THE WHOLE FOOD [GRAMMAR] GUIDE TO STRONG BONES

Millera, Cristel Honors American Literature Period: 5

Authors

Ambitious, leader, and spontaneous, ​ Cristel Millera​ (1998) expended herself in a frenzied search to explain and simplify the usage of correct grammar and proper mechanics in English Literature. Throughout her seventeen (17) years of schooling she excelled in each of her English classes due to her spectacular professors which she accumulated tips and proper English Literature writing. Nonetheless, while attending Bravo Medical Magnet High School, she finished the first draft of ​ The Essential Guide to… The Whole Food [Grammar] Guide to Strong Bones.​ In 2015, as a young teenage author, who came this far to succeeding in publishing a grammar handbook guideline, brought to extraordinary revelation of the mind and heart of English Literature. This handbook made Millera, so much proficient work in Mr. Rodriguez, fifth (5th) Honors American Literature Class. In pursuing this grammar research project which this made her an outstanding student nonetheless she was one of the top students. To finalize, Millera has always inspired so many student by constantly reminding her peers, “You are stronger than you believe, braver than you seem, and smarter than you think. So don’t give up and strive for the better.”

Christianne Agustin​ (1999) was born in the Philippines, and was educated in Los Angeles, California at the same high school as Millera. He began his grammar book project at the same time as Millera. Agustin and Millera, were great peers in Mr. Rodriguez fifth (5th) class as well as being best buddies. Along with, using his knowledge and capability about the usage of grammatical concepts he manage to edit and correct Millera’s grammar handbook. Moreover, he published his grammar book, the ​ Grey’s Grammatical Anatomy​ as it teaches students the proper usage of the nine (9) main grammar elements.

Eira Millera Tanda​ (1999) was born and raised in California, as she is an admirable, spiritual, and has always been an intellectual intelligent student as well as being incredibly creative. Nonetheless,she manage to edit Millera’s handbook, in such ways by using her knowledge about a well­done structure of a handbook. Not only that, but she was not only an editor of Millera but she was also her first­cousin, on her father side. Throughout the years in attending the same high school they’ve drawn closer due to mutual classes. In fact, Tanda also published her grammar book, ​ Doctor’s Guide to Medicine​ which dealt with Medical purposes, in order to teach the essential knowledge of grammar.

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Millera, Cristel Honors American Literature Period: 5

Dedication

I DEDICATE ​ THE WHOLE FOOD [GRAMMAR] GUIDE TO STRONG BONES​ TO MY PARENTS, FELLOW PEERS, AND TEACHERS….

Whose encouragement inspired me to persevere in writing this grammar handbook. In which is demonstrated throughout their appreciation and acknowledgement of my linguistically writings. Without whom it was almost impossible for me to complete my thesis work.

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Millera, Cristel Honors American Literature Period: 5

Introduction

To begin with, various of people especially students, assumes that grammar is reduced to sentence structure, spelling, and etc. However, this groundbreaking undergraduate handbook on modern Standard English grammar is the first to be based on multiple elements that structures a system which analyses the grammar that are outlined here more briefly, in an engagingly accessible and informal style. Errors of the older tradition of English grammar are noted and corrected, and the excesses of prescriptive usage manuals are firmly rebutted in specially highlighted notes that explain what older authorities have called 'incorrect' and show why those authorities are mistaken. For that reason, this book is intended for students in high school who have little or no previous background in grammar, with that being said to presupposes no linguistics. Further due, linguistics informs the chronological order and words formed in language as it contains exercises, and will provide a basis for introductions to grammar and courses on the structure of English. In depth this handbook presents elements of grammar which are the nine (9) sections. As the following elements are parts of speech, phrases, clauses, sentences, paragraphs, essays, capitalizations, punctuations, and commonly confused words. Not only do linguistics departments are significant to our daily language but also in English language and literature departments and schools of education. Lastly, this handbook will be beneficial to induce improvements and to expand grammatical knowledge with a hint of culinary arts, Food Networking, and Fast Food.

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Millera, Cristel Honors American Literature Period: 5

SECTION 1 ­ PARTS OF SPEECH I.

NOUNS A. Types of nouns: 1. Common Nouns:​ ​ name a class of people, places, things, or idea.

Example:​ chef, waitress, restaurant, sandwich, knife.

2. Proper Nouns:​ ​ give the name or little of a particular person, place, thing, or idea (must be capitalized).

Example: ​ Chef Bobby Flay, Christine, Vegas Seafood Buffet, ​ Roast Turkey Italiano Melt, Wusthof.

3. Compound Nouns: consist of words used together to form a single noun.

Example:​ breakfast, watermelon, takeout, greenhouse, seafood.

4. Concrete Nouns:​ ​ refer to material things, to people, or to places.

Example:​ table, blender, glass, fork, pie.

5. Abstract Nouns:​ ​ name ideas, quality, emotions or attitudes.

Example:​ creative, abstract, appetizing, exquisite, cook.

B. ​ Noun Identifiers: 1. Noun ending: prepared​ ness satisfac​ tion manufac​ ture alti​ tude experi​ ence liquid​ ity rootb​ eer nation​ hood 2. Following a noun marker (NM): NM

N

mechan​ ism experi​ ment ta​ ster

industrial​ ist mainten​ ance invent​ ory

The ​ restaurant​ Olive Garden had plentiful of ​ acids ​ such as wine and juices grind​ with a hint of mint for the customers. .

NM

N

The Olive Garden ​ restaurant​ is crowded with customers due to the savory wines ​ blended ​ with a hint of ​ caramelize​ sugar cane but indicated by an ​ xxx. ​ 3. Plural form: ​ “​ chefs​ ” or “​ waiters​ ” ​ 4. Possessive form:​ “​ chef’s​ ​ waiter” or “​ chefs’​ waiter” ​ 5. Following a preposition: NM N ADV V Prep NM N The chef gradually placed the final touches onto his plate.

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Millera, Cristel Honors American Literature Period: 5

C. ​ Functions (How nouns are used): 1. Subject ​ (comes before the verb) ​ S ADV. V Chef Curry​ demandingly insisted to compete with her husband Riley.

S ADV. V Chef Curry​ demandingly insisted to compete with her husband Riley in an artistic but yet tasteful Southern cuisine for their international reality show.

2. Direct Object​ (comes after the verb and answer what or whom)

S ADV V DO Waitresses quickly rollerskated to the ​ parking lot​ with their orders. ​ S ADV V DO Waitresses whom work at Sonic’s quickly rollerskated to the ​ parking lot​ with their ​ infused​ milkshakes, ​ deep­fry ​ french fries, and burgers.

​ 3. Indirect Object​ (answers to who or to whom)

​ S ADV V DO IO Chef Julia Child was presently televised since ​ she​ was one out of a thousand well known Chef. ​ S ADV V DO IO Chef Julia Child was presently televised since she and her ​ assistant​ was one out of a thousand famous international Chef in the entire food industry.

4. Adverbial Object ​ S ADV V AO The assistant diligently worked ​ overtime​ to maintain a professional reputation in order to make some ​ adjustments​ with the dishes. ​ S ADV V AO The assistant diligently worked ​ overtime​ in order to maintain her professional reputation by showing a great amount of creativity and penmanship within her pastries ​ lined​ with parchment paper.

5. Object of the Preposition ​ (follows a preposition) ​ S V Prep OPrep The lady went to the grocery ​ store​ to quickly pick up several ingredients for the event. ​ S V Prep OPrep The lady went to the grocery ​ store​ to quickly pick up several ingredients like ​ saute​ tomato sauce, cornstarch, and pepperoni for the International Pizza event that is going to be taken in a decent venue.

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Millera, Cristel Honors American Literature Period: 5

6. Subject Complement ​ (following a ​ linking verb​ ) ​ S LV ADV SC The customers became surprisingly ​ amazed​ with her ability to create an phenomenal wedding cake. ​ S LV ADV SC The customers became surprisingly ​ amazed​ with Sarah’s ability to create a phenomenal wedding cake with her of quickness and diligent steady hands.

​ 7. ​ ​ Object Complement​ (follows a direct object and renames it) ​ S ADV V DO OC The culinary arts team randomly chose Estefania ​ sous chef​ because of her cooking skills are better than others. ​ S ADV V DO OC The culinary arts team randomly chose Estefania as ​ sous chef​ because of her sensational cooking techniques were exquisitely intimidating to other components.

8. Appositives​ (renames nouns, separated by commas) ​ S APP ADV Mr. Juan my ​ boss​ , kindly trained me how to use the cashier. ​ S APP ADV Mr. Juan my ​ boss​ , kindly trained me how to use the cashier register properly as he guided me in an informative mannerly way.

9. Adjectival​ (describes noun following it) ​ S ADV V Adjvl The tall, creamy, delicious ice cream nearly melted on the counter while the ​ waiter​ flirted with the pretty cashier. ​ S ADV V The tall and creamy delicious ice cream nearly melted on the countertop while ​ Adjvl the inattentive ​ waiter​ flirted with the fetching cashier register.

10. Noun in Direct Address N V ADV ​ Jennifer​ , why are the ingredients put back into the cabinet disorderly?

N ​ Jennifer​ , why is the storage room unorganized as well as the ingredients are not ADV properly place back into the cabinet?

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Millera, Cristel Honors American Literature Period: 5 11. Object the gerund​ ( noun that follows a ​ gerund​ ) ​ ADV N OG Spontaneously, winning the international culinary art ​ contest​ made the crowd go crazy. ​ ADV N OG V Spontaneously, winning the international culinary art ​ contest​ made the crowd go insanely enthusiastic about the resultance of the winners because of their outstanding creative presentation.

​ 12. Object of the participle​ (noun that follows a ​ participle​ ) ​ Part OG Right before the winners ​ contest​ , were announced to the international culinary

ADV

art’s publicly Sophia had a positive that they would win. ​ Part OG Right before the winners ​ contest​ , were announced to the international culinary art’s publicly one of the team members Sophia had a positive vibe that they would win because they were showered with many prayers before and during the competition.

​ 13. Object of the infinitive ​ (noun that follows as ​ infinitive​ ) ​ _Inf_ Onlf They wanted to win the international culinary art’s contest. ​ _Inf_ Onlf The team wanted to win the international culinary art’s contest in order to win the unlimited resources for their special project.

II.

PRONOUNS 1. Personal:​ ​ The ability to use personal pronouns that are complained with a specific person, it is mandatory to know about the case, number, gender, and person. ­

Our​ head chef in the kitchen demanded us that ​ we​ have to obey ​ his​ instructions before diligently proceeding into our duty but as ​ he​ spoke ​ we​ immediately remain quiet and listened to is orders.

­

He​ desperately needed an assistance to help ​ him​ out preparing the important ingredients for the main entrees as well as getting it well creatively done.

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Millera, Cristel Honors American Literature Period: 5 2. Relatives:​ The relatives pronouns begins with a subordinate clause and has a connection to another noun that leads it in the sentence. ­

The eagerly man ​ who​ was waiting in the waiting room complained to the manager ​ that he has been waiting over twenty minutes to be seated although he did his reservations before hand.

­

The manager, which is Mr. Bondoc did not even bother to argue with the stubbornly employee because ​ those​ ​ who​ were working should imply to the customers to being always right.

3. Interrogative:​ An interrogative pronoun is used to begin and start an interrogative sentence. ­

Who​ was the famous female TV pioneer chef during the 1940’s?

­

What​ is your favorite cuisine?

4. Reflexive:​ Reflexive pronouns reflect back to the sentence’s subject. (Personal pronouns plus the suffix ­self or ­selves) It is not used: ­

When the action verb is directed toward the subject of the construction.

Example: She doubtfully was unsatisfied with ​ herself​ because of the terrible distasteful

entree she made.

To intensify a point:

Example: The chef felt torpid at the moment but he manage ​ himself​ to keep moving

and instantly went back to his duty.

5. Demonstrative:​ A demonstrative pronoun identifies a specific person, animal, place, thing, or idea. ­

This​ is insanely lunatic ​ that​ she finally decided to order spaghetti with plentiful of ​ nap spaghetti sauce and ​ barded ​ meatballs on her plate.

­

These​ are several issues that waitresses and waiters commonly have to take care of in a daily basis because of ​ those​ customers who are indecisive.

6. Indefinite:​ An indefinite pronoun does not specifically specify place, person, or thing. It replaces a noun without the preferences to what noun to replace it with.

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Millera, Cristel Honors American Literature Period: 5 ­

Everybody​ desirably wanted to try the Milk fruity pebbles macaron sandwich but sadly nobody​ was able to purchase it because it was sold out.

­

Someone​ kindly requested the employees to restock on ​ everyone​ top favorite ​ seasoned flavor macarons such as fruity pebbles, captain crunch, and red velvet.

III.

VERBS A. How verbs are identified: 1. Verb ending: Examples: taste​ s

​ flavor​ s

savor​ s

​ absorb​ ed

combin​ ed

bak​ ed

​ addict​ ing

candy​ ing

chopp​ ing

2. Tense:​ verbs indicate time via tense: 1. Simple past: expresses events that began and ended at a particular time. ​ Example​ : cooked

sliced

2. Past: used to describe the past tense.

​ Example​ : cooked

sliced

3. Past perfect: one event that happened before another event. ​ Example​ : had cooked

had sliced

4. Past progressive: explains an action that occurred and ended. ​ Example​ : was cooking

was slicing

5. Simple present: expresses an event that exists at the moment. ​ Example​ : cooked

sliced

6. Present: used by itself to describe the present time. ​ Example​ : cook

slice

7. Present perfect: demonstrates that the action has been completed. ​ Example​ : have cooked

have sliced

8. Present progressive: expresses an activity that began in a recent past and is in progress. ​ Example​ : is cooking

is slicing

9. Present perfect progressive: gives the idea that one event is in progress before another. ​ Example​ : having been cooking

having been slicing

10. Future: expresses an event that will take place. ​ Example​ : will cook

will slice 9

Millera, Cristel Honors American Literature Period: 5 11. Future perfect: expresses an event that will happen before another. ​ Example​ : will have cook

will have slice

3. Forms:

Forms of “to be”:​ am, are, is , was, were, be, been, being, as main verb, they are always linking verbs or main verbs.

