The Mental Health Book of Grammar by Bravo Grammar Con Online

The Mental Health book of Grammer

By: Leslie Vasquez

Table of Contents Pages Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 About the Author/ Dedication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Section 1 - Punctuation and Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Section 2 - Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Section 3 - Phrases and Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Section 4 - Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Section 5 - Paragraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Section 6 - Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 28

Introduction This book was written to inform more people on the importance of mental health. This book is dedicated specificlaly to teenagers who are currently strugling with their mental health due to the current situation the world is going thorugh. Teenagers need to understand that their mental well being is crucial and it should be put before anything else. It is important for not just teenager but everyone else to understand that it is important to maintain a good mental health especiqally during difficult times. Ignoring the importance of mental health could lead to serious consequences.

About the Author Hello! My name is Leslie Vasquez, a current Junior at Bravo Medical Magnet High School. My inspiration for this book was based on the personal struggles that I had throughout my first semester as a Junior. This semester has taught me how important mental health is. Growing up, I always believed that physical health was primary and I did not take mental health as seriously as I currently do. I have learned throughout the last few months how unhealthy it can be neglecting and ignoring the importance of your mental health. Personally, I have taken the time to give myself breaks by going hiking, or going to parks to disconnect form the world for a bit and enjoy the beauty of nature. This is why I want to encourage every teenager, every person, to give time to themselves. Take a moment at least once a week to refresh your mind and to take care of yourself, remember you are important. Your mental health matters! Dedication: â&#x20AC;&#x2039;I would like to dedicate my book to every single teenager who has struggled with their mental health this year!

Section 1: Punctuation and Capitalization 4

Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. Period (used to end a sentence at a required length) Ex: Mental Health is very important. 2. , Comma (used to switch words around in a list) – Ex: Stress, anxiety, and depression are all a part of mental health. 3. Hyphen (used to divide words between the end of one line and the beginning of the next) Ex: A lot of people tend to have a burn- out when they don’t take care of their mental well being. 4. : Colon (used to start a list of items) Ex: Some mental health disorders include: depression, anxierty, and many more. 5. ;Semicolon (used to divide two independent clauses with a coordinating conjunction) Ex: I had to present a mental health project; so I began doing research. 6. ? Question Mark (used at the end of a direct question) Ex: Can you present on mental health please? 7. ! Exclamation Point (used to show when something is surprising) Ex: I can not wait to do my presentation! 8. ‘ Apostrophe (used for contractions, plurals, possessives) Ex: It’s normal to cry when you are struggling with your mental health. 9. “ ” Quotation Marks (used to quote material that is being reproduced word for word) Ex: Ashly said “ I will start worrying more about my well being”. 10. ... Ellipses (used to represent a trailing off of thought) Ex: Yesterday I had a presentation about... 11. [ ] Brackets (used to insert editorial material inside quotations) Ex: The principal said to tell her [ the presenter ] to start getting everything ready for her presentation. 12. . ( ) Parentheses (used to provide additional information)Ex: Sofia (the psychologist) always lets her patients know their mental health is important. 13. / Slash (used to mean per, or, and ) Ex: She/he was very intrested in the mental health presentation.

Section 2 - Parts of Speech 5

NOUNS Types of nouns: ( list three to five words of each type ) · Common Nouns : name a class of people, places, things, or idea. Ex: Doctors, medicine, pills, hospitals, and nature. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Ex. The General Hospital, Dr. Flores. · Compound Nouns: consist of words used together to form a single noun. EX: seafood ,ladybug, grasshopper. · Concrete Nouns: refer to material things, to people, or to places. Ex. Finger Prints, Heartattack · Abstract Nouns: name ideas, quality, emotions or attitudes. Ex: Stress, anxiety, sadness. Functions (How nouns are used ): Write one sentence for each function. · Subject (comes before the verb) The psychologist told the patient she was diagnosed with depression. · Direct Object (comes after the verb and answer what or whom) The doctor told her to take her medications before bed. . Indirect Object (answers to who or to whom) .She was given a list of activities to help as therapy.

PRONOUNS Pronouns take the place of nouns that have been established. Personal: Normative(Subjects) I/we you/you He, she, it, one/they

Our, Ours Your, Yours Their, Theirs Possesive

My, mine Your, yours His, her, hers, its, one’s Objective (objects) Me/us you/you Him, her, it, one, them

Relative: Nominative Possessive who whose That of that

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:

She was very worried about herself after being diagnosed with depression.

To intensify the point ; Amy tried to keep calm and told herself “it is going to get better” .

Demonstrative: this, these

that, those That was one of the hardest moments of Amy’s life.

Objective Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such.

VERBS

Verbs show the time, action, and state of being of a subject.

