated. [WRONG] Eating spicy candy can be an uncomfortable experience because it can make your nose runny and you’ll end up having to wipe it then your nose will get irritated. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Eating spicy candy can be an uncomfortable experience it makes your nose start to run you’ll end up having to wipe it your nose will get irritated. [WRONG] Eating spicy candy can be an uncomfortable experience. It makes your nose start to run. You’ll end up having to wipe; your nose will get irritated. [RIGHT] Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because it was good. [WRONG] Because it was good, I bought it a box of spicy candy. 18

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 fair, I got candy from the attendant that was spicy. [WRONG] At the fair, I got candy that was spicy from the attendant. [RIGHT]

Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force She did not like neither spicy candy nor sweet candy. [WRONG] She did not like spicy candy nor sweet candy. [RIGHT]

SECTION 5 PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex: He first appeared in a comic book as a sub character. Later, he emerged out of the darkness as the physical embodiment of the fear of criminals. He later went on to have his own comic book series. Now there are movies, TV shows, t-shirts, etc. Batman has become one of the defining pop culture references of various generations. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex: Why is Batman still relevant and popular within fandoms? 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: Batman is relatable and adaptable therefore he remains a pop culture staple. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) Ex: Batman is recognized by a lot of generations. Opinion (personal position on a topic) Ex: Batman is the best superhero. 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: Those who do not know about Batman are morally 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: Batman is always recognized as a staple in pop culture. Document Based (cites a specific source, author, and position on a topic Ex: In The Caped Crusade, Glen Weldon states that Batman has remained relevant because of his relatability and adaptability. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex: Batman will remain popular given his rise to popularity.

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: Weldon provides an in depth analysis about how Batman’s popularity has increased over time and what it says about the rise of the “nerd” culture.

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: In addition, Batman’s continuing appeal lies with the character’s apparent relatability. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) Original Quote- “[Batman’s] oath is a choice. An act of will. A deliberate reaction to a shattering injustice… he is the living embodiment of the simple, implacably optimistic notion Never again” (Weldon 4). Ex: According to Weldon, “[Batman’s] oath is a choice. An act of will. A deliberate reaction to a shattering injustice… he is the living embodiment of the simple, implacably optimistic notion Never again” (Weldon 4). Ex: Batman’s relatability lies in that, “he is the living embodiment of the simple, implacably optimistic notion Never again” (Weldon 4). Ex: People relate to Batman’s oath, “An act of will. A deliberate reaction to a shattering injustice… he is the living embodiment of the simple, implacably optimistic notion Never again” (Weldon 4). 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- “[Batman’s] oath is a choice. An act of will. A deliberate reaction to a shattering injustice… he is the living embodiment of the simple, implacably optimistic notion Never again” (Weldon 4). Ex: PARAPHRASE- Batman’s oath was his choice, freely made. In it he embodies a childlike optimism that he intends to keep.

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- “[Batman’s] oath is a choice. An act of will. A deliberate reaction to a shattering injustice… he is the living embodiment of the simple, implacably optimistic notion Never again” (Weldon 4). Ex: SUMMARY - Batman’s oath signifies an optimistic view of a bleak situation in which a decision was made. 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: The optimism within his oath resonates with people because of it’s human qualities. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex: In 2011, Rutgers University evaluated the effects superheroes have on general audiences and they concluded that most people identify with the person within a superhero. 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: Evidently, people relate to the human side of superheroes, batman in this case.

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: When connecting what attracts people to Batman, it is important to see that it reflects who we are as people. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex: It is easy to disregard the impact Batman’s relatability and adaptability has on people, but many identify with his character because of his human characteristics. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex: The nerd culture, as Weldon put it, has grown exponentially because of several media platforms. Therefore, Batman’s relevance reflects that people are attuned to relatability and adaptability of a character. Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex: It is probable, given the impact a fictional superhero had on popular culture, that we’ll see an impact beyond popular culture…

SECTION 6 ESSAYS Essays â&#x20AC;&#x201C; A short collection of paragraphs that explains or describes a non-fiction topic. Types Persuasive (Argumentative): An essay that presents arguments in support of something. Can contain an additional fourth paragraph to present opposing viewpoints. Expository (Informative): An essay that explains something in detail to make the reader understand. Definition or Description: An essay that describes something in order to make the readers feel, see, smell, touch, or hear what is described. Process (How-to): Explains how to do something in detail, therefore the reader can do the same thing after reading the essay. Compare and Contrast: Compares or contrast between similar things and explains their differences or similarities. Cause and Effect: Helps readers understand the causes of something and the effects it has on other things. Analytical/Critical: Analyzes something from different angles such as literature Evaluative: Expresses a viewpoint or opinion on a specific topic. Interpretive: Provides an analysis on another piece of writing/literature. Narrative (Tells a story): A narration similar to a short story written in essay format. Personal Statement/Anecdote: A narrative about yourself that can demonstrate who you are as a person. Research: Responds to a specific research question in which a person uses various forms of literature, news reports, etc. Timed Document Based Question (DBQ): An answer to a question using the documents provided. Synthesis: Combining different ideas to judge their merits and demerits.

Strategies/Planning Tips/Steps Pre-writing/Prompt Analysis/Outlining: When starting an essay, always read the question first. Make sure to single out specific words that define the prompt. When outlining and pre-writing, answer the prompt in a single sentence if possible (this will be the basis of your thesis statement). Once you have your thesis you can start outlining what information each of your paragraphs will have. Researching/Evaluating of Sources: Researching your topic can vary depending on the essay type. For a personal essay the only real source you need is yourself. As long as you don’t lie then you are a credible source. For a research essay, you should stay away from opinion based resources. Basically, consider the type of essay you are writing and adjust your research accordingly. Work Cited Page MLA Format: Used at the end of a research paper in which the sources used are listed in alphabetical order. Can also be used as in text citation (Author’s Last Name Page Number). Last Name, First Name. “Title of Resource”. Where the resource was found, contributors, version, volume, date of publication, page number, title of database, URL Ex: Book Weldon, Glen. The Caped Crusade: Batman and the Rise of Nerd Culture. Simon & Schuster Paperbacks, 2017. APA Format: Mainly used for scientific research papers. It is a form of formatting your paper. Last Name, First/Middle initials. (year of publication). Title. Publisher Ex: Book Weldon, G. (2017). The caped crusade: Batman and the rise of nerd culture. New York: Simon & Schuster Paperbacks.

Dedication To my computer because without it this would ,LITERALLY, not have been possible