Identify possible Propose a Call for action, solutions and solution and or reiterate consider their pros give reasons your proposed and cons one by one. Anticipate and answer questions. To read an example proposal, go to digital. Such essays are our attempt to think something through by writing about it and to share our thinking with others.
A reflective essay has a dual purpose: to ponder something you find interesting or puzzling and to share your thoughts with an audience. Whatever your subject, your goal is to explore it in a way that will interest others. One way to do that is to start by considering your own experience and then moving on to think about more universal experiences that your readers may share.
For example, you might write about your dog, and in doing so you could raise questions and offer insights about the ways that people and animals interact. Some kind of structure. A reflective essay can be organized in many ways, but it needs to have a clear structure. Whether you move from detail to detail or focus your reflection on one central question or insight about your subject, all your ideas need to relate, one way or another.
The challenge is to keep your readers interested as you explore your topic and to leave them satisfied that the journey was interesting and thought-provoking. Every now and then someone will cheer her on. Details such as these will help your readers understand and care about your subject. A questioning, speculative tone. So your tone will often be tentative and open, demonstrating a willingness to entertain, try out, accept, and reject various ideas as your essay progresses from beginning to end, maybe even asking questions for which you can provide no direct answers.
Choose a subject you want to explore. Make a list of things that you think about, wonder about, find puzzling or annoying. Explore your subject in detail. Reflections often include descriptive details that provide a base for the speculations to come. Back away. Ask yourself why your subject matters: why is it important or intriguing or otherwise significant?
Your goal is to think on screen or paper about your subject, to see where it leads you. Think about how to keep readers with you. Reflections must be carefully crafted so that readers can follow your train of thought. Ways of organizing a reflective essay.
Reflections may be organized in many ways because they mimic the way we think, sometimes associating one idea with another in ways that make sense but do not necessarily follow the kinds of logical progression found in academic arguments or reports. Here are two ways you might organize a reflection. To read an example reflective essay, go to digital.
You may be assigned to create annotated bibliographies to weigh the potential usefulness of sources and to document your search efforts. This chapter describes the key elements of an annotated bibliography and provides tips for writing two kinds of annotations: descriptive and evaluative.
Doherty, Thomas. Unwin Hyman, A historical discussion of the identification of teenagers as a targeted film market. Foster, Harold M. An evaluation of the potential of using teen films such as Sixteen Candles and The Karate Kid to instruct adolescents on the difference between film as communication and film as exploitation. They are often helpful in assessing how useful a source will be for your own writing. Gore, A. An inconvenient truth: The planetary emergency of global warming and what we can do about it.
New York, NY: Rodale. It centers on how the atmosphere is very thin and how greenhouse gases such as carbon dioxide are making it thicker. The thicker atmosphere traps more infrared radiation, causing warming of the Earth. He includes several examples of problems caused by global warming. Penguins and polar bears are at risk because the glaciers they call home are quickly melting. Coral reefs are being bleached and destroyed when their inhabitants overheat and leave.
For example, many highways in Alaska are only frozen enough to be driven on fewer than 80 days of the year. In China and elsewhere, recordsetting floods and droughts are taking place. Hurricanes are on the rise.
It is useful because it relies on scientific data that can be referred to easily and it provides a solid foundation for me to build on. For example, it explains how carbon dioxide is produced and how it is currently affecting plants and animals. This evidence could potentially help my research on how humans are biologically affected by global warming.
It will also help me structure my essay, using its general information to lead into the specifics of my topic. For example, I could introduce the issue by explaining the thinness of the atmosphere and the effect of greenhouse gases, then focus on carbon dioxide and its effects on organisms.
A concise description of the work. Relevant commentary. If you write an evaluative bibliography, your comments should be relevant to your purpose and audience. To achieve relevance, consider what questions a potential reader might have about the sources.
Consistent presentation. All annotations should be consistent in content, sentence structure, and format. If one annotation is written in complete sentences, they should all be.
Decide what sources to include. Though you may be tempted to include every source you find, a better strategy is to include only those sources that you or your readers may find useful in researching your topic. Is this source relevant to your topic? Is it general or specialized? Are the author and the publisher or sponsor reputable? Does the source present enough evidence? Does it show any particular bias? Does the source reflect current thinking or research?
