Wicked Book of Grammar

DISNEY’S VILLAINS ​ icked w BOOK OF GRAMMAR

Disney’s villains ​wicked

book of grammar ​By:

Cristian salas

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​TABLE OF CONTENTS

PAGE

INTRODUCTION ​………………………………………………………………………………………… 3 ABOUT THE AUTHOR ​……………………………………………………………………………...…. 4 SECTION 1 -- PUNCTUATION AND CAPITALIZATION​ ............................................................ 5 SECTION 1 QUIZ ..……….……................................................................................................ 7 SECTION 2 -- PARTS OF SPEECH .…………………………………….​........................................ 8 SECTION 2 QUIZ ……………………………………………………………………………………. 28 SECTION 3 – PHRASES …………………………………………………………….​....................... 29 SECTION 3 QUIZ …………………………………………………………………………………..

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SECTION 4 – CLAUSES ​…………………………………………………………………………...... 32 SECTION 4 QUIZ …………………………....…………….......................................................

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SECTION 5 -- SENTENCES ​…………………………….............................................................. 36 SECTION 5 QUIZ ……………………………..…………………………………………………… 44 SECTION 6 -- PARAGRAPHS ​…………………………….......................................................... 45 SECTION 6 QUIZ …………………………………………………………………….................... 49 SECTION 7 -- ESSAYS ​………………………………………….​.​................................................. 50 SECTION 7 QUIZ …………………………………................................................................... 56 QUIZZES ANSWER KEYS​ ………………………………………………………………………….. 57 GLOSSARY​ ………………………………………………………................................................. 58 WORKS CITED ​……....……………………............................................................................... 66

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​INTRODUCTion Beware​ this book is the ​BEST​ guide to understanding English grammar. It has everything a person needs to know about English grammar, from the most basic to the most advanced topics. It ranges from simple definitions and examples to complicated grammatical terms. It is a

wicked​ ​approach to learning English grammar the correct way. The theme of this book is ​Disney Villains​ because they make the grammatical terms and examples enjoyable and easier to understand. It is a fun and ​creepy​ way to learn about language. The examples are all based on Disney’s most ​wicked​ ​villains​ because they help make the grammar come alive in a ​ghoulish way. This book is written for anyone who wants to better understand the rules of English grammar and who also want to expand their knowledge on ​Disney’s evil villains​. Read at your own risk!

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ABOUT THE AUTHOR My name is ​Cristian Salas​ and I am a big fan of movies, especially Disney movies. I love the villains the most because I find them more interesting than the heroes. I think they are very important to the plot and they make the movies exciting and sometimes funny. I enjoy watching the characters come to life and I feel like I am experiencing the journey with them as well. They are my inspiration for drawing and also for learning how to write. I first started writing when I was in Ms. Walker’s third grade class and I had to do paper assignments. My older sister, Jasmine, taught me how to write and how to draw. Writing about interesting topics help me write better. I like writing about colorful and exciting characters. Thank you for taking this

villainous​ grammatical journey with me. I hope you enjoy the ​wicked​ experience!

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​SECTION 1

PUNCTUATION and CAPITALIZATION Grammar​ ​– is the structure and system of a language that governs how it works. It depends

heavily upon the syntax, which is word order, and morphology, which is how words are formed.

1. Punctuation​ - is the marks, such as period, comma, and parentheses, used in writing to separate sentences and their elements and to clarify meaning. ​a.​ ​. , - – : ; ? ! ‘ “ … [ ] ( ) / ​i.​ ​. ​EX:​ ​Period​ ​(used to end a sentence)​ – (1.) There are many villains in Disney movies. (2.) Disney villains are very tricky. ​ ​ii.​ ​, ​EX:​ ​Comma​ ​(used to separate in a list)​ – (1.) Disney villains are powerful, attractive, and charismatic. (2.) They are also mean, manipulative, and jealous. iii. – ​EX:​ ​Em dash​ ​(can take the place of commas, parentheses, or colons)​ – (1.) Maleficent from ​Sleeping Beauty​ curses baby Aurora to die on her 16th birthday -- which is unsuccessful -- by pricking her finger on a spinning wheel’s spindle. (2.) Scar from ​The Lion King c​ hooses the hyenas -- which end up killing him -- over his pride. ​ ​iv.​ ​- ​EX:​ ​Hyphen​ ​(the formation of compound terms)​ – (1.) Disney villains are often anti-heroes. (2.) Disney villains are often green-eyed or red-eyed. ​ ​v.​ ​: ​EX:​ ​Colon​ ​(used to introduce a list of items)​ – (1.) Scar from ​The Lion King​ is best known for being the following: lazy, cowardly, and dishonest. (2.) The top best looking Disney villains are: Gaston from ​Beauty and the Beast​, Hans from ​Frozen​, and the Evil Queen from ​Snow White and the Seven Dwarfs. vi.​ ​; ​EX:​ ​Semicolon​ ​(is used between two independent clauses)​ – (1.) Fairies are happy, magical creatures in ​Sleeping Beauty;​ Maleficent is not a happy fairy.

(2.) Maleficent is an angry, evil fairy; Flora, Fauna, and Merryweather are three good fairies who are become Aurora’s parents/guardians. ​ ​vii.​ ​? ​EX:​ ​Question mark​ ​(is used at the end of a direct question)​ – (1.) Is Maleficent from ​Sleeping Beauty​ truly evil? (2.) Does Captain Hook from ​Peter Pan​ really have a good reason to hurt Peter Pan? ​viii.​ ​! ​EX:​ ​Exclamation point​ ​(is used to indicate an exclamation)​ – (1.)​ ​Maleficent from Sleeping Beauty​ is the best villain ever! (2.) Doctor Facilier from ​The​ ​Princess and the Frog​ is no doctor! ix. ‘ ​EX:​ ​Apostrophe​ ​(has three uses: contractions, plurals, possessives)​ - (1.) Prince John from ​Robin Hood​ doesn’t know how to be a good ruler. (.2) There should be a list of do’s and don’ts for the villains to follow. (3.) Shan Yu’s falcon from ​Mulan​ is a loyal pet who has a hatred for China. ​x.​ ​“ ​EX:​ ​Quotation marks​ ​(used to mark the beginning or the end of a title or quoted 5

passage)​ – (1.) The Queen Of Hearts from​ Alice in Wonderland​ says,”Off with their heads!”. (2.) Scar from ​The Lion King​ says,”Long live the king” as he kills Mufasa. xi.​ ​… ​ EX:​ ​Ellipses​ ​(three periods used to indicate an omission or a trailing off of a thought)​ – (1.) Frollo from ​The Hunchback of Notre Dame​ is a...well he could be...or he should be a good person. (2.) If Edgar Balthazar from ​The Aristocats had only known...oh well it’s too late. ​xii.​ ​[] ​EX:​ ​Brackets​ ​(used for clarification)​ – (1.) Shere Khan and Kaa [the tiger and the snake] are the villains in ​The Jungle Book.​ (2.) Ursula from ​The Little ​Mermaid​ is Triton’s [Greek god of the sea] archenemy. xiii.​ ​() ​EX:​ ​Parentheses​ ​(allows a writer to give additional information)​ – (1.) Hades (also a Greek god) from ​Hercules​ is the ruler of the underworld. (2.) Jafar from ​ Aladdin​ is the Sulton’s most trusted and loyal advisor (and is also an evil sorcerer). xiv.​ ​ / ​EX:​ ​Slash​ ​(used for ​per​ or ​and​)​ – (1.) Jafar is the Royal Vizier of Agrabah/evil Sorcerer that wishes to take over Agrabah. (2.) Mother Gothel from ​Tangled​ is Rapunzel’s mother/kidnapper. b​. i. ii. iii.

iv. v. vi. vii.

viii.

ix. x.

Definition and an example sentence for each capitalization rule. ​EX: ​(Capitalize the first word in a sentence.)​ - Most Disney villains fall to their death at the end of the movie. ​EX:​ ​(Capitalize the pronoun “I”.)​ - I think that the Disney villains bring out a darker side to Disney. ​EX:​ ​(Capitalize proper nouns: the names of specific people, places, organizations, and sometimes things.)​ - Madam Mim from T ​ he Sword in the Stone​ is old and wicked. ​EX:​ ​(Capitalize family relationships when used as proper nouns.)​ - Mother Gothel is a witch who kidnaps Rapunzel and raises her as her own daughter. ​EX:​ ​(Capitalize titles that appear before names, but not after names.)​ - Captain James Hook from ​Peter Pan​ is a pirate captain of the Jolly Roger ship. ​EX:​ ​(Capitalize directions - North, East, South, West.)​ - Prince Hans of the Southern Isles, is the main antagonist from the movie, ​Frozen.​ ​EX:​ ​(Capitalize the days of the week, the months of the year, and holidays.)​ -​ The ​Nightmare Before Christmas​ is a ghoulish combination of Halloween and Christmas holidays. ​EX:​ ​(Capitalize members of national, political, racial, social, civic, and athletic groups.)​ - The Hun Army are the bloodthirsty, murderous enemies of China in Disney’s movie, ​Mulan​. ​EX:​ ​(Capitalize periods and events, but not century numbers.)​ - ​Pocahontas​ was set in Colonial Times in Jamestown, Virginia. ​EX:​ ​(Capitalize trademarks.)​ - Anything that is ​Star Wars,​ including their villains, belongs to Disney.

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QUIZ #1

Match the correct answer

1.

period​ ​

a.​ the formation of compound terms

2. Comma​

​b.​ used to introduce a list of items

3. brackets​

​c.​ used between two independent clauses

4. semicolon​

​d.​ has three uses: contractions, plurals, possessives

5. Question Mark​

​e.​ marks the beginning or end of a title or quoted passage

6. hyphen​

​f.​ used to separate in a list

7. Colon​

​g.​ used to for clarification

8. apostrophe​

​h.​ used to indicate an exclamation

9. Exclamation Point​

​i.​ used at the end of a direct question

10. Quotation Marks ​

​ j.​ used to end a sentence

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SECTION 2 PARTS OF SPEECH 1.​ P ​ arts of Speech ​– The part of speech indicates how the word functions in meaning as well as grammatically within the sentence. a.​ ​All Eight (8) Parts ​i.​ ​Nouns 1.​ ​Types (5) 2.​ ​Identifiers (5) 3.​ ​Functions (13) ​ii.​ ​Pronouns 1.​ ​Personal 2.​ ​Relative 3.​ ​Interrogative 4.​ ​Reflective 5.​ ​Demonstrative 6.​ ​Indefinite ​iii.​ ​Verbs 1.​ ​Endings (3) 2.​ ​Tense (11) 3.​ ​Forms (3) 4.​ ​Types (11) 5.​ ​Voice (2) 6.​ ​Verbals (3) ​iv.​ ​Adjectives 1.​ ​Kinds (3) 2.​ ​Endings 3.​ ​Conversions 4.​ ​Articles 5.​ ​Comparatives/Superlatives ​v.​ ​Adverbs 1.​ ​Endings 2.​ ​Conversions 3.​ ​Types 4.​ ​Conjunctive 5.​ ​Intensifiers 6.​ ​Comparatives/Superlatives ​vi.​ ​Conjunctions 1.​ ​Coordinating 2.​ ​Correlative 3.​ ​Subordinate 8

4.​ ​Relative Pronoun ​vii.​ ​Prepositions ​viii.​ ​Interjections ​b.​ K ​ ey Associated Terms ​i.​

​ii.​

​iii.​

​iv.​ ​v.​

​vi.​

​vii.​

​Antecedents

​Complements

​ ​Objects

1.​ ​Direct 2.​ ​Indirect ​Modifiers ​Transitions ​Expletives ​Agreements 1.​ ​Subject-Verb 2.​ ​Noun-Pronoun

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I

​ OUNS N A.​ ​Types of nouns: 1.​ C ​ ommon Nouns​: name a class of people, places, things, or ideas. ​EX:​ villain, castle, kingdom, magic spells, princess.

2.​ P ​ roper Nouns:​ give the name or title of a particular person, place, thing, or idea (must be capitalized). ​EX:​ Ursula, Captain Hook, Neverland, Scar.

