School Book of Writing Project
School 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 (used to end a sentence) - The student fell behind in class. 2. , comma (used to list items or words) - There are multiple classes listed, there are: art, biology, physics, spanish, and sports. 3. – dash (used to separate words) - The people in the park ran to cover – to get away from the rain. 4. - hyphen (used to combine different words) - The group of kids were kind-hearted people. 5. : colon (used to introduce an example or quote) - The kids were kind-hearted because of how they: helped the poor animal on the road. 6. ; semicolon (used to connect different points) - Some people might say that there are no kind-hearted people; while some might disagree. 7. ? question mark (used to show a direct question) - What should I draw? 8. ! exclamation mark (used to show excitement or an exclamation) Omg did you see Blackpinks new album! 9. ‘ apostrophe (used to show possession or plurals) - Jasmine’s dog was wild at heart. 10. “ ” quotation marks (used to show a passage that was taken from someone or somewhere else) - I heard a saying that goes “Birds of a feather, flock together.”. 11. … ellipsis (used to show the discontinuation of a sentence) - I don’t know what to say… 12. [ ] brackets (used to show notations) - there was a mass of people at the center of the city [make sure to add more details]. 13. ( ) parenthesis (used to show notations of more depth or remarks) - Most people can’t draw free hand (im one of them).
14. / forward slash (can be used to show a break in a sentence) - Do I use the pencil/pen? hmm. Capitalization – Identify and create one (1) example sentence for each rule of capitalization.
The rules of Capitalization 1) Used in the beginning of a sentence - Make sure to use proper grammar. 2) Used on a person’s name - Jasmine’s food was ready.
School 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. Novel, Textbooks, Teacher, Student, and School. · Proper Nouns: give the name or title of a particular person, place, thing, or idea (must be capitalized). Gage Middle School, Bell High School, san Antonio Elementary School, HP High School, Linking High School. · Compound Nouns: consist of words used together to form a single noun. Stairway, Whiteboard, Classroom, Windowsill, Doorway. · Concrete Nouns: refer to material things, to people, or to places. Door, book, teacher, textbook, projector. · Abstract Nouns: name ideas, qualities, concepts, emotions, or attitudes. Shy, reserved, outgoing, frustrated, excited.
Functions (How nouns are used): Write one sentence for each function. · Subject (comes before the verb) Jasmine was very good at socially interacting with her classmates.
· Direct Object (comes after the verb and answers what or whom) Mr. A asked Karla to hand out the worksheets to the class. · Indirect Object (answers to who or to whom) Ms. Salas directed the student to put their head down.
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 grades himself more harshly than his students. She bought herself two books. 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 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 teacher received their salary. Passive: The monthly pay was delivered to the teachers.
Verbals: (VERB FORMS NOT USED AS VERBS) Gerund: word ending in “ing” used as a noun.
The class did their monthly reading in the classroom. Participle: word ending in “ing” or “ed” used as an adjective The students were not allowed to be seen running in the hallways. The team dreaded the loss of their soccer match. · Infinitive: verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs Mathew loved to run in his free time. ·
ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. · Kinds: Demonstrative, Common, Proper The teacher taught the students the proper way to use the chemical formula. Ms. Hee gave a demonstrative example of how to do the assignment. Most students had common questions on the topic.
ADVERBS Adverbs modify verbs, adjectives, and other adverbs. · Endings There is a lovely library at the school. The school was strict about being in class afterwards. All the students thought their teachers were wise. · Conversions Educationally the School is at the top amongst the country. The teacher helped the students move forwards from the lesson. The teacher taught the class a wise old saying. ·
Types: Manner, Frequency, Degree, Place, Time
Example Types: (Create one example each related to your subject) Manner – Ms. Salas taught the class in a quick manner. Time – Mr. A joined the class meeting in a timely manner. Place – Mr. Navarrete was at school a minute ago. Degree – Ms. Hickman succeeded the quality of work expected of her.
