The Television Entertainment Book of Writing by Bravo Grammar Con Online

THE TELEVISION ENTERTAINMENT BOOK OF WRITING LIZBETH SOTELO period

TABLE OF CONTENTS INTRODUCTION

ABOUT THE AUTHOR

PUNCTUATION CAPITILIZATION

PARTS OF SPEECH

PHRASES AND CLAUSES

SENTENCES

PARAGRAPHS

ESSAYS

INTRODUCTION My book of writing began as an assignment for my English where I wrote all the rules of writing. Choosing to pick television entertainment was not my initial choice, I had originally thought I would like to do my book on one specific show. As I gave it more thought, I realized that I did not want to share only one show but in fact more. This book of writing is now not only an English assignment but a way for me to share what interests me. I share the process of how to write all the parts of literature through one of the things I love the most. I made the choice of picking television entertainment as the central point of my book because for me it has always been a way for me to redirect my attention from the world around me. As I find myself focusing on my show/movie I’m swarmed with a feeling of relaxation and comfort. I often find myself constantly trying to make time to watch my shows and when I meet new people I always ask them what their favorite shows are. There are many forms of television entertainment but in the end they all bring pleasure to people.

ABOUT THE AUTHOR I am Lizbeth Sotelo a student at Francisco Bravo Medical Magnet High School. I learned to write at a very young age, being a daughter of immigrant parents meant that they worked long shifts often never around. Despite knowing zero English, my parents did their best to teach me how to write my name and hold a pencil. From the early age of two I was staying at a daycare/preschool where I began to learn english. Over the next couple of years I would go on to learn how to balance two languages and write basic phrases. Like many in kindergarten, I continued to expand my writing abilities where small phrases turned into sentences and as I progressed through school so did my writing. My drive to advance my English did not end at school but went beyond. I used my liking for shows, movies, cartoons, and animations to help me better my understanding of different dialects, and other aspects of English. Not only was it a way for me to improve my English but also a way for me to perceive life in a different way. As a result I decided to make my book of writing about television entertainment.

PUNCTUATION AND CAPITALIZATION

Punctuation – Identify the functions of each mark and create one (1) example sentence of the usage for each mark.

1. .Period(used to end a sentence or to abbreviate) - Katara and Sokka join Aang on his journey to the Northern Water tribe. 1. ,Comma(used to separate words, phrases, or to list things) - Sheldon, Missy, and George drove the family car to the hospital despite being minors.

1. –Em Dash(used to put an emphasis on the next word) – Violet Evergarden–a child of war-was recognized for her excellence in combat.

1. En Dash-(used to hyphenate two words or to show a range in numbers) - Owen has to constantly check-in on Prince George.

1. Colon:(used to separate two clauses when the second one explains the first one or used to introduce a list) - There are many people Saiki has to avoid in order to lead an “ordinary” life: Nendo, Kaido, and Teruhashi.

1. Semicolon;(used to connect two independent clauses) - Nadine needs professional guidance; The loss of her father has put her in a bad mental state.

1. Question Mark?(used to end interrogative sentences) - When will Fez reveal the name of his home country?

1. Exclamation Mark!(used to end an exclamatory sentence) - Without realizing it Ryo had killed Akira!

Apostrophe’(used to show possession or as quote marks) - Joe Goldberg’s double life was not kept a secret for long.

Quotation Marks””(used to quote someone or to indicate dialogue) As the wise Michael Scott once said “Would I rather be feared or loved? Easy. Both. I want people to be afraid of how much they love me”.

Ellipse…(used to indicate something is left unsaid) - Syd believed there was a ghost...she had many weird experiences that day.

Brackets[](used to show that you inserted something) - Gordon Ramsey[a respected chef] expressed his strong dislike for the grilled chicken.

Parentheses()(used to put parenthetical information) - Christine(also known as Lady Bird) argues with her parents about her college of choice.

Backslash/(used to indicate connecting ideas) - Naruto wanted to be a hero/hokage.

Capitalization – Identify and create one (1) example sentence for each rule of capitalization. (Used to begin a sentence)-She was stabbed on her way home. (Used when writing someones name)(Used when referring to a street, city, state)- Sakura is the head of the Medical Group at the Hidden Leaf Village. (Used when referring to a certain time)-Attack of Titan takes place Germany. (Used in titles)-Studio Ghibli animated the movie, My Neighbor Totoro. (Used to capitilize days, months)- Takamichi travels from July 17, 2017 to the year 2005.