Decide whether the bibliography should be descriptive or evaluative. Read carefully. To quickly determine whether a source is likely to serve your needs, first check the publisher or sponsor; then read the preface, abstract, or introduction; skim the table of contents or the headings; and read the parts that relate specifically to your topic.
Research the writer, if necessary. In any case, information about the writer should take up no more than one sentence in your annotation. Summarize the work. Sumarize it as objectively as possible: even if you are writing an evaluative annotation, you can evaluate the central point of a work better by stating it clearly first.
You may find, however, that some parts are useful while others are not, and your evaluation should reflect that mix. Ways of organizing an annotated bibliography. Depending on their purpose, annotated bibliographies may or may not include an introduction.
State scope. List first List second List third List final alphabeti- alphabeti- alphabeti- alphabeti- cal entry, cal entry, cal entry, cal entry, and anno- and anno- and anno- and anno- tate it.
Sometimes an annotated bibliography needs to be organized into several subject areas or genres, periods, or some other category ; if so, the entries are listed alphabetically within each category. Category 2 alphabetically, and annotate them.
List entries Explain category 2. To read an example annotated bibliography, go to digital. You may be required to include an abstract in a report or as a preview of a presentation you plan to give at an academic or professional conference.
This chapter provides tips for writing three common kinds: informative, descriptive, and proposal. That one paragraph must mention all the main points or parts of the paper: a description of the study or project, its methods, the results, and the conclusions. Here is an example of the abstract accompanying a seven-page essay that appeared in in the Journal of Clinical Psychology: The relationship between boredom proneness and health-symptom reporting was examined.
The results suggest that boredom proneness may be an important element to consider when assessing symptom reporting. Implications for determining the effects of boredom proneness on psychological- and physicalhealth symptoms, as well as the application in clinical settings, are discussed. They usually do not summarize the entire paper, give or discuss results, or set out the conclusion or its implications. The findings and their application in clinical settings are discussed.
You prepare them to persuade someone to let you write on a topic, pursue a project, conduct an experiment, or present a paper at a scholarly conference; often the abstract is written before the paper itself.
Titles and other aspects of the proposal deliberately reflect the theme of the proposed work, and you may use the future tense to describe work not yet completed.
Here is a possible proposal for doing research on boredom and health problems: Undergraduate students will complete the Boredom Proneness Scale and the Hopkins Symptom Checklist.
A multiple analysis of covariance will be performed to determine the relationship between boredom-proneness total scores and ratings on the five subscales of the Hopkins Symptom Checklist ObsessiveCompulsive, Somatization, Anxiety, Interpersonal Sensitivity, and Depression. An informative abstract includes enough information to substitute for the report itself; a descriptive abstract offers only enough information to let the audience decide whether to read further; and a proposal abstract gives an overview of the planned work.
Objective description. Abstracts present information on the contents of a report or a proposed study; they do not present arguments about or personal perspectives on those contents. Unless you are writing a proposal abstract, you should write the paper first. You can then use the finished work as the guide for the abstract, which should follow the same basic structure.
Copy and paste key statements. Copy and paste those sentences into a new document to create a rough draft. Pare down the rough draft. Introduce the overall scope of your study, and include any other information that seems crucial to understanding your work. Conform to any length requirements. In general, an informative abstract should be at most 10 percent as long as the original and no longer than the maximum length allowed. Descriptive abstracts should be shorter still, and proposal abstracts should conform to the requirements of the organization calling for the proposal.
Ways of organizing an abstract [An informative abstract] State conclusions of study. State Summarize nature of method of study. State implications of study. To read an example abstract, go to digital.
We read cookbooks to find out how to make brownies; we read textbooks to learn about history, biology, and other academic topics.
And as writers, we read our own drafts to make sure they say what we mean. In other words, we read for many different purposes. Following are some strategies for reading with a critical eye.
It always helps to approach new information in the context of what we already know. List any terms or phrases that come to mind, and group them into categories. Then, or after reading a few paragraphs, list any questions that you expect, want, or hope to be answered as you read, and number them according to their importance to you.