Frequency – Mr. Rodriguez has always exceedingly done more than what is necessary for his students.
CONJUNCTIONS Coordinating (FANBOYS): for, and, nor, but, or, yet, so Correlative: Either/or; neither/nor; not only/but also; both/and; whether/or; as/so Subordinate: after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while Relative pronouns: who (refers to people), which (refers to nonliving object or animals), that (may refer to animals or nonliving objects)
PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without.
INTERJECTIONS Interjections are the final part of speech.
A aha, ahem, ahh, ahoy, alas, arg, aw.
● B bam, bingo, blah, boo, bravo, brrr. ● C cheers, congratulations.
● ● ● ● ● ● ● ● ● ● ● ● ●
D dang, drat, darn, duh. E eek, eh, encore, eureka. F fiddlesticks. G gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh. H ha-ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh, humph, hurray. O oh, oh dear, oh my, oh well, oops, ouch, ow. P phew, phooey, pooh, pow. R rats. S shh, shoo. T thanks, there, tut-tut. U uh-huh, uh-oh, ugh. W wahoo, well, whoa, whoops, wow. Y yeah, yes, yikes, yippee, yo, yuck.
Transitions of Logic Chart
Milder
Stronger
Addition
a further and and then then also too next another other nor
further furthermore moreover in addition additionally besides again equally important first, second finally, last
Comparison
just as ... so too a similar another... like
similarly comparable in the same way likewise
Contrast
but yet and yet still otherwise or though but another rather
however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead
nonetheless conversely
Time
then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow
meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future
Purpose
to do this so that
to this end with this object for this purpose for that reason because of this in order to
Place
there here beyond nearby next to
at that point opposite to adjacent to on the other side in the front in the back
Result
so and so then
hence therefore accordingly consequently thus thereupon as a result in consequence
Example
that is specifically in particular for one thing
for example for instance an instance of this this can be seen in
Summary and Emphasis
in sum generally after all by the way in general incidentally naturally I hope at least it seems in brief I suppose
in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly
School BOOK OF WRITING SECTION 3 TEMPLATE AND GUIDELINES PHRASES and CLAUSES Phrases – groups of words that function as a part of speech. aqNoun Phrase: A group of words consisting of nouns or pronouns and their modifiers that function as a noun. A group of teachers came together to discuss the amount of work the students should be given. Verb Phrase: A group of words consisting of verbs working together and that function as a verb. The students decided that they would not be running the mile run in the hot sun. 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 new student walked into the classroom unsure if they would like the class. 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. In sixth period, the last class of the day, the students had to present a 3D project. Verbal Phrases: A group of words that begin with a verbal phrase and ends with a noun. ● Gerund Phrase verb ending in -ing that functions as a noun. Finishing up the task, the class was waiting for the teacher to dismiss them. ● Participial Phrase word ending in -ing (present participle) or -ed (past participle) that functions as an adjective. The P.E. students jogged away from the soaking field. ● Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that function as nouns, adjectives, or adverbs. The students realized that it was time to present the projects to the class. 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. Ms. Ramirez gave her students multiple assignments.
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. ○ When they settled down signaled the beginning of class. ○ Immediately give whoever arrives the test. ○ That the students were upset was unclear. ○ The teacher hurriedly asked where his papers went. Adjective Clause: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ○ This is the class where students ask more questions. ○ There was a textbook that they immediately required. ○ The materials that were needed were within their reach. Some adjective clauses begin with relative pronouns: ■ There can only be one student who gets the prize. ■ That is the student whose writing is the best earns the best mark. ■ The biotech teacher informs the students that PPE is important. ■ The P.E students that run the mile run want a break. ■ Jasmine is the student whom she shyly asked the question towards. ■ The student’s assignments which were incomplete received low scores. ■ Diana is a student who tries to intake as much information as possible. 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: ■ The students of the new club decided to place posters in the hallways where students could easily see. ■ The due date for the assignment was quickly coming to a close. ■ The group of students quickly did their group work since they did not want to worry about it later. ■ The nurse asked the student if they were feeling very ill after running in the hot sun.
