A Gamer's Guide to Grammar by Bravo Grammar Con Online

A Gamersâ&#x20AC;&#x2122; Guide To Grammar By: Dylan Ayala Period 2

Introduction From all my hours put into this book of writing, I finally present you with a book for someone that plays video games a lot. This book isnâ&#x20AC;&#x2122;t only meant for those people, but it can be for anyone who may be interested to learn about the world of gaming. The main game I spent talking about in this book is Call of Duty, as it is one of my favorite games ever. Most time spent on this project is an insignificant amount of time compared to the time spent playing Call of Duty Cold War.

About the Author The authorâ&#x20AC;&#x2122;s name is Dylan Ayala, he was born on February 6, 2004, and he is now a Junior in Bravo High School. He has a pretty large family including his stepmom, dad, mom, aunts, cousins, stepbrother, and even a halfbrother. He has some hobbies and interests, two big ones for him are video games and anime. He spends most of his time watching anime or playing video games. If he isn't doing this he is probably doing homework or skateboarding.

Table of Contents Introduction…………………………………………………………………2 About the Author…………………………………………………………....3 Punctuation/Capitalization…………………………………………………..5 Parts of Speech…………………………………………………………... 6-15 Phrases/Clauses………………………………………………………… 16-18 Sentences……………………………………………………………… 19-22 Paragraphs……………………………………………………………… 23-26 Essays…………………………………………………………………27- 28 Dedication………………………………………………………………… 29

Gamers’ 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. . Period- I love to play video games. 2. Comma- My favorite streamers are Nickmercs, Neekolul, and Valkyrae. 3. – Em Dash- Back in 2015 there were 2 rival clans–Optic and FaZe. 4. - En Dash- I re-signed my contract for 100 Thieves. 5. : Colon- There are two main owners for FaZe Clan: FaZe Banks and FaZe Apex. 6. ; Semicolon- Some pros play on mouse and keyboard; while others play on controller. 7. ? Question Mark- When is Ninja streaming fortnite again? 8. ! Exclamation Mark- The FNCS has a $5 million pool! 9. ‘ Backtick- The ‘ is usually used in the programming world. 10. “” Quotation- Ninja said “If you want to win, hit your shots kid.” 11. … Ellipsis- Kevin Tran is the worst player... 12. [ ] Bracket- Fortnite [Made by Epic Games] is the best game ever. 13. ( ) Parentheses- Bugha (16 years old) was the first grand champion in fortnite and won $5 Million 14. / Backslash- I like watching FaZe Swagg/Nickmercs on Twitch. 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 Capitalize the First Word of a Sentence. … My teacher is named Mr. Rodriguez ● Capitalize Names and Other Proper Nouns. … My name is Dylan Ayala ● Don't Capitalize After a Colon (Usually) … I am scared of two things: spiders and the dark ● Capitalize the First Word of a Quote (Sometimes) … “To be or not to be” ● Capitalize Days, Months, and Holidays, But Not Seasons… Wednesday, Christmas, December, winter. ● Capitalize Most Words in Titles: To Kill a Mockingbird

Gamers’ BOOK OF WRITING SECTION 2 TEMPLATE AND GUIDELINES 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: Gamers, controller, game convention · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Los Angeles, Tokyo, Miami · Compound Nouns: consist of words used together to form a single noun. EX: Dualshock, Wireless, Dashboard · Concrete Nouns: refer to material things, to people, or to places. EX: Keyboard, FaZe Swagg, console · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: Addicted, annoyed, flabbergasted

Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Ninja has to participate in the Warzone Wednesday. · Direct Object (comes after the verb and answers what or whom) FaZe Simp told Dylan to practice more if he wants to join. · Indirect Object (answers to who or to whom) 100T Nadeshot gave him a tryout.

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: He pushes himself m ore than his doctor recommends. She gave herself two more games. to intensify a point: The coordinator himself delivered the speech. Even though it was hard work, “I can finish the job myself” the student thought. 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 7

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 players got paid in two weeks. (students are the subject) Passive: The paycheck was given to the players two weeks after. (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. · Dylan enjoys playing video games until he's tired. Participle: word ending in “ing” or “ed” used as an adjective · There should be an ending to the competitive scene. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Dylan likes to play games competitively.