Tense: verbs indicate time via tenses :

simple past past past perfect past progressive

simple present present present perfect present progressive

present perfect progressive future future perfect

Types: There are at least eleven (11) types of verbs: - auxiliary verbs (helping verbs) - linking verbs (verbs that do not describe action, but connect the subject of a - sentence to other parts of the sentence – usually the predicate) - lexical verbs (main verbs) - dynamic verbs (indicate action) - stative verbs (describe a condition) - finitive verbs (indicate tense) - nonfinitive verbs (infinitives or participles) - regular verbs (weak verbs) - irregular verbs (strong verbs) - transitive verbs (verbs followed by a direct object) - intransitive verbs (verbs that do not take direct objects)

Voice: Voice is the form of the verb that indicates how it relates or interacts with the

action. The English language has two voices: ACTIVE and PASSIVE. Active: The dogs brought treats from their owner. (dogs are the subject) Passive: The owner has brought treats to the dogs. (dogs are the subject but treated as the object)

Verbals : (VERB FORMS NOT USED AS VERBS) 8

Gerund: word ending in “ing” used as a noun . · Andrea enjoys researching different animals. Participle: word ending in “ing” or “ed” used as an adjective · The fish were swimming in their new fish tank. · Mark wanted to pet the dolphin but he was too scared. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Andrea likes to read animal books everyday. 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) - Demonstrative adjectives (This- That- These- Those- ) Ex: Those birds are flying south. - Common adjectives Ex: The dog is bored and wants to play. - Proper adjectives Ex: The Canadian dog owners have 4 dogs.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings ( Create one example relate to your subject for each ) –ly, -wards, -wise - She would see the psychologist constantly. - She was getting closer towards her goal. - Amy’s was going through a deep depression, likewise, her cousin was dealing with this problem as well,

· Conversions ( Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) - Mental beocmes “Mentally” - Easy becomes “Easily” - Happy becomes “Happily · Types : Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – The psychologist answered the patients question politley. 9

(How did she respond?) Time – She is going to her therapy at 12 PM. (When will he leave?) Place – Amy has to go to the childrens hospital for her appointment. ( Where was she?) Degree – Amy did an amazing job during her therapy session. (How well did she do?) Frequency – Amy goes to her appointments twice a week. (How often does she attend?)

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.

Ahh, ahoy, aha, ahem, alas, arrggh, aw

Blah, brrr, bingo, bravo, bam, bazinga, bleh, boo, boo-yah, bah hambug

Cheers, congrats, catching, cripes, crud

Damn, darn, darnit, dang, drat, duh, dear,

Eureka, eek, eh, er, encore, eww

Fie, fiddlesticks

Gak, gee, gee whiz, geez, gadzooks, golly, good grief, goodness, goodness gracious, gosh, gesundheit

Hey, hmm, hooray, huh, hello, ha, ha-ha, holy cow, hallelujah, holy smokes, humph, hurray, hot dog, huh?

Ick, Icky

Jeez

Ka-ching,

La la-di-dah Lol long time look

Meh my my my word Mmmmm most certainly

Nah Nuts Naw Never

No O

â&#x20AC;&#x201C; oh, oh oh, oh dear, oh my, oh my God, oh well, ouch, ow, oww, oops, oy, ooh-la-la,

Phooey, presto, please, pshaw, pow, phew, pooh

Quiet

Rats

shoo, shh, shoop-shoop,

Tut-tut, thanks,

Uh-huh, uh-oh, ugh, um, umm

Viva, voila

Whammo, wham, whew, whoa, wow, whoops,

Yay, yeah, yikes, yippee, yes, yuck, yum, yo, yahoo, yummy

Zap

Transitions of Logic Chart

Milder

Stronger

Addition

a further and and then then also too next another other nor

further furthermore moreover in addition additionally besides again equally important first, second finally, last

Comparison

just as ... so too a similar another... like

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely

Time

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

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

Purpose

to do this so that

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

Place

there here beyond nearby next to

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

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

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

Summary and Emphasis

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

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

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 . A lot of teenagers are stuggling with depresision that may bring consequences soon . Verb Phrase: A group of words consisting of verbs working together and function as a verb . All the students knew their stress levels would rise due to all of their work for the final week. Prepositional Phrase : A group of words that begins with a preposition and ends with a noun , and functions as an adjective or an adverb . Amy felt very comfortable in the hospital. 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. Amy, a therapy patient, put in a lot of effort to imporve her mental health. 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 . After going to many therapy sessions, she went home. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective . After july the therapy sessions ended. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs . She was excited to present her speech on mental health.

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 .