Finally, after you read the whole text, list what you learned from it. Preview the text. Start by skimming to get the basic ideas; read the title and subtitle, any headings, the first and last paragraphs, the first sentences of all the other paragraphs.
Study any visuals. Think about your initial response. Read the text to get a sense of it; then jot down brief notes about your initial reaction, and think about why you reacted as you did. What aspects of the text account for this reaction? Highlight key words and phrases, connect ideas with lines or symbols, and write comments or questions in the margins.
What you annotate depends on your purpose. One simple way of annotating is to use a coding system, such as a check mark to indicate passages that confirm what you already thought, an X for ones that contradict your previous thinking, a question mark for ones that are puzzling or confusing, an exclamation point or asterisk for ones that strike you as important, and so on. You might also circle new words that you need to look up.
Play the believing and doubting game. Analyze how the text works. Outline the text paragraph by paragraph. Are there any patterns in the topics the writer addresses? How has the writer arranged ideas, and how does that arrangement develop the topic?
Identify patterns. Look for notable patterns in the text: recurring words and their synonyms, repeated phrases and metaphors, and types of sentences. Does the author rely on any particular writing strategies? Is the evidence offered more opinion than fact?
Is there a predominant pattern to how sources are presented? As quotations? In visual texts, are there any patterns of color, shape, and line? Consider the larger context. What other arguments is he or she responding to? Who is cited? Be persistent with difficult texts. For texts that are especially challenging or uninteresting, first try skimming the headings, the abstract or introduction, and the conclusion to look for something that relates to knowledge you already have.
As a critical reader, you need to look closely at the argument a text makes. Does his or her language include you, or not? Hint: if you see the word we, do you feel included? So learning to read and interpret visual texts is just as necessary as it is for written texts. Take visuals seriously. When they appear as part of a written text, they may introduce information not discussed elsewhere in the text. It might also help to think about its purpose: Why did the writer include it?
What information does it add or emphasize? What argument is it making? How to read charts and graphs. A line graph, for example, usually contains certain elements: title, legend, x-axis, y-axis, and source information. Figure 1 shows one such graph taken from a sociology textbook. Other types of charts and graphs include some of these same elements.
But the specific elements vary according to the different Legend: Explains the symbols used. Here, colors show the different categories. X-axis: Defines the dependent variable something that changes depending on other factors. Women in the labor force as a percent of the total labor force both men and women age sixteen and over. For example, the chart in Figure 2, from the same textbook, includes elements of both bar and line graphs to depict two trends at once: the red line shows the percentage of women who were in the US labor force from to , and the blue bars show the percentage of US workers who were women during that same period.
Both trends are shown in two-year increments. To make sense of this chart, you need to read the title, the y-axis labels, and the labels and their definitions carefully.
Research Research is formalized curiosity. It is poking and prying with a purpose. We search the web for information about a new computer, ask friends about the best place to get coffee, try on several pairs of jeans before deciding which ones to buy.
Will you need to provide background information? What kinds of evidence will your audience find persuasive? What attitudes do they hold, and how can you best appeal to them? If so, which media will best reach your audience, and how will they affect the kind of information you search for? Is there a due date? How much time will your project take, and how can you best schedule your time in order to complete it?
If the assignment offers only broad guidelines, identify the requirements and range of possibilities, and define your topic within those constraints. As you consider topics, look to narrow your focus to be specific enough to cover in a research paper.
Reference librarians can direct you to the most appropriate reference works, and library catalogs and databases provide sources that have been selected by experts. General encyclopedias and other reference works can provide an overview of your topic, while more specialized encyclopedias cover subjects in greater depth and provide other scholarly references for further research. Some databases include documentation entries in several styles that you can simply copy and paste.
Generate a list of questions beginning with What? Who should determine when and where fracking can be done? Should fracking be expanded? Select one question, and use it to help guide your research. Drafting a tentative thesis. Here are three tentative thesis statements, each one based on a previous research question about fracking: By injecting sand, water, and chemicals into rock, fracking may pollute drinking water and air.
The federal government should strictly regulate the production of natural gas by fracking. Fracking can greatly increase our supplies of natural gas, but other methods of producing energy should still be pursued.