Modifying adjectives: ■ The presentation seemed to take twice as long as it was supposed to take. ■ The class was as easy as math. Modifying adverbs: ■ Competitive student athletes try their best to work harder than the others. Relative Clauses: Dependent clause that begins with a relative pronoun. ○ The student who gives the final presentation will have to answer questions. Elliptical Clauses: Adverb clauses in which part of the clause is omitted. ○ When teaching, the teacher does not pay attention to what the students are doing. Essential Clauses: Clauses necessary to the meaning of the sentence. ○ The students were quite interested in the story the teacher was telling them. Nonessential Clauses: Clauses that are NOT necessary to the meaning of the sentence. ○ The first semester, which lasted a few months, is finally coming to an end.
School 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 students in Physical Education had to run the mile in the hot sun today. Predicate – what the subject does The A.P. World History teacher assigned a chapter outline from the textbook.
Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Writing multiple essays helps students advance their writing skills. Imperative – a sentence that makes a command (ends with a period mark) Everyone must run the mile without stopping and without walking. Interrogative – a sentence that asks a question (ends with a question mark) Is there any information you could give me about this class? Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) This program seems like it will be so much fun!
Sentence Patterns Simple Sentence: A sentence that is just one independent clause. Math homework often requires work to be shown for each problem.
Compound Sentence: A sentence with multiple independent clauses, but no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;). Many Spanish 3 assignments are from the textbook, but some are handouts. Complex Sentence: A sentence with one independent clause and at least one dependent clause. Whenever the homework includes graphing, students must remember the physics equations. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. The virtual events for biotechnology are long, but they are very informative, which is why they are worth attending. 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. Junior year is very stressful, because it is the year that high school students apply for college. 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. Although the assignments are very time consuming, art class is great for improving your skills. 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. P.E. students must have enough energy, must have appropriate attire, and must have appropriate equipment. 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. Math classes usually include studying equations and studying functions.
Chiasmus: A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order - this sentence requires symmetry. Dealing with math is unavoidable and it is found everywhere in life. Asyndeton: A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose. Physics deals with various topics such as gravity, velocity, newtons, displacement. Polysyndeton: A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose. Physics deals with gravity and velocity, and newtons, and mostly displacement. 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. Oftentimes, foreign language classes require the most study time, and for native speakers they require the least amount of study time, but most will agree that foreign language classes require a significant amount of study time. Epistrophe: A sentence featuring several phrases or clauses ending with the same word or words. Biotech students do homework assignments during their virtual meetings, they participate in virtual meetings, spend lecture time in virtual meetings, and talk to their teacher in virtual meetings.
Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly without punctuation. [Wrong]- In history class the teacher talks about Alexander Hamilton shows the students plays about things he did. [Right]- In history class the teacher talks about Alexander Hamilton and shows the students plays about things he did. Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly using commas [Wrong]- The english class had an essay assignment, they needed to practice their writing skills, the essay assignment was timed. [Right]- The english class had an essay assignment. They needed to practice their writing skills, and the essay assignment was timed.
Fragment – incomplete sentence pieces that are not connected to or do not form an independent clause [Wrong]- Since the assignment was quite difficult. [Right]- Since the assignment was quite difficult, the students asked for the teachers help. 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 [Wrong]- The teacher handed an assignment to the student that was too blurry to read. [Right]- The teacher handed an assignment that was too blurry to read to the student. Double Negative – combining two or more negative words in a sentence in a way that is supposed to produce a positive force [Wrong]- In physics there aren’t no assignments to do. [Right]- In physics there are no assignments to do.