3.​ C ​ ompound Nouns: ​consist of words used together to form a single noun. ​EX:​ bedknobs, broomsticks, clubhouse, fireworks, fairytale

4.​ C ​ oncrete Nouns: ​refer to material things, people, or places. ​EX:​ wand, potion, queen, dragon, fairy.

5.​ A ​ bstract Nouns:​ name ideas, quality, emotions or attitudes. ​EX:​ greed, manipulation, trickery, curse, honesty.

B.​ N ​ oun identifiers: 1.​ N ​ oun endings: -ness -tude -ster

-tion -ment -ory

​EX:​ happiness attitude trickster

-ism -ance -eer

destruction entertainment category

idealism performance engineer

-ist -ence -hood

-ture -ity

idealist intelligence childhood

creature purity

2.​ ​Following a noun marker (NM)​:​ a, all, an, ​both, each​, every, ​her, his,​ my,

our, ​several, some, that​, their, ​these, this, those, one​, two, three, etc. ​Emboldened words​ are pronouns that function as noun markers only when they act as adjectives, i.e., ​Some​ boxes are square.​ (“Some” acts as an adjective, so it’s a noun marker). ​Some​ are square.​ (“Some” acts as a noun so it’s not a noun marker).

NM

N

NM

N

Several villains are misunderstood. Several evil Disney villains are grossly misunderstood.

3.​ P ​ lural form​:​

​EX: “​wizards​” or “​spells​”

4.​ P ​ ossessive form​:​

​EX:​ ​“​wizard’s​ spell” or “​wizards’​ spell”

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5.​ F ​ ollowing a preposition​: These are some common 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 for, excluding, 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, via, with, within, without.

NM N ADV V Prep NM ADJ N ​ X:​ The witch carefully put a spell ​upon​ the unsuspecting prince. (preposition) E Note:​ Sometimes the above words are used as adverbs. ​EX:​ The curse was cast ​upon​ by the evil witch.

(adverb)

C.​ ​Functions (How nouns are used​): 1.​ S ​ ubject​ (comes before the verb) N​ – V

S​ V Prince John​ robbed his people for gold. ​S V ​Prince John ​continually robbed his people for an endless amount of gold.

2.​ D ​ irect Object​ N – V – ​N

(comes after the verb and answer what or whom)

​ S V DO IO ​Maleficent​ ​Dragon​ breathes ​fire a ​ t her ​enemies​. ​(breathed what?) ​S

V

DO

IO

​ Maleficent Dragon ​dangerously​ ​breathes hot, red ​fire​ at her ​enemies​ during a major fight scene.

3.​ I​ ndirect Object​ N – V – ​N​ – N

(answers to who or to whom)

​ S V DO IO A​ woman​ gives an apple to S ​ now White ​at the ​dwarfs’ cottage​. ​S ​ V DO An old ​woman​ maliciously gives a poisonous apple to an innocent ​Snow I​ O ​White​ at the empty ​dwarfs’ cottage.​ 11

4.​ A ​ dverbial Object​ N – V – ​N

S

V

(comes after the verb and answers when)

AO

The dwarfs work ​daily i​ n the mine. (work when?) ​S V AO ​The seven dwarfs happily work ​daily​ in the diamond mine.

5.​ O ​ bject of the Preposition​ Prep – ​N​

(follows a preposition)

​ S V Prep OPrep Gaston goes to the ​tavern​ to convince the villagers the Beast is evil.​ ​(to what?)

​S V Prep OPrep ​An angry Gaston goes to the town ​tavern​ to convince the gullible villagers the

Beast is extremely evil.

6.​ S ​ ubject Complement​ N – LV – ​N

S

LV

SC

(following a ​linking verb​)

Ursula is the​ ​ruler​ ​of Atlantica​ after she tricks Ariel. ​(ruler​ r​ enames Ursula).

S

LV

SC

Ursula is the new ​ruler of Atlantica​ after she cleverly tricks an innocent Ariel.

7.​ O ​ bject Complement​ N – V – N – ​N

S

V

OC

The hyenas elected Scar ​king​ because they were hungry. ​S V DO OC The desperate hyenas gladly elected incompetent Scar ​king​ because they were always hungry.

8.​ A ​ ppositives​ N, ​N

DO

(follows a direct object and renames it)

(renames nouns, separated by commas)

​ ​ S ​APP V Grimhilde, the ​Evil Queen,​ plots the death of Snow White. ​ S APP V ​Grimhilde, the ​Evil Queen​, carefully plots the death of Princess Snow White.

9.​ A ​ djectival​ N​ – N

(describes noun following it) S

V

Adjvl

Most Disney characters want the ​love ​story.

​S V Adjvl ​Most Disney characters desperately want the perfect ​love​ story.

10.​ ​ ​Noun in Direct Address ​N

Cruella De Vil,​ what new design will you choose for your new fur coat?

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​N

​ ​Cruella De Vil​, what new fashion design will you boldly choose for your new

N​, N or N, ​N​

Gerund – ​N​

and unique fur coat?

11.​ O ​ bject of the gerund​ (noun that follows a g​ erund​)

​G ​OG Kidnapping the ​puppies​ was part of Cruella De Vil’s plot.​ (kidnapping what?) ​G

OG

​Kidnapping the litter of Dalmatian ​puppies​ was part of Cruella De Vil’s

villainous plot.

12.​ O ​ bject of the participle​ ​(noun that follows a ​participle​) Participle – ​N

​ art P ​OPart During the fighting ​scene,​ Captain Hook falls into the water. (​spelling what?) ​Part

OPart

​During the violent fighting ​scene​, Captain Hook clumsily falls into the water.

Infinitive – ​N

13.​ O ​ bject of the infinitive​ (noun that follows an ​infinitive​)

__​Inf__ ​OInf Captain Hook wanted to steal Neverland’s ​treasure​. ​(to steal​ what?) __Inf__

Olnf

Greedy Captain Hook wanted to steal Neverland’s abundant ​treasure​ of gold.

II.​ ​PRONOUNS Pronouns take the place of nouns that have been established.

1. Personal: Nominative (subjects) I/we you/you He, she, it, one/they

Objective (objects) me/us you/you him, her, it, one/them

Possessive My, mine Your, yours His, her, hers, its, one’s

our, ours your, yours their, theirs

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​ om​ ​Obj N EX:​ ​I ​find ​them​ very interesting in Disney movies.

Nom

Obj

Poss

EX:​ ​I​ find ​them​ very interesting in Disney movies because of ​their​ ability to trick everyone.

2. Relative: Nominative who That

Objective whom that those/ this

Possessive whose of that

​Nom ​Obj EX:​ Anyone ​who​ can’t appreciate a good villain can’t see ​that​ they are a crucial part of the plot.

Nom

Obj

Poss

EX:​ Anyone ​who​ can’t appreciate a good villain can’t see ​that​ they are a crucial part ​of that​ storyline.

3. Interrogative: who, which, what, whatever, whoever EX:​ ​Whatever​ happens to ​whoever​ always has a purpose.

EX:​ ​Whatever​ happens to ​whoever​ always has a greater purpose for ​what​ happens at the end.

4. Reflexive:​ (personal pronouns plus the suffix ​–self ​or ​–selves)​ Used only: A. when the action verb is directed toward the subject of the construction: ​i. Simba judges ​himself ​more harshly than any other character.

Scar can’t think about anybody but ​himself​ and that is why he can never be king.

B. to intensify a point: ​i. Mufasa ​himself​ declared that Simba would be the next great king.

Nala kept her romantic feelings towards Simba to ​herself.

5. Demonstrative: this, these

that, those

EX:​ ​These​ new villains are far more complicated than ​those​ villains in older movies.

EX:​ ​These​ new Disney villains are created in a far more complicated manner than ​those villains seen in older Disney movies.

6. 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.

EX:​ ​Nothing​ says evil villain better than a good villain.

EX:​ ​Nothing​ says evil villain better than a sinfully, good villain.

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III.​ ​ ​VERBS Verbs show the time, action, and state of being of a subject.

A.​ ​ ​How verbs are identified​: 1. Verb endings​: ​- s, -ed, -d, -ing, -en ​2.

Tense: ​verbs indicate time via tenses​:

1. Simple Past ​EX:​ called, poisoned, tricked, cursed, cried, believed 2. Past ​EX:​ ​fell, lost, knew, went, came, drank 3. Past Perfect ​EX:​ ​had fallen, had kissed, had killed, had forgotten, had loved 4. Past Progressive ​EX: was climbing, were wishing, was dreaming, was thinking, was seeing 5. Simple Present ​EX:​ ​calls, cries, dies, sleeps, tricks, believes, dreams 6. Present ​EX:​ give, take, lie, cry, try, want, hide 7. Present Perfect ​EX:​ has given, have tried, has cursed, have gone, has forgiven 8. Present Progressive ​EX:​ am crying, are sleeping, is lying, am leaving, are deceiving 9. Present Perfect Progressive ​EX:​ have been watching, has been plotting, have been dancing 10. Future ​EX:​ will rule, will deceive, will cheat, will regret, will challenge 11. Future Perfect ​EX:​ will have chosen, will have dreamed, will have seen, will have cursed

3. Forms: ​a. Forms of “to be”:​

a ​ m, are, is, was, were, be, been, being (These

verbs can be used as ​helping verbs​ or main verbs. When used as main verb, they are always ​linking verbs – true linking verbs = all forms of ​be,​ ​ become, a ​ nd​ seem​)​. ​EX:​ Shere Khan and Kaa ​are​ the villains of the jungle. ​EX:​ Shere Khan and Kaa ​are​ the terrorizing villains of the wild jungle.

​b. Forms of “to do”:​

​do, does, did, done, doing (These verbs can be

used as ​helping verbs​ or main verbs). ​EX:​ Kaa ​does​ his evil by hypnotizing his victims with his eyes. ​EX:​ Kaa ​does​ his magical evil by hypnotizing his unsuspecting victims with his crazy, circular eyes.

​c. Forms of “to have”:​

​have, had, has, having (These verbs can be

used as ​helping verbs​ or main verbs). ​EX:​ Ursula ​has​ two eels helping her. ​EX:​ Ursula ​has​ two evil eels helping her trick Ariel.

4. Types: ​There are at least eleven (11) types of verbs:

a.​ ​auxiliary verbs​ (helping verbs) ​EX:​ be, do, have, will, shall, would, ​should, can, could, may, might, must, ought b.​ ​ ​linking verbs​ (verbs that do not describe action, but connect the

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subject of a sentence to other parts of the sentence – usually the predicate) ​EX:​ The ​most common linking verbs​ are: ​am, is, are, was, ​were, be, being, been, seem, become​, and ​verbs related to the senses: ​ feel, look, smell, sound, taste,​ and o ​ thers that include:​ ​act, appear, ​get, go, grow, prove, remain, stay, turn. c.​ ​lexical verbs​ (main verbs) ​EX:​ She cried. They ran. He lied. He died. d.​ ​dynamic verbs​ (indicate action)​ ​EX:​ throw, chase, run, hide, kill, ride e.​ ​stative verbs​ (describe a condition) E ​ X:​ hate, love, know, think, feel f.​ ​finitive verbs​ (indicate tense) include such auxiliary verbs as: ​can, ​ must, have, and be (​EX:​ can be suffering, must eat, will have gone) g.​ ​nonfinitive verbs ​(infinitives or participles) A non-finite verb is never the main verb in a sentence. (That's a finite verb.)

