The Zookeeper's Book of Writing

The Zookeeper Book of Writing By: ​Alyssa C. Rodela

Table of Contents Page Number Introduction……………………………………………………………………………...2 About the Author………………………………………………………………………..3 Section 1 - Punctuation and Capitalization…………………………………………..4 Section 2 - Parts of Speech…………………………………………………………...7 Section 3 - Phrases and Clauses…………………………………………………….15 Section 4 - Sentences………………………………………..……………………….19 Section 5 - Paragraphs……………………………………..………………………...23 Section 6 - Essays……………………………………………………………………..27 Dedication……………………………………………………………………………....30

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Introduction This book is intended to be used as a guide to help improve writing skills, within certain aspects of English grammar. This book is in the format of a story, about a woman getting her dream job of working in the zoo after many years of hard studying. The main theme of this book is based upon exotic animals, to make learning about English grammar more interesting. This book is recommended for animal loves and people wanting to improve their grammar through an interesting process.

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About the Author Hello! My name is Alyssa Rodela and I am a Junior at Francisco Bravo Medical Magnet High School. I have always loved animals, my fascination with animals has grown over the years. When I was in elementary school, I and my father used to take weekly field trips to the LA zoo or the museum.

As a result of those trips, I wanted to learn more about the animals I saw, which led me to research. The field trips I used to take with my father ignited a passion for animals, which has been driving me to become a veterinarian as my career goal. I wanted to incorporate animals into this book and what better way than in a Zoo setting.

This is a picture of me feeding a giraffe an acacia leaf.

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SECTION 1 PUNCTUATION and CAPITALIZATION Punctuation 1. . A period is used to end a sentence or for a proper abbreviation like

Mrs. Ex. Zoey wasn’t married so people called her Ms. 2. , A comma puts a break between two parts of a sentence, also a

comma can be used for grouping a list of three or more things in a sentence.

Ex. Zoey knew that there were a lot of exotic animals at the zoo like lions, tigers, and bears.

3. – An Em Dash is used to replace other symbols like–it can also add

emphasis on a word or clause.

Ex. There were so many different smells at the zoo some were good and bad-smelled like poop.

4. - An En Dash is used for writing the date, listing numbers from the

first to the last, and it is also used for forming complex compound adj.

Ex. Today is 10-7-20 and Zoey went to the zoo, she went in the gift from to look for her name on a keychain she looked from A-Z and couldn't find one.

5. : A colon is used to separate two independent clauses.

Ex. Zoey knew to be careful with certain animals: the carnivorous ones.

6. ; A semicolon is used to link independent clauses into one sentence

when they are similar to each other.

Ex. The zoo staff needed to order more food for the animals; otherwise, they would get out of hand.

7. ? A question mark is used at the when of a question.

Ex. Can lions eat bugs?

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8. ! An exclamation mark is used at the end of an exclamatory sentence.

Ex. “I got a job at the zoo!”

9. ‘ An apostrophe is used when claiming possession over something or

for contractions.

Ex. Zoey’s first day at her new job starts on Monday, bright and early.

10. “ ” Quotation marks are used for quotes or phrasing coming from

another person.

Ex. Zoey asked a zoo staff, “What is it like working at this zoo?”

11. … An ellipse is an omission and used when leaving a word or words

out or to shorten a quote, phrase, or list.

Ex. Zoey was excited...her new job starts on Monday.

12. [ ] Brackets are used to include information that isn’t in the main

point.

Ex. She [Zoey] was so excited to start her new job on Monday.

13. ( ) Parentheses are used to state information within the sentence.

Ex. Zoey (a zoologist) applied to the zoo she used to go to as a little girl.

14. /

A slash is used to show that there is a connection or conflict between two words or phrases in a sentence.

Ex. Zoey was hoping that the zoo staff would be nice/responsible.

EX: Comma​ ​(used to switch words around in a list)​ – Zoey’s favorite animals at the zoo were the zebras, the giraffes, the kangaroos, the hippos, the lions, and the okapi.