A. I am eating B. We are eating C. Was eating D. Were eating E. To be eating F. Have been eating G. Being eaten

Forms of “to do”: ​ do,does, did, done, doing (these verbs can be used as helping verbs or main verbs).

A. Do eat B. Does eating C. Did eat D. Doing aten

Forms of “to have”: ​ have, had, has, having (these verbs can be used as helping verbs or main verbs).

A. Have eaten B. Had ate C. Has eaten D. Having to eat

4. Types: A. auxiliary verbs​ (helping verbs) Ex. should eat, may eat, can eat

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Millera, Cristel Honors American Literature Period: 5 B. linking verbs​ (verbs that do not describe action but connect the subject of a sentence to other parts of the sentence ­ usually the predicate) Ex. is eating, are eating, was eating C. lexical verbs​ (main verbs) Ex. eat, eats, eaten, eating D. dynamic verbs​ (indicate action) Ex. eats, cooks, cuts E. stative verbs​ (describe a condition) Ex. diligences, creativeness, deliciousness F. finitive verbs​ (indicate tense) Ex. cooks, hunts, assists G. non­infinitive verbs​ (infinitives or participles) Ex. cooked, hunted, assisted H. regular verbs​ (weak verbs) Ex. stirred, boiled, steamed I.

irregular verbs​ (strong verbs) Ex. felt, smell, taste

J. transitive verbs​ ( verbs followed by a direct object) Ex. cooked the sausage, ​ vandyke ​ the apples, stirred the pancake mix K. intransitive verbs​ (verbs that do not take direct objects) felt rapidly, taste deliciously, cut carefully

5. Voice: ​ voices is the form of the verb that indicates how it relates or interacts the action.

The English language has two voices: A. Active: Subject performs the action.

Example: You secretly have taken away the flavorful taste of the soup.

B. Passive: Subject receives the action.

Example: The flavorful taste of the soup was secretly too waterdown.

6. Verbals: (verbs forms not used as verbs) A. Gerund: ​ word ending in “ing” used as a noun.

1a. The waitress gets overly excited on her ten minute breaks because she is not serving.

2a. The waitress gets too overly excited on her ten minute breaks since she is not serving to snaby customers at Urth Cafe.

B. Participle: ​ word ending in “ing” or “ed” used as an adjective.

1b. Julia assistance was kindly enough helped her cook in a way she is helping in a moderate way.

2b. Julia assistance was kindly enough to be helping her cook in a way she helped in such a moderate way.

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Millera, Cristel Honors American Literature Period: 5 C. Infinitive: ​ verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs.

1c. The waitress quickly came rollerblading to bring us our orders.

2c. The kind waitress quickly came through the driveway rollerblading in order to take our orders.

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

1. ​ Kinds: Demonstrative Adjective​ ­ to point out specific people or things. i. ​ This​ and​ that​ modify singular nouns.

This​ is used to point out something that is nearby: DS S ADJ ADV ­ This ​ apple I’m holding is vibrantly red and shiny .

S ADJ ADV ADV ­ This ​ apple I’m holding is vibrantly red and shiny which is outstandingly amazes me because not only it looks good but it is tasty. ii. ​ These​ and ​ Those ​ are used for plural nouns.

These​ is similar to​ this​ , but it is used for nearby plurals: DS S ADV ­ These ​ diced onions are wrongly shaped for this typical Arabian dish. ​ DS S ADV ­ These ​ diced onions are wrongly shaped and cooked for this typical Arabian dish in which the chef will not be satisfied with the presentation of the plate.

Common Adjective​ ­ that are not written with a capital letter. ​ CA CA ADV ­ One our s ​pecial ​ and e ​asy ​ dishes are mostly pasta. ​ CA CA ADV ­ One our s ​pecialty​ and ​ easiest ​ dishes that we personally make by

​ ADV scratch are mostly pasta entrees.

Proper Adjective​ ­ that are written with a capital letter and often derived from proper nouns.

PA ADV ­ I enjoy many different types of food but organic​ Italian​ food is originally my all time favorite. ​ PA ­ I enjoy many different types of food but organic​ Italian​ food is my ​ ADV favorite because it is specifically made out of ingredients that are organic.

2. ​ Endings: Suffixes (word­endings) come at the end of a word. These are common word endings for adjectives. If you see these ending at the end of a word, you can be certain it is an adjective.

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Millera, Cristel Honors American Literature Period: 5 –able, ­ible​ (able)​ ­­ (​ negatives/antonyms in parentheses): (in)access​ ible​ , (in)flex​ ible​ , (ir)revers​ ible​ . ​ ­al​ (related to; pertaining to)​ :​ natur​ al​ , supplement​ al​ , technic​ al​ . ­​ ant​ (being ___): relev​ ant​ , signific​ ant​ , toler​ ant​ . ​ ­ary ​ (belonging or related to): discretion​ ary​ , diversion​ ary​ , supplement​ ary​ . ​ ­ed​ (from a verb's past participle, often describing a feeling or condition)​ :​ tast​ ed​ , complicat​ ed​ , surpris​ ed​ . ­en ​ (from the irregular past participle of a verb): brok​ en​ , fall​ en​ , eaten. ​ ­ent: ​ consist​ ent​ , profici​ ent​ , suffici​ ent​ . ­er​ and ​ ­est​ , see ​ Suffixes for Comparisons​ . (They make regular adjectives into comparative or superlative adjectives.) eat​ er, ​ hott​ er​ , tast​ est​ .

–ful​ (full of)​ :​ careful, doubtful, fearful, helpful, grateful, tactful, etc.

–ic​ (nature of, like)​ :​ acid​ ic​ , emphat​ ic​ , realist​ ic​ . ​ ­ing​ (from a verb's present participle, often describing what ​ causes​ a condition or feeling)​ : cook​ ing​ , cutt​ ing​ , chopp​ ing​ . ​ –ish​ (similar to, belonging to)​ :​ redd​ ish​ , Scott​ ish​ , rel​ ish​ .

–ive​ (related to; makes a verb into an adjective)​ :​ conclus​ ive​ , exclus​ ive​ , ineffect​ ive​ .

–less​ (without)​ :​ skin​ less​ , flavor​ less​ , taste​ less​ .

–ous​ (having, full of)​ :​ courage​ ous​ , errone​ ous​ , delici​ ous. ­y​ (presence of, full of): air​ y​ , cheer​ y,​ yumm​ y​ .

3. ​ Conversions: The parts of speech: the verb, the noun, and the adjective. (Each part of speech explains not what the word is, but how the word is used.)

Noun ​ ice ​ > Adjective ​ icy Noun ​ oil ​ > Adjective ​ oily Verb ​ enjoy​ > Adjective ​ enjoyable Adverb ​ tenderly ​ > Adjective ​ tender 4. ​ Articles: An article is a word that combines with a noun. Articles are actually adjectives because they describe the nouns that they precede. Therefore in English, there are only three articles: ​ the​ , ​ a​ , and ​ an​ . However, the three (3) are not interchangeable; rather, they are used in specific instances.

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Millera, Cristel Honors American Literature Period: 5 Indefinite Articles ​ ­ Use ​ a​ before nouns (or adjectives) that start with a consonant sound and use ​ an​ before nouns (or adjectives) that start with a vowel sound.

Here are some examples: ​ V ADV IA ­ Please, be generously kind to give the baby ​ a​ cookie.

(The noun ​ cookie ​ starts with a consonant sound, so ​ a​ must be used.) ​ V ADV IV ­ Please, be generously kind to give the baby ​ a​ delicious yet yummilicious cookie.

(The adjective ​ delicious​ in front of cookie, but as you can see, ​ delicious ​ still starts with a consonant sound, so ​ a​ ​ must still used.)

​ IV

ADV

­ That's ​ an​ old pineapple and it’s smell is strongly horrific.

(In this case, the word after the article is ​ old,​ which starts with a vowel sound so use ​ an​ .​ ) Remember that you're listening here. This isn't about the letter ​ c ​ or ​ d ​ being a consonant or the letter ​ o ​ being a vowel; it's about the sound the word make​ ​ (i.e., vowel sound or consonant sound)​ . ​ IV

ADV

­ I need to work for ​ an​ ​ hour before we go to dinner and maybe spontaneously see Chef Bobby Flay’s show.

Definite Article​ ­​ The​ ​ is used in front of singular or plural nouns and adjectives to refer to something with which both the speaker and/or writer and/or listener/reader are familiar.

S IV

­ Sarah bought ​ a​ ​ cookbook yesterday. She read the first three pages when she got ​ DA

ADV

home and decided to return ​ the​ ​ book because it was not completely her interest since it is hackneyed.

It can be seen that after the introduction (the first sentence, which uses an indefinite article), we can use the definite article because the reader is familiar with the book.

5. ​ Comparatives/Superlatives: The ​ comparative​ form is used for comparing two people or things: ​ S C ­

ADV

The Chef is ​ taller​ than me therefore he is highly needed in our cookoff team.

​ S C ADV ­

This dish is way ​ easier ​ and increasingly fast to cook than the last one.

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Millera, Cristel Honors American Literature Period: 5 ​ S ADV ­

The cookbook was highly recommended from Chef Julia as a result it was

C more interesting ​ than the film.

The ​ superlative​ is used for ​ comparing​ one person or thing with every other member of their group: ​ SUB S ADV ­

The Chef was the ​ tallest​ boy in the kitchen therefore it is highly recommended to have him into our cookoff team.

​ SUB S ADV ­

This dish was the ​ easiest a ​nd amazingly the quickest meal to cook in the entire cookbook.

​ ​ ADV ­

ADV

It is the ​ most interesting ​ cookbook that I’ve ever read in which I highly recommend this cookbook to mainly stay home­mother’s.

V. ADVERBS Adverbs modify verbs, adjectives, and other adverbs. a. Endings​ : Adverbs endings often tell when, where, why, or under what conditions something happens or happened. Adverbs frequently end in ​ ­ly, ­wards, ​ and/or​ ­wise​ ; however, many words and phrases not ending in ​ ­ly, ­wards, ​ and/or​ ­wise ​ serve an adverbial function and an ​ ­ly, ­wards, ​ and/or​ ­wise​ ending is not a guarantee that a word is an adverb. i. Delicious​ ly​ , Up​ wards​ , Bend​ wise b. Conversions​ : i. An adverb is formed by adding ​ ­ly​ to an adjective or verb.

Example: Adjective ​ delightful > ​ Adverb​ delightfully Verb ​ to sear > ​ Adverb searly

c. Types: Manner Adverbs​ ­ mainly modify verbs and tell us the way in which something happens. badly, clearly, elegantly Frequency Adverbs​ ­ to say 'how often' we do something. frequently, normally, usually Degree Adverbs​ ­ modify verbs, adjectives and other adverbs, and tell us the extent to which something happens. highly, purely, horribly 15

Millera, Cristel Honors American Literature Period: 5 Time Adverbs​ ­ to tell us when something happens. now, then, yesterday

d. Intensifiers:​ are used to add force to the meaning of verbs, adjectives or other adverbs are called intensifiers. ​ S I ADV ­ The Vietnamese Pho soup is ​ extremely​ hot due to the spices added.

S I ADV ADV ­ The ​ Indulgence Cookbook​ is ​ fairly ​ interesting and ​ easily​ to comprehend. ​ S I ADV ADV ­ The Chef from the Italian restaurant is ​ absolutely​ debonair and ​ greatly intelligent.

e. Comparatives/Superlatives: i. Comparatives/Superlatives adverbs ending in ​ ­ly​ , you must use ​ more​ to form the comparative, and ​ most​ to form the superlative. ­ ­ ­

quietly​ to ​ more quietly​ to​ most quietly slowly​ to ​ more slowly​ to ​ most slowly seriously​ to ​ more seriously​ to ​ most seriously

Example Types: Manner ​ S M ADV ­

Chef Bobby ​ instantly ​ reacted to his bloody cut on his index­finger.

S M ADV

­

Chef Bobby Flay ​ instantly ​ reacted to his cut as he ran towards the sink to wash off his bloody fingers.

Time S T ADV

­

The waitress ​ immediately​ served soft­moist bread before our first course of meal.

S T ADV

­

The waitress Ms. Lovejoy ​ immediately​ served a batch of whole wheat and buttermilk bread on top of the center dinning table on time.

Place S

­

ADV

The Chef assistant was ​ willingly to stay here​ as the Chef took off his apron.

S

­

P

P

ADV

The Chef assistant was ​ willingly to stay here​ as the Chef went to the washroom to take off his dirty apron.

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Millera, Cristel Honors American Literature Period: 5 Degree ​ S ­

D ADV

Mr. Aguilar’s ​ exceptionally ​ outstanding presentation cannot be exposed.

S

­

D ADV

Mr. Aguilar’s ​ exceptionally ​ outstanding presentation cannot be exposed yet until his manager approves his dish.

Frequency ​ S F ADV

­

Ms. Sue is ​ consistently​ pleasant to work with Chef Sarah and Chef Diego. ​ S F ADV

­

Ms. Sue is ​ consistently​ pleasant to work with Chef Sarah and Chef Diego because they are easy to comprehend and get along with.

VI. CONJUNCTIONS A. Coordinating​ (FANBOYS): for, and, nor, but, or, yet, so. ​ S ADV C i.

The customer urgently wanted ketchup ​ and​ ​ for​ her french fries.

S ADV C C

The customer kindly asked the waitress ​ for​ salsa ​ and​ cheese since her carne asada french fries was a bit too plain to eat.

​ S

C C ADV

ii.

The Chef did not want to use paprika ​ nor ​ chilli for their dish ​ but​ demandingly requested for green and yellow bell peppers.

​ S

ADV

C

The Chef refreshingly remembered to not use paprika ​ nor ​ chilli for his Indian curry ​ C dish ​ but​ green and yellow bell peppers. ​ S

ADV C

iii.

The Chef had no choice but to choose spontaneously between Italian food ​ or Persian food. ​ S

ADV

C

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Millera, Cristel Honors American Literature Period: 5 The Chef had no choice but to spontaneously choose between Italian food ​ or ​ Persian food as his first competition in the next Top Chef’s .

