The X-Men's Book of Writing by Bravo Grammar Con Online

Book of Writing

By: Amaryllis Ruelas

Table of Contents

Introduction……………………………………………………………………...2 About the author……………………………………………………………....3 Section 1: Punctuation and Capitalization…………………...4 Section 2: Parts of Speech………………………………………………...6 Section 3: Phrases and Clauses……………………………………..18 Section 4: Sentences………………………………………………………….20 Section 5: Paragraphs………………………………………………………..24 Section 6: Essays………………………………………………………………….28 Dedication…………………………………………………………………………..31

Introduction

This book was a way to teach grammar rules but in a fun and creative way.It allows you to learn the important rules of grammar but with a personal twist. It contains references related to X-Men that show examples of a specific grammar rule. Enjoy learning about Punctuation and capitalization, parts of speech, phrases, how to write an essay and more with a spice of X-men!

!About the Author!

Hello! My name is Amaryllis Ruelas and I'm a 16 year old junior at Bravo Medical Magnet HS. I'm an introverted person who's usually known as the quiet girl in class but if you asked the people who know me well I'm quite the opposite. English is actually my least favorite subject so this was hard for me to do but also fun. The X-Men series is on my top 10 favorite movies so it's why I chose it for this book. It's full of incredible action, drama, and comedy which I love watching. Okay that's all bye!

PUNCTUATION and CAPITALIZATION

Punctuation – system of using certain conventional marks or characters in

writing or printing in order to separate elements and make the meaning clear, as in ending a sentence or separating clauses.

1. . Ex: Period(used to end a sentence) Wolverine is the toughest and strongest x-men of them all. 2. , Ex: Comma(used to separate items in list) Wolverine is fast, strong, can heal quick, and has superhumanly acute senses. 3. – Ex: Em dash(can replace commas, parentheses, or colons)Wolverine had strong feelings for Jean Gray--although she had a boyfriend--but hid them away. 4. - Ex: Hyphen(the formation of compound terms)Wolverine has a human-like lifeform with enhanced qualities and abilities that exceed those naturally found in humans. 5. : Ex: Colon(used to introduce a list) Wolverine is known for having the following: knifes that form out of his knuckles, being able to heal quick, and being super strong. 6. ; Ex: Semicolon(used in between two independent clauses) Wolverine has saved so many innocent lives throughout the years; He had killed the love of his life. 7. ? Ex: Question Mark(is used at the end of a question) Has Wolverine ever lost control of his anger that he hurt someone innocent? 8. ! Ex: Exclamation Point(used to indicate an exclamation) Wolverine is such an incredible superhero! 9. ‘ Ex: Apostrophe(used to indicate possessions, contractions, plurals) Wolverine doesn’t know how to express his feelings to Jean Gray. 10. “ ” Ex: Quotation Marks(used to mark the beginning, or end of a title or quote) Wolverine once said “The pain lets you know you’re still alive” and it has always stuck with me. 11. … Ex: Ellipses(three periods used to indicate an omission or a trailing off of thought) Wolverine was killed in the movie Logan...or was he? 12. [ ] Ex: Brackets(used for clarification) Wolverine had killed Jean Grey [the love of his life] to protect the lives of others.

13. ( ) Ex: Parentheses(allows the writer to add additional information) When Stryker injected Wolverine with an indestructible metal (which was how he became “weapon x”) he became stronger then before. 14. / Ex: Slash(use as per or and) Wolverine/Logan was the best x-men and is obviously my favorite.

Capitalization- the action of writing or printing in capital letters or with an initial capital. 1. (Capitalize in the beginning of a sentence) My favorite thing about Wolverine was that he had knifes coming out of his knuckles. 2. (Capitalize proper nouns: names of people, places, organizations, family relationships, and some things) Why did Wolverine have to leave the X-mansion. 3. (Capitalize directions) The X-mansion was located in south of Salem City. 4. (Capitalize the pronoun “I”) I think Wolverine is unkillable and did not die in the movie logan. 5. (Capitalize the name of days, months, and holidays) Wolverine’s wife died on Christmas day. 6. (Capitalize trademarks) Why did Wolverine have to leave the X-mansion. 7. (Capitalize periods and events) Wolverine fought in the Civil War, World War I, II, and Vietnam. 8. (Capitalize the members of a political, racial, national, social, athletic, and civic group) Wolverine is of Hispanic descent. 9. (Capitalize the titles that appear only before names) My favorite movie of the X-men series is Logan.