Capitalization Capitalize a letter at the beginning of a word at the beginning of a sentence. ​Ex. All animals are beautiful in their own way.

1. Capitalize the First Word of a Sentence

Ex. The zoo has animals with very beautiful fur patterns.

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2. Capitalize Names and Other Proper Nouns

Ex. Zoey has been visiting the same zoo for years.

3. Don’t Capitalize After a Colon (Usually)

Ex. Each giraffe has its own unique patterns: no two are alike.

4. Capitalize the First Word of a Quote (Sometimes)

Ex. Zoey always told herself, “With a good education I can have my dream job.”

5. Capitalize Days, Months, and Holidays, but not seasons.

Ex. The zoo was always decorated for Christmas.

6. Capitalize Most Words in Titles

Ex. From Zoey’s excitement for Monday, she gave herself a title, “Zoey the Zookeeper”.

7. Capitalize Cities, Countries, Nationalities, and Languages

Ex. The zoo she will be working at is in the city of Los Angeles.

8. Capitalize Time Periods and Events (Sometimes)

Ex. Zoey learned in school the first zoo was invented during the Enlightenment Period.

EX: (Used to begin a sentence)​ – ​Z​oey had been studying hard for years, just to finally work with animals.

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SECTION 2 PARTS OF SPEECH

NOUNS

Types of nouns ●

Common Nouns​: name a class of people, places, things, or ideas.

EX: girl, boy, bench, animals, zoo ● ​Proper Nouns:​ give the name or title of a particular person, place, thing, or idea (must be capitalized).

EX: Zoey, Los Angeles Zoo, habitat, Monday ●

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

EX: Shuttle, Staff, Friendship, Lifespan, Myself

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

● ​

​EX: Giraffe, Tree, Waterfall, Rock ●

Abstract Nouns:​ name ideas, qualities, concepts, emotions, or attitudes.

EX: Honesty, Trust, Faith, Hope

Functions:​ (How nouns are used​) Subject​ (comes before the verb)

● ​

Direct Object​ (comes after the verb and answers what or whom)

●

●

Ex. Zoey shouted with excitement once she was hired at the zoo.

​

Ex. Zoey called her mom and dad to tell them the good news.

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

Ex. Zoey was holding the great news from the rest of the family, until Sunday.

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

Personal: Nominative (subjects)​ ​Objective (objects) I/we me/us you/you you/you He, she, it, one/they him, her, it, one/them Possessive My, mine Your, yours His, her, hers, its, one’s Relative: Nominative Possessive who whose That that

our, ours your, yours their, theirs

Objective whom that

of

those/ this Interrogative: who, which, what, whatever, whoever Reflexive:​ (personal pronouns plus the suffix ​–self ​or ​–selves)​ Used only: when the action verb is directed toward the subject of the construction: She treated herself to her favorite food for lunch.

She also bought herself a new pair of shoes. to intensify a point: At the front of the zoo they had their mission statement, “We want to educate minds young and old of the beautiful creatures that live on this earth.”

Demonstrative: this, these

that, those

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Indefinite: all, another, anybody, anyone, anything, both, each, either, everybody, everyone, everything, everywhere, few, many, much, neither, nobody, none, no one, nothing, one, other, several, somebody, someone, such.

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

Tense: verbs indicate time via tenses​: simple past past past perfect past progressive simple present present present perfect present progressive present perfect progressive future future perfect

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

auxiliary verbs (helping verbs) linking verbs (verbs that do not describe action, but connect the subject of a sentence to other parts of the sentence – usually the predicate) lexical verbs (main verbs) dynamic verbs (indicate action) stative verbs (describe a condition) finitive verbs (indicate tense) Non finitive verbs (infinitives or participles) regular verbs (weak verbs) irregular verbs (strong verbs) transitive verbs (verbs followed by a direct object) intransitive verbs (verbs that do not take direct objects)

Voice:​ Voice is the form of the verb that indicates how it relates or interacts with the action. The English language has two voices: ACTIVE and PASSIVE. ​ Active: The zoo was closing early for the weekend.