C

S

C

ADV

iv.

Yet​ , Chef Judy chose Italian over Persian food ​ so​ she is confidently walking on stage.

C S

C

ADV

Yet​ , Chef Judy chose Italian food over Persian food ​ so​ she is confidently walking on stage with a scintillating smile on her face.

B. Correlative:​ Either/or; neither/or; not only/but also; both/and; whether/or; also/so.

Are primary class pairs of conjunctions that link words, phrases or clauses. However must always connect two (2) elements that are grammatically similar, meaning that the same structure applies. ​ S i.

C

C

Thanksgiving is a time ​ not only ​ for a feast,​ but also​ for spending time with our

ADV lovely family.

S

C

C

Thanksgiving is a time ​ not only ​ for traditional feast,​ but also​ for spending quality time ​ ADV with our lovely family. ​ S

C ADV C

The cook off competition was ​ both ​ extremely long ​ and ​ difficult.

​ S

C ADV

C

The cook off international competition was ​ both ​ extremely time consuming ​ and ​ a difficult one. ​ C S C ADV ii.

Neither ​ Sunga ​ nor ​ the brothers enjoyed their meal because it was supposably gluten free. ​ C S C

ADV 18

Millera, Cristel Honors American Literature Period: 5 Neither ​ Sunga ​ nor ​ the brothers enjoyed their gluten free meal which was supposably made with less salt.

C. Subordinate:​ after, though as, as if, as long as, as thought, because, before, if, in order that, provided that, since, so, so that, that, though, till , unless, when, where, whereas, while.

Are secondary class which connects two (2) equal parts dependent or independent clauses. it provides a necessary transition between the two ideas in the sentence. This transition will indicate a ​ time​ , ​ place​ , or ​ cause and effect r​ elationship.

Example: ​ S

SC

ADV

We looked on top of the refrigerator, ​ where ​ Jenny will often secretly hide a bag of chocolate chip cookies. ​ S

SC

ADV

Chef Bobby and I looked on top of the refrigerator, ​ where ​ Jenny will often secretly hide a bag of chocolate chip cookies.

D. Relative Pronouns:​ who (refers to people), which (refers to non­living object or animals), that (may refer to animals or non­living objects).

Is used to connect a clause or phrase to a noun or pronoun. ​ S RP V ADV i.

Spaghetti, ​ which​ many of us enjoy, can be extremely messy.

​ S

RP

Spaghetti is one of my most favorite type of Italian pasta, ​ which​ not only I but ​ V ADV many of us enjoy, can be extremely messy.

VII. PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentences.

Prepositions are NEVER followed by verbs. 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, 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, etc.

19

Millera, Cristel Honors American Literature Period: 5 There are several others, as well: Commonly Used Prepositional Phrases: Additionally ​ before​ we start the feast.

Prepositional Phrases that Function as an Adjective: The cookbook is enormously huge ​ with the tattered cover​ has been read many times.

Prepositional Phrases that Function as Adverbs:

We will precisely order pizza ​ during halftime​ .

VIII. INTERJECTIONS Interjections are the final part of speech. Interjections are words that show emotion. They are not grammatically related to the rest of the sentence.

A​ : aha, ahem, ahh, ahoy, alas, arg, aw B​ : bam, bingo, blah, boo, bravo, brrr C​ : cheers, congratulations D​ : dang, drat, darn, duh E​ : eek, eh, encore, eureka F​ : fiddlesticks G​ : gadzooks, gee, gee whiz, golly, goodbye, goodness, good grief, gosh H​ : ha­ha, hallelujah, hello, hey, hmm, holy buckets, holy cow, holy smokes, hot dog, huh?, humph, hurray O​ : oh, oh dear, oh my, oh well, oops, ouch, ow P​ : phew, phooey, pooh, pow R​ : rats S​ : shh, shoo T​ : thanks, there, tut­tut U​ : uh­huh, uh­oh, ugh

20

Millera, Cristel Honors American Literature Period: 5 W​ : wahoo, well, whoa, whoops, wow Y​ : yeah, yes, yikes, yippee, yo, yuck Examples: I

S

ADV

Nice​ ! You got a keenly knife to ​ zest​ many citrus fruits for your competition! ​ I

S

ADV

Sweet​ ! ​ I got an enormously huge present for my birthday! ​ I

S ADV

Good​ !​ Now we can quickly move on to the next cooking lesson.

KEY ASSOCIATED TERMS TO KNOW FOR PART OF SPEECH: viii. Antecedents ­​ Is the word (or words) that a pronoun refers to. ​ A P ADV

When you see the Chef, please tell him I'll be casually ten (10) minutes late this evening. ​ A P ADV When you see Chef Lovejoy, please tell him I'll be casually late roughly around ten (10) to twenty (20) minutes late this evening.

(In this example, the antecedent is the ​ Chef​ . It is the word that the pronoun ​ him​ refers to. The word ​ professor​ comes before the pronoun ​ him.​ ) ix. Complements ­ ​ can be understood as a word, phrase or clause that is necessary to complete the meaning of a given expression.

Brandon becomes ​ embarrassed​ when people rudely compliment his culinary skill.

Regardless, Brandon becomes highly ​ embarrassed ​ when people rudely compliment his culinary art skills.

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Millera, Cristel Honors American Literature Period: 5 Brandon​ = subject; ​ becomes​ = linking verb;​ embarrassed​ = adjective as subject complement. x. Objects ­ ​ A word or phrase in a sentence referring to the person or thing receiving the action of a transitive verb.

1. Direct ­ ​ The waitress diligently asked the customer questions as she wrote down the food.

The waitress Cassandra, diligently asked the customer questions as she wrote down all the food which are burgers, fries, and a slice of an apple pie.

(The noun ​ food​ follows the ​ transitive verb​ wrote​ and completes the meaning of the sentence.)

2. Indirect ­​ Chef Marry kindly handed ​ me​ an apple.

Chef Marry kindly handed ​ me​ an apple and a keenly knife so I can prepare the ingredients for the apple pie.

(The pronoun ​ me ​ comes after the verb ​ sent​ and before the noun e ​mail​ , which is the direct object in this sentence. The indirect object always goes before the direct object.) xi. Modifiers ­​ s a word, phrase, or clause that functions as an adjective or adverb to limit or qualify the meaning of another word or word group.

She quickly served the children sandwiches on paper plates.

The Chef quickly served the children sandwiches on paper plates. xii. Transitions​ ­ are words and phrases that provide a connection between ideas, sentences and paragraphs.

22

Millera, Cristel Honors American Literature Period: 5 Transitions of Logic Milder

Stronger

Addition

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

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

Comparison

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

similarly comparable in the same way likewise

Contrast

but yet and yet still otherwise or though but another rather

however still nevertheless on the other hand on the contrary even so notwithstanding for all that in contrast alternatively at the same time though this may be otherwise instead nonetheless conversely

Time

then now soon afterward later shortly earlier recently first, second, third next

meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually 23

Millera, Cristel Honors American Literature Period: 5 before after today tomorrow

currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason because of this x

Place

there here beyond nearby next to

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

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

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

Summary and Emphasis

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

in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt 24

Millera, Cristel Honors American Literature Period: 5 for all that on the whole in any event importantly certainly Disjointed Sentence​ : We will be here for a few more days so we can finish up some leftover work. We are staying longer because we do not want to miss the Culinary Arts Info conference taking place for the next weekly meetings.

Revised with Transition​ : We will be here for a few more days so we can finish up some leftover work. ​ Another reason​ why we are staying longer is because we do not want to miss the Culinary Arts Info conference taking place next weekly meetings. xiii. Expletives ­ ​ is a crude or obscene expression, or an unnecessary word or phrase used to fill space in a sentence for grammar or rhythm purposes. a. Expletive saying "damn it." b. Expletive adding "it is" in the sentence "time for us to eat." xiv. Agreements ­ ​ correspondence of a ​ verb​ with its ​ subject​ in ​ person​ and ​ number​ , and of a pronoun​ with its ​ antecedent​ in person, number, and ​ gender​ .

1. Subject ­ Verb Singular: The ​ waitress ​ kindly talked to me.

Plural: The ​ waitresses ​ kindly talked to me.

2. Noun ­ Pronoun Singular: When an ​ individual​ is repeatedly food poisoned, the ​ individual​ should call a doctor.

Plural: When an ​ individuals​ is repeatedly food poisoned, the ​ individuals​ should call a doctor.

QUIZ 1. Which of these sentences is grammatically correct? a. Do you see who I see behind the kitchen door? b. Do you see whim I see behind the kitchen door with a ​ rice​ ­cooker?

2. “That was a near miss.” What part of speech is “near”? a. Noun 25

Millera, Cristel Honors American Literature Period: 5 b. Adjective c. Verb d. Aderb

3. Which of these sentences is grammatically correct? a. He had less waiters than in the previous recruit. b. He had fewer waiters than in the previous recruit.

4. “This is nowhere near good enough.” What part of speech is “near”? a. Adjective b. Adverb qualifying and adjective­phrases c. Adverb qualifying an adverb

5. “This is nowhere near good enough.” What part of speech is “enough”? a. Adjective b. Adverb qualifying an adjective c. Adverb qualifying an adverb

6. “This nowhere near good enough.” What part of speech is “nowhere”? a. Adjective b. Adverb qualifying an adjective c. Adverb an adverb

7. Match the following words with the correct category: 1. Debonair a. pronouns 2. across b. verbs 3. yet c. adverbs 4. them d. interjections 5. extremely e. preposition 6. Aye f. conjunctions 7. cooked g. nouns 8. presentation h. adjectives

8. What ending verbs of the simple past have?

9. What are three (3) kinds of adjectives?

10. What word is added prior to adverb is comparative form? How about superlative form?

SECTION II ­ PHRASES I.

Phrases: are groups of words that function as a part of speech.

A. Prepositional:​ A group of words that begins with a verbal and ​ ends with a noun​ , and is used as an adjective or an adverb.

Examples: 26

Millera, Cristel Honors American Literature Period: 5 Prep Noun Subject ADV Adj. Noun B: ​ At home​ my mother diligently shows her kind­heartedness by cooking.

Prep Noun Subject ADV Adj.

A​ : ​ At home​ my mother diligently shows her kind­heartedness by cooking an ​ ADV Noun elegant yet delicious meal, which is perfectly set on our dining­table.

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

Example:

Subject ADV App.

Noun

B:​ My mother, ​ a lovely woman​ , baked ​ unleavened ​ cupcakes for my birthday. ​ Subject ADV App.

A​ : My mother, ​ a lovely woman​ , baked chicken alfredo pasta and cupcakes for ​ Noun my seventeenth birthday for my family and I.

C. Verbal:​ ​ A group of words that begin with a verbal and ​ ends with a noun​ .

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

Example: ​ ADV Gerund

Subject Noun

B:​ Regularly, ​ reading cooking books​ brings me great elation.

ADV Subject

Gerund

A​ : Regularly, I find that ​ reading cooking books​ brings me great elation because ​ Noun I simply enjoy accumulating unique dishes.

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

Example:

Subject

Participle

ADV

B:​ The waitress had changed the ​ filtered water​ , which tasted deliciously ​ Noun refreshing to the customers.

27

Millera, Cristel Honors American Literature Period: 5 Subject

Participle

ADV

A: ​ The waitress had changed the ​ filtered water​ , which tasted deliciously ​ Noun refreshing with sliced lemons, mints, and cucumbers.

3. Infinitive​ verb preceded by the word “to” (to go, to jump) used as noun, adjectives, or adverbs.

Example: ​ Subj. ADV

Infinitive

B:​ Chris patiently waited ​ to eat​ . ​ Subj. ADV

Infinitive

A: ​ Chris patiently waited by the guestroom ​ to eat the cupcake​ .

QUIZ ON PHRASES Directions: You must choose one correct answer.

1. The three of us decided to equally divvied up the remaining containers ​ of chocolate pudding​ . a. Gerund b. Participle c. Appositive 28

Millera, Cristel Honors American Literature Period: 5 d. Infinitive e. Preposition 2. Fluffy, ​ the dog with keenly teeth​ , is whining because he wants the fried chicken. a. Gerund b. Participle c. Appositive d. Infinitive e. Preposition 3. John recently went to culinary arts college with the dream ​ to study cooking​ . a. Gerund b. Participle c. Appositive d. Infinitive e. Preposition 4. The store ​ around the corner​ is amazingly well built. a. Gerund b. Participle c. Appositive d. Infinitive e. Preposition 5. To get​ to Chipotle, drive south on Main Street, turn right ​ onto Chavez Drive​ , and park two blocks ​ from the corner​ . a. Infinitive/infinitive/preposition b. Preposition/participle/preposition c. Infinitive/preposition/preposition d. Preposition/preposition/preposition e. Preposition/infinitive/preposition 6. Eating several small meals during the day helps keep your energy level up. a. Infinitive b. Gerund c. Participle 7. Excusing the boys​ for their careless act during dinner wasn’t appropriately acceptable. a. Gerund b. Participle c. Appositive d. Infinitive 29

Millera, Cristel Honors American Literature Period: 5 e. Preposition 8. My friends dad, ​ a professional chef​ , works all weekend long at a lovely elegant restaurant. a. Gerund b. Participle c. Appositive d. Infinitive e. Preposition 9. San Francisco Fisherman’s Wharf is a ​ bustling city​ in California a. Gerund b. Participle c. Appositive d. Infinitive e. Preposition 10. Wanting to save money,​ Sarah rapidly spent the morning clipping and filing grocery coupons. a. Gerund b. Participle c. Appositive d. Infinitive e. Preposition

SECTION III ­ CLAUSES II.

Clauses are groups of words with a subject and a verb.

A. Independent Clause​ : ​ ​ is a group of words that can stand alone as a sentence. It has both a subject and a verb and forms a complete thought.

Example: SC Subj. Verb ADV B: ​ Before the chef goes​ live on T.V. he manage to always come​ to work fully

30

Millera, Cristel Honors American Literature Period: 5 prepared.

SC Subj. Verb ADV A: ​ Before the chef goes ​ live on T.V. he manage to always come​ to work fully

prepared and ready to bring great elation to his audience.