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- That game was really fun to play. 8

Common- His precise and snappy aim helped them win the finals. Proper- Nadeshot is a American pro player for 100 Thieves.

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) quickly, afterwards, gamewise · Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) Quick- Quickly, Crazy- Crazily, Exceptional- Exceptionally · Types: Manner, Frequency, Degree, Place, Time Example Types: (Create one example each related to your subject) Manner – Ms. Ramos answered the parent’s phone call quickly. (How did she answer?) Time – Mr. Morgan will leave for a science tournament immediately. (When will he leave?) Place – Mr. Lee was willingly here e arlier today working with students. (Where was he?) Degree – Ms. Saldivar’s exceptionally good work cannot be over-recognized. (How good is she?) Frequency – Ms. Villaneda is consistently pleasant to students and staff. (How often is she pleasant?)

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. A Aah ack agreed ah aha ahem alas all right amen argh as if aw ay aye B Bah blast boo hoo bother boy brr by golly bye C Cheerio cheers chin up come on crikey curses D dear me doggone drat duh E easy does it eek egads er exactly F fair enough fiddle-dee-dee fiddlesticks fie foo fooey G G'day gadzooks gah gangway gee gee whiz geez gesundheit get lost get outta here go on good good golly good job gosh gracious great grr gulp H Ha ha-ha hah hallelujah harrumph haw hee here hey hmm ho hum hoo hooray hot dog how huh hum humbug hurray huzza 10

I I say ick is it ixnay J Jeez just a sec just kidding just wondering K kapish L La la-di-dah lo long time look look here lordy M Man meh mmm most certainly my my my my word N Nah naw never no no can do no thanks no way nooo not nuts O Oh oh no oh-oh oho okay okey-dokey om oof ooh oopsey over oy oyez P Peace pew pff phew pish posh psst ptui Q quite R Rah rats ready right right on roger roger that rumble S Say see ya shame shh shoo shucks sigh sleep tight snap sorry sssh sup T Ta ta ta ta-da take that tally ho tch thanks there there there time out toodles touche tsk tsk-tsk tut tut-tut U Ugh uh uh-oh um ur urgh V very nice very well voila vroom W Wah well well done well, well what whatever whee when whew whoa whoo whoopee whoops whoopsy why word wow wuzzup Y Ya yea yeah yech yikes yippee yo yoo-hoo you bet you don't say you know yow yum yummy

Z Zap zounds zowie zzz

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

Gamers’ BOOK OF WRITING SECTION 3 TEMPLATE AND GUIDELINES 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. Call of Duty is one of the greatest games ever made. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The pro teams knew they would be practicing day and night until the finals. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. Kevin was scared of stepping on the main performers stage. 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. Call of Duty: Cold War, the newest game, brought me many hours of fun. 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. Playing video games in my house keeps me entertained all day. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. Daniel deleted his corrupted save file. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. Many players saw that it was time to focus for their games. 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. FaZe Swagg won a Warzone Wednesday and got $500K. DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence

and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds: Noun Clause: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ○ Where she grew up firmly made the principal who she is. ○ Kindly give whoever calls an answer. ○ That the teacher was happy was totally obvious. ○ Mr. Flores wisely checked what he had for supplies. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the school where students triumphantly do well. (“where” is an introductory word) ○ There is the suit that I absolutely needed. ○ The grade that you wanted is clearly within your grasp. Some adjective clauses begin with relative pronouns: ■ Olivia is obviously the one who got the most votes. (ONE is the antecedent of WHO and is modified by the adjective clause.) ■ There goes the teacher whose class is usually biology. (TEACHER is the antecedent of whose and is modified by the adjective clause.) ■ Science class informatively teaches how relative humidity is the amount of water vapor that the air contains. ■ Is this the book that you so vehemently want? (that is the direct object of want) ■ Tina is the girl whom he shyly asked to the dance. (whom is the direct object of asked.) ■ The recommendation letter to which you refer has sadly been lost. (which is the object of the preposition to. ) ■ Samantha is an athlete who easily shrugs off criticism. (who is the subject of shrugs.) 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 unfortunately put the bus sign where a few could see it. (place) ■ When the bell finally rang, everyone left. (time) ■ We sluggishly left the library because we were tired. (purpose)

■ The ASB president talked as if she were passionately running for re-election. (condition) Modifying adjectives: ■ Spring semester coldly seems twice as long as it used to be. (how much) ■ Mr. Russell is as amusingly funny as his uncle. (to what extent) Modifying adverbs: ■ Suzy studied harder than her sisters typically did. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The player who is standing last will win 50 cents. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When playing, he really focused and tried his best. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The game that interests me the most is Call Of Duty. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ Ninjas’ Guide to Gaming, which came out a day ago, is now sold out everywhere.