Passive: The zoo was closed for the weekend.

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Verbals​: (VERB FORMS NOT USED AS VERBS) Gerund:​ ​ word ending in “ing” used as a noun.​ ​ ​ Ex. Zoey loves walking around the zoo.

Participle:​ ​word ending in “ing” or “ed” used as an adjective Ex. ​Zoey was looking at the small habitats while walking out.

Ex. ​She jumped in her car and drove home.

Infinitive:​ ​verb preceded by the word “to” (to go, to jump) used as nouns, adjectives, or adverbs Ex. ​ ​Zoey likes to listen to music while driving home.

ADJECTIVES Adjectives modify, describe, limit, and identify nouns and pronouns. ·​ ​Kinds​: Demonstrative, Common, Proper (Give one example of each using words related to your subject)

ADVERBS Adverbs modify verbs, adjectives, and other adverbs. ·​ ​Endings​ (Create one example related to your subject for each) –ly: It is simply safe to drive under the speed limit.

-wards: Onward! To our next adventure.

-wise: Likewise, I feel the same way. ·​ ​Conversions ​(Show how three words related to your subject can become adverbs – Example: “Educational” becomes “Educationally”) Strong to Strongly Simple to Simply Easy to Easily ·​ ​Types​: Manner, Frequency, Degree, Place, Time Example Types Manner – ​Zoey was anxiously waiting in traffic while going home.

Time – ​Zoey eventually got to her favorite restaurant to pick up the food.

Place – ​Zoey happily got to her parent’s home for a special dinner.

Degree – ​Zoey’s mother lovingly embraced her with a hug and kiss.

Frequency – ​Zoey visits home often and calls her parents daily.

CONJUNCTIONS Coordinating​ (FANBOYS):​ for, and, nor, but, or, yet, so

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Correlative​: ​Either/or; neither/nor; not only/but also; both/and; whether/or; as/so Subordinate​: ​after, though as, as if, as long as, as though, because, before, if, in order that, provided that, since, so, so that, that, though, till, unless, when, where, whereas, while Relative pronouns​: ​who (refers to people), which (refers to non-living object or animals), that (may refer to animals or nonliving objects)

PREPOSITIONS Prepositions link nouns, pronouns, and phrases to other parts of the sentence. Prepositions are NEVER followed by verbs. There are one-word prepositions and complex prepositions. These are some common one-word prepositions: aboard, about, above, according to, across, across from, after, against, along, alongside, alongside of, along with, amid, among, apart from, around, as, as far as, aside from, at, away from, back of, because of, before, behind, below, beneath, beside, between, beyond, but (except), by, by means of, concerning, despite, down, down from, except, except excluding for, for, from, from among, from between, from under, in, in addition to, in behalf of, including, in front of, in place of, in regard to, inside, inside of, in spite of, instead of, into, like, near, near to, notwithstanding, of, off, on, on account of, on behalf of, onto, on top of, opposite, out, out of, outside, outside of, over, over to, owing to, past, prior to, to, toward, under, underneath, until, unto, up, upon, up to, versus, with, within, without.

I​ NTERJECTIONS Interjections are the final part of speech.

A- ​aw B- ​bravo C- ​congratulations D- ​dang E-​ eh F- ​fiddle-faddle G- ​geez H-​ haha O- ​oh man 11

P- ​phew R- ​rats S- ​shoot T- ​thanks U- ​umm W- ​wow Y- ​yikes Transitions of Logic Chart

Milder

Stronger

Addition

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

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

Comparison

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

similarly comparable in the same way likewise

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Contrast

but yet and yet still otherwise or though but another rather

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

Time

then now soon afterward later shortly earlier recently first, second, third next before after today tomorrow

meanwhile at length presently at last finally immediately thereafter at that time subsequently eventually currently in the meantime in the past in the future

Purpose

to do this so that

to this end with this object for this purpose for that reason because of this in order to

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Place

there here beyond nearby next to

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

Result

so and so then

hence therefore accordingly consequently thus thereupon as a result in consequence

Example

that is specifically in particular for one thing

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

Summary and Emphasis

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

in short on the whole as I said in other words to be sure in fact indeed clearly of course anyway remarkably I think assuredly definitely without doubt for all that on the whole in any event importantly certainly

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SECTION 3 PHRASES and CLAUSES Phrases​ – groups of words that function as a part of speech.

