Becoming Kareem Book of Writing by Bravo Grammar Con Online

Becoming Kareem Book of Writing

By: Cindy Varela 1

Table of Contents 1. About

the Author………………………………3 2. Dedication…………………………………………4 3. Punctuation and Capitalization…………5 4. Parts of Speech………………………………6 5. Phrases and Clauses………………………14 6. Sentences…………………………………………16 7. Paragraphs……………………………………18 8. Essays………………………………………….20

About the Author My name is Cindy Varela and I currently attend Francisco Bravo Medical Magnet High School. This year, many protests regarding racism and inequality have surged through the world. Breyonna Taylor and George Floyd were two of the many people who lost their lives this year because of police brutality. Hearing about this made me devastated and so I decided to write a book regarding racism and how Kareem has helped people stand up for themselves.

Dedication First and foremost, I dedicate this book to any person who has been a victim of discrimination and racism. This includes Breyonna Taylor and George Floyd who were victims of police brutality and sadly lost their lives. I would also like to dedicate this book to Kareem who has inspired many people of color to stand for their rights. Finally, I would also like to dedicate this book to my family. For my 2 brothers Michael and Richard and for my mom and dad.

Becoming Kareem 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. 2.

.Period or End punctuation for imperative/declarative sentences or can abbreviate. Hi my name is Cindy. , comma to separate contrasted coordinate elements or to indicate a distinct pause or shift. Today is our meeting day, we will be talking about the science fair.

– em dash can replace collen, commas, parentesis, or to draw attention. My brother loves pineapple– my cousin loves watermelon.

4. 5.

- en dash used to hyphenate. Donald Trump paid $750 in taxes from 2016-2017. : colon used to connect two sentences when the second sentence summarizes, sharpens, or explains the first. We knew who was going to win the game: the Knights.

; semicolon used to separate independent clauses The basketball players practiced their team plays; ran sprints; practiced 3 point shots.

7. 8. 9. 10.

? Question mark interrogative. What is your name? ! exclamatory To display emotion in a sentence. The Lakers won! ‘ apostrophe can be used for abbreviations. I am going to the store/ I’m going to the store. “ ” indicates possession. “Hey that is my pencil” exclaimed Iris when her sister got her pencil from the tool box.

11. … alipus fourth way that you can end a sentence and to remove Cindy’s[YOUR] BOOK OF WRITING SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation – Identify the function and create one (1) example sentence of the uses for each mark. 12. .Period or End punctuation for imperative/declarative sentences or can abbreviate. Hi my name is Cindy. 13. , c omma to separate contrasted coordinate elements or to indicate a distinct pause or shift. Today is our meeting day, we will be talking about the science fair. 14. – em dash can replace collen, commas, parentesis, or to draw attention. My brother loves pineapple– my cousin loves watermelon. 15. - en dash used to hyphenate. Donald Trump paid $750 in taxes from 2016-2017. 16. : c olon used to connect two sentences when the second sentence summarizes, sharpens, or explains the first. We knew who was going to win the game: the Knights. 17. ; semicolon used to separate independent clauses The basketball players practiced their team plays; ran sprints; practiced 3 point shots. 18. 19. 20. 21. 22.

23. [ ] brackets used when you input something “The teacher wished the students a happy day before the [three day] weekend.” 24. ( ) Parenthesis used to insert parenthetical information or information that is not needed but can be useful. I bought a gift for you (and me). 25. / forward slash used to indicate options. Our team meets every Monday/Friday. 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. Capitalize the first word in a sentence. How are you? 2. Capitalize the pronoun “I”. I love candy. 3. Capitalize proper nouns. I want to go to Italy. 4. Capitalize family relationships when used as pronouns. Did you invite Aunt Tere? 5. Capitalize the first word in quotation marks. “I know that already” stated Maggie when told about the book fair happening Friday. 6. Capitalize days, months, holidays. My favorite holiday is Christmas. 7. Book and movie titles Hunger Games are my favorite books. 8. When closing a letter. Sincerely, Cindy Varela Google them EX: (Used to begin a sentence) – Sadly for some, 11th grade is the year with the most high-stakes testing.