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: mutants, Rogue, powers. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: X-Mansion, X-Men, New York . · Compound Nouns: consist of words used together to form a single noun. EX: wheelchair, motorcycle, redhead. · Concrete Nouns: refer to material things, to people, or to places. EX: storm, school, wings. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: strength, speed, leader.

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Stryker broke into the X-Mansion and kidnapped mutants. · Direct Object (comes after the verb and answers what or whom) When Rogue kissed Bobby her powers began hurting him. · Indirect Object (answers to who or to whom) Rogue was upset with her powers and gave up trying to control them so she left the X-Mansion.

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: Rogue puts herself down due to how her powers hurt the people she loves. Wolverine isolates himself so that he doesnt hurt anybody. to intensify a point: Wolverine himself killed the woman he loved. Professor X thought he could handle Magneto by himself but failed. 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 X-Men won the battle against Magneto. (students are the subject) Passive: The X-Men had taught power control to the mutants. (students are the subject but treated as the object)

Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun. · Stryker continued working on mutants after Wolverine escaped him. Participle: word ending in “ing” or “ed” used as an adjective · The burning fire gave no damage to Wolverine. · Storm caused the relaxed sky to rumble and roar with thunder. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Deadpool loves to kill bad guys as a hobby.

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)

Jean made common mistakes using her powers when she was young. In the X-Mansion they showed demonstrative ways on how to control your powers. The X-men took proper precautions when busting Magneto from his prison.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise’ Quicksilver frequently used his powers to his advantage for selfish but fun things. Wolverine went backward in time to change the past in order to prevent the killing of all mutants. It was unwise f or Pyro to switch over to Magneto's side and betray the X-men. ·

Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) “Powerful” becomes “powerfully” “Resourceful” becomes “resourcefully” “Strong” becomes “strongly”

Types: Manner, Frequency, Degree, Place, Time

Example Types: (Create one example each related to your subject) Manner – The mutants quickly thought of a plan to rescue the others from Stryker. (How did they plan?) Time – Wolverine slowly removed the poisonous object from his body preventing any mishaps. (When will he remove it?) Place – Wolverine voluntarily stayed in Japan to help save Tao. (Where was he?) Degree – Cyclops has extraordinary control over his laser eyes. (How good is he?) Frequency – Rogue repeatedly tells Iceman that they cant be truly together due to her powers. (How often is she repeating herself?)

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. Find and copy/paste an alphabetical list of interjections here.

1. Aha: Aha! I figured it out! 2. Ahem: Ahem, could you boys stop talking so we could get on with class, please? 3. Alas: Alas, it was not to be. 4. Amen: Amen, hallelujah, amen!

5. 6. 7. 8.

Aw: Aw, do we have to? Awesome: You two are dating? Awesome! Aww: Aww, that's so cute! Bada-bing (bada-bing, bada-bing, bada-boom): "You've gotta get up close like this and—bada-BING!—you blow their brains all over your nice Ivy League suit." (From "The Godfather," 1972) 9. Bah: Bah, humbug! 10.Baloney: Oh, baloney. I don't believe that. 11. Big deal: Big deal. Who cares? 12. Bingo: Bingo! Right on target! 13. Boo: Boo! Scared you! 14. Boo-hoo: That makes me sad. Boo-hoo. 15. Booyah (boo-yah): Yeah, I aced this test. Booyah! 16. Boy (boy oh boy): Oh boy. Oh boy, oh boy. That's heavy, man. 17. Bravo: Bravo! That was fantastic! 18.Brilliant: Brilliant, luv, absolutely brilliant! (British English.) 19. Brrr: Brr! Minus 30 degrees? Yuk. 20. Bull: Bull. It's not 30 below zero, not really. 21. Bye (bye-bye): Bye! See you later! 22. Cheers: Cheers, mate! You're welcome. (British English); Cheers! Raise a toast! (American English.) 23.Come on (c'mon): Come on. Hurry up. 24. Cool: Oh, wow, that is so cool! 25.Cowabunga: "Cowabunga, dude." ("Teenage Mutant Ninja Turtles") 26. Dang: Dang it! Where'd I put that? 27.Darn (darn it): Darn it! I can't find the other one either! 28. Dear me: Oh, dear me. What are we going to do? 29. Duck: Duck! No, really! Get down! 30. Duh: Well, duh. I can't believe you didn't know that. 31. Eh: Eh? What? 32.Enjoy: Enjoy! I hope you like it! 33.Excellent: "Party time, excellent!" ("Wayne's World") 34. Fabulous: Fabulous! That's just wonderful! 35.Fantastic: Fantastic! I just love it! 36. Fiddledeedee (fiddle-dee-dee): "Fiddle-dee-dee! War, war, war; this war talk's spoiling all the fun at every party this spring. I get so bored I could scream." ("Gone With the Wind") 37.Finally: Finally! I never thought that'd be done.