There are ​three​ types of non-finite verbs: i. gerunds ​EX:​ baking, singing ii. infinitives ​EX:​ to bake, to sing iii. participles ​EX:​ baking/baked, singing/sung h.​ ​ ​regular verbs​ (weak verbs) A regular verb is one that conforms to the usual rule for forming its ​simple past tense​ and its ​past participle.​ In English, the "usual" rule is to add ​-ed​ or ​-d​ to the base form of the verb to create the past forms. ​EX:​ trick > tricked > had tricked kill > killed > had killed ​EX:​ lie > lied > had lied poison > poisoned > had poisoned i.​ ​irregular verbs​ (strong verbs) Irregular verbs do not follow the same rules other verb forms follow. ​EX:​ drink > drank > had drunk sing > sang > had sung ​EX:​ go > went > had gone know > knew > had known j.​ ​transitive verbs ​(verbs followed by a direct object) A transitive​ verb​ is a type of ​action verb​ that links the ​subject​ with the ​object​ (a person or a thing) of a ​sentence,​ which is receiving the action. In essence, transitive means “to affect something else.” ​EX:​ The old witch gave the apple to Snow White. ​EX:​ Mother Gothel gets her youth from Rapunzel’s hair. ​EX:​ Mufasa sacrifices his life for Simba. ​EX:​ The Evil Queen sent the hunter to kill Snow White. ​EX:​ Hades takes souls from people k.​ ​intransitive verbs​ (verbs that do not take direct objects) An intransitive verb is simply defined as a verb that does not take a direct object. That means there's no word in the sentence that tells who or what received the action of the verb. ​EX:​ Jafar scoffed. ​EX:​ Snow White sang. ​EX:​ Aurora was sleeping. ​EX:​ Maleficent was screaming.

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​EX:​ The wolves attacked.

5.​ ​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. ​EX:​ The wolves chased the Beast.

(ACTIVE) ​EX:​ The Beast was chased by the wolves.

(PASSIVE) ​EX:​ The villagers tormented and terrorized the Beast. (ACTIVE) ​EX:​ The Beast was tormented and terrorized by the villagers. (PASSIVE)

​6.

Verbals​: (verb forms not used as verbs) a.​ ​ ​Gerund:​ ​ word ending in “ing” used as a noun.​ ​i.​ ​ ​Lying​ is Mother Gothel’s best quality. ii.

Prince John is casually ​stealing​ in the town. b.​ ​ ​Participle:​ ​word ending in “ing” or “ed” used as an adjective ​i.​ ​Where has the ​missing​ princess gone? ​ii.​ ​He lived in an ​enchanted​ castle. c​.​ ​Infinitive:​ v​ erb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs. ​i.​ ​To kill​ is the only thing on the Queen’s mind. ​ii.​ ​Belle tried ​to solve​ the Beast’s problem.

IV.​ ​ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns.

1.​ ​Kinds​: Demonstrative, Common, Proper. A ​demonstrative adjective​ directly refers to something or someone. Demonstrative adjectives include the words: this, that,​ ​these, those.​ A ​common adjective​ is an adjective that is not written with a capital letter. ​Proper adjectives​ are the adjective form of proper nouns.

When proper nouns modify or describe other nouns/pronouns, they become proper adjectives. ‘Proper’ means ‘specific’ rather than ‘formal’ or ‘polite.’ A proper adjective allows us to summarize a concept in just one word. Proper adjectives are usually capitalized as proper nouns are. ​EX:​ ​this​ prince, ​that​ witch, ​those​ villains (demonstrative) ​EX:​ ​disturbed, horrible, angry, cruel, wicked​ (common) ​EX:​ ​Hun​ Army, ​Arabian​ Nights, ​African​ Lions (proper) 2.​ ​Endings​:​ What suffixes are adjective endings? Suffixes are a letter or group of letters added to the ending of words to change their meaning or function.

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-able, -ible ​Meaning: capable of being ​EX:​ despicable, unloveable, contemptible, gullible, irritable -al ​Meaning: pertaining to ​EX:​ amoral, confrontational, criminal, critical, disloyal -ant ​Meaning: inclined to or tending to ​EX:​ arrogant, defiant, ignorant, repugnant, insignificant -ary ​Meaning: of or relating to ​EX:​ reactionary, revolutionary, military, arbritary -ful ​Meaning: full of or notable of ​EX:​ spiteful, vengeful, hateful, sinful, disrespectful -ic ​Meaning: relating to ​EX:​ pathetic, barbaric, egocentric, toxic, materialistic -ious, -ous ​Meaning: having qualities of ​EX:​ anxious, discourteous, envious, frivolous, obnoxious -ive ​Meaning: quality or nature of ​EX:​ aggressive, vindictive, insensitive, repulsive, obsessive -less ​Meaning: without something ​EX:​ hopeless, careless, heartless, ruthless, merciless -y ​Meaning: made up of or characterized by ​EX:​ creepy, nasty, sleezy, grouchy, lazy, ugly 3.​ ​Conversions​:​ How are other parts of speech converted into adjectives? The simplest way to turn a noun into an adjective is to add suffixes to the end of the root word. The most common suffixes used to create adjectives are: ​-ly, -able, -al, -ous,​ ​-ary, -ful, -ic, -ish, -less, -like​ and ​-y. ​EX:​ danger > ​dangerous​ hate > ​hateful​ child > ​childish 4.​ ​Articles​:​ What are these? How/when are they used? In English, the ​articles ​are the words​ '​ a,' 'an,'​ ‘​ some’​ and '​ the.'​ They are used to define whether something is specific or unspecific. ​EX:​ a jealous queen ​EX:​ an enchanted castle ​EX:​ some angry villagers ​EX:​ the wicked witch 5.​ ​Comparatives/Superlatives​:​ What are these? How/when are they used?

Comparative adjectives​ are used to compare one noun to another noun. One syllable adjectives generally form the comparative by adding ​-er​. S ​ uperlative adjectives​ are used to compare three or more nouns by adding​ -est.

EX:​ Snow White is ​prettier​ than the Evil Queen.

EX:​ Honest John is ​smarter​ than Gideon.

EX:​ Snow White is the ​fairest​ of them all.

EX:​ Stromboli is considered the ​evilest​ villain in ​Pinocchio.

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V.​ ​ADVERBS Adverbs modify verbs, adjectives, and other adverbs. Adverbs answer how, when, where, why, or to what extent—how often or how much (e.g., daily, completely). a. ​Endings ​i.​ ​–ly, -wards, -wise ​EX:​ cowardly, inwards, clockwise b.​ ​Conversions ​i.

How can adjectives or verbs be converted into adverbs?

Adjectives and verbs can be converted into adverbs by simply adding a suffix ​-ly​ to a word. ​EX:​ sleepy > sleepily angry > angrily EX:​ foolish > foolishly crazy > crazily c.​ ​Types ​ ​i.​ ​Manner, Time, Place, Degree, Frequency Manner​ – ​Belle ran down the west wing ​quickly.​ (How did she run?)

Time​ – ​ Snow White will fall asleep ​immediately​ after she bites the apple.

(When will she sleep?)

Place​ – ​Belle was ​willingly at the castle​ befriending the Beast.

(Where was she?)

Degree​ – ​Ursula’s ​exceptionally​ great manipulation cannot be duplicated.

(How great is she?)

Frequency​ – ​Cruella De Vil is ​consistently​ cruel to her henchmen.

(How often is she cruel?) d.​ ​Conjunctive The ​conjunctive adverb​ is a word that joins one part of a sentence to another part of a sentence. It also may begin or end a sentence.

It often provides a seamless transition from one idea to another and shows a relationship between the two parts of the sentence.

Some examples of conjunctive adverbs are: ​accordingly, also, then, besides, consequently, finally, however, indeed, instead, likewise, meanwhile, moreover, nevertheless, next, otherwise, still, therefore ​EX:​ Cinderella is the true owner of her château, ​nevertheless​, she is forced to work there as a maid. ​EX:​ Simba is busy singing “Hakuna Matata” ​instead​ of fighting Scar. e.​ ​ ​Intensifiers ​In grammar, an i​ ntensifier​ is a word that strengthens or weakens another word (typically the word immediately to its right). Words that we commonly use as intensifiers include: ​absolutely, completely,​ e ​ xtremely, highly, rather, really, so, too, totally, utterly, very, at all​.

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​EX:​ The Evil Queen is ​extremely​ jealous of Snow White. ​EX:​ The Big Bad Wolf is ​totally​ obsessed with the Three Little Pigs f.​ ​Comparatives/ Superlatives ​i.​ ​What are these? ​ii. ​How are they used?

Comparative adverbs​ make comparisons between two verbs—that is, they describe how, when, how often, or to what degree an action is done.

A​ superlative adverb​ is used to compare three or more people, places, or things. It's used to state that the action performed is to the highest degree within a group or of its kind. ​EX:​ Captain Hook yells as loudly as George Darling, Wendy’s dad. ​EX:​ The hyenas run as quickly as the lions. ​EX:​ Scar ran the fastest. ​EX:​ Mufasa jumped the highest.

VI.​ ​CONJUNCTIONS A conjunction is a part of speech that is used to connect words, phrases, clauses, or sentences.

A.​ ​Coordinating:​ (FANBOYS):​

a conjunction placed between words, phrases, clauses,

or sentences of equal rank. ​EX: ​for, and, nor, but, or, yet, so ​EX:​ Horace ​and​ Jasper are both bald. ​EX:​ Kaa is dangerous ​but ​Shere Khan is more powerful.

B.​ ​Correlative​:​ include pairs such as ​"both/and," "either/or," "neither/nor," "not/but,” "not only/but also,” “both/and,” “whether/or; as/so” ​EX:​ Gaston is rude ​not only​ to Lefou ​but also​ to Maurice, Belle’s dad. ​EX:​ ​Neither​ the hunter ​nor​ the Evil Queen could kill Snow White.

C.​ ​Subordinate​:​ A subordinating conjunction is a word or phrase that links a dependent clause to an independent clause. This word or phrase indicates that a clause has informative value to add to the sentence’s main idea, signaling a cause-and-effect relationship or a shift in time and place between the two clauses. ​EX: ​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. ​ ​EX:​ ​As long as​ Simba is alive, Scar can never be king. ​EX:​ The curse will be lifted ​after​ the prince kisses Sleeping Beauty.

D.​ ​Relative pronouns​:​ True relative pronouns are​ "who",​ ​"which."​ and “​ that”.​ They act as the subject of a dependent clause. ​Who​ (refers to people), ​which​ (refers to nonliving objects or animals), ​that​ (may refer to animals or nonliving objects)​. ​EX:​ The castle ​that ​the king and queen built. ​EX:​ The villain ​who​ escaped and got away with murder.

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VII.​ ​ ​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 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, 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. ​EX:​ ​Among​ the villagers, Gaston is ​on top of​ the handsome list ​but alongside​ the Beast there isn’t anything ​inside of​ Gaston that is worth having. ​EX:​ ​Apart from​ her title ​of​ the Evil Queen, she has nothing t​ o​ offer her kingdom and ​according to​ her magic mirror she’s not even ‘the fairest one of them all’. ​EX:​ There is nothing honest ​about​ H ​ onest John ​except​ his name and ​instead​ ​of​ trying to live ​up to​ his name, he does everything ​opposite​ of his name.

VIII.​ ​INTERJECTIONS Interjections are the final part of speech. An interjection is a part of speech that demonstrates the emotion or feeling of the author. These words or phrases can stand alone, or be placed before or after a sentence.

Interjection

Meaning

Sentences

ah

expressing pleasure

Ah​, that feels good, Lefou.

expressing realization

Ah​, now I see the truth, you liar!

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expressing resignation

Ah​ well, it can't be helped, Scar.

expressing surprise

Ah​! I've won!

alas

expressing grief or pity

Alas​,​ Snow White is dead now.

dear

expressing pity

Oh ​dear​! Does it hurt, Beast?

expressing surprise

Dear​ me! That's an unexpected surprise!

asking for repetition

It's hot today.

eh

Eh​?

I said it's hot today.

expressing enquiry

Jafar, what do you think of that, ​eh​?

expressing surprise

Eh​! Really?

inviting agreement

Pinocchio, let's go, e ​ h​?

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er

expressing hesitation

Nala, let’s go to the elephant...​er​…graveyard.