Becoming Kareem 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: cafeteria, hall, library, gymnasium, knights. cort, coach, woman, man, toddler, school. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). EX: Boyle Heights, Francisco, Bravo Medical Magnet High School. New York, Lakers, UCLA · Compound Nouns: consist of words used together to form a single noun. EX: hallway, desktop, chalkboard. Bedroom, haircut, basketball. · Concrete Nouns: refer to material things, to people, or to places. EX: stool, computer, chair. Suitcase, charger, cup. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. EX: optimism, intelligence, ambition. Racism, justice, resilience. Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Mr. Andrews spoke harshly to the students who had disobeyed. Kareem became a social activist. · Direct Object (comes after the verb and answers what or whom) Mr. Arellano asked Danny to program the laptops for the students who need them. Coach Wooden told Kareem to never give up on his dreams. · Indirect Object (answers to who or to whom) Mr. Moreno gave a diploma to his student at the graduation ceremony. Coach Wooden told that basketball player to make 30 shots in a row. 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

Possessive whose of that

that those/ this

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 grades himself m ore harshly than his students. She bought herself two books. Kareem was proud of himself.

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. The player could not train by himself. 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) infinitive verbs (indicate tense) infinitive 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 got their grades in the mail. (students are the subject) Passive: The mail has brought the grades to the students. (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. · Ms. Gutierrez enjoys leisurely research in the library. Kareem loved playing basketball. Participle: word ending in “ing” or “ed” used as an adjective · There really is no swimming pool on the sixth floor. · Mrs. Marks carefully drove past the deserted school. Kareem walked into the abandoned gym. Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs · Mrs. Montes likes to read b ooks quietly. Kareem was instructed by his coach to jump on the bench 40 times.

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: Kareem was just a little kid that l ived in New York. Common: Kareem was a special kid, his basketball talents were insane. Proper: Kareem played basketball at UCLA. ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings (Create one example related to your subject for each) –ly, -wards, -wise Kareem was shy which made him socially awkward. Kareem has had a strong passion towards social change. The coaches formed Kareem and helped him choose the right from wrong, otherwise Kareem would have not become the person he is today. (A fighter for social justice)

Conversions (Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) “Physical” becomes “Physically” “Mental” becomes “Mentaly” “ Racial” Becomes “Racially”

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?) Kareem’s life quickly changed. Time – Mr. Morgan will leave for a science tournament immediately. (When will he leave?) After 3 years of playing in college Kareem immediately was drafted to the NBA. Place – Mr. Lee was willingly here e arlier today working with students. (Where was he?) Kareem became well known everywhere. Degree – Ms. Saldivar’s exceptionally good work cannot be over-recognized. (How good is she?) Kareem was an extremely talented basketball player. Frequency – Ms. Villaneda is consistently pleasant to students and staff. (How often is she pleasant?) When Kareem was young he always had to deal with racism. 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 non living 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 c omplex 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. adios

alleluia

all hail

aloha

bah humbug

bleep

brrr

bye

ciao

cripes

eureka

fiddlesticks

gadzooks

goodbye

great

ha-ha

heigh-ho

hello

holy cow

holy smokes

hot diggity dog

hurray

hush

jeepers

jeepers creepers

lo and behold

man

my word

oh my

oh well

ooh

phooey

pow

presto

pshaw

right-o

shh

shoo

so long

thanks

touché

ugh

uh-huh

uh-oh

voila

wahoo

wham

whoopee

whoops

whoosh

yea

yeah

yippee

yuck

yummy

zap

Transitions of Logic Chart

Milder

Stronger

Addition

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

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

Comparison

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

similarly comparable in the same way likewise

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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

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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

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Cindy’s 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. Kareem lived in the red house. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The basketball player shot the basketball from half court and made it. Prepositional Phrase: A group of words that begins with a preposition and ends with a noun, and functions as an adjective or an adverb. He sat on the chair. 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. Coach woods, a new coach, provided training workshops to help athletes improve their skills throughout vacations. 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 in the gym, helped the athletes get adjusted to their work environment. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The basketball players walked into the crowded gym. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The basket players knew it was time to play. 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. Kareem’s team shined at the game tonight. 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. ○ What Kareem did was shocking. ○ Kareem's friends did not know that Kareem had straight A’s. ○ Coach Woods is responsible for what Kareem did. ○ Whatever Kareem did, his parents would support him. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ The basketball ball that he brought was so bouncy. ○ The game, which was played yesterday, was tied. ○ Do you know the player whose picture is in the billboard? Some adjective clauses begin with relative pronouns: ■ He knew the family whose gym we bought. ■ This is the man who made 110 free throws in a row. ■ The ball that was in the gym popped. ■ The musician who wrote this song is Canadian. ■ I know the boy whom sits next to you. ■ My favorite plate which was in the kitchen was broken. ■ Kareem is an athlete who is careless about the hate that he receives. 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:

■ Where there is a ball there is a court. (place) ■ After we are done practicing, we will go out to eat. (time) ■ He ate vegetables to stay healthy.(purpose) ■ Unless you hurry, you will be late for practice. (condition) Modifying adjectives: ■ The bus is taking twice as long as usual. (how much) ■ Kareem is as great of a player as coach Woods. (to what extent) Modifying adverbs: ■ Kareem practed/trained harder than his teammates. (condition) Relative Clauses: Dependent clause that begins with a relative pronoun. ○ He is a coach whose opinion I respect. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. When playing, Kareem kept his eyes in the ball. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The sport that Kareem loves the most is basketball. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The player that attended all the games, won the MVP award.

Becoming Kareem 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 The laker players were happy they won the NBA championships. Predicate – what the subject does Kareem was a straight A student. Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Kareem is a phenomenal basketball player and has had a great career. Imperative – a sentence that makes a command (ends with a period mark) Take out the trash as soon as possible. Interrogative – a sentence that asks a question (ends with a question mark) Did you break the basketball rim? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Lets go Bucks!

Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Lets play basketball. Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Getting straight A’s is not easy, but not impossible. Complex Sentence: A sentence with one independent clause and at least one dependent clause. Although he was wealthy, he was still unhappy. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. Although Kareem was a professional basketball player, he also played baseball, and was also great at it. 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. Kareem loved to play basketball, he even named it his first love. 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 finishing all my chores, I was able to lay down and watch my favorite TV show. 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. Kareem likes going to the gym, playing basketball, and taking afternoon naps. 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. He enjoys the class, but worries about failing. Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Kareem made the Bucks so popular, without him they would not be as admired as they are today. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. He is bave, honest, good, mature.

Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. I wore a sweater and a beanie and boots, and a scarf. 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. Reach for the stars, reach for the sky, reach for a cloud. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. I say the truth, the whole truth, and nothing but the truth. Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. I did not go to practice last night I was tired. [Wrong] I did not go to practice last night because I was tired. [RIGHT] Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas I read the novel, my friend saw the movie. [WRONG] I read the novel. My friend saw the movie. [RIGHT]

Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause The ball rolled. [WRONG] The ball rolled under the table. [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 Her driving slow is becoming annoying.[WRONG] Her slow driving is becoming annoying. [RIGHT] Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force I don’t want nothing. [WRONG] I don't want anything. [RIGHT]