38. For heaven's sake(s): "Oh, for heaven's sake, don't you know your Bible?" ("Little House on the Prairie") 39. Fore: Fore! (Look out! in golf) 40. Foul: Foul! In baseball, the ball went out of bounds, otherwise an infraction. 41. Freeze: Freeze! Stop right there! 42. Gee (gee whiz, gee willikers): Well gee whiz, Pa, why do I have to do that? 43. Giddyap (giddyup): Giddyup, Silver! Go, horse, go! 44. Golly (good golly, golly gee willikers): Golly, that sure was tasty. 45.Goodbye (good-bye): Goodbye, see you again soon! 46. Good grief: "Good grief, Charlie Brown." ("Peanuts") 47.Good heavens: Good heavens! How did that happen? 48. Gosh: “Whatever I feel like I wanna do, gosh!” ("Napoleon Dynamite") 49. Great: Great! I'm so excited you'll come along! 50. Great balls of fire: "Goodness gracious, great balls of fire!" ("Great Balls of Fire," Jerry Lee Lewis) 51. Ha: Ha-ha! That's funny! 52.Hallelujah: Glory be to God, hallelujah! 53.Heavens (heavens above, heavens to Betsy): Oh, heavens! How could you think that? 54.Heigh-ho: Heigh-ho neighbor! How are you? 55.Hello: Hello! How are things with you? 56.Help: Help! I need somebody ("Help!" The Beatles) 57.Hey (hey there): Hey! Look over there! 58. Hi (hiya): Hi! What's up? 59.Hip, hip, hooray: We won! On the count of three, everyone: Hip, hip hooray! Hip, hip, hooray! 60. Hmm (hrm): Hmm. Let me think about that for a bit. 61. Ho-ho-ho: Ho-ho-ho, Merry Christmas! 62. Holy mackerel (holy cow, holy moly, holy Moses, holy smokes): Holy mackerel! I can't believe it! 63. Ho-hum: Ho-hum, how boring. 64. Hooray (hurrah, hurray): Hooray! That's awesome! 65.Howdy (howdy do): Howdy, pardner. 66. Huh: Huh. I have no idea. 67.Ick: Ick! How gross!

68. Indeed: Indeed! I'll bet you didn't know that! 69. Jeez: Jeez, do we really have to go through this now? 70. Kaboom: Kaboom! It blew up! 71. Kapow: And Batman hit the evildoer, kapow! 72.Lordy (lordy, lordy): Oh lordy, lordy, look who's 40! 73.Mama mia: Mama mia, let me go. ("Bohemian Rhapsody," Queen) 74.Man: Man, that's unbelievable. 75.Marvelous: Marvelous! Oh, honey, that's just wonderful. 76.Nah: Nah, it'll never work. 77. No problem: Thank you. No problem. 78.No way (no way José): No way! I can't believe it. 79.Oh (oh boy, oh dear, oh my, oh my gosh, oh my goodness, oh no, oh well): Oh! That's shocking! 80. OK (okay): OK, sounds great. Thank you. 81.Ouch: Ouch! That hurt! 82. Please: Would you help me, please? 83. Poof: Poof! She just disappeared. 84. Shh: Shh! Quiet in the library! 85. Super: Super! That's fantastic! 86. Swell: Swell! How great! 87.Welcome: Welcome! Come in!; (You're) Welcome! 88. Well: Well, I just don't know about that. 89. Whoop-de-doo: Well whoop-de-doo. (sarcasm) I so don't care. 90. Yabba dabba doo: "Yabba dabba doo!" ("The Flinstones") 91. Yadda, yadda, yadda: "Well, we were engaged to be married, uh, we bought the wedding invitations, and, uh, yada, yada, yada, I'm still single." ("Seinfeld") 92. Yippee: Yippie! That's exciting!