B. Subordinate Clause​ :​ ​ will begin with a ​ subordinate conjunction​ or a ​ relative pronoun and will contain both a ​ subject​ and a ​ verb​ .

1. Noun Clause:​ Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive.

Example: SC Noun ADV Verb Subj.

B:​ After eating ​ the burrito surprisingly gave me​ an unpleasant feeling.

SC Subj. Noun ADV Verb A: ​ When I had ​ the burrito for breakfast it surprisingly gave me​ heartburn due to lards ​ of fat in the ​ marinated ​ meat.

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

Example: ​ SC RP Subj. ADV Verb Noun B:​ So whose big, ​ brown eyes kindly pleaded for another cookie​ . ​ SC RP Subj. ADV Verb Noun A: ​ So whose big, ​ scintillating brown eyes kindly pleaded for another cookie

from Chef Mae.

3. Adverb Clause:​ 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​ .

Example: SC Subj.

ADV B: ​ Unless the eyeglasses are in the refrigerator, ​ where father absentmindedly Verb set them down​ while eating his pad thai.

SC Subj.

A: ​ Unless the missing eyeglasses are inside the refrigerator, ​ where father ​ ADV Verb absentmindedly set them down​ while eating mother’s leftover pad thai.

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

Example: 31

Millera, Cristel Honors American Literature Period: 5 ​ SC​ ​ Subject RP ADV

B: ​ So Sarah and Matthew, ​ who are in the kitchen​ , are deliberately focused on ​ ADV Verb

precisely preparing the ingredients for Chef Gordon Ramsay.

SC Subject RP ADV

A: ​ So Sarah and his assistant Matthew, ​ who are in the kitchen​ , are deliberately

focused on precisely preparing the ingredients for Chef Gordon Ramsay.

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

Example: ​ SC Subj. ADV Verb B: ​ Though a fair debonair man​ , the customer benevolently requested extra ​ Noun cheese on his pasta.

SC Subj. ADV Verb A: ​ Though a fair debonair man​ , the customer benevolently requested extra Noun provolone cheese on his Italian pizza.

6. Essential Clauses:​ Clauses necessary to the meaning of the sentence.

Example: SC Subj. ADV B: ​ Though as the man ​ who carefully ordered another ​ open faced d ​ouble

​ Verb Adj.

cheese burger​ claims to be corpulent.

SC Subj. ADV A: ​ Though as the man ​ who carefully ordered another double cheese burger​ , Verb Adj. animal fries, and a napoleon milkshake from In­N­Out​ claims to be corpulent.

7. Nonessential Clauses:​ Clauses that are NOT necessary to the meaning of the sentence.

Example: ​ ​ SC Subject ADV B: ​ Since the ​ Ghirardelli managers, ​ are ​ seeking higher profits​ , temporarily

hired workers to replace full­time waiters and waitresses.

​ ​ SC Subject ADV A: ​ Since the ​ Ghirardelli managers, ​ which are ​ seeking higher profits​ , temporarily 32

Millera, Cristel Honors American Literature Period: 5

hired workers in order, to replace full­time chef assistances.

33

Millera, Cristel Honors American Literature Period: 5

QUIZ ON CLAUSES Directions: You must choose one correct answer.

1. After the movie was over​ , we went out to eat at an elegant restaurant, which was taken outside where we were able to several scintillating shooting stars. a. Noun clause b. Adverb clause c. Adjective clause

2. Chef Bobby Flay was outrageously confuse as he doesn’t know ​ what he’s going to do now. a. Noun clause b. Adverb clause c. Adjective clause

3. The customer ​ who started out with appetizers and drinks​ usually get full easily. a. Noun clause b. Adverb clause c. Adjective clause

4. I get to go to New York after I graduate from culinary art college hoping ​ if I can get a job and save up​ for the airplane ticket. a. Noun clause b. Adverb clause c. Adjective clause

5. Whatever you want to do for your birthday​ will be perfectly fine with me no matter what. a. Noun clause b. Adverb clause 34

Millera, Cristel Honors American Literature Period: 5 c. Adjective clause

Directions: Match the following definitions with the correct clauses.

6.

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

2. ​ Dependent clause that begins with a relative pronoun.

Terms a. Relative Clause

b. Elliptical Clause

3. ​ Adverb clauses in which part of the c. Essential Clause clause is omitted.

4. . ​ Clauses necessary to the meaning of the sentence.

d. Nonessential Clause

7. Underline the relative clause of this sentence.

So Sarah and his assistant Matthew, who are in the kitchen, are deliberately focused on precisely preparing the ingredients for Chef Gordon Ramsay.

8. Underline the nonessential clause of this sentence.

Since the ​ Ghirardelli managers, are ​ seeking higher profits​ , temporarily hired workers to replace full­time waiters and waitresses.

9. Underline the essential clause of this sentence.

Though as the man who carefully ordered another double cheese burger​ , ​ animal fries, and a napoleon milkshake from In­N­Out claims to be corpulent.

10. Underline the clause of this sentence.

Though a fair debonair man, the customer benevolently requested extra cheese on his pasta.

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Millera, Cristel Honors American Literature Period: 5

SECTION IV ­ SENTENCES A. Sentence Parts​ :​ ​ Classifications of words, ​ phrases​ , and ​ clauses​ according to the way they figure in sentences. i. ​ Subject​ ­ The subject is the main actor; it is the person or thing doing the action.

1. Complete​ ­ consists of all the words that tell ​ whom ​ or ​ what ​ a sentence is about.

Example:

CS Adverb Subj. Adjective B: ​ The study of culinary arts ​ is remarkably one of my passionate hobby.

CS Adverb Adjective A: ​ The study of culinary arts ​ is remarkably one of my passionate hobby, with Subj. that being said I am very optimistic with the idea that I will fulfill my dream as a Chef on “The Next Top American Chef” television show.

2. Simple​ ­ is the main word or word group that tells ​ who ​ or ​ what ​ the sentence is about.

Example: ​ SS Adverb Adjective B: The ​ study ​ of cookery is most definitely will be my all time passionate Subj. hobby​ ​ of mine. ​ SS Adverb

A: The ​ study ​ of cookery is most definitely will forever be my all time ​ Adjective ​ ​ Subj. passionate hobby​ ​ of mine because the passion for cooking has always been inherited in my family.

3. Compound​ ­ when a verb has two or more subjects within a sentence.

Example: Noun CS B: At the local “Ghirardelli Factory”, ​ Lucas ​ and​ Sarah Adverb Verb Adjective Subj. horrifically gasped at the sight of disgusting pickle slices on their banana splits.

Noun

CS A: At the local “Ghirardelli Factory” in San Francisco, ​ Lucas, Casey, Nathan, Adverb Verb Adjective Christine, Kenner, ​ and​ Sarah ​ horrifically gasped at the sight of unpalatable pickle Subj. slices on their banana splits.

i. ​ Predicate​ ­ then, is the action, also known as the verb.

1. Complete​ ­ includes the verb or verb phrase but also all the words that give more information about it.

36

Millera, Cristel Honors American Literature Period: 5 Example: Subj. Adv. CP Adjective B: Lee is kindly enough​ to have us over for an elegant dinner​ .

Subj. Adv. Verb CP A: Mr. and Mrs. Lee are remarkably benevolent enough​ to have us over for Adjective an elegant dinner at their two story house mansion​ .

2. Simple​ ­ refers only to the verb or verb phrase in a sentence.

Example: Subj. Adverb Adjective SP B: The cake maybe overly cooked and dense because it​ has been baking​ for almost an hour Subj. Adverb Adjective SP A: The cake maybe overly cooked and dense because it​ has been baking​ in the oven for almost an hour and a half.

3. Compound​ ­ is two or more ​ verbs​ or verb phrases that share the same subject and are joined by a conjunction.

Example: ​ Subj. Adv. CP CP B: Moises quickly ​ ate dinner​ and ​ then suspiciously watched a movie​ . ​ Subj. Adv. CP CP A: Moises quickly ​ ate dinner​ and ​ then suspiciously watched a movie on Netflix with his spontaneous family​ .

B. Sentence Types: i. ​ Declarative ​ ­ to explain a statement or to relay information or ideas normally ends with a period.

Example: ​ Subject Adv. B: The “Next Top American Chef” ​ begins roughly around two hours. ​ Subject Adv. A: The “Next Top American Chef” ​ begins roughly around within two hours, ​ Adv. which I cannot wait to see Chef Bobby Flay because he is outstandingly an amazing chef yet very debonair looking.

ii. ​ Interrogative ​ ­ always ask a question and end in a question mark.

Example: ​ Subj. Adv. Noun IS B: ​ You absolutely love and savor Mexican food, don’t you? ​ Subj. Adv. Noun IS A: Cristel, ​ you absolutely love savor Mexican food preferably carne asada fries, don’t you?

iii. ​ Imperative ​ ­ issue commands or requests or they can express a desire or wish.

37

Millera, Cristel Honors American Literature Period: 5 Example:

IS ​ Adv.

B: ​ Drop what you’re doing and quickly come​ feast with us!

IS ​ Adv.

A: ​ Drop whatever you’re doing and quickly come to the dining table to feast with us!

iv. ​ Exclamatory ​ ­ express strong emotion in a way shouting or yelling.

Example: Subj. Adv. Adjective Noun B: I absolutely ​ can’t wait ​ to have my mouthwatering birthday cake!

Subj. Adv. Adjective Noun A: I absolutely ​ cannot wai​ t for my all time favorite birthday ice cream cake!

C. ​ Sentence Patterns i.​ Simple Sentence​ ­ A sentence that is just one independent clause.

Example: ​ Subj. Adv. Adj. N. B:​ Marvin slept fitfully after his gigantic meal at a buffet. ​ Adv. Subj. Adj. N. A:​ Unfortunately, Marvin slept fitfully after his gigantic feast at Las Vegas Buffet.

ii. ​ Complex​ ​ Sentence​ ­ A sentence with multiple independent clause and at least one dependent clause.

Example: ​ Subj. Adv. SC Clause N. B:​ Tomas quickly left when ​ his sister arrived​ at the Italian restaurant. ​ Subj. Adv. SC Clause N. A:​ Tomas quickly left when ​ his sister arrived​ unexpectedly at the Italian restaurant.

iii. ​ Compound​ ​ Sentence​ ­ A sentence with one independent clause and at least one dependent clause Example: ​ Adv.

B:​ The door of the morning room was widely open as I went through the ​ N. Subj.

kitchen, and I caught a glimpse of Uncle Tom messing about with his ​ Adj. collections of keen knives. ​ Adv. A:​ The door of the morning room was widely open as I went through the ​ N. Subj.

kitchen, and I caught a glimpse of Uncle Tom messing about with his hundredth Adj. collections of keen knives.

38

Millera, Cristel Honors American Literature Period: 5

iv. ​ Complex­Compound​ ­ A sentence with multiple independent clauses and at least dependent clause.

Example: Subj. Adj. Adv. B:​ Hannah gave me another of those long keen looks, and it is seemly could see that she was again asking herself if her favorite nephew wasn't steeped to the tonsils in the ​ deglazed ​ juice.

Subj. Adj. Adv. A:​ Hannah gave me another of those long keen looks, and it is seemly could see that she was again asking herself if her favourite nephew wasn't steeped to the tonsils in the ​ drained ​ juice of the grape.

v. ​ Loose Sentence ​ ­ A sentence that contains an independent clause plus a subordinate

construction (either a clause or phrase).

Example: ​ Subj.

Adj. Adv. B:​ James had found a friend in the debonair woman, who herself was a lonely N. soul, never having known the love of food.

​ Subj.

Adj. Adv. A:​ James had found a friend in the debonair woman, who herself was a lonely N. soul, never having known the love of food and Bobby Flay.

vi. ​ 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.

Example: ​ Subj.​ ​ Adj.​ ​ V. B:​ Sarah has two raw blisters and now unable to carry my pack due to her Adv. third degree burns, ​ I stared at my dead phone pleadingly​ . ​ Subj.​ ​ Adj.​ ​ V. A:​ Sarah has two raw blisters and now unable to carry my pack of ​ joint ​ meat due to her third degree burns on her body from the hot olive oil spill in the Adj. restaurant, ​ I stared at my dead phone pleadingly​ .

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

Example:

​ N. Subj.

Adv. Adj. B:​ The Culinary Art Center needs chefs ​ who are incredibly ambitious and who are dedicated​ .

​ N. Subj.

Adv. Adj. A:​ The Culinary Art Center needs chefs ​ who are incredibly ambitious, who 39

Millera, Cristel Honors American Literature Period: 5

are self­motivated, and who are dedicated​ .

viii. ​ 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.

Example: ​ Subj. Adv. Adj. N.

B:​ Ellen absolutely enjoys ​ cooking​ , ​ attending​ ​ the culinary art classes, and

taking​ ​ the opportunity to attend afternoon shows. ​ Subj. Adv. Adj. N.

A:​ Ellen absolutely enjoys ​ to cook​ , attend​ ​ the culinary art classes, and to take​ ​ the opportunity to attend afternoon shows on The Next Top Chef. ix. ​ Chiasmus​ ­ A sentence that includes a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order.

Example: ​ Subj. Adv. Adj. B:​ One should absolutely devour eating to live, not live to eat. ­ Ciero ​ Subj. Adv. Adj. A:​ One should absolutely devour eating to live, however not live to eat. ­ Ciero

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

Example:

​ Subj. Adj. B:​ I remember those evenings at Grandma's ­ full of laughters, astonishing ​ Adv. food, and filled with lovely family members.

​ Subj. Adj. A:​ I remember those evenings at Grandma Sally’s ­ full of scintillating smiles Adv. because of laughters, astonishing food, and filled with lovely family members.

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

Example: ​ Adv. N. Adj. B:​ The amazingly abundance dinner and nonstop eating of corn, biscuit, ​ V. steak,​ pure​ ​ mash​ ­potatoes, gave me a tummy ache. ​ Adv. N. Adj. A:​ The amazingly abundance dinner and nonstop eating of corn, biscuit, ​ V. steak, mash­potatoes, and all of these delicious dishes gave me a tummy ache.