God

expressing anger, surprise, worry [some people may consider this offensive]

God​, what a negative attitude you have.

hello, hullo

expressing greeting

Hello​ Prince John.. How are you today?

expressing surprise

Hello​! My voice is gone!

calling attention

Hey​! Look at that!

expressing surprise, joy etc

Hey​! What an evil idea!

hi

expressing greeting

Hi​! What's going on?

hmm

expressing hesitation, doubt or disagreement

Hmm​. I'm not so sure.

hey

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oh, o

expressing surprise

Oh​! You're here!

expressing pain

Oh​! I've got a terrible feeling.

expressing pleading

Oh​, please say "yes"!

ouch

expressing pain

Ouch​! That hurts!

uh

expressing hesitation

Uh​...I don't know why he said that!

uh-huh

expressing agreement

Shall we lie to him? ​Uh-huh​.

um, umm

expressing hesitation

Snow White is...​um​...dead.

well

expressing surprise

Well​ I never have been so insulted my entire life.

introducing a remark

Well​, what did the queen say?

expressing amazement

Wow​! What an evil plan you have!

wow

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Key associated terms to know for Parts of Speech: ​ ​i.​ ​Antecedents:​

An antecedent is the noun or noun phrase that a pronoun refers to. Also known as a referent. More broadly, an antecedent may be any word in a sentence (or in a sequence of sentences) that another word or phrase refers to. ​EX:​ ​Gaston​ admired his beautiful face in the mirror. ​Gaston = antecedent his = pronoun ​ ​ii.​ ​Complements: ​It's a word, clause, or phrase that's needed to complete a given expression. For example, "Every morning is a ​gift​." In this sentence, "every morning" is the subject, "is" is the linking verb, and "a gift" is the complement. It completes the idea. Without it, we wouldn't understand what every morning is. Another example would be, "The air smells beautiful​." In this sentence, "the air" is the subject, "smells" is the linking verb, and "beautiful" is the complement. ​EX:​ The poison smells ​rotten. ​ ​“The poison” is the subject, “smells” is the linking verb, and “rotten” is the complement. ​iii.​ ​Objects: ​An object is a noun, a noun phrase, or a pronoun that is affected by the action of a verb. Objects give our language detail and texture by allowing the creation of complex sentences. Prepositions also have objects. ​EX:​ Jafar practices ​magic​.

Jafar is the subject and magic is the object.

1.​ ​Direct: ​DIrect objects are the results of action. A subject does something, and the product is the object itself. A direct object is a noun or pronoun that receives the action of the sentence. The direct object answers “whom?” or “what?” in regards to the verb. ​EX:​ Snow White bit the ​apple.​ (Snow White bit what?)

2.​ ​Indirect: ​Indirect objects receive or respond to the outcome of an action. It tells ​to whom​ or f​ or whom​ something is done. The indirect object always comes between the verb and the direct object. ​EX:​ Belle gives ​Gaston t​ he magic mirror.

B ​ elle = subject gives = verb Gaston = indirect object magic mirror = direct object ​iv.​ ​Modifiers: ​ A working definition for the word “modify” is to change or to alter something.

A modifier changes, clarifies, qualifies, or limits a particular word in a sentence in order to add emphasis, explanation, or detail. Modifiers tend to be descriptive words, such as adjectives and adverbs. Modifier phrases, such as adjective clauses and adverbial phrases, also exist and tend to describe adjectives and adverbs. ​EX:​ In “a ​red​ apple” the adjective “red” is a modifier describing the noun “apple.” In “She was crying ​softly​,” the adverb “softly” is a modifier of the verb “crying.”

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​v.​ ​Transitions:

​ ransition words prevent our writing from sounding stilted or choppy. They T sew our paragraphs together, making our writing flow better, connecting one idea to the next.

●

Above all

●

Earlier

●

In summary

●

Similarly

●

Accordingly

●

Especially

●

In the first place

●

Singularly

●

After

●

Finally

●

In the meantime

●

So then

●

Afterward

●

For example

●

In this case

●

Soon

●

Also

●

For instance

●

Incidentally

●

Subsequently

●

As a result

●

For the most part

●

Including

●

Such as

●

As a result of

●

Furthermore

●

Lastly

●

There

●

As a rule

●

Generally

●

Later

●

Thereby

●

As an example

●

Hence

●

Likewise

●

Therefore

●

Before

●

Here

●

Namely

●

Thus

●

Besides

●

However

●

Next

●

To begin with

●

Beyond

●

In addition to

●

Opposite

●

To summarize

●

By the way

●

In brief

●

Ordinarily

●

To the left/right

●

Compared to

●

In comparison to

●

Otherwise

●

Together with

●

Consequently

●

In conclusion

●

Over there

●

Under

●

Conversely

●

In particular

●

Particularly

●

Usually

●

Coupled with

●

In short

●

Regularly

●

Wherefore

​EX:​

​Finally,​ Rapunzel returned to her kingdom where she was reunited with her long, lost parents and ​later ​would become queen.

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vi.​ E ​ xpletives: A ​ n expletive is a swear word, a curse you let out when you are startled or mad. An expletive usually sneaks out because you get surprised or angry, like if you stub your toe, you might yell out an expletive. ​EX:​ “​Gosh darnit!​ ” yelled Captain Hook. ​vii.​ ​Agreements: ​The word agreement when referring to a grammatical rule means that the words a writer uses need to align in ​number​ and in ​gender​ (when applicable).

1.​ ​Subject-Verb: ​Subject and verb agreement: ​Number alignment When you use a singular subject of the sentence, the verb that you use must also be singular. These should always agree with one another. ​ ​EX:​ “Honest John” tricks Pinocchio. ​(singular) ​EX:​ “Honest John” and Gideon trick Pinocchio. ​(plural) 2.​ ​Noun-Pronoun: ​Noun and pronoun agreement: ​Number and gender alignment When you use a singular word and you want to replace it with another word specifically a pronoun, be sure that the two words agree both in number and in gender. ​EX:​ Scar killed​ his ​brother, Mufasa. ​EX:​ Sarabe lost ​her​ husband, Mufasa. ​EX:​ The lions of the Pride Lands lost ​their​ king, Mufasa.

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QUIZ #2 True or false

1.

​t/f

There are 10 Parts of Speech.

2. Proper Nouns must always be capitalized. ​

t/f

3. Adverbs modify verbs, adjectives, and other adverbs.​

t/f

4. A preposition is a yoga position.

​t/f

5. Pronouns take the place of nouns that have been established.

​t/f

6. The English language has two voices: ACTIVE and PASSIVE.

​t/f

7. Interjections are found on all major roads and highways.

​ t/f

8. The three adverb endings are: -LY, -WARDS, -WISE

​t/f

9. Conjunctions can be very contagious during flu season.

​t/f

10. Abstract Nouns are nouns such as: ideas, emotions, or attitudes.

​t/f

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SECTION 3 PHRASES 1.​ P ​ hrases ​– are groups of words that function as a part of speech​. a.​ ​Prepositional b.​ ​Appositive c.​ ​Verbal (3)

​i.​

​Gerund

​iii.​

​Infinitive

​ii.​

​Participle

A.​ ​Prepositional​:

A group of words that begins with a preposition and ​ends with

a noun​, and is used as an adjective or an adverb. Common prepositional phrase examples include ​about, after, at, before, behind, by, during, for, from, in, of, over, past, to, under, up, with​.

EX:​ Percival C. McLeach wants to track down a rare eagle​ ​by​ capturing a little boy.

EX:​ ​With​ a mirror in his hand, Gaston was able to see the Beast.

B.​ ​Appositive​: A group of words that include all the words or phrases that modify

an appositive. (An appositive is a noun or pronoun that renames or identifies another noun or pronoun in some way). An appositive phrase consists of an appositive and its modifiers. An appositive phrase can be either ​essential ​ (restrictive)​ or ​nonessential (nonrestrictive). An essential appositive phrase​ provides information that is necessary for identifying the noun or pronoun that precedes it. Without the essential appositive phrase, the sentence doesn’t make much sense. In contrast, ​a nonessential appositive phrase provides additional information about a noun or pronoun in a sentence whose meaning is already clear. It gives the reader extra—but nonessential —information. A nonessential appositive phrase should be set off with commas.

EX: ​ The rat ​Ratigan​ is a criminal mastermind who is also Basil’s archenemy.

EX: ​ The parrot ​Iago​ is Jafar’s pet and accomplice in ​Aladdin.

C.​ ​Verbal​: A verbal is a word derived from a verb that functions in a sentence as

a noun or modifier rather than as a verb. Verbals include ​infinitives, gerunds (also known as -ing forms), and ​participles​ (also known as -ing forms and -en forms). A group of words that begin with a verbal and ​ends with a noun​.

1.​

​Gerund​

​word ending in “ing” used as a noun.​

EX:​ W ​ ishing​ to own a powerful genie is Jafar’s downfall.

EX:​ L ​ ying ​is Ursula’s strongest quality.

2.​

​Participle​

word ending in “ing” or “ed” used as an adjective.

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EX:​ How long will the ​sleeping​ princess sleep?

EX:​ She lived happily in an ​enchanted​ forest.

3.​

​Infinitive​

​verb preceded by the word “to” (to go, to jump) used as

nouns, adjectives, or adverbs.

EX:​ “Honest John” agreed ​to give​ Pinocchio a ride home.

EX: ​ ​Belle asked them ​to bring​ some food.

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QUIZ #3 Matching and true/false

1.

Verbal : ​ A group of words that begin with a verbal and

​a​.​ is used as an adverb.

2. Gerund :​ A word ending in ​“ing”​ and

​b​. ends with a noun.

3. Participle : ​A word ending in ​“ing”​ or ​“ed”​ and

​c.​ is used as a noun.

4. Infinitive : ​A verb preceded by the word ​“to”​ and is

​d.​ used as nouns, adj., or adv

5.

Phrases​ are a group of silly words.

​t/f

6.

Prepositional, Appositive, & Verbal​ are three types of phrases.

​t/f

7.

An ​infinitive​ has the word “to” before the verb.

​t/f

8.

A ​gerund​ is a type of verbal phrase.

​t/f

9.

A ​participle​ is a phrase that participates.

​t/f

10. ​Appositive phrases​ are always positive.

​t/f

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SECTION 4 CLAUSES 1.​ ​ ​Clauses​ – are a group of words with a subject and a verb. ​A.​ INDEPENDENT – ​CAN​ stand alone as a complete sentence, known as a ​ imple sentence​ ​pattern​. s a. Disney movies require villains to create chaos. b. ​Pinocchio​ has the most amount of villains.

B.​ SUBORDINATE (Dependent) – ​CANNOT​ stand alone as a complete sentence

and ​MUST​ begin with a ​SUBORDINATE CONJUNCTION​.

1. ​Noun Clause​: Used as a 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. a. ​Where she grew up​ definitely made Maleficent who she is. ​[subject] b. Carefully tell ​whoever comes​ the truth. ​[Indirect obj.] c. ​That the witch was jealous​ was crystal clear. ​[Subject] d. The Evil Queen carefully checked ​what she had for poisons. ​[Direct obj.] e. Happily manipulating kids is ​what Honest John does best. ​[Predicate noun] f. Kiss the princess quickly at ​whichever castle you want. g. His hope ​that Aurora happily stays at her kingdom​ has not changed. ​[Appositive]

2. ​Adjective Clause​: Used to modify a noun in an independent clause.

A​. S ​ ome adjective clauses begin with an introductory word:

a. This was the enchanted forest ​where fairies happily did well. ​(“where” is an introductory word) b. There is the potion​ that she absolutely needed. c. The dream ​that you wanted​ is plainly within your grasp.

B.​ S ​ ome adjective clauses begin with relative pronouns:

a. Snow White is clearly the one ​who got the most admirers. ​(ONE is the antecedent of WHO and is modified by the adjective clause.) b. There goes the wizard ​whose class is usually spells​. ​(WIZARD is the antecedent of whose and is modified by the adjective clause.) c. A book of magic spells easily informs the reader how much

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magic ​that the spell contains​. ​NOTE:​ The relative pronoun has two functions. It introduces the clause ​and​ it is used as a sentence-part within the clause. ​i. Is this the prince ​that you so desperately want? ​(​that​ is the direct object of ​want)​ ii. Cinderella is the girl ​whom he shyly asked to the ball. ​(​whom​ is the direct object of ​asked.​ ) iii. The list of criminals ​which you refer​ has sadly been lost. ​(​which​ is the object of the preposition ​to​.) iv. Ursula is a villain ​who doesn’t easily shrug off criticism. ​(​who​ is the subject of​ shrugs​.)