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: OFFICE, BASEMENT, TELEVISION. · PROPER NOUNS: GIVE THE NAME OR TITLE OF A PARTICULAR PERSON, PLACE, THING, OR IDEA (MUST BE CAPITALIZED). EX:STUDIO SET, LOS ANGELES, JAPAN. · COMPOUND NOUNS: CONSIST OF WORDS USED TOGETHER TO FORM A SINGLE NOUN. EX: BATHHOUSE, ICE CREAM, BACKHOUSE. · CONCRETE NOUNS: REFER TO MATERIAL THINGS, TO PEOPLE, OR TO PLACES. EX: COUCH, HEADBAND, LICENSE. · ABSTRACT NOUNS: NAME IDEAS, QUALITIES, CONCEPTS, EMOTIONS, OR ATTITUDES. EX: IDEALISTIC, HOPEFUL, PERSISTENT. FUNCTIONS (HOW NOUNS ARE USED): WRITE ONE SENTENCE FOR EACH FUNCTION. · SUBJECT (COMES BEFORE THE VERB) SANGWOO BETRAYED ALI DURING THE MARBLE GAME. · DIRECT OBJECT (COMES AFTER THE VERB AND ANSWERS WHAT OR WHOM) JOE ASKED PACO TO BUY BLEACH AND ROPE FOR THE CRIME SCENE CLEAN-UP. · INDIRECT OBJECT (ANSWERS TO WHO OR TO WHOM) ANDREA GAVE ICE CREAM TO MARRINETE AT THE BRIDGE.

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

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 PERCEIVES HIMSELF MORE HARSHLY THAN MOST PEOPLE. NATALIA TRUSTED HERSELF WITH THE EVENT BUDGET.

TO INTENSIFY A POINT: SINJI HIMSELF CONTROLLED THE EVA. EVEN THOUGH THEY’D KNOWN EACH OTHER FOR SO LONG, SHINJI HIMSELF DOUBTED HIS DAD’S INTENTIONS. 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 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 WIZARDS GOT THEIR ACCEPTANCE LETTERS IN THE MAIL. (WIZARDS ARE THE SUBJECT) PASSIVE: THE MAIL HAS BROUGHT THE ACCEPTANCE LETTERS TO THE WIZARDS. (WIZARDS ARE THE SUBJECT BUT TREATED AS THE OBJECT) VERBALS: (VERB FORMS NOT USED AS VERBS) GERUND: WORD ENDING IN “ING” USED AS A NOUN. · TOTORO ENJOYS SLEEPING DEEP INTO THE WOODS. PARTICIPLE: WORD ENDING IN “ING” OR “ED” USED AS AN ADJECTIVE · THERE REALLY IS NO EATING CARROTS IN THE LIBRARY. · THE WORLD WAS UNAWARE THAT THE AVATAR HAD RETURNED. INFINITIVE: VERB PRECEDED BY THE WORD “TO” (TO GO, TO JUMP) USED AS NOUNS, ADJECTIVES, OR ADVERBS · TOHRU LIKES TO COOK FOR THE SHOMAS. 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) IT IS MADE CLEAR THAT BUDDY ACTS DIFFERENTLY FROM THE REST OF THE ELVES. VICTORIA IS VERY QUIET AND TIMID COMPARED TO EMILY.

ADVERBS ADVERBS MODIFY VERBS, ADJECTIVES, AND OTHER ADVERBS. · ENDINGS (CREATE ONE EXAMPLE RELATED TO YOUR SUBJECT FOR EACH) –LY, -WARDS, -WISE NEZUKO HAD SADLY BECOME A DEMON. · CONVERSIONS (SHOW HOW THREE WORDS RELATED TO YOUR SUBJECT CAN BECOME ADVERBS – EXAMPLE: “EDUCATIONAL” BECOMES “EDUCATIONALLY”) “RUDE” BECOMES “RUDELY”. “OCCASION” BECOMES “OCCASIONALLY”. “FREQUENT” BECOMES “FREQUENTLY”.

· TYPES: MANNER, FREQUENCY, DEGREE, PLACE, TIME

EXAMPLE TYPES: (CREATE ONE EXAMPLE EACH RELATED TO YOUR SUBJECT) MANNER – CHRISTINE REPLIED TO HER MOTHER RUDELY. (HOW DID SHE ANSWER?) TIME –LADYBIRD WANTED TO LEAVE SACRAMENTO QUICKLY. (WHEN WILL SHE LEAVE?) PLACE – CHRISTINE WAS OCCASIONALLY AT HER DAD’S WORK. (WHERE WAS HE?) DEGREE – CLARK IS AN EXCEPTIONALLY GOOD LEADER. (HOW GOOD IS SHE?) FREQUENCY –HALEY IS FREQUENTLY MOVING FROM HOME TO HOME. (HOW OFTEN IS SHE MOVING?)

