The Traveling Book of Writing by Bravo Grammar Con Online

Traveling Book of WritingÂ

Table of ContentsÂ Introduction/About the Author

Page 3

Section 1 Punctuations/Capitalization

4-5

Section 2 Parts of Speech

6-14

Section 3 Phrases/Clauses

15-16

Section 4 Sentences

17-20

Section 5 Paragraphs

21-24

Section 6 Essays

25-26

Dedication

Introduction While traveling to different places of the world, there are going to be language barriers when trying to communicate to people that live in certain countries that you travel to. You will need communication among the people that live in the certain countries that you travel to so you can have help on where you want to go; if you canâ&#x20AC;&#x2122;t speak the language, at least learn how to write. This book will help you remember only one language, but itâ&#x20AC;&#x2122;s better than nothing, you will learn about punctuation/capitalization, parts of speech, phrases/clauses, sentences, paragraph structure, and essays.\

About the Author My name is Samuel Acevedo, I go to Bravo Medical Magnet High School and I am 16 years old. As you can see I am not focusing on a certain country, I include different parts of the world. I decided to write about this because traveling seems to be fun and I just like the idea of exploring different parts of the world. The world is filled with wonderful things such as landscapes and different types of animals that I have never seen before. I also find psychology fascinating, I always wonder why we act the way we do to ourselves and other people. 3

BOOK OF WRITING SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 1. . Many people have questions about when is the right time to fight. 2. , There are many situations where you can cooperate with someone, such as, doing a project for school, helping each other out with classwork, or sharing each other’s knowledge. 3. – Micheal is my friend - since middle school - and we are never going to forget each other. 4. - I have been competing with other baseball teams from 2010-2018. 5. : The book that I am going to read talks about three things: when to cooperate, when to compete, and how to succeed at both. 6. ; Friends help each other out; foes try to take each other out. 7. ? How can you succeed in cooperating and competing? 8. ! How dare you ruin my life! 9. ‘ This is Brandon’s fight and I think he will win. 10. “ ” “A true friend never gets in your way unless you happen to be going down.” - Arnold H. Glasgow. 11. … Thoreau argues that by simplifying one’s life, “the laws of the universe will appear less complex…” 12. [ ] Robert claims he will beat his foe [Jonathan]. 13. ( ) When will the hatred end (racism) in this world. 14. / The Robert/Jonathan compromise was not easy to do, but they both worked it out and now became friends. EX: Comma (used to switch words around in a list) – Students at Bravo can freely choose between AP World History, AP US History, AP Government, and AP European History. Capitalization – Identify and create one (1) example sentence for each rule of capitalization. 1. Please list the rules of capitalization here - Used to begin a sentence - Names and other proper nouns - First word of a quote - Days, months, and holidays

Most words in titles Cities, countries, nationalities, and languages Time periods and events

EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.

BOOK OF WRITING SECTION 2 PARTS OF SPEECH NOUNS Types of nouns: (list three to five words of each type) · Common Nouns: name a class of people, places, things, or ideas. King, contest, sibling, friend, leader · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). United Kingdom, New York, Christmas, Parliament · Compound Nouns: consist of words used together to form a single noun. Leadership, officemates, roommates, pathway · Concrete Nouns: refer to material things, to people, or to places. Garden, kitchen, computer, wardrobe · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Motivation, satisfaction, regret, remorse

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) David competed with his brother, Ed. · Direct Object (comes after the verb and answers what or whom) We asked David if he felt pain when he lost to his younger brother. · Indirect Object (answers to who or to whom) David has lost to his younger brother in the competition.

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 who That

our, ours your, yours their, theirs

Objective whom that those/ this

Possessive whose of that

Interrogative: who, which, what, whatever, whoever Reflexive: (personal pronouns plus the suffix –self o r –selves) Used only: when the action verb is directed toward the subject of the construction: She judges herself. to intensify a point: The teacher himself cooperated with the students. 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. Active: The students were filled with regret. Passive: The regret was getting to the students. Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Matthew was fighting another with another student. Participle: word ending in “ing” or “ed” used as an adjective · Many think that most teenagers are depressed teenagers. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs

Jim likes to cooperate with others.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper Demonstrative: That person has lots of friends. Common: Kyle is an unwelcoming person. Proper: The american seems to always want to win.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly: expertly, -wards: backwards, -wise: likewise · Conversions (Emotional, controversial, effectively) · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – James organized his points for the debate carefully. Time – Kyle will recruit him immediately. Place – Jack was not willingly here because some people forcefully brought him. Degree – Frank was exceptionally good at making friends with other people. Frequency – Jessica seemed to consistently try to make more foes.