School 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) Although the A-G requirements are the foundation for students to successfully graduate from high school, is it enough to prepare students for college? The A-G requirements are the basic guidelines for the courses that high students should take by the end of high school. The A-G courses that high school students are expected to take and pass are math, science, P.E., english, foreigh language, visual performance arts, history, and health. Query Based (Question that brings the reader to the topic - avoid second person POV “you”) Do the A-G requirements really prepare high school students for college? 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) Schools overwork their students with too much homework and add to their stress. Fact (empirically verifiable but often difficult to argue extensively about better used as evidence to support a claim) School cafeteria food is very unhealthy. Opinion (personal position on a topic) School work is bad for students' mental health. Belief (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily factual – often involves a judgement) Giving students so much homework is morally wrong. 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) Homework assignments given to students by teachers does nothing to help them with the subject matter being taught. Document Based (cites a specific source, author, and position on a topic) In CNN News, Grey Duggly argues that there are no benefits to doing the homework that teachers assign to students. Theory (a statement that can be tested and potentially proven - often answers a research question) Heavy amounts of homework could lead to mental health problems in students. 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) Students can expand the claim that heavy amounts of homework affects their mental health, by how they lack motivation and always feel tired. Students express homework affecting their mental health in order to help with the unneeded stress and lack of sleep that they are receiving. The connection being made by students between their mental health and homework might cause teachers and faculty to try to be more understanding.
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) Research has shown that students are very stressed and overwhelmed while in school, which indicates that the amount of work being given is too much. (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 - “Schools can put too much pressure on their students.” (Jasmine Najera). Many students agree that, “Schools can put too much pressure on their students.”(Jasmine Najera).
“Schools can put too much pressure on their students.”, many students agree. (Jasmine Najera). However it is not great for schools, “Schools can put too much pressure on their students.”, expressed by students.(Jasmine Najera). Unfortunate for students, “Schools can put too much [stress and] pressure on their students.”(Jasmine Najera). Unfortunately for Schools, “ Schools… [affects]... their students.” (Jasmine Najera). 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 - “Schools can put too much pressure on their students.”(Jasmine Najera). PARAPHRASE- Students might feel too pressured by schools (Jasmine Najera). 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- “Schools can put too much pressure on their students.” (Jasmine Najera). SUMMARY- Students feel pressure. Abstract Examples (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE – but useful for examining the quote) Students may face too much pressure. Concrete Examples (actual examples that do refer to a source – useful for enhancing your analysis of the quote) A survey during school shows that an average amount of students feel pressure from the amount of homework they receive. 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) It is clear that students all relate to feeling pressured from the amount of work that they receive from school.
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) If students did not feel overworked in school they might try to be more active or partake in extracurricular activities. Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) Furthermore, the work that schools give students seems to be linked with why students feel like they don’t have time to do any other activities. Reestablishing the Significance of the Thesis (could be one or more sentences) Even more so, the survey has shown that homework given to students by schools- cause more harm to their mental health than good. Final Sentence (connects to the hook and finishes the essay (finish your argument) – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) So given the examples of how students feel about homework, schools might be inclined to lessen the amount of work students are given to do per day.
School BOOK OF WRITING SECTION 6 TEMPLATE AND GUIDELINES ESSAYS Essays – An essay is non-fiction writing that discusses or explains a specific topic. Types – There are different types of essays since there are specific amounts and types of information that is needed. Persuasive (Argumentative) Expository (Informative) Definition or Description Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical Evaluative Interpretive Narrative (Tells a story) Personal Statement/Anecdote Research Timed Document Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps – The way to plan and organize an essay is to break down the essay into different sections and write the main ideas. Pre-writing/Prompt Analysis/Outlining Researching/Evaluating of Sources Work Cited Page – Citing the information you use in your essay is important so that if the reader of your essay wants to fact check the information that you are giving they can find and read where you got your information. MLA format citing is used mostly in high school for essays, since this type of citing contains resources on in-text citations. APA format citing is used for in-text citations and references pages. MLA Format APA Format