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

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Time

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

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

Purpose

to do this so that

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

Place

there here beyond nearby next to

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

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

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Example

that is specifically in particular for one thing

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

Summary and Emphasis

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

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

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Phrases/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 group of X-Men rescued the other mutants that were taken by Stryker. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. Wolverine knew it would be exhausting getting Magneto and Professor X to work together. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. The mutants escaped from Stryker and quickly went aboard the X-Men jet.

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. Jean Grey, an omega level mutant, was even stronger than Professor X.

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. Fighting against Magento, he uses his powers to trap Professor X under debris. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The mutants rapidly ran from the collapsing building into the jet. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The older mutants actually know how to defend themselves during crisis.

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. Mutants have a certain rank based on their abilities.

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. ○ While he slept, Rogue secretly came in to comfort him. ○ Professor X aids whoever calls for his help. ○ Wolverine was sadly forced to kill Jean. ○ Rogue wisley suggested for Iceman to not kiss her. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the school where mutants improve to control their abilities. (“where” is an introductory word) ○ Where is the wheelchair that the Professor really needs? ○ The woman that he loved was out of his grasp. Some adjective clauses begin with relative pronouns: ■ Wolverine was the one who truly loved Jean. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ Storm is the teacher who trains the young mutants to defend themselves. (TEACHER is the antecedent of whose and is modified by the adjective clause.) ■ Pyro carries a lighter everywhere so he can control the fire that the lighter gives off ■ Professor refused to help Magneto get revenge that he so desperately wanted? (that is the direct object of wanted) ■ Mystique was the mutant whom Magneto asked to join his side (whom is the direct object of asked.) ■ The dog tags to which he wore had wolverine on it to remind him of his wife. (which is the object of the preposition to. ) ■ Mystique is the mutant who incredibly changes her appearance to look like a different person. (who is the subject of cchanges.) 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: ■ They wisley landed the invisible jet where the water couldn't reach fast enough. (place)

■ When the clock went off, Wolverine set off on his mission. (time) ■ They quickly left the lab, before the water drowned them. (purpose) ■ Professor X spoke to the mutants as if it were his last time. (condition) Modifying adjectives: ■ The mutants training seemed as if was longer than a month. (how much) ■ Jean Gray was as powerful as Professor X. (to what extent) Modifying adverbs: ■ Professor X trained Magneto more than the other mutants. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The mutant who trains best gets to go on missions with the X-Men. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When fighting, Magneto wears a special helmet to keep Professor X from entering his mind. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The mutant that is like a hero to people is mystique. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The X-Mansion, which was started by Proffessor X, was blown up by Mr. Sinister

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 X-men are mutants who help protect others from bad mutants or other harm. Predicate – what the subject does The X-men are mutants who help protect others from bad mutants or other harm.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Jean gray was a class 5 mutant with powers of telepathic and telekinetic powers. Imperative – a sentence that makes a command (ends with a period mark) Wolverine needs to know self-love. Interrogative – a sentence that asks a question (ends with a question mark) What would have happened if Wolverine couldn't kill Jean Gray? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Wolverine is the most strongest and hard headed mutant ever!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. The X-men was started and created by Professor X.

Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Jean Gray could have been the greatest mutant of all time, but she let the phoenix get the worst of her. Complex Sentence: A sentence with one independent clause and at least one dependent clause. When stryker injected adamantium into wolverine, the metal caused him to have metal claws and become even stronger. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Since Wolverine left the army, he married the love of his life and he had a regular job, until his past found him again and resulted in the loss of his wife. 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. Wolverine has never lost a fight, after all the many tough fights he's been through with other mutants. 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. After all the many tough fights he's been through with other mutants, Wolverine has never lost a fight. 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. The X-Men spend their days training, protecting others, and fighting other mutants. 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. Deadpool is a hero for saving others but a villain for killing.

Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Professor X made the X-Men who they are and they would be lost without him.

Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Wolverine is known to be loyal, brave, courageous, strong. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Wolverine is known to be loyal, and brave, and courageous, and strong. 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. Wolverine has saved so many lives, but lost some lives as well, and even took others lives away. 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 live only for school.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. Magneto wanted revenge on people for mistreating mutants the X-Men were against his plans wanted peace. [WRONG] Magneto wanted revenge on people for mistreating mutants but the X-Men were against his plans and wanted peace . [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas Magneto wanted revenge on people for mistreating mutants, the X-Men were against his plans, wanted peace. [WRONG] Magneto wanted revenge on people for mistreating mutants. The X-Men were against his plans and wanted peace . [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Since the mutants were not ready. [WRONG] Since the mutants were not ready to battle, they recruited help from others. [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 While in his bed, viper gave a kiss to wolverine that was poisonous. [WRONG] While in his bed, viper gave a poisonous kiss to wolverine. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The mutants did nothing in their power to stop Magneto. [WRONG] The mutants did everything in their power to stop Magneto. [RIGHT]

Paragraphs Paragraphs – a group of sentences that together convey a shared purpose structured around the same topic. Introductory Paragraphs (Introductions) Hook (Lead) – can begin with the title Anecdotal (Brief story to set the mood and lead the reader into the topic) Ex. Logan was first born with bone claws and used them to his ability in the military where he met Stryker. Stryker, who was thought to be a friend of Logan, offered him an opportunity to become stronger. When Logan finally agreed, Stryker did his experiment on Logan which was injecting him with a metal called adamantium. Logan found out Stykers evil pans to use Logan as his weapons and ran away to have eventually met a woman who he fell in love with. When she died, he used a story she had told him that had reminded her of him that was a legend about Wolverine. He inscribed the name onto dog tags to keep the memory of his wife alive. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. How did the name Wolverine come to be? 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. Mystique was able to shapeshift into anyone including changing her voice. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. Mystique was a class A mutant. Opinion (personal position on a topic) Ex. Mystique is the coolest mutant. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgement) Ex. Mutants were seen as people associated with the devil. 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. Mutants are always born with their abilities. Document Based (cites a specific source, author, and position on a topic)

Ex. In X-Men Origins: Wolverine , its shown that Wolverine wasn’t born with metal claws but with bone claws. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. No one can actually kill wolverine. 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. Throughout the X-Men movies no mutant has actually been able to fully kill Wolverine, but were only able to slightly harm him. However, Stryker in Logan successfully creates a clone on Logan only stronger. Then at the end of the movie, Logan is thought to have died but there was no evidence of him to be presumed dead. (preview of evidence) Ex. Wolverine would inevitably be the strongest mutant alive and possibly stronger than Jean Gray. (purpose of thesis) Ex. Wolverine could live on to keep the X-Men legacies alive into even more generations of mutants. (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, there's evidence in comics proving that Wolverine is the strongest mutant of the X-Men. (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) ORIGINAL QUOTE – “Wolverine is one of my most powerful creations” (Uncanny X-Men 5). Ex. Stryker confessed “Wolverine is going to be an unstoppable weapon” (Uncanny X-Men 5). 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 – “Wolverine is one of my most powerful creations” (Uncanny X-Men 5). Ex. PARAPHRASE – so many mutants have lost their lives trying to fight Wolverine(Uncanny X-Men 5) 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 – “Wolverine is one of my most powerful creations” (Uncanny X-Men 5). Ex. SUMMARY – Wolverine is unbeatable. 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. Wolverine would be weaker if he hadn't had the Adamantium injected in him. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. In the movie X-Men Origins: Wolverine, Stryker created a mutant that had the abilities for 5 different powerful mutants and it was defeated by Wolverine. 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. Obviously, with all the evidence it's shown that not even an extremely powerful mutant could defeat Wolverine.