Noun Phrase: A group of words consisting of nouns or pronouns and their modifiers that ​function as a noun​.

Ex. ​All of the zookeepers gathered around to pick who would clean up Jeff the elephant’s poop.

Verb Phrase: A group of words consisting of verbs working together and that ​function as a verb​.

Ex. The zoo staff was preparing ​to do a lot of decorating for the Christmas season.

Prepositional Phrase​: A group of words that begins with a preposition and ends with a noun, and ​functions as an adjective or an adverb​.

Ex. Since Zoey was a new member of the team, she was the person picked to​ clean up Jeff’s poop​.

Appositive Phrase​: A group of words that include all the words that modify an appositive and ​function as an adjective ​- IT MUST BE SURROUNDED BY COMMAS. Ex. Even though Zoey, ​the new zoo staff member​, was given a disgusting task she completed the task efficiently.

Verbal Phrases​: A group of words that begin with a verbal and ends with a noun. ●​ ​Gerund Phrase​ verb ending in -ing that ​functions as a noun​.

Ex. Washing the elephants, Zoey’s new task that was done with a very long brush. ● ​Participial Phrase word ending in -ing (present participle) or -ed (past participle) that ​functions as an adjective​.

Ex. The new zoo staff member Zoey was tired after she washed the elephants. ● ​Infinitive Phrase verb preceded by the word “to” (to read, to study, to write) that ​function as nouns, adjectives, or adverbs​.

Ex. Zoey rushed to her next task where she had ​to feed the baby animals​ in the nursery.

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CLAUSES Clauses​ – groups of words with BOTH a subject and a verb that function as parts of speech. There are TWO kinds: Independent and Dependent (called “Subordinate”) INDEPENDENT – CAN stand alone as a ​complete sentence​, known as a simple sentence pattern.

Ex. Zoey knew that her first day on the job was not done yet.

DEPENDENT (SUBORDINATE) – CANNOT stand alone as a complete sentence and MUST begin with a SUBORDINATE CONJUNCTION. There are seven (7) kinds:

● ● ●

●

Noun Clause​: Used as the noun in a sentence and may function as a subject, a predicate noun, a direct object, an object of a preposition, an indirect object, or an appositive. ​Zoey headed over to​ the lunchroom for her break. ​She was excited ​to pick something​ good from all of the options they had. ​She took a big bite​ out of her sandwich.

Zoey talked with other staff​ and made some new friends.

Adjective Clause​: Used to modify a noun in an independent clause. Some adjective clauses begin with an introductory word: ● ​ ​This was the​ beginning of a great adventure​ for Zoey. ● The other half of the staff ​was decorating the park​. ● ​The zoo was only going to be closed for a day, ​so they had to hurry​.

Some adjective clauses begin with relative pronouns: ■​ ​ ​Zoey had ​finished her tasks​ of taking care of the animals.

■​ ​She knew that it was time ​to help the staff decorate the park​ for the holidays.

■​ ​The other staff members gave her a relatively easy task ​in the gift shop​.

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■​ ​She was happy that ​she got the easy job she wanted​.

■​ ​Zoey was ​asked by one of her co-workers to help them​.

■​ ​She went outside and ​helped her co-worker​ hang lights.

■​ ​Zoey is a very kind person and her co-workers started to see that in her​.

Adverb Clause​: Used to modify verbs, adjectives, and adverbs in an independent clause, introduced by subordinate conjunction and used to indicate time, place, cause, purpose, result, condition, and/or concession.