[YOUR] BOOK OF WRITING SECTION 4 TEMPLATE AND GUIDELINES 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 FaZe Clan wanted to practice all week to get better. Predicate – what the subject does FaZe Clan wanted to practice all week to get better.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) I am playing Call of Duty to get better at first person shooters. Imperative – a sentence that makes a command (ends with a period mark) Learn how to be get better aim using certain guns. Interrogative – a sentence that asks a question (ends with a question mark) Why wouldn’t you want to be a pro player for the CDL? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) You got so much better at making plays and having better aim because you practiced a lot!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. 18

He plays Call of Duty for fun everyday. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (Coordinating conjunctions). He has a lot of homework to do for school, but he can finish them in 3 hours. Complex Sentence: A sentence with one independent clause and at least one dependent clause. If you play all day, you can eventually get better and potentially go pro. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. If you don’t plan ahead, barely any assignments will get done, which will result in you falling behind. 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. Play games limitly, so you don’t miss big important parts in your life. 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. You don’t want to miss the main points in life, so play games very limitly. 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. High school students do all the time working on school to graduate, then go to more schools to graduate, and then work a very boring job. 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. I spend most of my time playing old games and getting better at them, then buying the new one and getting good again. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. I would be very bored in life, if it wasn’t for video games.

Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Most high school students are studious, determined, trustworthy, punctual. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Most high school students are studious, and determined, and trustworthy, and punctual. 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 most people playing games is the best, for some it’s really entertaining and a way to pass time, but for some people there isn’t a point in playing games. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. I spend most of my time thinking about playing games, talking to my friends about games, and watching games, I think my whole life revolves around this one game.

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. The people wanted to stop working jobs they needed to go shopping for the christmas party tonight. [WRONG] The people wanted to stop working their jobs because they needed to go shopping for their christmas parties tonight. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas The people wanted to stop working jobs, they needed to go shopping, for the christmas parties tonight. [WRONG] The people wanted to stop working their jobs. They all have to go shopping; for the Christmas parties tonight. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause Because I had nothing done. [WRONG] Because I had nothing done, I had to do all my assignments before the end. [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 When he went to eat, he bought a burger for himself and his girlfriend that was a fish. [WRONG] When he went to eat, he bought a fish burger for himself and his girlfriend.[RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force The classmate knew he won’t get no work done with video games on his mind. [WRONG] The classmate knew he would not get any work done with video games on his mind. [RIGHT]

Gamers’ BOOK OF WRITING SECTION 5 TEMPLATE AND GUIDELINES 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. I started playing video games when I was young, I would say like 5-6 years old. Even at that age I was playing video games that could be considered as violent. Personally I have never experienced any negative effects when playing any video game like some researchers have. If anything, the only thing that really affected me was my opinions on certain games and my bias on genres. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Ex. Does playing video games have a mental effect on a person’s mind and tendencies? 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. Playing games could help hand-eye coordination and decision making. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) Ex. Violence is a very big part of most video games. Opinion (personal position on a topic) Ex. Any video game made can be played by any age. 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. Video games cause permanent damage and make violent teens. 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. Most developers make more money from violent games. Document Based (cites a specific source, author, and position on a topic) Ex. In an article by Rob Picheta, “Playing video games may make you happier…”, he states that researchers have found that playing video games makes you feel happier and makes you calm down and think more clearly. Theory (a statement that can be tested and potentially proven - often answers a research question) Ex. Video games can make kids have violent tendencies and thoughts. 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. Video games can improve hand-eye coordination because you won’t constantly be looking at the controller or the keyboard and mouse so you have got to memorize all the keys and buttons. It also helps you strengthen your brain by having to think ahead of what you are doing before you do it, it will help you strengthen your reaction time and cut it in half.