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, 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. AH, AHA, AHEM, ALAS, AMEN, AW, AWESOME, AWW BADA-BING, BAH, BALONEY, BIG DEAL, BINGO, BOO, BOO-HOO, BOOYAH, BOY, BRAVO, BRILLIANT, BRRR, BULL, BYE CHEERS, COME ON, COOL, COWABUNGA DANG, DARN, DEAR ME, DUCK EH, ENJOY, EXCELLENT FABULOUS, FANTASTIC, FIDDLEDEEDEE, FINALLY, FOR HEAVEN'S SAKE(S), FORE FOUL, FREEZE GEE, GIDDYAP, GOLLY, GOODBYE, GOOD GRIEF, GOOD HEAVENS, GOSH, GREAT GREAT BALLS OF FIRE HA, HALLELUJAH, HEAVENS, HEIGH-HO, HELLO HELP, HEY!, HI, HIP, HIP, HOORAY HMM, HO-HO-HO, HOLY MACKEREL, HO-HUM, HOORAY , HOWD, HUH ICKINDEED JEEZKABOOM KAPOW LORDY MAMA MIA, MAN, MARVELOUS, MY GOODNESS NAH, NO PROBLEM, NO WAY. NOPE, NUTS

OH, OK, OUCH, OW PLEASE, POOF SHH, SUPER, SWELL WELCOME, WELL, WHOOP-DE-DOO, WOO-HOO, WOW! YABBA DABBA DOO, YADDA, YADDA, YADDA, YIPPEE, YUMMY

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 GALLAGHER CHILDREN LONGED TO HAVE SUPPORT FROM THEIR PARENTS. VERB PHRASE: A GROUP OF WORDS CONSISTING OF VERBS WORKING TOGETHER AND THAT FUNCTION AS A VERB. THE ALIBI EMPLOYEES KNEW THEY WOULD BE WORKING HARD THIS WEEKEND FOR MANY’S FUNDRAISERS. PREPOSITIONAL PHRASE: A GROUP OF WORDS THAT BEGINS WITH A PREPOSITION AND ENDS WITH A NOUN, AND FUNCTIONS AS AN ADJECTIVE OR AN ADVERB. FIONA FELT UNWANTED ACROSS TOWN. 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. DEBBIE, A NEW MOM, STRUGGLED TO GET A HOLD OF HER NEW DAILY LIFE. VERBAL PHRASES: A GROUP OF WORDS THAT BEGIN WITH A VERBAL AND END WITH A NOUN. GERUND PHRASE VERB ENDING IN -ING THAT FUNCTIONS AS A NOUN. RUNNING DOWN THE FIELD, THE CONTESTANTS FINALLY UNDERSTOOD THE GAME. PARTICIPIAL PHRASE WORD ENDING IN -ING (PRESENT PARTICIPLE) OR ED (PAST PARTICIPLE) THAT FUNCTIONS AS AN ADJECTIVE. THE CONTESTANTS QUICKLY STARTED THE MAJORITY VOTE AND LEFT THE DITCHED GAME.

INFINITIVE PHRASE VERB PRECEDED BY THE WORD “TO” (TO READ, TO STUDY, TO WRITE) THAT FUNCTION AS NOUNS, ADJECTIVES, OR ADVERBS. MANY CONTESTANTS REALIZED THEIR PROBLEMS AND THAT IT WAS TIME TO CHANGE FOR THE BEST. 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. IN ORDER TO WIN THE PRIZE MONEY THE CONTESTANTS WERE REQUIRED TO PLAY ALL SIX GAMES. 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 HE LIVED INFLUENCED HIS GAMABLING HABITS. KINDLY GIVE WHOEVER CALLS THE ADDRESS TO THE MEET UP SPOT. THAT THE CONTESTANT 456 WAS RELIEVED WHEN EACH GAME ENDED. GI-HUN FELT HIS POCKETS FOR WHAT HE HAD TO THROW.