Modifying verbs: ■​ ​The lights were so bright that you ​could see them from the alpaca enclosure​.

■​ ​When everyone was finally done decorating​, the place looked Christmas ready.

■​ ​ Decorating was hard work, ​but it was worth it for the Christmas season​.

■​ ​Some of the staff were such in the spirit that ​they made safe gifts for the animals to open on Christmas morning​.

Modifying adjectives: ■​ ​The staff said this years’ ​decorating took longer than last​.

■​ ​Zoey was ​very pleased with the hard days' work​.

Modifying adverbs: ■​ ​Zoey unfortunately ​still had some unfinished business for the day​.

Relative Clauses​: Dependent clause that begins with a relative pronoun. ● ​Some of the ​staff helped Zoey​ with the last tasks she had.

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Elliptical Clauses​: Adverb clauses in which part of the clause is omitted. ○​ ​Once finished​, Zoey gathered her things and drove home.

Essential Clauses​: Clauses necessary to the meaning of the sentence. ○​ ​The ​staff got together and discussed​ how Zoey’s first day on the job went.

Nonessential Clauses​: Clauses that are NOT necessary to the meaning of the sentence. ○​ ​ ​The staff agreed, the new staff member, that Zoey was a great addition to the team.

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SECTION 4 SENTENCES Sentence – a set of words that contains a subject and a predicate​ and conveys a statement, command, question, or exclamation.

Sentence Parts Subject – what/who the sentence is about Ex. ​The new zookeeper Zoey​ checked in for her second day on the job.

Predicate – what the subject does Ex. The new zookeeper Zoey ​checked in for her second day on the job​.

Sentence Types Declarative – a sentence that makes a statement (ends with a period mark) Ex. New zookeepers must prove themselves to the zoo staff by working hard.

Imperative – a sentence that makes a command (ends with a period mark) Ex. Zoey must prove herself worthy.

Interrogative – a sentence that asks a question (ends with a question mark) Ex. Why was Zoey worried about proving herself to the others?

Exclamatory – a sentence that expresses great emotion, passion, excitement (ends with an exclamation mark) Ex. Zoey loved animals!

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

Ex. Zoey was willing to work very hard to impress the staff.

Compound Sentence: A sentence with ​multiple independent clauses​, but ​no dependent clauses - connected by FANBOYS (coordinating conjunctions) or a semicolon (;).

Ex. She had learned a lot from school, but she was unfamiliar with this zoo.

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

Ex. The staff was just messing around with Zoey because they were already impressed from yesterday.

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

Ex. Once Zoey heard she had impressed the staff, she stopped worrying about it, and she was given her first task of the day.

Loose Sentence: ​A sentence that contains an independent clause plus a subordinate construction (either a clause or phrase) ​with your main point at the ​beginning​.

Ex. Working at the zoo is a different experience since school prepared Zoey in a different way.

Periodic Sentence: ​A sentence in which the independent clause is given at the end of the sentence in order to create interest or generate suspense ​with the main point coming at the ​end​.

Ex. The school tote Zoey at the medical terms, but school isn’t like being at the zoo.

Parallel Structure: A sentence ​using the same pattern of two or more verbs or ideas that match​ ​intense or structure ​to show that they are of equal importance and to help the reader comprehend what is being written ​- this sentence requires symmetry​.

Ex. Zookeepers usually work long hours, enjoy being around animals, and create bonds with the animals.

Balanced Sentence: A sentence where phrases or clauses at the beginning and the end parallel each other by​ virtue of their likeness of ​structure​, ​meaning​, or ​length​ - this sentence requires symmetry.

Ex. Zookeepers create relationships with animals which leads to heartbreak if they are transferred.

Chiasmus: A sentence that includes ​a repetition of ideas (words, phrases, or clauses) in inverted (reversed) order​ - this sentence requires symmetry.

Ex. Zookeepers are in charge of running the zoo and to take care of the animals.

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

Ex. People become zookeepers because they love animals, want to help animals, and what to make a change in the world.