40

Millera, Cristel Honors American Literature Period: 5 xii. ​ Anaphora ​ ­ A sentence that features the purposeful repetition of a word, words, or a phrase at the beginning words, phrases, or clauses for a rhetorical purpose.

Example: ​ Subj.

N. Adv. B:​ The store had only just opened, the food hall was abundantly busy and there were long queues.

​ Subj.

N. Adv. A:​ The store Super King had only just opened, the food hall was abundantly busy and there were long queues along the aisles.

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

Example: ​ Subj.​ ​ Adv.​ ​ Adj.​ ​ N.

B:​ I’m deliberately tired with ​ this culinary art job​ . I’m over ​ this culinary job​ . I’m done with ​ this culinary art job​ ! ​ Subj.​ ​ Adv.​ ​ Adj.​ ​ N.

A:​ I’m deliberately so sick with ​ this culinary art job​ . I’m over ​ this culinary job​ .

I’m done with ​ this culinary art job​ !

Sentences Errors (Incomplete/Incorrect Types) i. ​ Run­On/Rambling​ ­ Are sentences that contain several ​ independent clauses​ in a row, to the point that they sound clumsy and exhausting.

Example: Incorrect​ : Every time I go to the grocery store I run into a girl name Claire and she is a friend of my elderly cousin.

Correct​ : Every time I go to the grocery store, I run into the same girl; her name is Claire, and she is an old friend of my elderly cousin. ​ Subj. N.

B: ​ Every time I go to the grocery store I run into a girl name Claire and Adv. she is a friend of my elderly cousin.

​ Subj. N.

A: ​ Every time I go to the grocery store, I run into the same girl; her name is Claire, and ​ Adv. she is an old friend of my elderly cousin.

ii. ​ Fused​ ­ A sentence (also known as a run­on sentence) occurs when two independent 41

Millera, Cristel Honors American Literature Period: 5 clauses are joined without any punctuation or connecting word between them.

Example: Incorrect​ : I did not know which restaurant I wanted I was too confused to decide.

Correct​ : I did not know which restaurant I wanted, and I was too confused to decide. ​ Subj.

N.

Adv.

B: ​ I did not know which restaurant I wanted, and I was too confused and recklessly to decide. ​ Subj.

N.

Adv.

A: ​ I did not know which restaurant I wanted to eat at because I was too confused, and Adv. recklessly indecisive to decide.

iii. ​ Fragment​ ­ A sentence set off by a capital letter and final punctuation.

Example: Incorrect​ : Eating tenderly ​ grilled ​ chicken.

Correct​ : Ann is eating ​ Yakitori ​ chicken which is a produce of protein. ​ Subj. Adv. Adj. N.

B: ​ Ann is eating tenderly juicy fried chicken which is a produce of protein. ​ Subj. Adv. Adj. N.

N.

A: ​ Ann and Chris are eating plentiful of tenderly juicy fried chicken from KFC, which is a produce of protein.

iv. ​ Misplaced Modifier​ ­ A phrase or clause placed awkwardly in a sentence so that it appears to modify or refer to an unintended word.

Example​ : Incorrect:​ Erick wore his one collared shirt to the job interview, which was unfortunately stained with red ketchup.

Correct:​ Erick wore his one collared shirt, which was unfortunately stained with red ketchup, to the job interview. ​ Subj.

V.

Adv.

B: ​ Erick wore his one collared shirt, which was unfortunately stained with red ketchup, Adj. to his most important interview.

42

Millera, Cristel Honors American Literature Period: 5 ​ Subj.

V.

Adv.

A: ​ Erick wore his one collared shirt, which was unfortunately stained with red ketchup ​ Adj. and yellow mustard, to his most important interview.

v. ​ Double Negative​ ­ A negative statement containing two negative elements.

Example: ​ Subj. Adv. N.

B: ​ Jim hardly have any money for his meal on Thursday. ​ Subj. Adv. N.

A: ​ Jim Lim hardly have any money for his meal on Thursday field trip to New York Culinary Art University.

vi. ​ Comma Splice​ ­ (Also called a run­on) occurs when a writer has connected two main clauses with a comma alone.

Example: Incorrect:​ Fanning the slice of pizza with a napkin, Jamie waited for it to cool, she had already burned the roof of her mouth with the french­fries.

Correct:​ Fanning the slice of pizza with a napkin, Jamie waited for it to cool; she had already burned the roof of her mouth with the french­fries. ​ Adv. N. Subj. Adj. B:​ Deliberately blowing the slice of pizza, Jamie waited for it to cool, she had already burned her mouth with the french­fries. ​ Adv. N. Subj. Adj. A: ​ Deliberately fanning the slice of pizza with a napkin, Jamie waited for it to cool since she had already burned the roof of her mouth with the french­fries.

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Millera, Cristel Honors American Literature Period: 5

Quiz on Sentence Direction: ​ Read the short texts and decide if the underlined words form a correct sentence, a fragment or a run­on.

1. After getting home late.​ John had something to eat and went straight to bed. a. Correct b. Fragment c. Run­on

2. ​ I drink coffee, and my elderly brother drinks tea. a. Correct b. Fragment c. Run­on

3. I’m hungry.​ I could literally eat a horse. a. Correct b. Fragment c. Run­on

4. I eat too much junk food, you will become unhealthy and unfit. a. Correct b. Fragment c. Run­on

5. My father has a new job. ​ He used to work in a restaurant now he’s a chef. a. Correct b. Fragment c. Run­on

Direction: ​ Identify the following fused (F) or correct (C). ___ 6. The chef never let Fred take extra food home, he was afraid the food may get spoiled. ___ 7. Besides being a stooge, Fred was an incompetent worker as a chef assistant at Olive Garden.

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Millera, Cristel Honors American Literature Period: 5

Directions: ​ Correct the following misplaced modifier sentences.

8. Jack can hear Jill when she whispers clearly.

9. Jack only eats ice­cream with sprinkles, only if the sprinkles are on top of his ice­cream.

Directions:​ Choose the correct answer.

10. Sadly, I _____ a penny left in my purse due to buying a lot of grocery for tonight dinner. a. didn’t scarcely have b. scarcely have

11. Sadie won’t talk to _____ about her irrevocably disgusting cupcakes. a. nobody b. no one c. anybody

12. Any of the methods for resolving a run­on sentence error are fine in any context. a. No b. Yes

13. The problem with comma splices is that they contain two stand­alone sentences, inadequately joined to make one sentence. a. False b. True

14. Directions:​ Select the only sentence below which is not a comma splice. a. Our Master Chef is a hard man when it comes to cooking, he is also fair. b. Russell sprouts are very nutritious for you, although unfortunately they taste horrifically nasty. c. It has hardly rained all winter, I even needed to quickly ​ quench ​ water for my organic vegetable garden in order to prepare them for ​ channeling a ​nd ​ seeding.​

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Millera, Cristel Honors American Literature Period: 5

Section V ­ Paragraphs Paragraphs​ ­ Explain what needs to be in each of the three (30 types of paragraphs, how many sentences each paragraph should have, and include one (1) example for each of the pieces in each of the paragraph sections.

I. ​ Introductory Paragraphs​ (Introduction)

a. Hook (Lead) i. ​ Anecdotal​ (Brief story to set the mood and intro the topic) 1. Example:​ When little Wendy behaves significantly proper, her parents always treat her to In­N­Out. They consecutively reward her with a Double­Double Cheeseburger Combo with a napoleon milkshake only when she does incredibly outstanding at school. The better she does in her classes, the more her scintillating smile widens and, disappointedly, the more her waistline expands.

As a child, she is oblivious because she has no idea why. However, the adults in her life should be aware and responsible of her unhealthy lifestyle. ii. ​ Query Based​ (Question that brings the reader to the topic) 1. Example: N. ADV. ADJ. Does the consumption of fast food eloquently have a negative impact on a SUBJ.

person’s healthy and/or unhealthy lifestyle? b. Thesis Statements (The purpose of a piece of writing ­ usually one sentence in length ­ and something that is arguable) i. ​ Assertion​ (claim) This is basic something that is arguable.

1. Example: ​ N. ADJ. Convenience food provides very little amount of nutritional content and should ​ ADV. V. be notably avoid at all circumstances. ii. ​ Fact​ (empirically verifiable) Verify within the five (5) senses: Hear, touch, smell, taste, and see.

N. ADV. ADJ. SUBJ. 1. Example: ​ Convenience food is comparatively inexpensive in the United States. iii. ​ Opinion​ (personal position on a topic) SUBJ. V. ADV. N. 1. Example: ​ Sonic’s makes absolutely foremost the best fast food. iv. ​ Belief​ (social, religious, or political in nature ­ an opinion held by many to be a fact, though it is not necessarily) V. N. ADV. ADJ. 1. Example: ​ Indulging in the temptation of fast food is sinfully erroneous. v. ​ Generalization​ (uses absolute or statistical pronouns: all, always, every, never, none, most, half ­ ​ avoid using this type of thesis statement​ ) V. N. ADV. ADJ. 1. Example: ​ Everything sold at fast food restaurants impactfully harms a person’s health. vi. ​ Document Based​ (cites a specific source and its position on a topic)

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Millera, Cristel Honors American Literature Period: 5

SUBJ. ADV. V. 1. Example:​ In ​ Fast Food Nation,​ Eric Schlosser correctly asserts that the fast food ADV. N. industry has extremely deep effects on people’s healthy lifestyle by illustrating

ADJ. N. how unhygienic many of their food preparation tactics are. vii. ​ Theory​ (a statement that can be tested and potentially proven) N. ADV. N. 1. Example: ​ Convenience food can systematically lead to health problems within all ages.

II. ​ 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. ​ Example: ​ ADV. N. Further due, multiple sources additionally indicates that the consumption of fast food ​ ADJ.

has a dramatic impact on health. (Now every sentence in this paragraph must be related to the connection between fast food and health) b. Evidence from Quotations (quotes should ​ NEVER​ be used as individual sentences ­ quotes should be embedded within sentences) i. ​ Example: ADV. ADJ. V. Several researchers strongly agree, “Fast food can have adverse effects ​ SUBJ. on people’s health” (Schlosser 73). ​ ADJ. N. ADV. ii. ​ Example:​ “Fast food can have adverse effects on people’s health” accordingly to ​ ADJ. several researchers (Schlosser 73).

​ ADV. N.

iii. ​ Example:​ Unfortunately for patrons, “Fast food can have adverse effects on people’s ADV. ADJ. health,” accordingly to several researchers (Schlosser 73).

ADV. N. iv. ​ Example:​ Unfortunately for sponsors, “Fast food can have [horribly] adverse effects on people’s health.” (Schlosser 73) ​ ADV. N. v. ​ Example:​ Unfortunately for sponsors, “Fast food… [a]ffects… people’s health” (Schlosser 73) vi. Paragraph (rewarding of a quote into other words of the same length without quotation marks, but still citing the source) ​ ADJ. N. SUBJ.

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Millera, Cristel Honors American Literature Period: 5 1. ORIGINAL QUOTE ­ “Fast food can have adverse effects on people’s health” (Schlosser 73). ​ SUBJ. ADV. N. 2. Example:​ PARAPHRASE ­ People’s health may be negatively impacted by fast food (Schlosser 73). vii. Summary (condensing larger quotes or sections) ADJ. N. SUBJ. 1. ORIGINAL QUOTE ­ “Fast food can have adverse effects on people’s health” (Schlosser 73). ​ ADJ. ADV. N. 2. Example:​ SUMMARY ­ Fast food is deliberately unhealthy for one’s living lifestyle. ix. Concrete Examples (actual, reference­able examples) ​ N. SUBJ. 1. Example:​ A study in the November 2011 ​ New England Journal of ​ Medicine ​ N. V. ADJ. shows that average person stands to lose 12 pounds in any given year that they eliminate ​ ADJ. fast food from their regular diet. 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 thesis of the essay) i. ​ Example: ​ ADV. ADJ. N.

Evidently, valid authorities on the subject of convenience food agree about ADV. SUBJ. it's often startling and consistently negative health effects to one person’s body.

III. ​ Closing Paragraphs​ ​ (Conclusions ­ should not be mere summaries of the previous paragraphs of your essay) a. Statement(s) of Extension (extending the thesis statement using the consequences of disregarding the implications of the thesis ­ could be one or more sentences. i. ​ Example: N. ADV. SUBJ. If the mass consumption of fast food was absolutely safe for people’s health, ADV. N. N. there probably would not be such an abundance of obesity plaguing the nation. b. Final Sentence (connect to the book) i. ​ Example: N.

Give by all mean the health issues associated with fast food, maybe the ADJ. SUBJ. V. “freshest” meal Wendy have eaten when she was young as she was not so filled with N. great jubilation at all.

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Millera, Cristel Honors American Literature Period: 5

Quiz on Paragraphs 1. The average essay will have how many paragraphs?

A. Three (3) B. Five (5) C. Seven (7)

2. Your intro paragraph should have an interesting first sentence also known as what? Hint: There are two.

A. Catch B. Hook C. Line D. Lead

3. A thesis is: A. A type of transition word.

B. When you add a quote from a respected author to your paper.

C. A sentence stating the main idea of your paper.

4. Your conclusion paragraph should: A. Always provide a new point.

B. End with the words “The End”.

C. Restate your thesis in new words.

5. Your thesis should have how many points?

A. Three (3) B. Five (5) C. Seven (7)

6. How many ways to integrate quotes into sentences?

A. Three (3) B. Five (5) C. Seven (7)

7. It is recommended that you write the introduction paragraph last.

A. True B. False

8. You should first write the body of your essay.

A. True B. False

9. What are your two very important things you should do after writing your essay?

10. What is the first thing you should do when needing to write an essay?

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Millera, Cristel Honors American Literature Period: 5

SECTION VI ­ ESSAYS A. Types i. ​ Persuasive Essay​ (Argumentative): also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.

ii. ​ Expository Essay​ (Informative): is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner.

1. Definition or Description: A definition expository essay explains a term or concept. A description essay paints a visual mental picture of a person, place, thing, or event.