3. ​Adverb Clause​:​ Used to ​modify verbs, adjectives, and adverbs​ in an

Atlantica.

independent clause, introduced by a subordinating conjunction and used to indicate ​time, place, cause, purpose, result, condition, and/or concession​. a. Modifying verbs: i​. W ​ hen the clock struck twelve,​ Cinderella left. ​(time) ii. Mother Gothel cleverly put the tower ​where a few ​could see it.​ ​(place) iii. They hastily left the village ​because they were angry. ​(purpose) iv. Ursula acted ​as if she were completely ruling

​(condition) b. Modifying adjectives: i. The Beast’s curse seems twice ​as long as it should be. ​(how much) ii. Anna is ​as strikingly beautiful as her sister, Elsa. ​(to what​ ​extent) c. Modifying adverbs: i. Sleepy worked less ​than the other six dwarfs did. ​(condition) ​ ii. Cinderella worked harder ​than her stepsisters did.

​4. R ​ elative Clauses​: Dependent clause that begins with a ​relative pronoun​.

A ​relative pronoun​ is used to refer to nouns mentioned previously, whether they are people, places, things, animals, or ideas. ​Relative pronouns​ can be used to join two sentences. The most common are ​which, that, whose, whoever, whomever, who, and whom. a. The dwarf ​who finishes first​ will get a sinfully delicious cookie. b. The man ​who catches Maleficent​ will get to be king.

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​5. E ​ lliptical Clauses​: Adverb clauses in which part of the clause is omitted.

a. ​When singing,​ Rapunzel keenly keeps her eyes on every object. b. The Beast has a better personality ​than he​ . (​than he​ is the elliptical clause.)

​6. E ​ ssential Clauses​: Clauses necessary to the meaning of the sentence.

a. The girl ​that most interests the Evil Queen​ is Snow White. b. The man ​that kisses Sleeping Beauty​ must be a king’s son.

​7. N ​ onessential Clauses​: Clauses that are NOT necessary to the meaning

of the sentence. a. Mother Gothel combs Rapunzel’s hair, ​which is gold and ridiculously long,​ to stay young. b. Kaa uses his hypnotic eyes, ​which are full of crazy circles​, to catch his prey.

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QUIZ #4

​Fill in the correct answer

1. ____ Clauses​: Clauses that are NOT necessary to the meaning of the sentence.

2. ____ Clauses​: Clauses are necessary to the meaning of the sentence.

3. ____ clauses​: Adverb clauses in which part of the clause is omitted.

4. ____ clauses​: Dependent clauses that begin with a ​relative pronoun​.

5. ____ clauses​: Clauses used to modify verbs, adjectives, & adverbs in an independent clause.

6. ____ clauses​: Clauses used to modify a noun in an independent clause.

7. ____ clauses​: Clauses used as a noun in a sentence and may function as a subject.

8. ____ clauses​: ​CAN​ stand alone as a complete sentence, known as a simple sentence pattern.

9. ____ clauses​: ​CANNOT ​stand alone as a complete sentence.

10. _________ ​are groups of words with a subject and a pronoun.

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SECTION 5 SENTENCES 1. Sentences -- ​A set of words that is complete in itself typically containing a subject and a predicate, conveying a statement, question, exclamation, or command, and consisting of a main clause and sometimes one or more subordinate clauses

​a.​ ​Sentence Parts

​i.​ ​Subject (3)​ 1. Complete 2.​ ​Simple 3. Compound

b.​ ​Sentence Types (4) ​i.​ ​Declarative ​ii. Interrogative

ii. ​Predicate (3) 1. Complete 2. Simple 3. Compound

iii. Imperative iv. Exclamatory

c.​ ​Sentence Errors​ ​(Incomplete/Incorrect Types) (with correction guidelines)

​

i​ . Fragment ​ii. Run-on/Rambling ​iii. Fused Sentence

d.​ ​Sentence Patterns (13) ​i. Simple ​ ​ii.

Complex ​iii. Compound ​iv. Complex/Compound ​ ​v. Loose Sentence ​vi. Periodic Sentence ​vii. Balanced Sentence

iv. Misplaced Modifier v. Comma Splice vi. Double Negative

viii. Parallel Structure ix. Chiasmus x. Asyndeton xi. Polysyndeton xii. Anaphora xiii. Epistrophe

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​Sentence Parts

1.​ ​Subject (3) a.​ ​Complete b.​ ​Simple c.​ ​Compound

2. Predicate (3) a. Complete b. Simple c. Compound

1. ​Complete Subject​:​ A complete subject is all of the words that tell what or whom a sentence discusses, ​including ​any modifiers.

EX:​ Cruella De Vil kidnaps 99 Dalmatian puppies for their fur.

EX:​ Evil Ursula tricks Ariel into stealing her voice for a pair of human legs.

2. ​Simple Subject​:​ A simple subject is a main word or words that tell what or whom a sentence discusses, ​not including​ any modifiers.

EX:​ Cruella De Vil kidnaps puppies.

EX:​ ​Ursula steals Ariel’s voice.

3. ​Compound Subject​:​ A compound subject consists of two or more simple subjects that share a verb or verb phrase. These subjects are joined by a conjunction such as ​and, or, or nor.​ EX:​ “Honest John” and Gideon are a pair of con men in ​Pinocchio.

EX:​ Shere Khan and Kaa are the villains in ​The Jungle Book.​ 4. ​Complete Predicate​:​ The complete predicate includes the verb and all the words that tell what happened in the sentence.

EX:​ The forest animals help Snow White clean the dwarves’ cottage.

EX: ​The enchanted servants serve Belle a wonderful meal.

5. ​Simple Predicate​:​ The simple predicate is the word or words that tell us what specific action the subject is taking. It is always a verb.

EX:​ Gaston fights the Beast.

EX:​ Captain Hook hates Peter Pan. 6. ​Compound Predicate​:​ A compound predicate occurs when the subject in the sentence is doing more than one action and is shared

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by two or more verbs. To identify compound predicates, check that the sentence has two verbs joined by a conjunction.

EX:​ Gaston lies and convinces the villagers to kill the Beast.

EX:​ Scar tricks and kills Mufasa. ​Sentence Types 1. Declarative 2. Interrogative

3. Imperative 4. Exclamatory

1. ​Declarative Sentence​:​ Declarative sentences are simply statements that relay information. It states the facts or an opinion and lets the reader know something specific. It always ends with a period.

EX:​ Stromboli is so greedy that he can’t tell what is right or wrong anymore.

EX:​ Shere Khan terrorizes all of the animals in the jungle.

2. ​Interrogative Sentence​:​ An interrogative sentence asks a question and is punctuated at the end with a question mark. They are typically marked by inversion of the subject and predicate; that is, the first verb in a verb phrase appears before the subject.

EX:​ Is Maleficent truly evil or just misunderstood?

EX:​ Who is Captain Hook’s real enemy, the alligator or Peter Pan? 3. ​Imperative Sentence​:​ An imperative sentence is a type of sentence that gives instructions or advice, and expresses a command, an order, a direction, or a request. It may end with an exclamation mark or a period.

EX:​ Cinderella, clean the house!

EX:​ Belle, be our guest, be our guest.

4. ​Exclamatory Sentence​:​ An exclamatory sentence is a type of main clause that expresses strong feelings in the form of an exclamation.

EX:​ Kill the Beast!

EX:​ Off with their heads!

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​Sentence Errors (Incomplete/Incorrect Types) 1. Run-On/Rambling 2. Fused 3. Fragment

4. Misplaced Modifier 5. Double Negative 6. Comma Splice

1. ​Run-On/Rambling Sentence​:​ ​A run-on sentence​ occurs when two sentences are joined without punctuation or a connecting word.

A rambling sentence​ happens when you connect several sentences with the word ​AND.​ Rule: Connect run-on and rambling sentences with the following: 1. A period and a new sentence 2. A comma & a conjunction 3. A semicolon EX:​ Snow White loves to talk to animals she would talk to them all day if the dwarves weren’t around. ​(run-on sentence) EX:​ Snow White loves to talk to animals.

She would talk to them all day if the dwarves weren’t around. ​(correct) 2. ​Fused Sentence​:​ A fused sentence is a type of run-on sentence in which two independent clauses are run together (or "fused") without an appropriate conjunction or mark of punctuation between them, such as a semicolon or a period.

EX:​ It was close to midnight Cinderella was getting nervous thinking about the clock striking twelve. (fused sentence) EX:​ It was close to midnight; Cinderella was getting nervous thinking about The clock striking twelve. ​(correct) 3. ​Fragment Sentence​:​ Fragments are incomplete sentences. Usually, fragments are pieces of sentences that have become disconnected from the main clause. One of the easiest ways to correct them is to remove the period between the fragment and the main clause.

EX:​ From dusk till dawn. ​(fragment sentence) EX:​ Cinderell worked from dusk till dawn. ​(correct) 39

4. ​Misplaced Modifier​:​ A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it describes.

EX:​ Captain Hook stole packed pirates’ treasure. ​(misplaced modifier) EX:​ Captain Hook stole the pirates’ packed treasure. ​ (correct) 5. ​Double Negative​:​ Double negatives are ​two​ negative words used in the same sentence. Using two negatives turns the thought or sentence into a positive one.

EX:​ Belle doesn’t have no time for dinner. ​(double negative) EX:​ Belle doesn’t have any time for dinner. ​(correct) 6. ​Comma Splice​:​ A comma splice is when two independent clauses are incorrectly joined by a comma and no conjunction to make one sentence. There are three ways to fix a comma splice. You can add a conjunction, change the comma to a semicolon, or make each independent clause its own sentence.

EX: ​Hyenas are not actually hunters, they are scavengers. ​(comma splice) EX:​ Hyenas are not actually hunters. They are scavengers. ​(correct)

1. ​Simple

​Sentence Patterns

8. Parallel Structure 9. Chiasmus 10. Asyndeton 11. Polysyndeton 12. Anaphora 13. Epistrophe

2. Complex 3. Compound 4. Complex/Compound 5. Loose Sentence 6. Periodic Sentence 7. Balanced Sentence 1. ​Simple Sentence​:​ A sentence that is just one independent clause.

EX:​ Ursula tricks Ariel.

EX:​ Monstro swallowed the ship.

2. ​Compound Sentence​:​ A sentence with multiple independent clauses, but no dependent clauses.

EX:​ It was getting dark, and Maurice wasn’t there yet.

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EX:​ Maurice didn’t want to go to the castle, but he went anyway.

3. ​Complex Sentence​:​ A sentence with one independent clause and at least one dependent clause.

EX:​ Even though he was a beast, Belle still had feelings for him.

EX:​ Although Gaston was handsome, he was still dumb.

4. ​Complex-Compound Sentence​:​ A sentence with multiple independent clauses and at least one dependent clause.

EX:​ The wolves ran off when the Beast chased them, so he didn't care.

EX:​ Ariel wanted Eric, so she agreed to trade her voice for legs when Ursula offered.

5.​ ​Loose Sentence​:​ ​A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase).

EX:​ Cinderella went to the ball, danced with the prince, and lost her shoe.

EX:​ The wildebeest stampede started quickly, kicking up dry dirt, and scaring Simba.

6.​ ​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.

EX:​ Despite the blinding sun, scorching temperatures, and the lack of water, Simba moved on.

EX:​ When Shere Khan was walking in the jungle, he saw Mowgli.

7.​ ​Balanced Sentence​:​ A sentence where phrases or clauses parallel each other by virtue of their likeness of structure, meaning, or length.

EX: ​The Evil Queen is pretty, but Snow White is prettier.

EX:​ King Louie is powerful, but not as powerful as Mowgli.

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8.​ ​Parallel Structure​:​ A sentence ​using the same pattern of words to show that two or more words or ideas are of equal importance and to help the reader comprehend what is being written.

EX:​ Snow White likes to sing, to dance, and to clean the cottage.

EX:​ Belle will not eat with the Beast, nor will she go into the kitchen.

9.​ ​Chiasmus​:​ A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order EX:​ Rapunzel will find love unless love finds Rapunzel.

EX:​ The Evil Queen loves to hate and hates to love.

10.​ ​Asyndeton​:​ A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose.

EX:​ Cinderella sweeps all day, cleans all day, weeps all night.

EX:​ Scar lounges, complains, plots the perfect murder.

11.​ ​Polysyndeton​:​ A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose.