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

Ex. People become zookeepers because they love animals and want to help animals and, what to make a change in the world.

Anaphora: A sentence that ​features the purposeful repetition​ of a word, words, or a phrase at the beginning of several successive clauses in order to place emphasis and draw attention.

Ex. Everyone has their own opinion about zoos, some people love to go and see the animals, some think it would be cool to work with the animals, and others think that zoos are torture places where animals are sent to live in a cage their whole life.

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

Ex. Everything a zookeeper does is based on the animals, they feed the animals, have to clean you after the animals, they have to treat the animals

Sentence Errors Run-On/Rambling/Fused Sentence – a sentence construction error where two or more independent clauses are connected incorrectly ​without punctuation​.

Ex. Zoey wanted to go look at the baby animals in the nursery she wanted to go look at the zebras since they were her favorite animal the zebra.

Ex. Zoey wanted to go look at the baby animals in the nursery; she wanted to go look at the zebras since they were her favorite animal.

Comma Splice – a sentence construction error where two or more independent clauses are connected incorrectly ​using commas Ex. Zoey wanted to go look at the baby animals in the nursery, she wanted to go look at the zebras since they were her favorite animal; the zebra.

Ex. Zoey wanted to go look at the baby animals in the nursery. She wanted to go look at the zebras since they were her favorite animal.

Fragment – ​incomplete sentence pieces​ that are not connected to or do not form an independent clause Ex. The zoo staff was busy because.

Ex. The zoo staff was busy, because it was their busiest time of the year.

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Misplaced/Dangling Modifiers – modifiers are words, phrases, or clauses that add a description; a ​misplaced modifier describes the wrong part of a sentence​ and a dangling modifier is missing the part it’s supposed to modify Ex. The new zookeeper Zoey, was the lion’s breakfast that morning.

Ex. The new zookeeper Zoey, gave the lions their breakfast that morning Double Negative – ​combining two or more negative words​ in a sentence in a way that is supposed to produce a positive force Ex. The zookeepers knew animals no choke on holiday decorations.

Ex. The zookeepers knew the animals could choke on the holiday decorations.

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SECTION 5 PARAGRAPHS Paragraphs​ – ​a group of sentences that together convey a shared purpose structured around the same topic.

Introductory Paragraphs (Introductions) Hook ​(Lead) – can begin with the title “THEY CALLED US ENEMY” by George Takei ​Anecdotal​ (Brief story to set the mood and lead the reader into the topic) History is more than just a subject you have to take in school. History is the building block of our society, from where have come and how to get better.

When we learn about the history we always get a general idea that everyone knows; but how would you like to know the inside scoop. See what life was like inside American Concentration camps for Japanese American residents, after the bombing of Pearl Harbor. ​ uery Based​ (Question that brings the reader to the topic - avoid second Q person POV “you”) How afraid was the American government of Japanese people living within the U.S. borders?

Thesis Statements​ (the purpose of a piece of writing – usually one sentence in length, but can be longer depending on the purpose – must be something that is arguable) ​Assertion​ (claim - a subject + a “so what” about the subject) America grew to hate Japanese residents after Pearl Harbor.

Fact​ (empirically verifiable but often difficult to argue extensively about -better used as evidence to support a claim) The American government issued a decree for all Japanese-Americans to be placed in concentration camps. ​ pinion​ (personal position on a topic) O There was no need for Americans to be blaming Japanese-Americans for Japan’s actions​. ​ elief​ (social, religious, or political in nature – an opinion held by many to B be a fact, though it is not necessarily factual – often involves a judgment)