ADJECTIVE CLAUSE: USED TO MODIFY A NOUN IN AN INDEPENDENT CLAUSE. SOME ADJECTIVE CLAUSES BEGIN WITH AN INTRODUCTORY WORD: THIS IS A TOWN WHERE GOSSIP GETS AROUND. THERE ARE THOSE SHOES THAT YOON COULD NOT LIVE WITHOUT. YOON HYE-JIN’S DREAM DENTISTRY THAT SHE WANTED IS FINALLY HERE. SOME ADJECTIVE CLAUSES BEGIN WITH RELATIVE PRONOUNS: DU-SHIK IS THE ONE WHO GETS THE MOST RESPECT FROM EVERYONE. THERE GOES THE POLICE OFFICER WHOSE JOB IS TO PATROL. YOON’S DENTAL LESSON TAUGHT THE CLASS ABOUT THE AMOUNT OF BACTERIA THAT THE GUMS CONTAIN. IS THAT THE LOOK THAT YOU SO DESPERATELY DESIRED? THE WHOLE COMMUNITY IS WHOM SHE CHALLENGED IN A TALENT SHOW. THE HIGH PAYING JOB WHICH YOU REFER HAS BEEN TAKEN BY SOMEONE ELSE. YOON IS A STOIC DENTIST WHO ENDURES HARDSHIPS. 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: UNFORTUNATELY THE CAMERA WAS PLACED WHERE IT COULD NOT CATCH WHO HAD BEEN LITTERING. WHEN HYE-JIN SAW THE FOR SIGN SHE QUICKLY LEASED IT.(TIME) SHE PURPOSELY LEFT HER DENTIST JOB IN SOUL; BECAUSE SHE WAS NOT RESPECTED.(PURPOSE) THE LOCAL COFFEE SHOP OWNER TALKS AS IF HE WOULD BECOME AN ARTIST AGAIN. (CONDITION) MODIFYING ADJECTIVES: MR.PIGEON SEEMS TO BE AKUMATIZED MORE THAN USUAL. (HOW MUCH) ADRIEN IS AS LONELY AS HIS DAD. (TO WHAT EXTENT).

MODIFYING ADVERBS: MARRIENTTE WAS BUSIER THAN USUAL. (CONDITION) RELATIVE CLAUSES: DEPENDENT CLAUSE THAT BEGINS WITH A RELATIVE PRONOUN. CIVILIANS WHO WERE TARGETED BY HAWK MOTH RECEIVED SPECIAL ATTENTION FROM LADYBUG AND CHAT NOIR. ELLIPTICAL CLAUSES: ADVERB CLAUSES IN WHICH PART OF THE CLAUSE IS OMITTED. WHEN FIGHTING, LADYBUG IS WARELY OF HER SURROUNDINGS. ESSENTIAL CLAUSES: CLAUSES NECESSARY TO THE MEANING OF THE SENTENCE. THE VICTIMS THAT MOST INTEREST HAWK MOTH ARE THOSE WHO ARE SUSPECTED TO KNOW ABOUT THE IDENTITIES OF LADYBUG AND CHAT NOIR. NONESSENTIAL CLAUSES: CLAUSES THAT ARE NOT NECESSARY TO THE MEANING OF THE SENTENCE. THE DUTIES OF LADYBUG AND CHAT NOIR, WHICH BEGAN OVER A YEAR AGO, ARE VERY STRESSFUL.

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 LIBERTY HIGH SCHOOL STUDENT QUICKLY SAW THE CONSEQUENCES OF THEIR ACTIONS. PREDICATE – WHAT THE SUBJECT DOES THE LIBERTY HIGH SCHOOL STUDENT QUICKLY SAW THE CONSEQUENCES OF THEIR ACTIONS. SENTENCE TYPES DECLARATIVE – A SENTENCE THAT MAKES A STATEMENT (ENDS WITH A PERIOD MARK) LEARNING TO BE RESOURCEFUL HELPED THE HUNDRED TO SURVIVE ON EARTH. IMPERATIVE – A SENTENCE THAT MAKES A COMMAND (ENDS WITH A PERIOD MARK) LEARN TO BE RESOURCEFUL QUICKLY. INTERROGATIVE – A SENTENCE THAT ASKS A QUESTION (ENDS WITH A QUESTION MARK) WHY WOULD THE HUNDRED REFUSE TO COOPERATE WITH THE SKY PEOPLE? EXCLAMATORY – A SENTENCE THAT EXPRESSES GREAT EMOTION, PASSION, EXCITEMENT (ENDS WITH AN EXCLAMATION MARK) THE HUNDRED SURVIVED THE LANDING!

SENTENCE PATTERNS

SIMPLE SENTENCE: A SENTENCE THAT IS JUST ONE INDEPENDENT CLAUSE. RED SPENDS MOST OF HIS DAYS YELLING AT ERIC. COMPOUND SENTENCE: A SENTENCE WITH MULTIPLE INDEPENDENT CLAUSES, BUT NO DEPENDENT CLAUSES - CONNECTED BY FANBOYS (COORDINATING CONJUNCTIONS) OR A SEMICOLON (;). MANY OF KELSO’S IMPRACTICAL IDEAS END POORLY, BUT NEVER ANYTHING SERIOUS. COMPLEX SENTENCE: A SENTENCE WITH ONE INDEPENDENT CLAUSE AND AT LEAST ONE DEPENDENT CLAUSE. WHEN KELSO IS REALISTIC, HIS IDEAS END IN GREAT SUCCESS. COMPLEX-COMPOUND SENTENCE: A SENTENCE WITH MULTIPLE INDEPENDENT CLAUSES AND AT LEAST ONE DEPENDENT CLAUSE. WHETHER YOU PLAN AHEAD OR NOT, MOST ASSIGNMENTS FOR SCHOOL GET DONE, BUT THEY CAN TAKE UP A LOT OF TIME. 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. MOVING TO AFRICA IS GOING TO AFFECT ERIC’S LIFE, NO MATTER HOW LONG HE’S GONE FOR. PERIODIC SENTENCE: A SENTENCE IN WHICH THE INDEPENDENT CLAUSE IS GIVEN AT THE END OF THE SENTENCE IN ORDER TO CREATE INTEREST OR GENERATE SUSPENSE WITH THE MAIN POINT COMING AT THE END. NO MATTER HOW LONG HE'S GONE FOR, MOVING TO AFRICA WILL AFFECT ERIC.