Becoming Kareem 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 intro the topic) The view of racism and social injustices in the U.S is slowly changing for the better from what it was in the 19 hundreds. Standing up and forming large groups to protest for equality in our nation has been happening since Ferdinand Lewis Alcindor Jr was a young child. The only difference from now and then is that now people are starting to be heard and their petitions are becoming more considered. As Lewis realized what he had to go through as a person of color, his religion, name, and ideology changed. Query Based (Question that brings the reader to the topic) How much can racial discrimination impact a person as they become adults? 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) Racism can define a person's life. Assertion (claim - a subject + a “so what” about the subject) Because of the discrimination Lewis recived, he slowly began to transition into Kareem Abdul Jabbar, who is known as a legend in and off the court, standing up for what he believes is right, becoming a social activist; even receiving a Presidential Medal of Freedom. Fact (empirically verifiable but often difficult to argue extensively about - better used as evidence to support a claim) The racial situations that occured to Lewis as he grew up were part of the reason why he changed his name to Karem. Opinion (personal position on a topic) Kareem is one of the best basketball players. 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) Kareem’s path into becoming an NBA basketball player was not easy. 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) Most of the time when a person is discriminated against or receives racial coments, they become “physiological impacted. Document Based (cites a specific source, author, and position on a topic) In Becoming Kareem, Kareem Ablur Jabbar argues that the racial comments that he received tremendously impacted him and were a factor in the changes and decisions he made in his life. Theory (a statement that can be tested and potentially proven - often answers a research question) Racial experiences impact a person's ideology and decisions. 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) Jabbar expands on his claim by exprecing the feelings that he went through when he received rasict comments, he would always go back and remember when he would go through discrimination, and his reason of why he changed his name and converted religions was because of racism. The author examines the often discrimination that he recived and the racial inequality that he lived through, to try to change his life. (purpose of thesis) This information about the why he chose to change his life, shows the effects that racism can lead to in someone’s life. (establishing the importance or significance of thesis) Body Paragraphs (must have echoes of the thesis in each AND present evidence to support or expand on the thesis) Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) Ex. Additionally, multiple sources indicate that racism exerts intense effects on one’s identity development and experiences. (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 – “I’d been careful not to hang around with people who I thought were racist in any way. ” (Jabbar audiobook 2:03:03) Ex. People who have experienced racism can agree, “I’d been careful not to hang around with people who I thought were racist in any way. ” (Jabbar audiobook 2:03:03) - “I’d been careful not to hang around with people who I thought were racist in any way. ”according to Kareem. (Jabbar audiobook 2:03:03) -Unfortunately for Kareem, “I’d been careful not to hang around with people who I thought were racist in any way. ” (Jabbar audiobook 2:03:03) -Unfortunately for people who experience racism, “I’d been [extremely] careful not to hang around with people who I thought were racist in any way. ” (Jabbar audiobook 2:03:03) -Unfortunately for people who have experienced racism, ``I’d been careful not to hang around with ... racist ... ” (Jabbar audiobook 2:03:03) 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 – “ I’d been careful not to hang around with people who I thought were racist in any way. ” (Jabbar audiobook 2:03:03) PARAPHRASE – I did not want to hang out with people who were racist. (Jabbar audiobook 2:03:03). 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 – “I’d been careful not to hang around with people who I thought were racist in any way. ” (Jabbar audiobook 2:03:03) SUMMARY – Now racist around Kareem. 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 of color felt threatened by who they thought were racist and did not want to be around them. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) An excerpt published in November 2013 of Reaching Teens 2nd Edition states that ¨Racism exerts profound effects on youth’s identity development, lived experiences, and lifelong health.¨ (Ginsburg 316) 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, MD professionals agree that racism and discrimination can impact a young adult and potentially change this adult hood. 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 discrimination and racism would not affect a persons life, Kareem would of never changed his name, religion, and ideas and medical professional would not warn about the concequences of this. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Ex. As such, medical reasearchers have warned that discrimination encounter will mark their lives forever. Reestablishing the Significance of the Thesis (could be one or more sentences) Ex. Thus, as people of color continuously encounter racism and discrimination, they will generate pycological impacts in their lives that can potentially change their future. Final Sentence (connects to the hook and finishes the essay – the “Smoky the Bear”/”Drop the mic”/dot dot dot moment…) So given the effects that rasicma cause on Kareem’s life, we should try to eliminate discrimination and racism to help people of color feel that they are accepted and have their own rights. Becoming Kareem BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES 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) Types – Explain each type of essay and state its purpose Persuasive (Argumentative) A persuasive essay convinces the reader to accept a point of view. Expository (Informative) An expository essay gives ideas and examples of topics to help the reader understand the topic of the essay Definition or Description A definition or description essay is meant to describe/define a topic/subject. Process (How-to) A process essay is made for the reader to understand the steps or guidance to do something after they are done reading the essay. Compare and Contrast A compare and contrast essay examines (compares and contrast) 2 or more topics/ subjects. Cause and Effect A cause and effect essay makes the reader understand the cause and effect of something. Analytical/Critical An analytical essay analyzes a topic or piece of literature and presents a claim or argument. It includes a 4th paragraph in which a contradicting idea is exposed. Evaluative An evaluative essay provides judgements of a subject to support a writer's opinion. Interpretive Interpretive essay is meant to interpret another author’s essay/story. Narrative (Tells a story) Narrates a story as an essay. Personal Statement/Anecdote A personal statement informs the reader about an important lesson regarding a personal experience. Research A research essay consists of a research question that is answered through the essay by doing research. Timed A timed essay has a limit in time and is sometimes used to demonstrate the knowledge of someone. Document Based Question (DBQ) A document essay is an essay that incorporates facts, arguments, and opinions. Synthesis A synthesis essay is meant to synthesize ideas/topics. Strategies/Planning Tips/Steps – Explain how to plan and organize essays and how to analyze and break down prompts. Pre-writing/Prompt Analysis/Outlining When you prewrite/ analyze/ outline, you are able to see mistakes that you have in an essay and potentially have a better essay than the one before. Researching/Evaluating of Sources When you do research on a topic you have a better understanding of what you are writing about. 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 Modern Language association (MLA) format includes text citing and page citing. Double spaced and font is Times New Roman. APA Format American Psychological Association (APA) citation and format style. Includes resources on in-text citation and the References page.