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After this tragic accident, Americans should have loved their neighbor, not hated them. ​ eneralization​ (uses absolute or statistical pronouns: all, always, every, G never, none, most, half – ​avoid using this type of thesis statement ​unless citing the source of the data​) Everyone who was Japanese, living in America was hated and punished for a crime they didn’t commit. ​Document-Based​ (cites a specific source, author, and position on a topic) ​ In THEY CALLED US ENEMY, George Takei tells his story of his family’s hardships from losing everything and being placed in a concentration camp after Pearl Harbor was bombed. ​ heory​ (a statement that can be tested and potentially proven - often T answers a research question) The American Government didn’t have to take their fear and destroy the lives of innocent people. ​Clarification/Expansion of Thesis​ (could extend the thesis, preview the evidence supporting the thesis, give the purpose of the thesis, establish the importance or significance of examining the intricacies of the thesis – ​this could be several sentences long​) Takei explains how one morning he was awakened by his father, rushed to pack a small suitcase full of clothes. Only to find two White American Soldiers standing outside the door with two big rifles. He and his family had to leave all their home and all of their possessions, except for what they could carry out the door.

The author writes about his personal experience and the events that took place in Washington in order to give the reader a timeline of what was happening in these two very different worlds.

The author wrote his first experience at the very beginning of the book because this one event changed the rest of his life in that very moment.

Body Paragraphs​ (must have ​echoes of the thesis​ in each AND present evidence to support or expand on the thesis) Topic Sentences​ (must specifically indicate the topic of the paragraph and focus on one subject and/or area of evidence or support – could start with a “Transition of Logic” that connects to the previous paragraph to give context) While big decisions were being made in Washington, Takei’s parents tried to make the best out of their new way of living.

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(Now every sentence in this paragraph must be related to the connection between fast food and health) Presenting Evidence from Quotations​ (​*quotes should NEVER be used as individual sentences – quotes should be embedded within sentences​) Original Quote- “Setting up our new life in Rohwer immediately became priority number one” (Takei, 70). ●​ ​Takei’s mother began, “Setting up our new life in Rohwer immediately became priority number one” (Takei, 70). ●​ ​“Setting up our new life in Rohwer immediately became priority number one,” within the new community (Takei,70). ●​ ​The new community began“Setting up our new life in Rohwer immediately became priority number one,” since they wanted to make the best of it. ●​ ​Takei’s mother began, “Setting up our new life … [became] ... priority number one” (Takei, 70).

Examining the Evidence Paraphrasing​ (rewording of a quote into other words of the same length without quotation marks, but still citing the source - useful for examining the quote and transitioning to your analysis of the quote) Original Quote- “Setting up our new life in Rohwer immediately became priority number one” (Takei, 70).

Paraphrase- People in Rohwer made it a top priority to set up their new life (Takei, 70).

Summarizing​ (condensing larger quotes or sections - useful for closing the examination of the quote/evidence and transitioning to your analysis of the quote) Original Quote- “Setting up our new life in Rohwer immediately became priority number one” (Takei, 70).

Summary- Priority one was setting up a new life.

Abstract Examples​ (hypothetical, “what if” examples that do not refer to a source – AVOID USING THEM AS EVIDENCE ​– but useful for examining the quote) Ex. A community united could make a difference, then apart.

Concrete Examples​ (actual examples that do refer to a source – useful for enhancing your analysis of the quote) Ex. On page 76 of ​THEY CALLED US ENEMY​, after living in the concentration camp for a while, the community came together and really made an effort to better their way of living. The change they made was seen in building sidewalks instead of walking in mud and getting a representative, to make the living conditions more humane.

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Closing Sentences​ (must end the discussion of the topic within the paragraph with a transitional or culminating word – possibly an adverb – and should echo the thesis of the essay) Ex. Even though the lives of many Japanese-Americans were changed, they made the best out of their situation and made their voices heard.

Closing Paragraphs​ (Conclusions – should not be mere summaries of the previous paragraphs of your essay) Consequences of Disregarding the Thesis​ (establishing the potential consequences of disregarding the implications of the thesis – CREATING A COUNTERARGUMENT – could be one or more sentences) ​ Ex. If Japanese-Americans could prove their allegiance to the United States, this whole racial segregation situation could have been avoided.