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. HYDE TENDS TO BE LAZY, TO NEVER DO HIS HOMEWORK, AND TO SUCCEED IN AREAS OUTSIDE ACADEMICS. BALANCED SENTENCE: A SENTENCE WHERE PHRASES OR CLAUSES AT THE BEGINNING AND THE END PARALLEL EACH OTHER BY VIRTUE OF THEIR LIKENESS OF STRUCTURE, MEANING, OR LENGTH - THIS SENTENCE REQUIRES SYMMETRY. ERIC AND HIS FRIENDS SPEND THEIR DAYS GETTING OUT OF TROUBLE AND GETTING INTO TROUBLE. CHIASMUS: A SENTENCE THAT INCLUDES A REPETITION OF IDEAS (WORDS, PHRASES, OR CLAUSES) IN INVERTED (REVERSED) ORDER - THIS SENTENCE REQUIRES SYMMETRY. EACH MEMBER OF THE GROUP MAKES THE BASEMENT WHAT IT IS AND IT WOULD BE NOTHING WITHOUT THEM. ASYNDETON: A SENTENCE THAT LEAVES OUT CONJUNCTIONS BETWEEN WORDS, PHRASES, OR CLAUSES FOR A RHETORICAL PURPOSE. THE BURKART FAMILY EXHIBITS SUCCESS, SELFISHNESS, SUSPICION. POLYSYNDETON: A SENTENCE THAT USES MULTIPLE CONJUNCTIONS IN CLOSE PROXIMITY TO EACH OTHER BETWEEN WORDS, PHRASES, OR CLAUSES FOR A RHETORICAL PURPOSE. THE BURKART FAMILY EXHIBITS SUCCESS, SELFISHNESS, AND SUSPICION. 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 THE GROUP, LIFE AFTER HIGHSCHOOL WOULD BE THE EASIEST PART OF THEIR LIFE, WHILE FOR SOME IT WOULD BE THE HARDEST TIME OF THEIR LIFE, BUT THE MAJORITY WOULD SAY IT WAS THE MOST CONFLICTING,

EPISTROPHE: A SENTENCE FEATURING SEVERAL PHRASES OR CLAUSES ENDING WITH THE SAME WORD OR WORDS. THE GROUP WOULD SPEND MOST OF THEIR DAY THINKING ABOUT THE BASEMENT, THEIR AFTERNOONS AT THE BASEMENT, THEIR FREE TIME LOOKING FORWARD TO SPENDING TIME IN THE BASEMENT. SENTENCE ERRORS RUN-ON/RAMBLING/FUSED SENTENCE – A SENTENCE CONSTRUCTION ERROR WHERE TWO OR MORE INDEPENDENT CLAUSES ARE CONNECTED INCORRECTLY WITHOUT PUNCTUATION. PRINCE ZUKO WANTED TO STOP CHASING AFTER THE AVATAR HE NEEDED TO WORK ON HIMSELF HE WAS LOST. [WRONG] PRINCE ZUKO WANTED TO STOP CHASING AFTER THE AVATAR BECAUSE HE NEEDED TO WORK ON HIMSELF AND HE WAS LOST. [RIGHT] COMMA SPLICE – A SENTENCE CONSTRUCTION ERROR WHERE TWO OR MORE INDEPENDENT CLAUSES ARE CONNECTED INCORRECTLY USING COMMAS ZUKO WANTED TO STOP CHASING AFTER THE AVATAR, HE NEEDED TO WORK ON HIMSELF, HE WAS DESPERATE.[WRONG] PRINCE ZUKO WANTED TO STOP CHASING THE AVATAR. HE NEEDED TO WORK ON HIMSELF; HE WAS LOST.[RIGHT] FRAGMENT – INCOMPLETE SENTENCE PIECES THAT ARE NOT CONNECTED TO OR DO NOT FORM AN INDEPENDENT CLAUSE BECAUSE PRINCE ZUKO WAS LOST. [WRONG] BECAUSE PRINCE ZUKO WAS LOST, HE HAD TO WORK ON HIMSELF. [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 IN BA SING SE UNCLE IROH GAVE TEA TO THE CUSTOMERS THAT WAS HOT. [WRONG] IN BA SING SE UNCLE IROH GAVE TEA THAT WAS HOT TO THE CUSTOMERS. [RIGHT] DOUBLE NEGATIVE – COMBINING TWO OR MORE NEGATIVE WORDS IN A SENTENCE IN A WAY THAT IS SUPPOSED TO PRODUCE A POSITIVE FORCE PRINCE ZUKO KNEW THAT CHASING THE AVATAR WOULDN'T DO HIM GOOD. [WRONG] PRINCE ZUKO KNEW THAT CHASING THE AVATAR WOULD NOT DO HIM GOOD. [RIGHT]