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. ○ Her home situation is what lead her to depression. ○ She kindly gave therapy to her patient. ○ This process was very difficult gor her and it was very noticeable. ○The doctor patiently removed her mask. Adjective Clause : Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the hospital where a lot of patients are attended . (“where” is an introductory word) ○ She definitely wanted to stoop attending the hospital. ○ These are hard times but you will definitely get through it. Some adjective clauses begin with relative pronouns: ■ Amy is the one who is clearly over the depression situation. ■ That is the doctor the one who attends amy every session. ■The psychologist are the ones who help all the teenagers. ■ Angela is the doctor who has helped Amy with her therapy. 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: ■ When she goes to the therapy session, she gets a little nervous. ■ (time) When it was 2, the therapy session ended. ■ (purpose) She did not want to go to her session, because she was nervous. ■ (condition) The psychologist gave the therapy session in a calming and careful way. Modifying adjectives: ■ For students it is twice as hard to work during the pandemic. . (how much) ■For students mental health can be as big as a struggle as it can for adults . (to what extent) Modifying adverbs: ■ .(condition) During the pandemic everything has gotten more difficult than before. Relative Clauses : Dependent clause that begins with a relative pronoun . ○ Amy who is a teenager, is ready for her therapy sessions. Elliptical Clauses : Adverb clauses in which part of the clause is omitted. ○ After going to the supermarket, Amy went to the psychologist. Essential Clauses : Clauses necessary to the meaning of the sentence. ○ The type of doctor Jena visits is a psychologist. 17

Nonessential Clauses : Clauses that are NOT necessary to the meaning of the sentence. 20 â&#x2014;&#x2039;.â&#x20AC;&#x2039;About 12 months ago she began her therapy sessions, they are almost over.

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

Sentence Parts Subject – what/who the sentence is about The teenagers began listening the mental health presentation. Predicate – what the subject does The teenagers began listening the mental health presentation.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) It is important for teens to learn the importance of their mental health. Imperative – a sentence that makes a command (ends with a period mark) Go watch the mental health presentation now. Interrogative – a sentence that asks a question (ends with a question mark) Why do so many people overlook mental health? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) I am so glad you went to watch the mental health presentation!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Normally these mental health presentations last about an hour. 19

Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Mental health presentations can be long, but they are so worth it. Complex Sentence: A sentence with one independent clause and at least one dependent clause. Students need to learn more about, the importance of mental health.

Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Even if you dont want to, you have to watch the presentation, because it will be very helpful. 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. Physical health is also important, many people believe that it is more important than mental health but that is completley untrue. 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 people tell you, mental health is crucial. 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. Some people believe in the importance of mental health, but others don’t think it’s important. 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. Some students enjoy mental health presentations, and others think it is a waste of time. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Mental health is everything, everything revolves around mental health.

Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. These presentations are often seen as important, helpful, and emotional. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Mental health can be seen as important, and crucial, and valuable. 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. Many people seek help for their mental health while others dont, because some are too scared to ask for help, becasue some are too afraid, and others are not. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. There will be a variety of presentations tomorrow, mental health presentations, physical health presentaations, sports presentations, and many other presentations.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The guest speakers had to arrive early they had many presentations they needed to present in the morning. (Wrong) The guest speakers had to arrive early because they had many presentations that they needed to present in the morning. (Right) Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The guest speakers were stressed they didn’t know what to do they needed to be at the school in 5 minutes. (wrong) he guest speakers were stressed. They didn’t know what to do; they needed to be at T the school in 5 minutes. (right)

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because they needed to present. (wrong) Because they needed to present, they were very stressed. (right) Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add description; a misplaced modifier describes the wrong part of a sentence and a dangling modifier is missing the part it’s supposed to modify At the school, the presenters gave the information to the students that was wrong. (wrong). At the school, the presenters gave the information that was wrong to the students(right) Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The presenters knew that it wasn’t good to waste printer ink. (wrong) The presenters knew that it was not good to waste any printer ink. (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) Mental health is a topic that has not been given the importance it deserves. For many people, mental health is not an easy topic to speak about. Menatal health is affected by many different aspects of life. Throughout these past months of covid, teens have struggled with their mental health. All of these feelings of frustration stress, worries have been affecting many teenagers. Struggles with mental health have caused suicide,depression , and struggles in school. This is why mental health needs to be given more importance. Mental health matters. uery Based (Question that brings the reader to the topic - avoid second Q person POV “you”) Why have these past months been the roughest for teenagers mental health? Why are teenagers mental health so important? 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) Teenagers need to start worrying more about their mental health, and adults should be more considerate. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Mental health disorders can be caused if teens do not worry about their mental well being. Opinion (personal position on a topic)

Mental health is not more important than physical health and schools should be more considerate and open about mental health. 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) Mental health problems can change a person completley, ruin their lives, or make them want to end their lives. 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) School is often the cause of mental health struggles for teen, schools should be more considerate. Document Based (cites a specific source, author, and position on a topic) The article https://www.sprc.org/colleges-universities/consequences explains that mental health struggles often fomes withmany consequences that includes suicide, depression, and other struggles. Theory (a statement that can be tested and potentially proven - often answers a research question) If teenagers do not worry more about their mental health they could have seriosu consequence slater on. 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) Teenagers should start worrying more about their mental health because it is important for then to be aware of its importanc eand how big of an affect it has on their life. The author explains more about the complications that could come when mental health is over lookedd. his information can help students and teens focus on themselves, give time to T themselves, to relief mental health stress.

Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) 24

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) Additoinally the importnace of mental health is huge and it is important to focus on your mental health. (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)

Ex1. "Mental health problems can affect a student's energy level, concentration, dependability, mental ability, and optimism, hindering performance.2” Ex. Many college students report that mental health difficulties interfere with their studies. Ex. Peers, family members, faculty, and staff may be personally affected out of concern for these students Ex. Depression and anxiety can have harmful effects on relationships and work productivity. Ex. Depression has also been linked to dropping out of school.2

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) Depression has also been linked to dropping out of school.2” Ex. A lot of times students drop out of school due to depression Summarizing (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) ." Peers, family members, faculty, and staff may be personally affected out of concern for these students” Ex. SUMMARY – Mental health struggles ends up affecting the persons surroundings as well. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) 25

Ex.Maybe if teachers worried more mental health would be less of a strugle. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex: Millions of American students suffer from mental health problems, and only a fraction are receiving necessary treatment, warns a brief from the American Institutes for Research. 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) Giving importance to mental health will change many lives and help them with the struggles they may be going through.

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) Mental ilnesss are more serious than they may seem and it is crucuial to give them importance and avoid serious consequences. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Unfortunately mental ilnesses have lead to suicide which coiuld have been avoided if that persons mental health was stronger. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex.This is why it is important to take mental health seriously because it actially has the power to save poeples lives and help many people out of depression and anxiety. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So from now on take time for everyone to check on themselves and ask themselves how their mental health is doing.

Section 6: Essays Essays – a piece of nonfiction writing that addresses a specific topic Types – Persuasive (Argumentative) - Trys to convince someone to favor or be against something. It is also done to prove a point - the purpose is to convince the audience to be biased towards one side. Expository (Informative) - Exposes ideas in detail to help the audience understand a point of view easily Definition or Description - Describes something, a place, experience or a problem through sensory information Process (How-to) - Explains in steps or demonstrates the process with details, on making or doing something Compare and Contrast - Makes various comparisons and contrasts between two things like how they are the same or different Cause and Effect - Finds the cause of something and the effects it has on it Analytical/Critical - analyses something like a piece of writing from different perspectives Evaluative - Present an opinion or a point of view on a subject from a writing or work Interpretive - Presents an analysis of another piece of writing Narrative (Tells a story) - like telling a short story except written through an essay format

Personal Statement/Anecdote - A person's personal statement that gives insights about how they are passionate about something Research - revolves around a research question that is used to answer some specific question 27

through research being found Timed - essays that require a person to demonstrate their knowledge by writing a sample essay within a time period Document Based Question (DBQ) - Essay or short answer questions that is built up by a students knowledge with the support of various sources provided to them Synthesis - A written discussion supporting many sources of different views Strategies/Planning Tips/Steps – Pre-writing - First stage of the writing process of writing an essay. Consists a combination of outlining and mind mapping. Prompt Analysis - A prompt lets a person know what to write their essay on or the subject of their essay and it may also tell what type of writing to create and the audience it is targeted to. Outlining - A summary of a writing project or speech that is in the form of a list. Researching - Searching or looking for sources like books, websites, or articles online to support the prompt of the writing text. Evaluating of Sources - Checking the credibility of each of the sources chosen for the essay and whether or not it’s information is valid. Work Cited Page – MLA Format - The page should be cited and titled at the center of the paper - Citation should be writing left of the page - Double space all citations not skipping lines - List pages of sources as “pp.” - If only one page of a print source is used, mark with the abbreviation “p.” before the page number - Type the online database name in italics Ex. 1. Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. American Journal of Orthopsychiatry, 77(4), 534–542.

APA Format - There is no specific single font or set of fonts for professional writing, - the author's last name and the year of publication for the source should appear in the text - One complete reference for each source should appear in the reference list at the end of the paper - Page number should be at the top right hand corner of the paper - Text should be indented and double spaced Ex. American College Health Association. (2015). National College Health Assessment II: Spring 2015 reference group executive summary. Hanover, MD: Author. Retrieved from http://www.acha-ncha.org/reports_ACHA-NCHAII.html.