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, brr 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 O oh, oh dear, oh my, oh well, oops, ouch, ow P phew, phooey, pooh, pow R rats S shh, shoo T thanks, there, tut-tut U uh-huh, uh-oh, ugh W wahoo, well, whoa, whoops, wow Y yeah, yes, yikes, yippee, yo, yuck

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

BOOK OF WRITING 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. The soccer team was working together to win the game. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The team of scientists knew they would be working hard this year. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Racing toward the finish line, Sarah realized she just might win. 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. Kyle, the new bully, makes enemies with any other student. 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. Do you mind me borrowing these supplies? ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The abandoned building was the perfect place for people to have conflicts. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Jerry knows when it’s the right situation to compete or cooperate.

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. The school requires students to be friendly with each other. 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. ○ That the student was succeeding was really obvious. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The person that you wanted to cooperate with is right in front of you. Some adjective clauses begin with relative pronouns: ■ Julien is a psychologist who easily knows how to deal with a person. 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: ■ Mary left the group because she hates Emily. Modifying adjectives: ■ Max is as successful as his father. Modifying adverbs: ■ Kevin is more competent than some of his classmates will ever be. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The person who finishes first in the race will earn a gold medal. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When driving, the instructor keenly keeps her eyes on the road. ○ When cooperating, all students must work together and be friendly. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The person that you are competing with is my best friend. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The restaurant, which opened a month ago, is finally succeeding.

BOOK OF WRITING SECTION 4 SENTENCES Sentence – a set of words that contains a subject and a predicate and conveys a statement, command, question, or exclamation.

Sentence Parts Subject – what the sentence is about The football team is winning against the other team. Predicate – what the subject does The football team is winning against the other team.

Sentence Types Declarative – a sentence that makes a statement Having friends helps others become better people. Imperative – a sentence that makes a command Learn to not make any enemies. Interrogative – a sentence that asks a question Was there ever a person without a friend and/or foe? Exclamatory – a sentence that expresses great emotion, passion, excitement That person is so passionate!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. The school requires students to be friendly towards each other. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses.

Jason seems like a bad person, but once you get to know him he’s nice to talk to. Complex Sentence: A sentence with one independent clause and at least one dependent clause. Although my friends begged me, I chose not to go to the reunion. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Jake was mean because he was lonely, but his attitude only made his situation worse. 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. Kevin will always be friendly, no matter what you tell him or how you treat him. Periodic Sentence: A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense with the main point coming at the end. No matter what you tell him or how you treat him, Kevin will always be friendly. Parallel Structure: A sentence using the same pattern of words to show that two or more words or ideas are of equal importance and to help the reader comprehend what is being written. I will not be his friend, nor will I be nice to him. 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. People can make friends with others and can also make enemies with others. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order. People’s ambitions are what made them to who they are and without it they would be nothing. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. People with hate typically exhibit envy, anger, stress, emotion. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.

Passionate people typically exhibit kindness and compassion and mercy and, ultimately, industrious. Anaphora: A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention. For so many parents, they think that if their children compete with others, it can be the best time of their life, while for other parents cooperating can be the best time of their life, but most will agree that children living in a safe environment is the best time of their life. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Bravo students so often spend their days talking for school, their nights working for school, their breaks thinking about school that it sometimes can feel like they only live for school. People want to compete with others, people want to cooperate with others, and people want to be enemies with others.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Some people want to stop making enemies with other people because they want to make friends with other people and succeed at the same time. Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Jackson wanted to stop cooperating with Alan. Jackson does not like Alan’s attitude toward him.

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because Will is friends with Bob, he could ask him for a favor. 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 a reunion, Rob gave a steak that was medium rare to his friend.

Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force It’s not right to not convince him to become friends with me.

BOOK OF WRITING SECTION 5 PARAGRAPHS Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) Anecdotal (Brief story to set the mood and intro the topic) Humans have always had the tendency to compare theirselves to others, such as comparing/contrasting how much they earn at work, how they look compared to others, the different type of clothes they wear, etc. Comparing each other will bring us to either competition or cooperation depending on our differences/similarities. The tension between competition and cooperation defines many of our interactions at home and work, and to succeed across these realms requires knowing when and how to do both. Rather than choosing a single course of action, we need to understand that cooperation and competition often occur simultaneously and we must nimbly shift between the two, and that how we navigate the tension between these seemingly opposite behaviors gives us profound insight into human nature. Query Based (Question that brings the reader to the topic) Should we cooperate or should we compete with each other? 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) In order to succeed in both cooperation and competition, we need to know when and how to do both Fact (empirically verifiable but often difficult to argue extensively about) We compare ourselves to others almost all of the time. Opinion (personal position on a topic) Cooperation is the best method of action. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual) Competing will only bring hatred and sadness. Generalization (uses absolute or statistical pronouns: all, always, every, never, 20