EX:​ Captain Hook yelled at Peter Pan ​and​ blamed Peter Pan ​and screamed at Peter Pan. EX:​ Lady Tremaine ordered Cinderella to wash the dishes ​and​ sweep the floor ​and​ sew the clothes ​and​ make dinner.

12.​ ​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.

EX:​ Snow White is a princess ​who​ is beautiful, ​who​ is sweet, ​who​ is kind, and ​who​ is loved by all except her evil stepmother.

EX:​ Mufasa was a king ​for​ his pride, ​for​ his son, ​for​ the Prideland, and ​for all of the animals.

13.​ ​Epistrophe​:​ A sentence featuring several phrases or clauses ending with the same word or words.

EX:​ Gaston repeated, ​“Kill the Beast”,​ until the villagers began to repeat, 42

​ Kill the Beast”​ and eventually everyone was singing, ​“Kill the “ Beast”​.

EX:​ Simba sings how he can’t wait to be ​king​, Mufasa tells Simba all of the great ​kings​ are up in the sky watching over them, and then Scar says, “Long Live the ​King”​ .

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Quiz #5 Match the correct answer

1.

epistrophe​

​a.​ A sentence with multiple independent clauses.

2. Simple sentence​

​b.​ A sentence with 1 independent AND 1 dependent clause.

3. chiasmus​

​c.​ A sentence that is just one independent clause.

4. Compound sentence​

​d.​ A sentence that leaves out conjunctions between words.

5. Complex sentence​

​e.​ An incomplete sentence.

6. Run-on sentence​

​f.​ A sentence that has an independent and subordinate clause.

7. Loose sentence​

​g.​ A sentence featuring several phrases with the same word.

8. Rambling sentence​

​h.​ A sentence that includes a repetition of ideas in inverted order

9. asyndeton​

​i.​ 2 sentences are used without punctuation or a connecting word

10. Fragment sentence​

​ j.​ You connect several sentences with the word ​AND.

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SECTION 6 PARAGRAPHS 1.​ P ​ aragraphs​ – a distinct section of a piece of writing, usually dealing with a single theme and indicated by a new line, indentation, or numbering. a.​ ​Introductory Paragraphs ​i.

Hook/lead 1. Anecdotal 2. Query Based ​ii.

Thesis statement (7 types) 1. Assertion (Claim) 5. Generalization 2. Fact 6. Document Based 3. Opinion 7. Theory 4. Belief b.​ ​Body Paragraphs ​i.

Topic sentence ​ii.

Sentences with examples 1. Quotes (5 ways to integrate quotes INTO sentences) a.​ ​MLA Citation 2. Paraphrase 3. Summary 4. Anecdotes 5. Concrete examples 6. Abstract examples ​iii.

Closing sentences c.​ ​Closing Paragraphs ​i.

Statement extending the thesis ​ii.

Consequences of disregarding the thesis ​iii.

Establishing the significance of thesis ​iv.

Final sentence (“Smoky the Bear”/”Drop the mic”/dot dot dot moment…)

1.​ I​ ntroductory Paragraphs (Introductions) a.​ ​Hook (Lead) - The hook (lead) is the beginning or introduction. A ​lead​ grabs the reader’s attention and it ​hooks​ the reader. ​i.​ ​Anecdotal​ (Brief story to set the mood and intro the topic) 1. EX: ​Villains are the backbone of every good Disney movie. I enjoy seeing green eyes, hearing evil laughs, and witnessing wicked plans; that is what makes me gasp and makes me want to see more. No matter how ugly or beautiful, or cruel or crazy a villain may be, they are what make a Disney movie great for me.

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​ii.​

​Query

Based​ (Question that brings the reader to the topic) 1. EX:​ Why are bad villains so much fun to watch? b.​ ​Thesis Statements (the purpose of a piece of writing – usually one sentence in length – and something that is arguable) ​i.​ ​Assertion​ (claim) 1. EX:​ Disney movies need villains to create exciting plots. ​ii.​ ​Fact​ ​(empirically verifiable) 1. EX:​ Disney movies have one or more evil villains. ​iii.​ ​Opinion​ (personal position on a topic) 1. EX:​ Evil villains add interesting and exciting moments in Disney movies. ​iv.​ ​Belief​ (social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily) 1. EX:​ Most Disney villains have emotional problems that make them do bad things. ​v.​ ​Generalization​ (uses absolute or statistical pronouns: all, always, every, never, none, most, half – ​avoid using this type of thesis statement​) 1. EX:​ Everyone loves to hate a good Disney villain. ​vi.​ ​Document Based​ (cites a specific source and its position on a topic) 1. EX:​ In “So Good at Being Bad: Disney Villains”, Jeff Kurtti writes that Walt Disney knew how important the villain was and how they were even more interesting than the heroes themselves. ​vii.​ ​Theory​ ​(a statement that can be tested and potentially proven) 1. EX:​ Despicable, yet exciting, Disney villains can often be more interesting and popular than the heroes.

2.​ ​Body Paragraphs​ (must have echoes of the thesis in each and ​present evidence to support or expand on the thesis)

a.​ ​Topic Sentences (must specifically indicate the topic of the paragraph and focus on one subject and area of evidence or support) ​i.​ ​EX: ​Walt Disney knew that creating a villain was very important in making a story great. b.​ ​Evidence from Quotations (quotes should NEVER be used as individual sentences – quotes should be embedded within sentences) ​i.​ ​EX: ​A couple writers from Disney Parks Blog agree, “...Walt knew that the villain was frequently the driving force in his storytelling, and could, in many ways, be more interesting and appealing than the heroes themselves” (Kurtti 1). ​ii.​ ​EX:​ “...Walt knew that the villain was frequently the driving force in his storytelling, and could, in many ways, be more interesting and appealing than the heroes themselves” according to writers from Disney Park Blog (Kurtti 1).

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​ uckily for Disney fans, “...Walt knew that the villain was frequently the L driving force in his storytelling, and could, in many ways, be more interesting and appealing than the heroes themselves” according to writers from Disney Park Blog (Kurtti 1). ​iv.​ ​EX: ​Luckily for Disney fans, “...Walt knew that the villain was frequently the [main] driving force in his storytelling, and could, in many ways, be more interesting and appealing than the heroes themselves” (Kurtti 1). ​v.​ ​EX: ​Luckily for Disney fans, “...Walt knew that the villain was...more interesting and appealing than the heroes themselves” (Kurtti 1). ​vi.​ ​Paraphrase​ (rewording of a quote into other words of the same length without quotation marks, but still citing the source) 1. ORIGINAL QUOTE – “...Walt knew that the villain was frequently the driving force in his storytelling, and could, in many ways, be more interesting and appealing than the heroes themselves” (Kurtti 1).

2. EX: ​PARAPHRASE – Disney villains are more interesting and appealing than the heroes (Kurtti 1). ​vii.​ ​Summary​ (condensing larger quotes or sections) 1. ORIGINAL QUOTE – “...Walt knew that the villain was frequently the driving force in his storytelling, and could, in many ways, be more interesting and appealing than the heroes themselves” (Kurtti 1).

2. EX: ​SUMMARY – Villains are more interesting and appealing than heroes ​viii.​ ​ ​Abstract Examples​ (hypothetical, “what if” examples – ​AVOID​) 1. EX: ​Disney movies would not be successful ​if t​ hey did not include villains. ​ix.​ ​Concrete Examples​ (actual, reference-able examples) 1. EX: ​In a ​Cosmopolitan a ​ rticle, “This Twitter Thread Argues That Disney Villains Are Actually Heroes”, writer Dusty Baxter-Wright examines Disney villains. She writes,​ ​“According to actor Zelda Williams, the bad guys in Disney movies aren't actually as universally terrible as you're led to believe, arguing that they're actually portrayed in a bad light, and are totally misunderstood”. c.​ ​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 essay’s thesis ​i.​ ​EX: ​Clearly, many valid writers who are experts on the topic of Disney’s villains agree on their importance and popularity. ​iii.​

​EX:

3.​ ​Closing Paragraphs​ (Conclusions – should not be mere summaries ​of the previous paragraphs of your essay) a.​ ​ ​Consequences of Disregarding the Thesis (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT) ​i.​ ​EX: ​If Walt Disney did not include exciting villains in his movies, then who would be the antagonists needed for great stories?

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b.​ ​Statement(s) of Extension (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) ​i.​ ​EX:​ As such, Disney villains are necessary in order to have a good story.

They are also often more exciting and interesting than the heroes. c.​ ​Establishing the Significance of the Thesis ​i.​ ​EX: ​Thus, as the great amount of research shows, Disney villains carry out more than just the evil contents of a Disney movie -- they carry out the plot and the excitement necessary for both the heroes and villains. d.​ ​Final Sentence (connects to the hook) ​i.​ ​EX:​ So whether people like it or not, villains captivate the audience and and they are the ones that most people remember because they leave a lasting impression.

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QUIZ #6 True or false

1.

Anecdotal​ is a brief story to set the mood & introduce the topic.

2. Opinion ​is the absolute truth. ​

​t/f t/f

3. theory​ ​can be tested and potentially proven.​

t/f

4. Summary ​is condensing larger quotes or sections.

​t/f

5. Hook (lead) ​is a sharp, curved, and dangerous sentence.

​t/f

6. Concrete examples​ are actual examples made up of concrete.

​t/f

7. Abstract examples ​are hypothetical “what if” examples.

​ t/f

8. Fact ​is empirically verifiable.

​t/f

9. Body paragraphs ​are paragraphs about specific body parts.

​t/f

10. Document based​ cites a specific source and its position on a topic.

​t/f

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SECTION 7 ​ESSAYS 1.​ E ​ ssays​ – short pieces of writing on a particular subject. a.

b.

Types ​i.

Persuasive​ (Argumentative) ​ii.

Expository​ (Informative) 1.​ ​Definition or Description 2.​ ​Process (How-to) 3.​ ​Compare and Contrast 4. Cause and Effect ​iii.

Analytical/Critical 1.​ ​Evaluative 2.​ ​Interpretive ​iv.

Narrative​ (Tells a story) 1.​ ​Personal Anecdote ​v.

Research 1.​ ​MLA Citation Format 2. APA Citation Format ​vi.

Timed 1.​ ​Document Based Question (DBQ) 2.​ ​Synthesis 3.​ ​Prompt Based Strategies/Planning Tips/Steps ​i.

c.

Pre-writing/Prompt Analysis/Outlining ​ii.

Research/Evaluation of Sources Work Cited Page ​i.

​ii.

a.

MLA Format APA Format

Types ​i. ​Persuasive (Argumentative)​ ​A persuasive essay, also known as an argumentative essay, is where logic and reason are used to show that a point of view is more legitimate than any other. Clear arguments must be used and must be supported by convincing facts and logical reasons. ii. ​Expository (Informative)​ ​An expository essay is a type of writing which tends to explain, illustrate, clarify, or explicate something in a way that it becomes clear for readers. Therefore, it could be an investigation, evaluation, or even

50

argumentation about an idea for clarification. ​1. ​Definition or Description​:​ The descriptive essay describes something—object, person, place, experience, emotion, situation, It’s a written account of a particular experience that allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader). ​2. P ​ rocess (How-to)​:​ A process essay is structured around the goal of providing the reader with directions or guidance. Process essays discuss how to do something or make something, they are the recipes or technical brochures of essay writing. It's essential to keep the sequence of steps in mind and the explanations must be clear and they must be written in chronological order. ​3. C ​ ompare and Contrast​: ​A compare and contrast essay is an essay evaluating the similarities and differences between two subjects. These subjects will be in the same category, but different. You might compare and contrast two different kinds of pets, or two novels from the same historical time period. ​Compare focuses on similarities and ​contrast​ focuses on differences. ​4. C ​ ause and Effect​:​ A cause and effect essay is concerned with why things happen (causes) and what happens as a result (effects). A cause and effect essay is a common method of organizing and discussing ideas. To determine causes ask, "Why did this happen?" To identify effects ask, "What happened because of this?" iii. A ​ nalytical/Critical​ ​A critical analysis essay systematically evaluates a piece of work including what it does well and what it does poorly. It can be used to discuss a book, article or even a film. An analytical essay can be a writer's reaction/response to a body of work through a critical lens. That is, one must set out to explain the significance of the text by persuading the reader of a certain point regarding the text. To succeed when writing a critical analysis essay, you need to learn what it is. It is a kind of “subjective” academic writing which purpose is to illustrate the writer’s in-depth understanding of a certain piece of work. This type of essay demands to express a personal point of view.