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 other mutants were not aware of how strong Wolverine was and tried to fight him it would eventually end in their defeat. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. Trying to fight Wolverine could cause damage to everything around them and even lead to their death. Reestablishing the Significance of the Thesis (could be one or more sentences)

Ex. Thus, it is best to prohibit any fights with Wolverine because it could prevent too much death and destruction. 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 given all no ones seemed to defeat Wolverine, it's best to say he's the most powerful mutant alive.

Essays Essays – Explain what an essay is (I know, this is where I usually explain it to you but now that you have made it to the end of this project, it’s your turn) Essays are paragraphs of writing used to describe, clarify, argue, or analyze a subject. Essays can be written about personal things or interests, or to provide an argument or opinion on something. Types – Explain each type of essay and state its purpose Persuasive (Argumentative) → A persuasive essay includes stating opinions, using supporting examples, connecting ideas with logic and reasoning, and appealing to a target audience. Expository (Informative) → An expository essay requires the writer to investigate an idea, evaluate evidence, explain the idea, and set forth an argument concerning that idea in a clear and concise manner. ● Definition or Description- A definition essay is a piece of writing that explains what a term or a concept means. ● Process (How-to)- A process essay explains a process step by step and gives guidance for a certain process, procedure, etc. ● Compare and Contrast- A compare and contrast essay analyzes two subjects by either comparing them, contrasting them, or both. Its purpose was to say something in a subtle way and not state the obvious. ● Cause and Effect- A cause and effect essay is used by the author to analyze the causes and effects of a particular action or event. Analytical/Critical→ A critical essay involves an analysis of the text in use, as well as the dissection of the literary terms and devices used by the author to make their meanings clear. ● Evaluative- An evaluative essay allows the writer to present an opinion using criteria and evidence. This essay offers value judgments about a particular subject according to a set of criteria. ● Interpretive- An interpretive essay is an e ssay that provides an analysis of another piece of writing. Its used to interpret a piece of literature. Narrative (Tells a story) → A narrative essay are non-fiction and usually autobiographical that has a single motif, or a central point, around which the whole narrative revolves. ● Personal Statement/Anecdote- A personal statement essay is used to state your achievements and qualifications in a manner that will be compelling to an admissions committee.

Research→ A research essay involves researching source material and synthesizing what you learn from it with your own ideas. It is used to present your own interpretation or evaluation or argument. Timed→ A t imed essay requires you to demonstrate disciplinary knowledge by producing a sample of writing within a limited amount of time. ● Document Based Question (DBQ)- A DBQ which is usually on Ap history exams to analyze some historical issue or event with the help of the provided sources, or documents, as evidence. ● Synthesis- A synthesis essay is a written discussion that draws on two or more sources and is used to explain rather than argue or debate. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining● Prewriting: Prewriting like making a draft is the first step when it comes to writing an essay. It's so you're able to put all your ideas out and eventually put them together. It tends to consist of drafting, then revision, editing, and publishing. ● Prompt Analysis: The prompt is what your essay will be about. You need to analyze the plot to understand what writing needs to be done and can help guide you on what it needs to consist of. ● Outlining: Outlining is used to allow the author to be able to distinguish the main points of the essay, and helps to make sure that each idea can be fully processed. Researching/Evaluating of Sources● Researching: Researching is used in order to evaluate particular information for a certain subject. It allows you to learn more information and have a better understanding of the subject to then be able to use when writing the essay. ● Evaluation of Sources: Source evaluation is a process of having to assess the information used so that the writer can decide if it is reliable for intended use. It's important to make sure that your sources are reliable because if not it can throw your essay in the wrong direction. 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 is a type of work cited page that suggests you include the author, title of source, title of container, other contributors,version,number,publisher,publication date, and location, in terms of your work cited entry.

APA Format→ APA format is primarily similar to a works cited page, but with a different name. The sources are listed in alphabetical order by author's last name, and should be marked in the text by an APA in the text citation.

Dedication To coffee cause without it i probably would not have gotten to finish this assignment on time :))