none, most, half – avoid using this type of thesis statement unless citing the source of the data) In most cases, people will pretend to cooperate, when in fact, they plan to compete. Document Based (cites a specific source and its position on a topic) In Friend & Foe: When to Cooperate, When to Compete, and How to Succeed at Both, Adam Galinsky argues that the question of whether the people achieve the best outcomes in life by being fiercely competitive or by being fundamentally cooperative is a debate that misses the mark. Theory (a statement that can be tested and potentially proven) It’s only by appreciating how humans find the right balance between the two that we can truly understand human nature and learn how to optimize our succes at work, at home, and around the world. 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) The information about succeeding at both cooperation and competition can lead to success in our understanding of human behavior.

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) Additionally, the ongoing tension between competition and cooperation emerges from three fundamental forces: scarcity, humans being social beings, and that our social world is inherently unstable and dynamic. Presenting Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ORIGINAL QUOTE – “Humans are wired to cooperate and compete” (Galinsky 4). The author states that, “Humans are wired to cooperate and compete” (Galinsky 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 – “Humans are wired to cooperate and compete” (Galinsky 4). Humans tend to cooperate and compete (Galinsky 4) 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 – “Humans are wired to cooperate and compete” (Galinsky 4). Humans always cooperate and compete since they are social beings. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) People might have a type of friendship when they compete with each other. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) A case in December 1996 New York Times shows an example of how people pretend to cooperate with another person in order to win in a competition. 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) Clearly, the true nature of humans is to always compete and cooperate with others and it can bring success if they know when and how to compete/cooperate.

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) Competing and cooperating is our true nature, everyone in the world is doing it without even noticing; the fact that there is debate in this topic supports my thesis that we are always competing and cooperating.

Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) As such, people with political power are competing and cooperating; they argue about who should become the next one to have political power and they also work with each other in order to win these elections. Reestablishing the Significance of the Thesis (could be one or more sentences) Thus, as the prevelance of statitics research indicates, people compete and cooperate, which can explain the problems in our world. Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) So given all these problems in our world today, it all comes down to us competing and cooperating with others…

BOOK OF WRITING SECTION 6 ESSAYS Essays – a short academic composition; a piece of non-fiction writing that talks or discusses a specific topic. Types – Explain each type of essay and state its purpose) Persuasive (Argumentative): meant to convince the target audience to do something or not to do something Expository (Informative): exposes things in detail to make readers understand without any complications Definition or Description: defines things, ideas, and perceptions Process (How-to): outlines a process of making or breaking or doing something that readers understand fully and are able to do it after reading it Compare and Contrast: makes either a comparison, a contrast, or both between two different or similar things Cause and Effect: makes readers understand the cause of things, and their effects on other things Analytical/Critical: analyzes a piece of literature from different angles; written on literary pieces to evaluate them on the basis of their merits or demerits Evaluative: a composition that offers value judgments about a particular subject according to a set of criteria Interpretive: provides an analysis of another piece of writing Narrative (Tells a story): a narration like a short story, it is, however, different from a short story in the it is written in an essay format Personal Anecdote: a short story taken from personal experience Research: revolves around a research question that is meant to answer some specific question through a research of relevant literature Timed: requires you to demonstrate disciplinary knowledge by producing a writing sample within a limited time period Document Based Question (DBQ): provides you with documents to serve as sources of information for your writing Synthesis: to synthesize different ideas to make a judgement about their merit and demerits Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts.

Pre-writing/Prompt Analysis/Outlining: begin planning by asking yourself questions about the essay; understand the topic of the essay; outline by first doing the introduction, then explain thoroughly in the next paragraphs, and then conclude the essay. Researching/Evaluating of Sources: common evaluation criteria include: purpose and intended audience, authority and credibility, accuracy and reliability, currency and timeless, and objectivity or bias. Work Cited Page – MLA Format: most commonly used to cite sources within the language arts, cultural studies, and other humanities disciplines. Ex: Ebert, Roger. Review of An Inconvenient Truth, directed by Davis Guggenheim. Ebert Digital LLC, 1 June 2006, www.rogerebert.com/reviews/an-inconvenient-truth-2006. Accessed 15 June 2019. APA Format: most commonly used to cite sources within the social sciences Ex: According to Jones (1998), "students often had difficulty using APA style, especially when it was their first time" (p. 199).

Dedication I would like to dedicate this book to my family that helped me with this book. They filled me with inspiration and ideas for this so that I can do good in the Traveling Book of Writing. They have always been there for me and they will continue to be there for me when I am in need of help.