1. Evaluative:​ An evaluation essay presents an overall view of the quality of a particular item, service, or business. It is natural for this type of essay to feature some element of the writer’s opinion, but when done correctly, it should not come across as opinionated. An important skill is to master is producing an evaluation that is unbiased and reasoned.

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2. Interpretive:​ An interpretive essay is an essay that provides an analysis of another piece of writing. iv. N ​ arrative (Tells a Story)​ ​A narrative essay is a type of essay that talks about a particular event or a series of events and describes the kind of experience that the writer (or protagonist) got from it. In other words, you have to write about what happened to you and how it influenced you. A narrative essay is similar to a simple five-paragraph essay, in that it has the same format. ​1. Personal Anecdote:​ An anecdote is a very short story that is significant to the topic; usually adding personal knowledge or experience to the topic. v. R ​ esearch​ ​A research paper is a piece of academic writing based on its author's original research on a particular topic, and the analysis and interpretation of the research findings.

1. MLA Citation Format:​ The MLA website citation consists of the author name(s), page title, website title, sponsoring institution/publisher, date published, and the URL. Format: Author's Last name, First name. "Title of Individual Web Page."

Title of Source:​ Container Article:​ Website or Periodical Web page:​ Website 2. APA Citation Format:​ The APA format follows the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, for example, (Jones, 1998), and a complete reference should appear in the reference list at the end of the paper.

vi. ​Timed​ ​Known as timed essays, essay exams, or in-class essays, these essays require you to demonstrate disciplinary knowledge by producing a writing sample within a limited time period.

1. Document Based Question (DBQ):​ DBQ, or “​ document-based question,”​ is an essay question type on the AP History exams.

For the DBQ essay, you will be asked to analyze some historical issue or trend with the aid of the provided sources, or "documents," as evidence.

2. Synthesis:​ A synthesis essay is a written work that takes a unique viewpoint about a central idea, theme, or topic, and backs

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it up with a combination of multiple sources. The process has ​four major components: (1) Synthesizing sources (2) Composing a thesis or claim (3) Formatting the essay (4) Talking with the texts 3. Prompt Based:​ Essay prompts are statements that focus on a topic or an issue, followed by questions. The purpose of an essay prompt is to inspire a response in the form of an essay, which will test your writing, reasoning, and analytical skills. ​b.

Strategies/Planning Tips/Steps ​ i.

Pre-writing/Prompt Analysis/Outlining Pre-writing:​ Prewriting is the ​first stage​ of the writing process, typically followed by drafting, revision, editing and publishing. Prewriting can consist of a combination of outlining, diagramming, storyboarding, clustering (for a technique similar to clustering, see mindmapping).

Prompt Analysis:​ A prompt tells you what to write about and why you are writing. A prompt might also tell the type of writing to create and who will read it. Before you begin writing your response, you need to ​analyze the prompt​ to make sure you understand it.

Outlining:​ ​An outline is a ​tool​ that allows a writer to categorize the main points, to organize the paragraphs into an order that makes sense, and to make sure that each paragraph/idea can be fully developed. It allows the writer to understand how s/he will connect information to support the thesis statement and the claims of the paper. ii.

Research/Evaluation of Sources Research:​ Research is the collection and evaluation of information about a particular subject. It is a careful, detailed study of a subject in order to discover information or achieve a new understanding of it by using scientific methods.

Evaluation of Sources:​ Source evaluation is the process of critically evaluating information in relation to a given purpose in order to determine if it is appropriate for the intended use. Evaluating information sources is an important part of the research process. Not all information is reliable or true, nor will all information be suitable for your paper or project. Sources vary widely in their authority, accuracy, objectivity, currency, and coverage Users must be able to critically evaluate the appropriateness of all types of information sources prior to relying on the information.

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c.

Works Cited Page: ​Works cited pages would appear at the end of a research paper. Works cited means the same as references but differs from a bibliography. A works cited page is a list of works that you referenced in the body of your paper, whereas a bibliography is a list of all sources used in your research. i.

MLA Format​:​ Here is an overview of the process: When deciding how to cite your source, start by consulting the list of core elements. These are the general pieces of information that MLA suggests including in each Works Cited entry. In your citation, the elements should be listed in the following order: 1.

2.

3.

4.

5.

6.

7.

8.

9.

Author.

Title of source.

Title of container, Other contributors, Version, Number, Publisher, Publication date, Location.

Each element should be followed by the corresponding punctuation mark shown above. Earlier editions of the handbook included the place of publication and required different punctuation (such as journal editions in parentheses and colons after issue numbers) depending on the type of source. In the current version, punctuation is simpler (only commas and periods separate the elements), and information about the source is kept to the basics.

MLA Works Cited Page: Basic Rules and Format: *Works Cited page is on a separate page​ at the end of the research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper. *Label the page Works Cited ​(do not italicize the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page.

Only the title should be centered. The citation entries themselves should be aligned with the left margin. *Double space all citations​, but do not skip spaces between entries. *Indent the second and subsequent lines of citations​ by 0.5 inches to create a hanging indent.

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*List page numbers of sources efficiently​, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as pp. 225-250. If the excerpt is spans multiple pages, use “pp.” Note that MLA style uses a hyphen in a span of pages. *If only one page of a print source is used​, mark it with the abbreviation “p.” before the page number (e.g., p.157). If a span of pages is used, mark it with the abbreviation “pp.” before the page number (e.g., pp.157-168). *If you're citing an article or a publication​ that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics. You do not need to provide subscription information in addition to the database name.

Additional basic rules new to MLA 2016: *For online sources,​ you should include a location to show readers where you found the source. Many scholarly databases use a DOI (digital object identifier). Use a DOI in your citation if you can; otherwise use a URL. Delete “http://” from URLs. The DOI or URL is usually the last element in a citation and should be followed by a period. *All works cited entries end with a period. ii.

APA Format:​ A reference list usually goes with APA style citations. It's essentially the same as a works cited page, just with a different name.

Again, sources are listed alphabetically by the author's last name, and should be marked in the text by an APA in text citation.

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Quiz #7 56

Fill in the correct answer

1. ​ Essay evaluating the similarities and differences between two subjects.

2. ​ Essay that provides an analysis of another piece of writing.

3. ​Essay that demonstrates knowledge by writing within a limited time period.

4. ​Essay that evaluates a piece of work including what it does well and what it does poorly.

5. ​Essay prompts that focus on a topic or an issue, followed by questions.

6. ​ Essay that is concerned with ​why​ things happen and ​what ​happens as a result.

7. ​Essay that talks about an event and describes the kind of experience the writer got from it.

8. ​Essay that presents an overall view of the quality of a particular item, service, or business.

9. ​Essay that is structured around the goal of providing the reader with directions or guidance.

10. ​Essay which tends to explain or clarify something in a way that it becomes clear for readers.

QUIZZES ANSWER KEYs ​Quiz #1​ ​quiz #2​ ​Quiz #3​ 1. J 2. F 3. G 4. C 5. I 6. A 7. B 8. D 9. H 10. E

​QUIZ #5​ 1.

2.

3.

4.

5.

6.

G C H A B I

1. F 2. T 3. T 4. F 5. T 6. T 7. F 8. T 9. F 10. T

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

​QUIZ #6​ 1.

2.

3.

4.

5.

6.

T F T T F F

B C A D F T T T F F

​QUIZ #4

1. Nonessential Clauses 2. Essential Clauses 3. Elliptical Clauses 4. Relative Clauses 5. Adverb Clauses 6. Adjective Clauses 7. Noun Clauses 8. Independent Clauses 9. Subordinate (Dependent) 10. Phrases

1.

2.

3.

4.

5.

6.

​QUIZ #7

Compare/Contrast Essay Interpretive Essay Timed Essay Critical Essay Prompt Based Essay Cause/Effect Essay

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7. F 8. J 9. D 10. E

7. T 8. T 9. F 10. T

7. Narrative Essay 8. Evaluative Essay 9. Process (How-to) Essay 10. Expository (Informative) Essay

​

​Glossary

Abstract Examples ​ ​(p. 47)​ Hypothetical, “what if” examples – AVOID adjectives​ ​(p. 17) ​ Words that modify, describe, limit, and identify nouns and pronouns adjective clause​ ​(p. 32)​ Used to modify a noun in an independent clause adverbs​ ​(p. 19) ​ Words that modify verbs, adjectives, and other adverbs. Adverbs answer how, when, where, why, or to what extent—how often or how much

adverb clause​ ​(p. 33) ​ Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by a subordinating conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession

agreements ​ ​(p. 27)​ The word agreement when referring to a grammatical rule means that the words a writer uses need to align in number and gender (when applicable)

Analytical/Critical Essay​ ​(p. 51)​ A critical analysis essay systematically evaluates a piece of work including what it does well and what it does poorly.

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Anaphora​ ​(p. 42)​ 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

Anecdotal​ ​(p. 45)​ Brief story to set the mood and introduce the topic antecedents​ ​(p. 25)​ An antecedent is the noun or noun phrase that a pronoun refers to APA Citation Format​ ​(p. 52)​ The APA format follows the author-date method of in-text citation.

This means that the author's last name and the year of publication for the source should appear in the text, for example, (Jones, 1998), and a complete reference should appear in the reference list at the end of the paper.

appositive​ ​ (p. 29)​ A group of words that include all the words or phrases that modify an

appositive. (An appositive is a noun or pronoun that renames or identifies another noun or pronoun in some way)

Assertion​ ​(p. 46)​ Claim Asyndeton​ ​(p. 42)​ A sentence that leaves out conjunctions between words, phrases, or clauses for a rhetorical purpose

Balanced Sentences​ ​(p. 41)​ A sentence where phrases or clauses parallel each other by virtue of their likeness of structure, meaning, or length

Belief​ ​(p. 46) ​ Social, religious, or political in nature – an opinion held by many to be a fact, though it is not necessarily

Cause and Effect Essay​ ​(p. 51)​ A cause and effect essay is concerned with why things happen (causes) and what happens as a result (effects)

Chiasmus​ ​(p. 42) ​ A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order

clauses​ ​ (p. 32) ​ Clauses are a group of words with a subject and a verb Closing Paragraphs ​ ​(p. 47)​ Conclusions that should not be mere summaries of the previous paragraphs of your essay

Closing Sentences​ ​(p. 47)​ Must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the essay’s thesis

Comma Splice​ ​(p. 40)​ A comma splice is when two independent clauses are incorrectly joined by a comma and no conjunction to make one sentence

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Compare and Contrast Essay​ ​(p. 51)​ A compare and contrast essay evaluates the similarities and differences between two subjects. These subjects will be in the same category, but different.

complements​ ​(p. 25)​ It's a word, clause, or phrase that's needed to complete a given expression

Complete Predicate​ ​(p. 37)​ The complete predicate includes the verb and all the words that tell what happened in the sentence

Complete Subject​ ​(p. 37)​ A complete subject is all of the words that tell what or whom a sentence discusses, including any modifiers

Complex-Compound Sentences​ ​(p. 41)​ A sentence with multiple independent clauses and at least one dependent clause

Complex Sentences​ ​(p. 41)​ A sentence with one independent clause and at least one dependent clause

Compound Predicate​ ​(p. 37)​

A compound predicate occurs when the subject in the sentence is doing more than one action and is shared by two or more verbs

Compound Sentence​ ​(p. 40)​ A sentence with multiple independent clauses, but no dependent clauses

Compound Subject​ ​(p. 37) ​ A compound subject consists of two or more simple subjects that share a verb or verb phrase

Concrete Examples​ ​(p. 47)​ Actual, reference-able examples conjunctions​ ​(p. 20)​ A part of speech that is used to connect words, phrases, clauses, or sentences

Declarative Sentence​ ​(p.38)​ ​ ​Declarative sentences are simply statements that relay

information. It states the facts or an opinion and lets the reader know something specific. It always ends with a period