A tentative thesis will help guide your research, but you should be ready to revise it as you continue to learn about your subject and consider many points of view. Which sources you turn to will depend on your topic. For a report on career opportunities in psychology, you might interview someone working in the field. Primary sources are original works, such as historical documents, literary works, eyewitness accounts, diaries, letters, and lab studies, as well as your own original field research.
Secondary sources include scholarly books and articles, reviews, biographies, and other works that interpret or discuss primary sources. Whether a source is considered primary or secondary sometimes depends on your topic and purpose. Scholarly and popular sources. Popular sources, on the other hand, are written for a general audience, and while they may discuss scholarly research, they are more likely to summarize that research than to report on it in detail.
Catchy, provocative titles usually signal that a source is popular, not scholarly. Scholarly sources are written by authors with academic credentials; popular sources are most often written by journalists or staff writers.
Includes an abstract. Multiple authors who are academics. Author not an academic. Consider how much prior knowledge readers are assumed to have.
Are specialized terms defined, and are the people cited identified in some way? Look as well at the detail: scholarly sources describe methods and give more detail, often in the form of numerical data; popular sources give less detail, often in the form of anecdotes.
Scholarly sources are published by academic journals, university presses, and professional organizations such as the Modern Language Association; popular sources are published by general interest magazines such as Time or Fortune or trade publishers such as Norton or Penguin.
Scholarly journal articles often begin with an abstract or summary of the article; popular magazine articles may include a tag line giving some sense of what the article covers, but less than a formal summary. Scholarly sources have URLs that end in. Keep in mind that searching requires flexibility, both in the words you use and in the methods you try.
For some topics, you might find specialized reference works such as the Film Encyclopedia or Dictionary of Philosophy, which provide in-depth information on a single field or topic and can often lead you to more specific sources. Many reference works are also online, but some may be available only in the library. Wikipedia can often serve as a starting point for preliminary research and includes links to other sources, but since its information can be written and rewritten by anyone, make sure to consult other reference works as well.
You can find bibliographies in many scholarly articles and books. Check with a reference librarian for help finding bibliographies on your research topic. You can search the catalog by author, title, subject, or keyword. Many books in the catalog are also available online, and some may be downloaded to a computer or mobile device. Indexes list articles by topics; databases usually provide full texts or abstracts.
While some databases and indexes are freely available online, most must be accessed through a library. EBSCOhost provides databases of abstracts and complete articles from periodicals and government documents. InfoTrac offers full-text articles from scholarly and popular sources, including the New York Times.
JSTOR archives many scholarly journals but not current issues. Humanities International Index contains bibliographies for over 2, humanities journals. MLA International Bibliography indexes scholarly articles on modern languages, literature, folklore, and linguistics.
PsycINFO indexes scholarly literature in psychology. Because it is so vast and dynamic, however, finding information can be a challenge.
Google, Bing, Yahoo! Yippy, Dogpile, and SurfWax let you use several search sites simultaneously. They are best for searching broadly; use a single site to obtain the most precise results. For peer-reviewed academic writing in many disciplines, try Google Scholar; or use Scirus for scientific, technical, and medical documents. Following are a few of the many resources available on the web.
You can find information put together by specialists at The Voice of the Shuttle a guide to online resources in the humanities ; the WWW Virtual Library a catalog of websites on numerous subjects, compiled by subject specialists ; or in subject directories such as those provided by Google and Yahoo! News sites. Many newspapers, magazines, and radio and TV stations have websites that provide both up-to-the-minute information and also archives of older news articles.
Through Google News and NewsLink, for example, you can access current news worldwide, and Google News Archive Search has files extending back to the s. Government sites. Many government agencies and departments maintain websites where you can find government reports, statistics, legislative information, and other resources. Audio, video, and image collections. Your library likely subscribes to various databases where you can find and download audio, video, and image files.
AP Images provides access to photographs taken for the Associated Press; Artstor is a digital library of images; Naxos Music Library contains more than 60, recordings. Digital archives. You can find primary sources from the past, including drawings, maps, recordings, speeches, and historic documents at sites maintained by the National Archives, the Library of Congress, the New York Public Library, and others.