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. THE SCHRUTE FARM HAS PROVIDED SCRANTON, PENNSYLVANIA WITH FRESH HIGH QUALITY BEETS FOR MANY GENERATIONS. GROWN ON 1600 ACRES OF FARMLAND, SCHRUTE BEETS ARE HANDLED WITH DELICATE CARE BY DWIGHT AND MOSES SHRUTE. SCHRUTE BEETS PROVIDE A LARGE INTAKE OF NATURAL NITRATES AND VITAMINS AND HAVE MULTIPLE USES. BEETS ARE A NATURAL RICH RED DYE, A NATURAL DANDRUFF REMEDY, AND CAN MINIMIZE COMPLICATIONS IN FETAL DEVELOPMENT. QUERY BASED (QUESTION THAT BRINGS THE READER TO THE TOPIC AVOID SECOND PERSON POV “YOU”) EX. DOES THE CONSUMPTION OF BEETS HAVE A POSITIVE IMPACT ON A PERSON’S HEALTH? 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. BEETS PROVIDE A LOT OF NUTRITIONAL CONTENT AND SHOULD BE A PART OF OUR DIET. FACT (EMPIRICALLY VERIFIABLE BUT OFTEN DIFFICULT TO ARGUE EXTENSIVELY ABOUT - BETTER USED AS EVIDENCE TO SUPPORT A CLAIM) EX. BEETS AND OTHER VEGETABLES ARE ACCESSIBLE AND CHEAP. OPINION (PERSONAL POSITION ON A TOPIC) EX. SCHRUTE FARMS HAVE THE BEST BEETS. BELIEF (SOCIAL, RELIGIOUS, OR POLITICAL IN NATURE – AN OPINION HELD BY MANY TO BE A FACT, EX. PURCHASING BEETS OUTSIDE OF SCHRUTE FARM IS 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. EVERYTHING SOLD AT THE SCHRUTE FARM ONLY HAS BENEFITS TO ONE'S HEALTH. DOCUMENT BASED (CITES A SPECIFIC SOURCE, AUTHOR, AND POSITION ON A TOPIC) EX. IN THE OFFICE, DWIGHT SCHRUTE ARGUES THAT SCHRUTE BEETS HAVE POSITIVELY EFFECTED THE HEALTH OF THE PEOPLE OF SCRANTON, PENNSYLVANIA. THEORY (A STATEMENT THAT CAN BE TESTED AND POTENTIALLY PROVEN - OFTEN ANSWERS A RESEARCH QUESTION) EX: BEETS CAN DRAMATICALLY LEAD TO HEALTH IMPROVEMENTS. 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.DWIGHT EXPANDS ON HIS CLAIMS BY EXAMINING THE VARIOUS ELEMENTS, SUCH AS THE PROPERTIES IN BEETS, THAT MAKE BEETS HEALTHY, ALONG WITH MARKETING REPORTS. EX.THE AUTHOR EXAMINES THE STATE OF THE BEETS BEING GROWN IN ORDER TO ENCOURAGE THE PEOPLE TO BUY FROM HIS LOCAL FARM INSTEAD OF A LARGE CORPORATION. (PURPOSE OF THESIS) EX.THIS INFORMATION ABOUT THE CONNECTIONS BETWEEN SCHRUTE BEETS AND BETTER HEALTH OUTCOMES MIGHT LEAD TO A CHANGE IN CONSUMERS (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 SOURCES INDICATE THAT THE CONSUMPTION OF BEETS HAS A POSITIVE IMPACT ON ONES HEALTH. (NOW EVERY SENTENCE IN THIS PARAGRAPH MUST BE RELATED TO THE CONNECTION BETWEEN FAST FOOD AND HEALTH) (QUOTES SHOULD NEVER BE USED AS INDIVIDUAL SENTENCES – QUOTES SHOULD BE EMBEDDED WITHIN SENTENCES) ORIGINAL QUOTE – “FIRST RULE IN ROADSIDE BEET SALES, PUT THE MOST ATTRACTIVE BEETS ON TOP. THE ONES THAT MAKE YOU PULL THE CAR OVER AND GO, 'WOW. I NEED THIS BEET RIGHT NOW. ' THOSE ARE THE MONEY BEETS(SCHRUTE 121). EX. SEVERAL RESEARCHERS AGREE, “FIRST RULE IN ROADSIDE BEET SALES, PUT THE MOST ATTRACTIVE BEETS ON TOP. THE ONES THAT MAKE YOU PULL THE CAR OVER AND GO, 'WOW. I NEED THIS BEET RIGHT NOW. ' THOSE ARE THE MONEY BEETS” (SCHRUTE 121). EX. “FIRST RULE IN ROADSIDE BEET SALES, PUT THE MOST ATTRACTIVE BEETS ON TOP. THE ONES THAT MAKE YOU PULL THE CAR OVER AND GO, 'WOW. I NEED THIS BEET RIGHT NOW. ' THOSE ARE THE MONEY BEETS”, ACCORDING TO SEVERAL RESEARCHERS (SCHRUTE 121). EX. UNFORTUNATELY FOR PATRONS, “FIRST RULE IN ROADSIDE BEET SALES, PUT THE MOST ATTRACTIVE BEETS ON TOP. THE ONES THAT MAKE YOU PULL THE CAR OVER AND GO, 'WOW. I NEED THIS BEET RIGHT NOW. ' THOSE ARE THE MONEY BEETS”(SCHRUTE 121). EX. UNFORTUNATELY FOR PATRONS,”...PUT THE MOST ATTRACTIVE BEETS ON TOP...'WOW. I NEED THIS BEET RIGHT NOW. ' THOSE ARE THE MONEY BEETS” (SCHRUTE121). EXAMINING THE EVIDENCE PARAPHRASING (REWORDING OF A QUOTE INTO OTHER WORDS OF THE SAME LENGTH WITHOUT QUOTATION