Definition or Description Essay​ ​(p. 51)​ The descriptive essay describes something -- object, person, place, experience, emotion, situation. It’s a written account of a particular experience that allows for a great deal of artistic freedom

dIrect objects​ ​(p. 25)​ Direct objects are the results of action. A subject does something, and the product is the object itself. A direct object is a noun or pronoun that receives the action of the sentence

Document Based​ ​(p. 46) ​Cites a specific source and its position on a topic

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Document Based Question Essay​ (DBQ) ​(p. 52)​ DBQ, or “document-based question,” is an essay question type on the AP History exams. For the DBQ essay, you will be asked to analyze some historical issue or trend with the aid of the provided sources, or "documents," as evidence

Double Negative​ ​(p. 40) ​ Double negatives are two negative words used in the same sentence elliptical clauses​ ​(p. 33)​ Adverb clauses in which part of the clause is omitted Epistrophe​ ​(p. 42)​ A sentence featuring several phrases or clauses ending with the same word or words

Essays​ ​(p. 50)​ short pieces of writing on a particular subject. essential clauses​ ​(p. 34)​ Clauses necessary to the meaning of the sentence Evaluative​ ​Essay​ ​(p. 51)​ An evaluation essay presents an overall view of the quality of a particular item, service, or business

Evaluation of Sources​ ​(p. 53)​ Source evaluation is the process of critically evaluating information in relation to a given purpose in order to determine if it is appropriate for the intended use

Exclamatory Sentence​ ​(p. 38)​ ​ ​An exclamatory sentence is a type of main clause that expresses strong feelings in the form of an exclamation

expletives​ ​(p. 26)​ An expletive is a swear word, a curse you let out when you are startled or mad

Expository (Informative) Essay​ ​(p. 50)​ An expository essay is a type of writing which tends to explain, illustrate, clarify, or explicate something in a way that it becomes clear for readers

Fact​ ​(p. 46)​ Empirically verifiable Final Sentence​ ​(p. 48) ​ Connects to the hook Fragment Sentences​ ​(p. 39)​ Fragments are incomplete sentences. Usually, fragments are

pieces of sentences that have become disconnected from the main clause. One of the easiest ways to correct them is to remove the period between the fragment and the main clause

Fused Sentences​ ​(p. 39)​ A fused sentence is a type of run-on sentence in which two

independent clauses are run together (or "fused") without an appropriate conjunction or mark of punctuation between them, such as a semicolon or a period

Generalization​ ​(p. 46)​ Uses absolute or statistical pronouns: ​all, always, every, never, none, most, o ​ r ​half

Gerund​ ​(p. 29)​ A word ending in “ing” used as a noun 61

grammar​ ​(p. 5)​ The structure and system of a language that governs how it works. It depends heavily upon the syntax, which is word order, and morphology, which is how words are formed

Hook (Lead)​ ​(p. 45)​ The hook (lead) is the beginning or introduction.

Imperative Sentence​ ​(p. 38) ​ An imperative sentence is a type of sentence that gives

instructions or advice, and expresses a command, an order, a direction, or a request. It may end with an exclamation mark or a period

independent clause​ ​ (p. 32)​ CAN stand alone as a complete sentence, known as a simple sentence pattern

indirect objects​ ​(p. 25)​ Indirect objects receive or respond to the outcome of an action infinitive​ ​(p. 30)​ A verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs

interjections​ ​(p. 21)​ Are the final part of speech. An interjection is a part of speech that

demonstrates the emotion or feeling of the author. These words or phrases can stand alone, or be placed before or after a sentence

Interpretive Essay​ ​(p. 52)​ An interpretive essay is an essay that provides an analysis of another piece of writing

interrogative Sentences ​ ​(p. 38)​ ​ ​An interrogative sentence asks a question and is punctuated at the end with a question mark. They are typically marked by inversion of the subject and predicate; that is, the first verb in a verb phrase appears before the subject

Lead​ ​(p. 45)​ A lead grabs the reader’s attention and it hooks the reader Loose Sentences​ ​(p. 41)​ A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase)

Misplaced Modifier​ ​(p. 40)​ A misplaced modifier is a word, phrase, or clause that is improperly separated from the word it describes

MLA Citation Format​ ​(p. 52)​ The MLA website citation consists of the author name(s), page title, website title, sponsoring institution/publisher, date published, and the URL

modifier​ ​(p. 25)​ A modifier changes, clarifies, qualifies, or limits a particular word in a sentence in order to add emphasis, explanation, or detail

Narrative Essay​ ​(p. 52)​ A narrative essay is a type of essay that tells a story and talks about a particular event or a series of events and describes the kind of experience that the writer (or protagonist) got from it

nonessential clauses​ ​(p. 34)​ Clauses that are NOT necessary to the meaning of the sentence 62

noun clause​ ​(p. 32)​ Used as a 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

objects​ ​(p. 25)​ An object is a noun, a noun phrase, or a pronoun that is affected by the action of a verb

Opinion​ ​(p. 46)​ Personal position on a topic Outlining​ ​(p. 53)​ An outline is a tool that allows a writer to categorize the main

points, to organize the paragraphs into an order that makes sense, and to make sure that each paragraph/idea can be fully developed

Paragraphs​ ​ (p. 45)​ A distinct section of a piece of writing, usually dealing with a single theme and indicated by a new line, indentation, or numbering

Parallel Structure​ ​(p. 42)​ A sentence using the same pattern of words to show that two or

more words or ideas are of equal importance and to help the reader comprehend what is being written

Paraphrase​ ​(p. 47)​ Rewording of a quote into other words of the same length without quotation marks, but still citing the source

participle​ ​(p. 29)​ A word ending in “ing” or “ed” used as an adjective parts of speech​ ​(p. 8)​ The part of speech indicates how the word functions in meaning as well as grammatically within the sentence

Periodic Sentences ​ ​(p. 41)​ A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense

Personal Anecdote Essay​ ​(p. 52)​ An anecdote is a very short story that is significant to the topic; usually adding personal knowledge or experience to the topic

Persuasive (Argumentative) Essay​ ​(pg. 50)​ A persuasive essay, also known as an

argumentative essay, is where logic and reason are used to show that a point of view is more legitimate than any other

phrases ​ ​(p. 29)​ Phrases are groups of words that function as a part of speech Polysyndeton​ ​(p. 42)​ A sentence that uses multiple conjunctions in close proximity to each other between words, phrases, or clauses for a rhetorical purpose

prepositional​ ​(p. 29)​ A group of words that begins with a preposition and ends with a noun, and is used as an adjective or an adverb

prepositions​ ​(p. 21)​ Link nouns, pronouns, and phrases to other parts of the sentence.

Prepositions are NEVER followed by verbs

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Pre-writing​ ​(p. 53) ​Prewriting is the first stage of the writing process, typically followed by drafting, revision, editing and publishing

Process (How-to) Essay​ ​(p. 51)​ A process essay is structured around the goal of providing the reader with directions or guidance. Process essays discuss how to do something or make something, they are the recipes or technical brochures of essay writing

Prompt Analysis​ ​(p. 53) ​ A prompt tells you what to write about and why you are writing Prompt Based Essay​ ​(p. 53)​ Essay prompts are statements that focus on a topic or an issue,

followed by questions. The purpose of an essay prompt is to inspire a response in the form of an essay, which will test your writing, reasoning, and analytical skills

pronouns​ ​(p. 13)​ Words that take the place of nouns that have been established punctuation​ ​(p. 5) ​ The marks, such as period, comma, and parentheses, used in writing to separate sentences and their elements and to clarify meaning

Query Base​ ​(p. 46)​ Question that brings the reader to the topic rambling sentences​ ​(p. 39)​ Happens when you connect several sentences with the word ​AND relative clauses​ ​(p. 33)​ Dependent clause that begins with a relative pronoun. A relative pronoun is used to refer to nouns mentioned previously, whether they are people, places, things, animals, or ideas

Research ​ ​(p. 53)​ ​Research is the collection and evaluation of information about a particular subject Research​ ​paper ​(p. 52)​ A research paper is a piece of academic writing based on its author's original research on a particular topic, and the analysis and interpretation of the research findings

run-on sentences ​(p. 39) ​ Occurs when two sentences are joined without punctuation or a connecting word

sentences​ ​ (p. 36)​ A set of words that is complete in itself typically containing a subject and a

predicate, conveying a statement, question, exclamation, or command, and consisting of a main clause and sometimes one or more subordinate clauses

Simple Predicate ​ ​(p. 37)​ The simple predicate is the word or words that tell us what specific action the subject is taking. It is always a verb

Simple Sentence​ ​(p. 40)​ A sentence that is just one independent clause Simple Subject​ ​(p. 37)​ A simple subject is a main word or words that tell what or whom a sentence discusses, not including any modifiers

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subordinate (dependent)​ ​(p. 32)​ CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION

Summary​ ​(p. 47)​ Condensing larger quotes or sections Synthesis Essay​ ​(p. 52)​ A synthesis essay is a written work that takes a unique viewpoint about a central idea, theme, or topic, and backs it up with a combination of multiple sources

Theory​ ​(p. 46)​ A statement that can be tested and potentially proven Thesis Statements​ ​(p. 46)​

The purpose of a piece of writing usually one sentence in length and something that is arguable

Timed Essays​ ​(p. 52)​ Essays that require you to demonstrate disciplinary knowledge by producing a writing sample within a limited time period

Topic Sentences​ ​(p. 46)​ Must specifically indicate the topic of the paragraph and focus on one subject and area of evidence or support

transitions​ ​(p. 26)​ Transition words prevent our writing from sounding stilted or choppy

verbal​ ​(p. 29) ​ A verbal is a word derived from a verb that functions in a sentence as a noun or modifier rather than as a verb

verbs​ ​(p. 15)​ Words that show the time, action, and state of being of a subject

Works Cited Page​ ​(p. 43) ​ Works cited pages would appear at the end of a research

paper. Works cited means the same as references but differs from a bibliography. A works cited page is a list of works that you referenced in the body of your paper, whereas a bibliography is a list of all sources used in your research

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WORKS CITED

Easybib.com (2019). EasyBib: The Free Automatic Bibliography Composer. [online] Available at: http://www.easybib.com/ Easybib.com. (2019). MLA Format: Everything You Need to Know Here. [online] Available at: http://www.easybib.com/guides/citation-guides/mla-format/ Englishclub.com. (2019). Prepositions List | Vocabulary | EnglishClub. [online] Available at: https://www.englishclub.com/vocabulary/prepositions/list.htm English-grammar-revolution.com. (2019). English-Grammar-Revolution.com Sitemap. [online] Available at: https://www.english-grammar-revolution.com/sitemap.html

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Esldesk.com. (2019). Pronouns. [online] Available at: http://www.esldesk.com/grammar/pronouns Guidetogrammar.org. (2019). Adverbs. [online] Available at: https://guidetogrammar.org/grammar/adverbs.htm Kurtti, J. and Fickley-Baker, J. (2019). So Good at Being Bad: Disney Villains. [online] Disney Parks Blog. Available at: https://disneyparks.disney.go.com/blog/2019/07/so-good-at-being-bad-disney-villains/ Lab, P. (2019). Purdue OWL // Purdue Writing Lab. [online] Purdue Writing Lab. Available at: https://owl.purdue.edu/owl/purdue_owl.html Simmons, Robin L. “Grammar Bytes!” ​Grammar Bytes! Grammar Instruction with Attitude​, http://www.chompchomp.com/menu.htm.

Thepunctuationguide.com. (2019). The Punctuation Guide. [online] Available at: https://www.thepunctuationguide.com/ The Writing Centre. (2019). The parts of the sentence. [online] Available at: https://arts.uottawa.ca/writingcentre/en/hypergrammar/the-parts-of-the-sentence

DEDICATION I would like to dedicate this book to some important people who have helped me along my grammatical journey. First, I dedicate it to my English teacher, ​Mr. Rodriguez​, who motivated me and pushed me to write. Secondly, I dedicate it to my sister, ​Jasmine

Salas​, who taught me how to write and how to draw. Thirdly, I dedicate this book to my

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mom, ​Alma Salas​, who has been there for me every day helping and supporting me in my English class; without her, I couldn’t have written this book at all. Lastly, I would like to dedicate this book to all of Disney’s wonderfully, ​wicked villains​ who entertain and inspire me every day.

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