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. Video games actually could boost mental health and start positive habits, you also learn the importance of a work- fun ratio. (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 – "In fact, play can be an activity that relates positively to people's mental health -- and regulating video games could withhold those benefits from players." (Picheta 2) Ex. Several researchers found that "In fact, play can be an activity that relates positively to people's mental health -- and regulating video games could withhold those benefits from players." (Picheta 2)

Ex. "In fact, play can be an activity that relates positively to people's mental health -- and regulating video games could withhold those benefits from players" according to several researchers (Picheta 2). Ex. Fortunately for avid players, "In fact, play can be an activity that relates positively to people's mental health -- and regulating video games could withhold those benefits from players" ,according to several researchers (Picheta 2). Ex.Fortunately for avid players, "In fact, play can be an activity that relates positively to people's mental health -- and regulating video games could withhold those benefits from players" (Picheta 2) Fortunately for avid players, "In fact, play... relates positively to people's mental health, regulating… withhold... benefits from players" (Picheta 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) ORIGINAL QUOTE – "In fact, play can be an activity that relates positively to people's mental health -- and regulating video games could withhold those benefits from players." (Picheta 2) Ex. PARAPHRASE – It’s possible that video games make you feel happier than you previously were. 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 – "In fact, play can be an activity that relates positively to people's mental health -- and regulating video games could withhold those benefits from players." (Picheta 2) Ex. SUMMARY – Video games make you happier, regulating it makes a person less happy. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Ex. People might be more violent and sad if they are deprived from games. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote)

x. According to a study done by Bradley University, taking E away games can have a pretty detrimental effect on a person's overall happiness and mood. 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. People who researched the topic in the past, have come to the conclusion that most games make you happier.

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 we were able to limit the play limit of certain video games like, first person shooters, we would have less violent people overall. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. The majority of games are first person shooters and could possibly make people more violent if they do not play any separate genre of games. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. As every hour you play, you are strengthening your brain and being a more positive person and releasing serotonin. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) Ex. So for people with previous mental health it may negatively affect them, but for most video games are a positive impact.

[YOUR] BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – An essay is a paper that collects the writers’ thoughts for the reader to understand a certain topic or novel. The writer has background information and sources for his research so the reader can verify and understand his writing more, or if the reader wants to dive deeper into the novel/topic. Types – Explain each type of essay and state its purpose) Persuasive (Argumentative) A persuasive essay is used to to get the reader to side with the writers’ beliefs and to change the readers’ opinion on a topic. Expository (Informative) Definition or Description: This essay requires the writer to have an idea, analyze evidence, present his/her ideas, then they start a discussion about the topic. Process (How-to): Start with a leading thesis that identifies the question at hand, then provide minimal background information. Each paragraph will delve into deeper understanding of the evidence. Compare and Contrast: The writer gives two similar topics and the reader/writer has to find differences and similarities between the two. Cause and Effect: An essay that gives a scene that has something major happen, and the effects of what happened because of that cause. Analytical/Critical Evaluative: An essay that gives a higher status of quality. Interpretive: A collaborative essay that gives the reader a task after reading the writers’ essay Narrative (Tells a story) Personal Anecdote : The writer gives a personal experience based on what topic it is. Research: MLA and APA formatted essay Timed: Document Based Question (DBQ): An essay solely based on the writers’ knowledge of the topic beforehand. Synthesis: An essay in which the writer is given the topic beforehand. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts.

Pre-writing/Prompt Analysis/Outlining: A form of brainstorming that lets the reader know what is going to be written about in the essay, similar to a synopsis. Researching/Evaluating of Sources: When the writer does background research and has prior knowledge of the topic, so they can use their information to back up their essay. 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: Citing a quote from a video/ website. Mattone, James. A Sit Down with David S. Goyer, 09 Dec. 2020, www.callofduty.com/blog/2020/11/Black-Ops-Cold-War-David-Goyer APA Format: Citation from a website that you used information off of. Mattone, J. (2020). Retrieved December 09, 2020, from www.callofduty.com/blog/2020/11/Black-Ops-Cold-War-David-Goyer

Dedication This book is dedicated to all my friends and family. Without my friends I wouldnâ&#x20AC;&#x2122;t be playing games as much as I do. Without my family buying most of them I wouldnâ&#x20AC;&#x2122;t be playing them at all. This is also dedicated to my determination to get this project done.