EX. PARAPHRASE – PEOPLE’S HEALTH MAY BE POSITIVELY IMPACTED BY SCHRUTE BEETS(SCHRUTE 121). 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 – “FIRST RULE IN ROADSIDE BEET SALES, PUT THE MOST ATTRACTIVE BEETS ON TOP. THE ONES THAT MAKE YOU PULL THE CAR OVER AND GO, 'WOW. I NEED THIS BEET RIGHT NOW. ' THOSE ARE THE MONEY BEETS” EX. SUMMARY – BEETS ARE HEALTHY. 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 CAN LEAD A HEALTHIER LIFE IF THEY JUST EAT BEETS. CONCRETE EXAMPLES (ACTUAL EXAMPLES THAT DO REFER TO A SOURCE – USEFUL FOR ENHANCING YOUR ANALYSIS OF THE QUOTE) EX. A STUDY IN THE SCRANTON NEWS PAPER SHOWS THAT THE AVERAGE PERSON LEADS A HEALTHIER LIFE IF YOU EAT BEETS.. CLOSING SENTENCES (MUST END THE DISCUSSION OF THE TOPIC WITHIN THE PARAGRAPH WITH A TRANSITIONAL OR CULMINATING WORD – POSSIBLY AN ADVERB – AND SHOULD ECHO THE THESIS OF THE ESSAY) EX. CLEARLY, VALID AUTHORITIES ON THE SUBJECT OF FARMING PRODUCE CAN AGREE ON ITS POSITIVE HEALTH BENEFITS. 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 MORE PEOPLE CONSUMED BEETS AND OTHER SCHRUTE VEGETABLES, THERE WOULD BE AN INCREASE IN HEALTH. STATEMENT(S) OF EXTENSION (EXTENDING THE CONSEQUENCES OF DISREGARDING THE IMPLICATIONS OF THE THESIS – COULD BE ONE OR MORE SENTENCES) EX. AS SUCH, THE LACK OF VEGETABLE INTAKE HAS AFFECTED THE HEALTH OF MANY. REESTABLISHING THE SIGNIFICANCE OF THE THESIS (COULD BE ONE OR MORE SENTENCES) EX. THUS, AS THE PREVALENCE OF ACADEMIC RESEARCH INDICATED, BEET CONSUMERS NOT ONLY BUY DELICIOUS BEETS BUT MANY HEALTH BENEFITS. 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 HEALTH PROBLEMS ASSOCIATED WITH THE LACK OF A BALANCED DIET, MAYBE SCHRUTE BEETS ARE THE BEST AFTER ALL...