2. Process/How­to: A process informative essay explains hot something is completed, works, or done (organization order and/or directions). A How­to explains how to do or create something.

3. Compare and Contrast: A compare and contrast analyzes the similarities and differences to find any connections and make inferences.

4. Cause and Effect: Identifies the cause and effect of something. Say if there is a cause, it will explains the effects that cause will have on a situation or objects.

iii. ​ Analytical/Critical Essay:​ It is an essay that can become bias and subjective because you include personal opinions or your own viewpoint of the text. You analyze and critique the text through your own perspective.

1. Evaluative: You “judge and critique” the overall quality of a service, business, product, pt program. You do write some opinions, but overall the essay should not come off an opinionated. It should be logical and unbiased. Three (3) groups needed for this essay: fair criteria, judgments, and evidence.

2. Interpretive: An essay where you interpret the text’s message, meaning, and purpose. First this first, to introduce the author, title, and a summary of the text(s). Next, you will distinctly state the interpretation of the author’s assertion and text(s). Lastly, to give details and quotations to support the interpretation.

iv. ​ Narrative Essay​ (Tells a story): Use storytelling elements to make the point of views. To turn into like a short stories rather than traditional academic essays with that being said it doesn’t have to be fiction; often, they depict real life events. Often use to explore and find the meanings 50

Millera, Cristel Honors American Literature Period: 5 of important events in one’s own lives. As to making some readers connect more readily to narratives which have a vivid emotional and psychological dimension sometimes buried in traditional expository essays.

1. Personal Anecdote: A short story of an account that is a past situation or scenario.

Anecdotes can be used either as a hook in the introduction paragraph in order to interest the readers to continuously read.

v. ​ Research Essay:​ Is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition.

1. MLA Format: Style of writing approved by the Modern Language Association regarding the mechanics of writing, including punctuation, quotation, and documentation of sources.

2. APA Format: Style of writing approved by the American Psychological Association used for publications, papers, essays, and books.

vi. ​ Timed Essay​ : A timed writing essay is a type of writing to test one’s intellectual based on the given prompts or questions by having to write within a limited amount of time.

As 1. Document Based Question (DBQ): An essay or series of short­answer questions that is written by students using background knowledge and supported the assertions based on several other provided sources. Most commonly found and used in history tests.

2. Prompt Based: When a generalized topic of an idea, quote, or subject is given to act as a guideline for a typical writing. It will revolve within the essay based on the prompt assertions. The prompt can be a quote from authors or it can be an article. The prompt should state whether to disagree or agree with the author’s assertion as well as to analyze the text.

B. ​ Strategies/Planning Tips/Steps: i. Pre­writing/Prompt Analysis/Outlining a. What is the prewriting stage? ​ The prewriting stage is when you prepare your ideas for your essay before you begin writing. You will find it easier to write your essay if you build an outline first, especially when you are writing longer assignments.

Six Prewriting Steps:

1. Think carefully about what you are going to write.​ Ask yourself: What question am I going to answer in this paragraph or essay? How can I best answer this question? What is the most important part of my answer? How can I make an introductory sentence (or thesis statement) from the most important part of my answer? What facts or ideas can I use to support my 51

Millera, Cristel Honors American Literature Period: 5 introductory sentence? How can I make this paragraph or essay interesting? Do I need more facts on this topic? Where can I find more facts on this topic?

2. Open your notebook.​ Write out your answers to the above questions. You do not need to spend a lot of time doing this; just write enough to help you remember why and how you are going to write your paragraph or essay.

3. Collect facts related to your paragraph or essay topic.​ Look for and write down facts that will help you to answer your question. Timesaving hint: make sure the facts you are writing are related to the exact question you are going to answer in your paragraph or essay.

4. Write down your own ideas.​ Ask yourself: What else do I want to say about this topic? Why should people be interested in this topic? Why is this topic important?

5. Find the main idea of your paragraph or essay.​ Choose the most important point you are going to present. If you cannot decide which point is the most important, just choose one point and stick to it throughout your paragraph or essay.

6. Organize your facts and ideas in a way that develops your main idea.​ Once you have chosen the most important point of your paragraph or essay, you must find the best way to tell your reader about it. Look at the facts you have written. Look at your own ideas on the topic.

Decide which facts and ideas will best support the main idea of your essay. Once you have chosen the facts and ideas you plan to use, ask yourself which order to put them in the essay.

Write down your own note set that you can use to guide yourself as you write your essay.

b. ​ Prompt​ ­ as to consider reading read the passage first then uses the following: ● evidence, such as facts or examples, to support claims. ● reasoning to develop ideas and to connect claims and evidence. ● stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. c. ​ Outlining​ ­ 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.

Essentially, an ​ outline​ helps prevent a writer from getting stuck when performing the actual writing of the ​ essay​ .

1. Introduction. Introductory statement. Thesis statement: I like watching movies but I prefer watching them at home.

2. Body. First Supporting Idea (Topic Sentence): just getting to the theater presents difficulties bad weather.

3. Conclusion. Closing statement.

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Millera, Cristel Honors American Literature Period: 5 Example:

Outline for a Five­Paragraph Essay Title: ____________________

1.

2. Introduction 1. Introductory statement 2. Thesis statement: ____________________ 3.

4. Body 1. First Supporting Idea (Topic Sentence): ____________________ 1. ____________________ 2. ____________________ 3. ____________________ 2. Second Supporting Idea (Topic Sentence): ____________________ 1. ____________________ 2. ____________________ 3. ____________________ 3.

4. Third Supporting Idea (Topic Sentence): ____________________ 1. ____________________ 2. ____________________ 3. ____________________ 5. Conclusion 1. Closing statement 2. Restate thesis: ____________________

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Millera, Cristel Honors American Literature Period: 5 C. ​ Work 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 you used in your research.

i. MLA Format: A format by the Modern Language Association to cite outside sources that is used within the writing.

Example: ​ Schlosser, Eric. ​ Fast Food Nation:.​ London: Scholastic, 2009. Print.

ii. APA Format: A format created by the Modern Language Association to cite outside sources which is used within the writing. The APA format is often used when citing within the social sciences also known as scientific research papers.

Example: ​ Schlosser, E. (2002). ​ Fast food nation: What the all­American meal is doing to the world​ . London: Penguin.

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Millera, Cristel Honors American Literature Period: 5

Quiz on the Essay 1. What is the first paragraph of a five paragraph essay?

A. The introduction B. The conclusion C. A supporting paragraph

2. What does the first paragraph contain?

A. Your name and the teacher's name B. An explanation of what the essay's going to be about C. As much information as you can squeeze in

3. What is the last paragraph of an essay?

A. The introduction B. The conclusion C. A supporting paragraph

4. What is the second paragraph of a five paragraph essay?

A. The introduction B. The conclusion C. The first supporting paragraph

5. What is the third paragraph of a five paragraph essay?

A. The second supporting paragraph B. The introduction C. The conclusion

6. What is the purpose of persuasive writing?

A. B. C. D.

To inform To persuade To tell a story To tell “how­to”

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Millera, Cristel Honors American Literature Period: 5

7. Which sentence in this introduction paragraph is the ​ thesis statement​ ?

The average family spends $1500 a year on clothes for school. In this economy, that seems like a lot of money. Many people argue that students should wear uniforms to school instead of their own clothes. Wearing school uniforms saves families money, reduces bullying, and allows students to focus on academics instead of style. For these reasons, all students should be required to wear uniforms to school.

A. In this economy, that seems like a lot of money!

B. Many people argue that students should wear uniforms to school instead of their own clothes.

C. Wearing school uniforms saves families money, reduces bullying, and allows students to focus on academics instead of style.

D. For these reasons, all students should be required to wear uniforms to school.

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Millera, Cristel Honors American Literature Period: 5

8. I want you to think about when you are writing an expository paper. Which of the following choices has all of the elements that would be found in your concluding paragraph?

A. Restate the senses, closing sentence, takeaway ending

B. Restate the subtopic, closing sentence, takeaway ending

C. Restate the reasons, closing sentence, takeaway ending

A.

B.

C.

D.

9. When you write a research paper, your goal is to...

Inform your reader.

Persuade your reader.

Save your reader's time.

Motivate your reader to learn more about the subject.

10. True or false MLA Format stands for Modern Language Association.

A. True B. False

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Millera, Cristel Honors American Literature Period: 5

SECTION VII ­ CAPITALIZATION I. 1.

2.

3.

4.

5.

6.

7.

8.

Capitalization​ ​ ­ using capital, or upper­case, letters.

Capitalize:​ The first word of a sentence.

Example CAP. SUBJ. ADV. ADJ. V. ​ T​ he waitress was extremely benevolent of her to pay the entire ​ ADV. meal for these lovely couples because seeing those two couples ​ N. brought her such elation since it reminded of her old days.

Proper Nouns:​ Names of relatives (to indicate family relationship) when used with name.

Example ADV. ​ V. ​ ​ N. CAP. SUBJ. Recently I received a gift card from ​ U​ ncle Mike, but not from my ADJ. other lavish uncle.

Major words:​ In titles of books, articles, and songs.

Example V. ADV. N. SUBJ. CAP. Have you read Melville’s astonishingly well written novel, ​ M​ oby D​ ick?

Major words:​ Names of God, specific deities, religious figures, and holy books.

Examples Gods: ​ B​ uddha​ Z​ eus​ G​ od the​ F​ ather​ A​ llah Religious Figures: ​ M​ oses​ M​ ohammed the ​ V​ irgin ​ M​ ary Holy Books: the ​ B​ ible the​ K​ oran the ​ B​ agavad ​ G​ hita Directions:​ That are names such as the following ­ North, South, East, and West used as sections of the country.

Example SUBJ. ADV. V. N. CAP. The Millera’s have diligently moved all of their vases to the ​ S​ outh of the living­room.

Time:​ Days of the week, months of the year, and holidays.

Examples S​ aturday D​ ecember C​ hristmas Seasons:​ When used in a title.

Example SUBJ. ADJ. N. ADV. Chef Chris used a specific tool in the kitchen which was a ​ whisk

​ CAP that was extremely loud for the past ​ S​ pring 2015 semester.

Ethnic:​ Countries, nationalities, and specific languages.

Examples P​ eru J​ apan C​ hinese ​ F​ rench S​ panish 58

Millera, Cristel Honors American Literature Period: 5

9. Periods and Events: Example A​ ge of ​ E​ nlightenment R​ enaissance

C​ onstitutional ​ C​ onvention 10. Names:​ Of national, political, racial, social, civic, and athletic groups.

Examples H​ ouse of ​ R​ epresentatives C​ hamber of ​ C​ ommerce 11. Trademarks: Examples P​ epsi S​ tarbucks T​ oyota V​ ictoria ​ S​ ecret 12. Quote:​ The first word in a sentence that is a direct quote, even if the direct quote comes in the middle of a sentence.

Example: ADV. N. CAP. Unfortunately for sponsors, “​ F​ ast food… [a]ffects… people’s health” (Schlosser 73) 13. Colon:​ The first word of a sentence following a colon.

Example SUBJ. N. ADV. CAP. Joe’s late arrival at the meeting really made no difference: ​ H​ e had ​ ADJ. nothing important to add.

14. Poetry:​ The first word in each line of most poetry.

Example W​ hose woods these are I think I know.

H​ is house is in the village though; H​ e will not mind me stopping here T​ o watch his woods fill up with snow.

15. First Pronoun:​ The single­letter word, ​ I​ .

Example SUBJ. ADV. ADJ. N. CAP. Everyone is significantly aware of the problems ​ I​ encountered on V. the road trip.

16. Proper Name:​ Salutations and closings in letters ­ first word only unless proper name is used.

Examples Salutations: ​ D​ ear student, M​ y dear friend,

Closings: ​ Y​ ours truly, L​ ove, 17. Initials, Initialisms, and Acronyms: Examples Initials with names: Millicent ​ R. ​ Strokes J. F. ​ Kennedy Initialisms: ​ FBI DVD AAA GDP Acronyms: ​ AIDS EPCOT NASDAQ 59

Millera, Cristel Honors American Literature Period: 5

18. Names of Planets:​ Experts disagree about whether to capitalize earth, sun, moon. For consistency, this author suggests capitalizing them when they are used to designate celestial bodies.

Example M​ ars J​ upiter S​ aturn N​ eptune 19. President:​ Capitalize President when it refers to the leader of the United States.

Example CAP. ADV. N. The ​ P​ resident has quickly called a press conference.

20. Hyphenated:​ The first letter only in most hyphenated words that begin in a sentence.

Example CAP. ADV. ADJ. N. V. T​ wenty­five extremely cute ducklings wobbling down to the pond.

21. Political Parties:​ Political parties and their members.

Example R​ epublican H​ illary ​ C​ linton 22. Institution Names: Example P​ epperdine ​ U​ niversity C​ hildren ​ H​ ospital 23. Business Names: Example H​ ilton​ H​ otel C​ hevron 24. Proper Adjectives:​ Capitalize a proper adjective but not the noun it modifies unless the nouns is part of a title.

Example a ​ V​ eterans ​ D​ ay parade H​ anukkah celebration 25. Organizations:​ Capitalize the of organizations.

Example A​ merican ​ R​ ed ​ C​ ross K​ iwanis ​ C​ lub

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Millera, Cristel Honors American Literature Period: 5

QUIZ ON CAPITALIZATION Directions: Choose the correct answers.

1. Which of the three passages are correct?

A. The grocery store down the street is finally selling the ​ Monster drink​ .

B. The grocery store down the street is finally selling the ​ Monster Drink​ .

C. The grocery store down the street is finally selling the ​ monster drink​ .

2. “In New York, we had the chance to see ________.”