Three kinds of field research that you might consider are interviews, observations, and surveys. If you wish to record the interview, ask for permission. Some writing projects are based on information you get by observing something.
How does this observation relate to your research goals, and what do you expect to find? Also note details about the setting. Then analyze your notes, looking for patterns. What did you learn? Did anything surprise or puzzle you? One way of gathering information from a large number of people is to use a questionnaire. Oz Nugroho. Novia Ranti Unforgettable. Edmund Halley. Agrifina Helga. Anonymous vFaknH. Iyaz Meindra. Skripsi Ptk. Irna Wahyuni. Nik Pisclovephy. David Arndt. More From Evan Husada Sidrap.
Popular in Technology. Science and Tech. Rajesh Yenugula. Use numerals for dates; for decimals; for house, apartment, and room numbers; for street or avenue numbers; for telephone numbers; for page numbers; for percentages; for sums of money involving both dollars and cents; and to emphasize the exact time of day or when A. Clues to the meaning of an unfamiliar word can be found in its context. Context clues include definitions, the meaning stated; example, the meaning explained through one familiar case; comparison, similarity to a familiar word; contrast, opposite of a familiar word; and cause and effect, a reason and its results.
The meaning of a word can be obtained from its base word, its prefix, or its suffix. The i comes before the e, except when both letters follow a c or when both letters are pronounced together as an a— sound. However, many exceptions exist to this rule. An unstressed vowel is a vowel sound that is not emphasized when the word is pronounced.
Determine how to spell this sound by comparing it to a known word. When joining a prefix that ends in the same letter as the word, keep both consonants. When adding a suffix that begins with a consonant to a word that ends in silent e, generally keep the e.
If the suffix begins with a vowel or y, generally drop the e. If the suffix begins with a or o and the word ends in ce or ge, keep the e. If the suffix begins with a vowel and the word ends in ee or oe, keep the e.
When adding -ly to a word that ends in a single l, keep the l. If it ends in a double l, drop one l. When forming compound words, maintain the spelling of both words.
Most nouns form their plurals by adding -s. However, nouns that end in -ch, -s, -sh, -x, or -z form plurals by adding -es. If the noun ends in -lf, change f to v and add -es. If the noun ends in -fe, change f to v and add -s. To form the plural of proper names and one-word compound nouns, follow the general rules for plurals. To form the plural of hyphenated compound nouns or compound nouns of more than one word, make the most important word plural.
Wilsons Diazes housekeepers sisters-in-law editors-in-chief Some nouns have the same singular and plural forms. Use prewriting to find ideas to write about. One form of prewriting, freewriting, starts with a subject or topic and branches off into related ideas.
Another way to find a topic is to ask and answer questions about your starting subject, helping you to gain a deeper understanding of your chosen topic. Also part of the prewriting stage is determining who your readers or audience will be and deciding your purpose for writing. To complete your first draft, organize your prewriting into an introduction, body, and conclusion. Concentrate on unity and coherence of the overall piece. Revise your composition if necessary.
Read through your draft, looking for places to improve content and structure. Remember that varying your sentence patterns and lengths will make your writing easier and more enjoyable to read. In the editing stage, check your grammar, spelling, and punctuation. Focus on expressing your ideas clearly and concisely.
Finally, prepare your writing for presentation. Sharing your composition, or ideas, with others may take many forms: printed, oral, or graphic. Outlining 1. The two common forms of outlines are sentence outlines and topic outlines. Choose one type of outline and keep it uniform throughout. A period follows the number or letter of each division. Each point in a sentence outline ends with a period; the points in a topic outline do not.
Each point begins with a capital letter. A point may have no fewer than two subpoints. This is the main point. Main point A. This is a subpoint of I. Subpoint of I 1. This is a detail of A. Detail of A a. This is a detail of 1. Detail of 1 b. Detail of 1 2. Detail of A B. Subpoint of I II.
This is another main point. Main point Writing Letters 1. Personal letters are usually handwritten in indented form first line of paragraphs, each line of the heading and inside address, and the signature are indented. Business letters are usually typewritten in block or semiblock form. Block form contains no indents; semiblock form indents only the first line of each paragraph.