ESSAYS ESSAYS – AN ESSAY IS A SHORT PIECE OF WRITING THAT EXPRESSES INFORMATION AS WELL AS THE WRITER’S OPINION. A WRITTEN COMPOSITION OF MODERATE LENGTH EXPLORING A PARTICULAR ISSUE OR SUBJECT. TYPES – EXPLAIN EACH TYPE OF ESSAY AND STATE ITS PURPOSE PERSUASIVE (ARGUMENTATIVE)PERSUASIVE WRITING INTENDS TO CONVINCE READERS TO BELIEVE IN AN IDEA OR OPINION THROUGH LOGIC AND REASON. EXPOSITORY (INFORMATIVE) INFORMS READERS USING FACTUAL DATA AND EVIDENCE. DEFINITION OR DESCRIPTION DESCRIPTION WRITING INTENDED FOR THE AUTHOR TO USE THEIR WRITING ABILITIES TO DESCRIBE AN OBJECT, PERSON, PLACE, OR EXPERIENCE. PROCESS (HOW-TO) PROVIDES DIRECT INSTRUCTIONS EXPLAINING HOW SOMETHING FUNCTIONS OR HOW TO DO SOMETHING. COMPARE AND CONTRAST-PROVIDES POINTS OF COMPARISON BETWEEN A TOPIC. CAUSE AND EFFECT-EXPLAINS THE RELATIONSHIP BETWEEN ACTIONS AND THEIR RESULTS. ANALYTICAL/CRITICAL-THE WRITER MAKES A CLAIM ABOUT THE TOPIC THEY ARE ANALYZING. EVALUATIVE- WRITING THAT OFFERS JUDGEMENT OVER A SPECIFIC TOPIC. INTERPRETIVE-THE INTERPRETATION OF ANY LITERARY WORK. NARRATIVE (TELLS A STORY)A TYPE OF ESSAY THAT HAS A SINGLE MOTIF, OR A CENTRAL POINT, AROUND WHICH THE WHOLE NARRATIVE REVOLVES. PERSONAL STATEMENT/ANECDOTE-WRITING THAT OFFERS A PERSONAL INSIGHT ON THE AUTHOR. RESEARCH- WRITING THAT EXPLAIN A TOPIC THAT THE AUTHOR A EXPLORED IN DEPTH, TIMED- WRITING USED TO DEMONSTRATE KNOWLEDGE IN DISPLAYING LITERARY ABILITIES IN A LIMITED TIME PERIOD. DOCUMENT BASED QUESTION (DBQ)-AN ESSAY OR SERIES OF SHORT-ANSWER QUESTIONS THAT IS CONSTRUCTED BY STUDENTS USING ONE'S OWN KNOWLEDGE COMBINED WITH SUPPORT FROM SEVERAL PROVIDED SOURCE SYNTHESIS- WRITING THAT GATHERS INFORMATION FROM A VARIETY OF SOURCES TO FORM A NEW IDEA, QUESTION, OR ARGUMENTATIVE THESIS.

STRATEGIES/PLANNING TIPS/STEPS – PRE-WRITING/PROMPT ANALYSIS/OUTLINING IDENTIFY THE TYPE OF ESSAY BEING WRITTEN, BREAK DOWN WHAT THE PROMPT IS ASKING AND REQUIRING. FROM THERE IDENTIFY WHAT EACH PARAGRAPH IS GOING TO FOCUS ON AND WHAT YOUR MAIN ARGUMENT IS IN THE ESSAY. RESEARCHING/EVALUATING OF SOURCES DETERMINE WHETHER OR NOT YOUR SOURCES ARE CREDIBLE AND RELIABLE BY RESEARCHING WHERE YOUR SOURCES ARE FROM AND THE AUTHOR. RESEARCH YOUR TOPIC AND YOUR MAIN POINTS AS WELL AS ANY COUNTER ARGUMENTS. WORK CITED PAGE – EXPLAIN AND GIVE AN EXAMPLE OF HOW TO SET UP A WORKS CITED ENTRY IN BOTH MLA AND APA FORMATS - THERE ARE SUBTLE DIFFERENCES BETWEEN EACH FORMAT, SO BE SURE TO IDENTIFY THEM CLEARLY. MLA FORMAT MLA FORMAT SPECIFICALLY REQUIRES THE AUTHORS LAST NAME, FIRST NAME, TITLE OF SOURCE, NAME OF CONTRIBUTORS, PUBLISHER, PUBLICATION DATE, AND LOCATION. THE MLA FORMAT REQUIRES A ONE INCH MARGIN FROM ALL SIDES, TIMES NEW ROMAN 12PT FONT, DOUBLE SPACED LINES, AND INDENTATION ON FIRST WORD. APA FORMAT APA FORMAT SHOULD HAVE ONE INCH MARGINS FROM ALL SIDES, AND DOUBLE SPACED LINES. ALL REFERENCES ARE TO BE LISTED IN ALPHABETICAL ORDER AND ANY REFERENCES WRITTEN BY THE SAME AUTHOR GO IN CHRONOLOGICAL ORDER. ALL AND ANY TITLES SHOULD BE ITALICIZED.