A. Time square B. Time Square C. time square

3. Which of the three passages is correct?

A. I did not know he can speak ​ english​ , ​ spanish​ , and ​ French​ .

B. I did not know he can speak ​ English​ , ​ spanish​ , and ​ french​ .

C. I did not know he can speak ​ English​ , ​ Spanish​ , and ​ French​ .

4. Which of the three passages is correct?

A. The republican party​ candidates had an intense debate last night.

B. The Republican party​ candidates had an intense debate last night.

C. The Republican Party​ candidates had an intense debate last night.

5. Which of the three passages is correct?

A. i​ went on a major ​ 12 hour​ grocery shopping.

B. I​ went on a major ​ twelve hour​ grocery shopping at The Supper King store.

C. i​ just went on a ​ twelve hour​ grocery shopping yesterday.

6. Chef Bobby Flay and Chef Clark explored _________.

A. Trader joes B. trader joes C. Trader Joes

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Millera, Cristel Honors American Literature Period: 5 7. The best holiday of the year is ________ because of all the homemade dishes and desserts.

A. Thanksgiving B. thanksgiving C. THANKSGIVING

8. __________ is the day we give thanks to everything we cherish.

A. Christmas Eve B. christmas eve C. Christmas eve 9. The ____________ is such a spectacular show which is one of my top favorites in the Food Network Channel.

A. top next american chef B. Top Next american Chef C. Tope Net American Chef

10. ___________ is my dream school due to their magnificent culinary arts program.

A. Johnson & wales university B. johnson & wales university C. Johnson & Wales University

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SECTION VIII ­ PUNCTUATION II.

Punctuation​ ­ The marks, such as period, comma, and parentheses, used in writing to separate sentences and their elements and to clarify meaning.

a. Apostrophes (‘)​ ­ in English serve two basic functions; they show possession, and they indicate that letters have been removed from the original words in the process of forming a ​ contraction​ . They are not necessary for forming plural nouns or possessive ​ adjectives​ (my, your, his, her, their, our, ​ its​ ).

Examples Use an apostrophe after the “s” at the end of a plural noun to show possession.

The parents’ bedroom, the Joneses’ lives.

If a plural noun doesn’t end in “s,” add an “‘s” to create the possessive form.

The children’s rooms b. Colons (:)​ ­ At the end of an independent clause (a group of words that could feasibly stand alone as a complete sentence) that is followed by a list. This is the perfect example. We use colons that would make a perfectly good sentence.

1. When you are introducing a formal statement or a quotation, you can use a colon in much the same way you would use a comma to do the same job. The only difference is that the colon emphasizes the statement or quotation more strongly.

Example My 9th grade Sunday School teacher always told gave us this advice: “You never know who’s watching you.”

2. If you say something, and then you feel like it needs to be restated, explained or clarified in another independent clause, you can put a colon between them. When you do this, you’ll need to capitalize the first letter of each independent clause as though they were separate sentences.

Example The power company turned off your electricity for one simple reason: You haven’t paid your bill in months.

3. In the salutation of a formal business letter, use a colon rather than a comma.

Example Dear Mr. Hudson: 4. When you write the time, of course, you use a colon.

Example It’s 4:37.

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c. Semicolons (;)​ ­ To separate two independent clauses that are not joined by a conjunction (for, and, nor, but, or, yet, so). These independent clauses are always closely related, but the second is not usually an explanation or clarification of the first. Often the second independent clause will begin with what is called a conjunctive adverb (however, moreover, additionally, therefore, thus, consequently, otherwise, etc.).

Examples I’m going out; however, I’ll be home by nine.

The meeting attendees included Mrs. Perkins, the kindergarten teacher; Mr. Shumate.

d. Dash (­) ​ ­ Use it when you need to ​ interject​ something, and you want to draw attention to it, or when you need to explain or clarify something, but you don’t want to be so formal as to use a colon.

Examples I looked up, and there he was–the same hot guy from the gym and the party.

We made eye contact–the hot guy and I–and he started walking my way. e. Comma (,)​ ­ The rules for comma use are, for the most part, firmly set, but there are a few gray areas as well, and it’s helpful to know what they are so that you understand where you absolutely need a comma, where you absolutely shouldn’t put one, and where you can fiddle around a bit.

Examples

Janet went to the store to buy pasta, broccoli, lemons and beans.

Betty gets home at 5:30, she and her husband have dinner together, they watch TV for a few hours, and they go to bed around 11:00. f. Braces ([ ]) ({ }) ​ ­ Braces, also known as ​ brackets​ or parentheses, can be round, square, curly, or angled. In formal writing, this punctuation mark has fairly limited usage, which is why the rules should be easy to learn. For informal writing, the brackets, braces, or parentheses can be used anywhere.

Examples Number set: {2, 4, 6, 8, 10, 12} Equal choices: Choose a color {red, white, blue, pink} to paint the wall Music chords: [ {c, e, g} {e, g, c2} {g, c2, e2} ]

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g. Quotation (“ “)​ ­ There are two (2) reasons to use quotation marks. One quoting someone; that is to say you are using someone else’s exact words, and you are giving that person credit for having said them. Two being sarcastic.

Examples Then he said, “Honey, would you like to get some ​ whipped ​ ice cream after the movie?” You just seem to be over there “watching Lost” an awful lot. h. Hyphen ( ­ )​ ­ are one of those argument­inducing areas of the English language that has vocal parties on either side of any issue.

Examples Book­case may properly be written as bookcase. out­of­date i. Exclamation ( ! )​ ­ Used to express excitement.

Example No! I did not intend to lock myself out of the house.

Stop! I really don’t want to get wet, don’t throw me in the pool!

j. Parentheses [ ( ) ]​ ­ To include material that you want to de­emphasis or that wouldn't normally fit into the flow of your text but you want to include nonetheless.

Examples The president (and his assistant) traveled by private jet.

When he got home (it was already dark outside), he fixed dinner.

k. Period ( . ) ­ It ends a sentence.

Examples Hand in the poster essays no later than noon on Friday.

In case of tremors, leave the building immediately.

l. Question ( ? ) ­ At the end of a direct question.

Example

In a dream, I heard someone asking, “Isn't atheism a nonprophet organization?”

"Go to the store and get me five ​ peeled​ apples?"

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QUIZ ON PUNCTUATION Directions: For each of the following, choose the correct sentence.

1.

A) She said, “bees are not the only insects that sting.”

B) She said, “Bees are not the only insects that sting.”

2.

A) “You must understand,” he pleaded, “That I need more time to pay you.”

B) You must understand,” he pleaded, “that I need more time to pay you.”

3.

A) The famous Chef of the United States wields much power.

B) The famous chef of the united states wields much power.

4.

A) He wanted to know when you will be there?

B)He wanted to know when you will be there.

5.

A) “Well,” she said, “you certainly did not waste my time.”

B) “Well”, she said, “you certainly did not waste my time.”

6.

A) She screamed, “I’ve had it up to here!”.

B)She screamed, “I’ve had it up to here!”

7.

A) Meredith hid the child from the adoption services, The adoption services is trying to look for Meredith.

B) Meredith hid the child from the adoption services. The adoption services is trying to look for Meredith.

C) Meredith hid the child from the adoption services. The adoption services is trying to look for Meredith

8.

A) Chef Bobby Flay’s is the best cook in Seattle.

B) Chef Bobby Flay’s, is the best cook in Seattle.

C) Chef Bobby Flay’s, is the best cook in Seattle 9.

A) To do list: clean room, clean house, and clean the kitchen.

B) To do list: clean room, clean house and clean the kitchen.

C) To do list: clean room, clean house and, clean the kitchen.

10.

A) “Can you go to the Fish­​ Fillet ​ market today!” the Chef asked B) “ Can you go to the Fish­​ Fillet ​ market today?” the Chef asked.

C) “Can you go to the Fish­​ Fillet ​ market today?” the Chef asked

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SECTION X ­ COMMONLY CONFUSED WORDS III. Commonly Confused/Misused Word Choices​ ​ ­ They either look alike, sound alike or, worst of all, look and sound alike but have completely different meanings. Other words look and sound different but are similar in meaning, and it’s hard to determine which is the correct one in a given context.

a. Who/Whom Who (subject pronoun) ­ what or or which person or persons; the person or persons that, or a person that (used to introduce a relative clause). ​ V. N. SUBJ. ADV. ADJ. Who​ is going to bring the birthday cake to the Christine’s lavishly exquisite party?

Whom (object pronoun) ­ what or which person or persons; the person or persons that, or a person that (used to introduce a relative clause) With ​ whom​ are you going to the party?

b. Their/There/They’re Their (adjective) ­ of, belong to, made by, or done by them.

They were proud of ​ their​ work because it was well done presented on the cake.

There (noun) ­ that place or point.

Just put it over ​ there​ so that it would be easier to be spotted for the visitors.

They’re (contraction) ­ of they + are. ​ ADV. V. N. They quickly left the house since ​ they’re​ going out to dinner tonight ADJ. N. because it is Cristel’s marvelous seventeenth birthday celebration.

c. Lie/Lay Lie (verb) to recline or rest on a surface. Its principal parts are lie, lay, lain.

SUBJ. V. N. ADV. ADJ. Sarah ​ lie​ down when she is extremely feeling torpid due to eating an ADJ. enormous meal.

Lay (verb) to put or place. Its principal parts are lay, laid.

Chickens lay plenty of warm eggs during the day time. d. Laid/Lain

e. Affect/Effect Affect (verb) ­ to have an effect on; influence; produce a change in; to stir the emotions.

SUBJ. ADV. N ADJ. The dog’s death seriously ​ affected​ the owner for he has been memorized.

Effect (noun) ­ anything brought about by a cause or agent; result 67

Millera, Cristel Honors American Literature Period: 5

The new speed limit law had little effect on the speed of the motorists.

f. Accept/Except Accept (verb) ­ to receive I ​ accepted​ all my birthday gifts with gratitude.

Except (conjunction) ­ apart from; otherwise than; were it not true.

SUBJ. ADV. When Susan travels, she packs everything ​ except​ she continuously V. ADJ. N. forgets to bring delicious snacks.

g. C/W/Should have vs. C/W/Should of I should of ­ an incorrect use of the verb phrase should have; when written as a contraction "should've" sounds like "should of."

I should have ­ is the past perfect tense of the verb should.

N.

SUBJ.

I ​ should have​ gone to the Top Next American Chef Show instead of ADV. V. ADJ. continuously studying because I failed my test anyway. h. Loath/Loathe Loath (adjective) ­ reluctant, unwilling.

SUBJ. ADJ. V. N.

Lance was ​ loath​ to ask for an extra plate and utensil for his second meal ADV. because all the workers looked extremely busy.

Loathe (verb) ­ to detest or dislike greatly.

Janice ​ loathes​ animal cruelty because she has a kind heart. i. Infer/Imply Infer (verb) ­ to draw a conclusion from known fact.

He ​ inferred ​ that the answer was no from her hesitation.

Imply (verb) ­ To suggest indirectly.

ADV. N. V.

She quickly hesitated as her hesitation ​ implied​ that her answer was a no ADJ. due to the disgusting cake he presented. j. Weary/Wary Weary (adjective) ­ tired and worn.

ADV. V. SUBJ. ADJ. After a day of quickly harvesting corn, the farmer was very ​ weary​ .

Wary (adjective) ­ leery and cautious.

The customer became ​ wary​ when the salesperson said he would personally guarantee the TV set for 100 years.

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k. Proceed/Precede Precede (verb) ­ to be, come, or go before in time, place, order, rank, or importance.

The election of a new president ​ precedes​ his inauguration.

Proceed (verb) ­ to advance or go on, especially after stopping

ADJ. N. V.

After your first assignment has been completed and approved, you may ​ ADV.

proceed​ to the second one which is to quickly knead the dough to bake fifty cupcakes in less than two hours.

l. Discrete/Discreet Discreet (adjective) prudent, circumspect, or modest.

Her ​ discreet​ handling of the touchy situation put him at ease.

Discrete (adjective) separate or individually distinct.

N. ADJ. ADV. V.

Each company in the conglomerate of food industry deliberately operates as a discrete​ entity.

m. Conscience/Conscious Conscience (noun) ­ the sense of right and wrong as regards things for which one is responsible.

Under the right conditions, the vast majority of people act as if they have a conscience​ that causes them to act ethically and look out for others’ interests. conscious​ (adjective) ­ having knowledge or awareness.

N. ADV. V. ADJ. In rare cases, patients don’t quite drop off completely and remain just ADJ. V. N. conscious​ enough to feel pain which was caused by food poisoning. n. Can/May Can (verb) ­ be able to. ​ SUBJ. N

ADV. Can I have the last piece of the pumpkin pie which looks astonishingly adj. delicious?

May (verb) ­ expressing possibility.

May I use the washroom in order to wash off my stain of grape juice on my lovely dress? o. A lot/Allot A lot (noun) ­ many ​ N. V. SUBJ. ADV. Every year ​ a lot​ of people attends to Christine’s most lavishly exquisite ADJ. party because they have outstanding desserts.

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Allot (verb) ­ to distribute, give or assign.

Fifteen minutes were allotted to each of the speakers at the conference.

p. Allusion.Illusion Allusion (noun) ­ an indirect reference.

The Austin Powers movies often make ​ allusions​ to the James Bond films.

Illusion (noun) ­ a false idea or conception; belief or opinion not in accord with the facts; an unreal, deceptive, or misleading appearance or image.

SUBJ. N. V. The magician created the ​ illusion​ that he was ​ levitating​ the grapes from ADJ. shiny the plate.

q. Awhile/A While Awhile (adverb) ­ for a short time.

SUBJ. ADV. N. The guests planned to stay ​ awhile​ at the reception which was taken at the ADJ. famous Cheesecake Factory.

A while (noun) ­ for a short time; when while is used as the object of the preposition (for a while) then the "a" is separated from the "while".

The customer planned to stay for ​ a while ​ but if they are not seated in less than ten minutes. r. Bad/Badly Bad (adjective) ­ not good.

The bread was too stale to eat, I think it went ​ bad​ .

Badly (adverb) ­ not well; in a bad manner; harmfully.

SUBJ. N. The workers were inside the food truck as they were involved within the ADJ. ADV. accident were ​ badly​ hurt. s. Breath/Breathe Breath (noun) ­ air taken into the lungs and then let out.

Take a deep ​ breath​ and continue to focus on yourself.

Breathe (verb) ­ to inhale and exhale.

ADJ. ADV. ADV. V.

Just calm down and ​ breathe ​ so that you can finally eat your meal or else it will get cold.

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QUIZ ON CONFUSED WORDS Directions: Circle the correct answer.