Statement(s) of Extension​ (extending the consequences of disregarding the implications of the thesis – could be one or more sentences) ​ Ex. The idea the American Government had of making concentration camps for Japanese-Americans is closely connected to the Holocaust of the cruel and inhumane persecution of the Jews.

Reestablishing the Significance of the Thesis​ (could be one or more sentences) Ex. This, of course, was during the time of World War II, and after the bombing of Pearl Harbor, the United States got involved - which helped liberate many countries from the Nazi’s iron fist. Which was how the Japanese-Americans were being treated, by being forced out of their homes and being placed in a high-security concentration camp.

Final Sentence​ (connects to the hook and finishes the essay (finish your argument) – the “Smokey the Bear”/”Drop the mic”/dot dot dot moment…) ​Everything that was happening within the United States and around the world, were all very historical events that changed the way of life as they knew it…

FOREVER!

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SECTION 6 ESSAYS Essays​ – ​An essay is an organized form of writing that is developed in a few paragraphs that will support the main idea, and develop supporting points that will connect back up to the main idea. In the end, all of the information will be connected through a conclusion.

Types ​– There are many different types of essays.

Persuasive​ (Argumentative) ​A persuasive essay has one main point that the author is trying to convince the reader to believe.

Expository​ (Informative)​ ​A expository essay is when the author investigates an idea, evaluates the evidence for that idea, explains the idea, and argues about that topic.

Definition or Description Process (How-to) Compare and Contrast Cause and Effect Analytical/Critical ​ ​A analytical/critical essay is based on analyzing another piece of work such as a book and see what point the author was trying to make.

Evaluative Interpretive Narrative​ (Tells a story)​ A narrative essay is usually a story that is personal to the author.

Personal Statement/Anecdote Research​ ​A research essay is based on a well-researched topic with the author’s own ideas. A well-written research essay is very clearly written and is organized.

Timed​ ​A timed essay is when an extensive amount of knowledge needs to be condensed into one paper under a time limit.

Document-Based Question (DBQ) Synthesis Strategies/Planning Tips/Steps ​– Pre-writing/Prompt Analysis/Outlining 27

Researching/Evaluating of Sources 1.​ ​When pre-writing an essay there are 5 strategies: listing, clustering, freewriting, looping, and asking the six journalists’ questions.

2.​ ​The prompt analysis needs to be 1-3 sentences that are raising some type of problem or asking a question.

3.​ ​When you are outlining an essay body, you must write down a topic sentence for each paragraph and have supporting evidence.

4.​ ​Researching an essay consists of four steps: 1. Find the background information on your subject.

2. Plan and search.

3. Evaluate the information you have found.

4. Identify and include the most vivid and convincing facts and evidence in your writing.

5.​ W ​ hen evaluating the sources there are five main ideas: ●​ ​Currency: Check the publication date and determine whether it is sufficiently current for your topic ●​ ​Coverage (relevance): Consider whether the source is relevant to your research and whether it covers the topic adequately for your needs. ●​ ​Authority: Discover the credentials of the authors of the source and determine their level of expertise and knowledge about the subject. ●​ ​Accuracy: Consider whether the source presents accurate information and whether you can verify that information. ●​ ​Objectivity (purpose): Think about the author’s purpose in creating the source and consider how that affects its usefulness to your research.

Work Cited Page​ – MLA Format: MLA is a specific style of formatting manuscripts and citing research in writing.

Ex: Alyssa Rodela Mr. Rodriguez Honors English

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11 December 2020 THEY CALL US ENEMY APA Format: APA style is the writing style and format for academic documents such as scholarly journal articles and books. In-text citation style uses the author’s last name and the year of publication, for example: (English, 2020). For direct quotations, include the page number as well, for example: (English, 2020, p. 37).

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Dedication I would like to dedicate this book to my parents, who are always encouraging me to do my best under any circumstances. I especially want to thank my father, who ignited a passion within me for animals and want to learn more about them. If it wasn’t for me and my father’s after school field trips, I don’t think I would have the love for animals I do today. Thank you both for everything you do and more, I love you both very much.

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