1. ​ Janice (​ loathes, loath​ ) animal cruelty because she has a kind heart.

2. The customer planned to stay for ​ (awhile, a while) ​ but if they are not seated in less than ten minutes.

3. Every year ​ (a lot, allot​ ) of people attends to Christine’s most lavishly exquisite party because they have outstanding desserts.

4. After your first assignment has been completed and approved, you may​ (proceed, procede) to the second one which is to quickly bake fifty cupcakes in less than two hours.

5. Did the medicine (​ affect, effect)​ (​ your, you’re)​ symptoms by chance due to your stomache flu?

6. If (​ your, you’re)​ going to the party, ask (​ your, you’re)​ friend if she wants to pitch in for the birthday cake .

7. (​ Their,There,They’re)​ is going to be a small party at my place and you are welcome to come.

8. “(​ Who,Whom​ ) is going to operate on my son? I need to ask for more information about the surgery?”

9. “Please (​ laid, lay, lie)​ down the groceries on the floor.”

10. “That’s a (​ lie, lay)​ , you stole my phone.”

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Answer Keys on the Quizzes

I.

Interjections, Transitions, and Associated Terms 1. b 2. b 3. b 4. b 5. b 6. d 7. 1.g, 2.e, 3.f, 4.a, 5.c, 6.e, 7.b, 8.g 8. proper noun 9. common, proper, and demonstrative.

10. comparative: more and superlative: most II. Phrases a­c 1. ​ d 2. e 3. d 4. e 5. d 6. b 7. a 8. c 9. a 10. b III. Clauses 4­7 1. b 2. a 3. c 4. b 5. a 6. 1) d 2) a 3) b 4) c 7. who are in the kitchen 8. are ​ seeking higher profits 9. who carefully ordered another double cheese burger​ ,​ ​ animal fries, and a napoleon milkshake from In­N­Out 10. Though a fair debonair man IV. Sentences Errors 1. b 2. a 3. a 4. a 5. d 72

Millera, Cristel Honors American Literature Period: 5 6. F 7. C 8. Jack can ​ clearly​ hear Jill when she whispers.

9. Jack ​ eats only​ ice­cream with sprinkles, only if the sprinkles are on top of his ice­cream.

10. b 11. c 12. a 13. b 14. b V. Paragraphs 1. B 2. B and D 3. C 4. C 5. A 6. B 7. A 8. A 9. Revise and Proofread 10. Choose a topic.

VI. Essays ­ Types and Strategies 1. A 2. B 3. B 4. A 5. C 6. A 7. B 8. C 9. A 10. A VII. Punctuation 1. A 2. A 3. A 4. A 5. B 6. C 7. A 8. B 9. B 10. A

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VIII. Capitalization 1. A 2. B 3. C 4. C 5. B 6. C 7. A 8. A 9. C 10. C IX. Confused Words 1. Loathes 2. a while 3. a lot 4. proceed 5. Affect / Your 6. You’re / Your 7. There 8. Who 9. Lay 10. Lie

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Glossary

­A­ ACIDS Sourness is found naturally in many foods. Wines, vinegars and lemon juice are many of the common acids used in cooking. These are natural tenderizers and help break down foods by marinating (1).

ADJUST In cooking "To Adjust" means to taste during cooking and add seasonings or flavorings, as needed (2).

­B­ BARD To tie fat around lean meats or fowl to keep them from drying out during roasting. The fat bastes the meat while it cooks, keeping it moist and adding flavor. The fat is removed a few minutes before the meat is finished, allowing the meat to brown. Barding is necessary only when there is no natural fat present (5).

BLEND To combine two or more ingredients together with a spoon, beater or blender (1).

BOIL To heat a liquid to its boiling point, until bubbles break the surface. "Boil" also means to cook food in a boiling liquid (8). ­C­ CHANNEL of or To create small V­shaped grooves over the surface of fruits or vegetables for decorative purposes using a channel knife. The fruit or vegetable is then sliced, creating a decorative border on the slices (39).

CARAMELIZE To heat sugar until it liquefies and become a clear caramel syrup ranging in color from golden to dark brown. Fruits and vegetables with natural sugars can be caramelized by sauteeing, roasting or grilling, giving them a sweet flavor and golden glaze (1).

CHOP To cut food into bite­size pieces using a knife. A food processor may also be used to chop food.

Chopped food is more coarsely cut than minced food (6).

CULINARY of or for cooking (54). ­D­ DEEP­FRY To cook food in hot fat or oil deep enough so that it is completely covered. The temperature of the fat is extremely important and can make the difference between success and failure. When the fat is not hot enough, the food absorbs fat and becomes greasy. When the fat is too hot, the food burns on the exterior before it has cooked through. Fat at the correct temperature will produce food with a crisp, dry exterior and moist interior. An average fat temperature for deep­frying is 375 degrees, but the temperature varies according to the food being fried. Use a deep fryer, an electric fry pan or a heavy pot and a good kitchen thermometer for deep frying (2).

DEGLAZE 75

Millera, Cristel Honors American Literature Period: 5 To remove browned bits of food from the bottom of a pan after sauteing, usually meat. After the food and excess fat have been removed from the pan, a small amount of liquid is heated with the cooking juices in the pan and stirred to remove browned bits of food from the bottom. The resulting mixture often becomes the base for a sauce (34).

DICE To cut food into tiny cubes (about 1/8­ to 1/4­inch (9).

DRAIN To pour off fat or liquid from food, often using a colander (34). ­E­ EGGS Eggs are one of the most important items in cooking! All eggs should be free of cracks, leaks or holes. Eggs are graded by quality and size with grade AA, A and B. Eggs are sized by weight per dozen, Ex. Large 27 oz., Large 24 oz., Medium 21 oz., Small 18 oz., Peewee 15 oz. Very fresh high quality eggs stand up more when cooked, while older eggs spread out more. The color of the yolk depends on the hen's diet. The egg color, white or brown depends on the breed of the hen, it has nothing to do with nutritional value or taste. Eggs must always be refrigerated.

Pasteurized liquid eggs (easy eggs) are beaten together and heated up without cooking to kill any bacteria and then packaged for sale (59).

ENTREE In America "Entree" refers to the main course of the meal. In Europe, it refers to the dish served before the meat course during formal dinner (4). ­F­ FILLET To create a fillet of fish or meat by cutting away the bones. Fish and boning knives help produce clean fillets (58).

FOOD NETWORK Chefs and Cooks sharing cooking techniques, recipes and ideas with people who share similar interests or concerns and who interact and remain in contact for mutual assistance or support.

Professionals in the foodservice industry network together to achieve quality (54).

FRY To cook food (non­submerged) in hot fat or oil over moderate to high heat. There is very little difference between frying and SAUTEING although sauteing is often thought of as being faster and using less fat (25). ­G­ GRILL To cook food on a grill over hot coals or other heat source. The intense heat creates a crust on the surface of the food which seals in the juices. The grill should be clean and must be heated before the food is laid on it. The food can also be basted and seasoned (37).

GRIND To reduce food to small pieces by running it through a ​ grinder or food processor​ . Food can be ground to different degrees, from fine to coarse. A ​ mortar and pestle​ is prefered by many Chefs and Pharmacists alike (1).

­H­

HAPPINESS The state of being happy (6). ­I­ 76

Millera, Cristel Honors American Literature Period: 5 INFUSE To steep an aromatic ingredient in hot liquid until the flavor has been extracted and absorbed by the liquid. Teas are infusions. Milk or cream can also be infused with flavor before being used in custards or sauces (2). ­J­ JOINT To cut meat and poultry into large pieces at the joints using a very sharp knife (34). ­K­ KNEAD To mix and work dough into a smooth, elastic mass. Kneading can be done either manually or by machine. By hand, kneading is done with a pressing­folding­turning action. First the dough is pressed with the heels of both hands and pushed away from the body so the dough stretches out. The dough is then folded in half, given a quarter turn, and the process is repeated.

Depending on the dough, the kneading time can range anywhere from 5 to 15 minutes. During kneading, the gluten strands stretch and expand, enabling dough to hold in gas bubbles formed by a leavener, which allows it to rise (60). ­L­ LARD To insert strips of fat (lardons) or bacon into a dry cut of meat using a utensil called a larding needle. Larding makes the cooked meat more succulent and tender (27).

LINE To cover the bottom and sides of a pan, mold or terrine with a thin layer of bacon, pork fat, flavorings or pastry. Cake pans are frequently lined with parchment paper to prevent the cake from sticking to the pan after baking (2). ­M­ MARINATE To soak food in a seasoned liquid mixture for a certain length of time. The purpose of marinating is to add flavor and/or tenderize the food. Due to the acidic ingredients in many marinades, foods should be marinated in glass, ceramic or stainless steel containers. Foods should also be covered and refrigerated while they are marinating. When fruits are soaked in this same manner, the process is called macerating (27).

MASH To crush a food into smooth and evenly textured state. For potatoes or other root vegetables, use a ricer, masher or food mill. While food processors provide a smooth texture more like a puree or a paste, they should not be used for potatoes (35).

­N­ NAP To completely coat food with a light, thin, even layer of sauce (5). ­O­ OPEN FACED A sandwich prepared with just one piece of bread which is topped with a wide variety of meats, vegetables, cheeses and heated or not (28). ­P­ PEEL To remove the rind or skin from a fruit or vegetable using a knife or vegetable peeler (57).

PUREE 77

Millera, Cristel Honors American Literature Period: 5 To grind or mash food until completely smooth. This can be done using a food processor or blender or by pressing the food through a sieve (35). ­Q­ QUENCH To quickly place a heated object in cold water. This is usually done to either stop the cooking process or to separate the skin of an object from the meat. This process is sometimes referred to as "shocking” (39). ­R­ RICE To push cooked food through a perforated kitchen tool called a ricer. The resulting food looks like rice (22).

ROAST To oven­cook food in an uncovered pan. The food is exposed to high heat which produces a well­browned surface and seals in the juices. Reasonably tender pieces of meat or poultry should be used for roasting. Food that is going to be roasted for a long time may be barded to prevent drying out (2). ­S­ SAUTE To cook food quickly in a small amount of fat or oil, until brown, in a skillet or saute pan over direct heat. The saute pan and fat must be hot before the food is added, otherwise the food will absorb oil and become soggy. Practice makes perfectly saute foods (3).

SEAR To brown meat or fish quickly over very high heat either in a fry pan, under a broiler or in a hot oven. Searing seals in the food's juices and provides a crisp tasty exterior. Seared food can then be eaten rare or roasted or braised to desired degree of doneness (41).

SEASON To add flavor to foods.

To coat the cooking surface of a new pot or pan with vegetable oil then heat in a 350 degree oven for about an hour. This smoothes out the surface of new pots and pans, particularly cast­iron, and prevents foods from sticking (7).

SEED To remove the seeds from fruits and vegetables (39).

SKIN To remove the skin from food before or after cooking. Poultry, fish and game are often skinned for reasons of appearance, taste and diet. Check out our cutlery section for scissors and skinning knives (10).

STEAM To cook food on a rack or in steamer basket over a boiling liquid in a covered pan. Steaming retains flavor, shape, texture, and nutrients better than boiling or poaching. Our steamer insert fits almost any pot! Search "steamer basket" on the home page (8).. ­T­ TENDER To make meat more tender by pounding with a mallet, marinating for varying periods of time, or storing at lower temperatures. Fat may also be placed into a piece of meat to make it more tender during cooking. Our meat tenderizers are amazing, visit the Sportsmans section (10). ­U­ UNLEAVENED 78

Millera, Cristel Honors American Literature Period: 5 The word which describes any baked good that has no leavener, such as yeast, baking powder or baking soda (24). ­V­ VANDYKE To cut zigzags in edges of fruit and vegetables halves, usually oranges, tomatoes or lemons.

The food is usually used as a garnish to decorate a dish. ­W­ WHIP To beat ingredients such as egg whites or cream until light and fluffy. Air is incorporated into the ingredients as they are whipped, increasing their volume until they are light and fluffy (56).

WHISK To beat or whip ingredients together until smooth, using a kitchen tool called a whisk (51). ­X­ XXX, XXXX, 10X An indicator on a box of confectioners sugar of how many times it has been ground. The higher the number of X's the finer the grind (1). ­Y­ YAKITORI A Japanese term meaning "grilled” (37). ­Z­ ZEST To remove the outermost skin layers of citrus fruit using a knife, peeler or zester. When zesting, be careful not to remove the pith, the white layer between the zest and the flesh, which is bitter (18).

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Works Cited "The Appositive: Learn About It & See How To Diagram It!" ​ The Appositive: Learn About It & See How To Diagram It!​ N.p., n.d. Web. 27 Oct. 2015.

Dictionary.com​ . Dictionary.com, n.d. Web. 29 Nov. 2015.

"English Grammar Revolution: Grammar Made Easy." ​ English Grammar Revolution: Grammar Made Easy​ . N.p., n.d. Web. 12 Oct. 2015.

"ESL Desk." ​ ESL Desk​ . N.p., n.d. Web. 19 Oct. 2015.

"Find out How Strong Your Vocabulary Is and Learn New Words at Vocabulary.com."

Vocabulary.com​ . N.p., n.d. Web. 29 Nov. 2015.

"Gerunds." ​ Gerunds​ . N.p., n.d. Web. 29 Oct. 2015.

"Grammar Bytes!" ​ Grammar Instruction with Attitude​ . N.p., n.d. Web. 29 Sept. 2015.

"The Infinitive." ​ The Infinitive​ . N.p., n.d. Web. 28 Oct. 2015.

"Participles & Participial Phrases." ​ Participles & Participial Phrases​ . N.p., n.d. Web. 20 Oct. 2015.

"Prepositional Phrases." ​ Prepositional Phrases​ . N.p., n.d. Web. 23 Oct. 2015.

"Synonyms and Antonyms of Words." ​ Www.thesaurus.com​ . N.p., n.d. Web. 29 Nov. 2015.

Wikipedia​ . Wikimedia Foundation, n.d. Web. 10 Sept. 2015.

"Yale University." ​ Yale University​ . N.p., n.d. Web. 28 Nov. 2015.

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