Reveal your personality and imagination in colorful personal letters. Keep business letters brief, clear, and courteous. Personal letters include letters to friends and family members. Thank-you notes and invitations are personal letters that may be either formal or informal in style. Use a letter of request, a type of business letter, to ask for information or to place an order. Be concise, yet give all the details necessary for your request to be fulfilled.
Keep the tone of your letter courteous, and be generous in allotting time for a response. Use an opinion letter to take a firm stand on an issue. Make the letter clear, firm, rational, and purposeful.
Be aware of your audience, their attitude, how informed they are, and their possible reactions to your opinion. Support your statements of opinion with facts. Hoped it was lasagna. Was hot and tired afterward. Arrived just in the nick of time. She hoped it was lasagna. I jogged around the park twice. I was hot and tired afterward. Li Cheng raced to the bus stop. He arrived just in the nick of time. Make a complete sentence by adding a subject to the fragment.
His assistant after lunch. The ants around in constant motion. Mammoth Cave. His assistant helped after lunch. Troubleshooter Ant farms are fascinating. The ants crawl around in constant motion. Our class went on a field trip. Mammoth Cave was our destination. Make a complete sentence by adding a predicate. In the nursery. The whole house smelled fresh and clean.
In the morning. The noisy chatter of the squirrels awakened us early in the morning. Combine the fragment with another sentence. Need More help in avoiding sentence More fragments is available in Lesson 3.
They are next to the salad bar. Make two sentences by separating the first clause from the second with end punctuation, such as a period or a question mark, and starting the second sentence with a capital letter. Place a semicolon between the main clauses of the sentence. She passed her exam. Troubleshooter Make two sentences out of the run-on sentence. Add a comma and a coordinating conjunction between the main clauses.
Julian gazed at the moon, and he marveled at its brightness. Add a comma before the coordinating conjunction. Need More help in avoiding run-on More sentences is available in Help? Lesson 6. The house in the suburbs was just what she wanted. Make sure that the verb agrees with the subject of the sentence, not with the object of a preposition. The object of a preposition is never the subject. Troubleshooter There are the pencils you were looking for.
Here are the snapshots from our vacation to the Grand Canyon. In sentences that begin with here or there, look for the subject after the verb.
Make sure that the verb agrees with the subject. Many of the movies were black and white. Most of the leaves are turning colors. Some indefinite pronouns are singular, some are plural, and some can be either singular or plural.
Determine whether the indefinite pronoun is singular or plural, and make the verb agree. Use a plural verb if the parts of the compound subject do not belong to one unit or if they refer to different people or things.
Use a singular verb if the parts of the compound subject belong to one unit or if they refer to the same person or thing.
Troubleshooter Neither pepper nor spices improve the flavor of this sauce. Either Caroline or Robin volunteers at the local food pantry. Make the verb agree with the subject that is closer to it. Need More help with subject-verb More agreement is available in Help? Lessons 53— They sailed last month for Barbados. Sally and James landed at the airport yesterday. To form the past tense and the past participle, add -ed to a regular verb.
Troubleshooter Trent drank all the orange juice. The evening breeze blew the clouds away. Irregular verbs vary in their past and past participle forms. Look up the ones you are not sure of. Consider memorizing them if you feel it is necessary. Use the past participle form of an irregular verb, and not its past form, when you use the auxiliary verb have. Henry ran with Philip, but Philip was faster.
When Sarah visits Corinne, Corinne is glad for the company. Substitute a noun for the pronoun to make your sentence clearer. Troubleshooter Nina and they bought theater tickets yesterday. Karen and I heard the good news on the television. Use a subject pronoun as the subject part of a sentence. The new signs confused Clark and them. Grant wrote her a letter of apology. An object pronoun is the object of a verb or preposition. Lessons 25— Literature is my best subject.
The words better and best are the comparative and superlative forms of the word good. Do not use the words more or most before the irregular forms of comparative and superlative adjectives. Do not use -er and more together. Need More help with the correct use More of adjectives is available in Help?
Lessons 31— Jake ate dinner, watched a movie, and visited friends. If there are three or more items in a series, use a comma after each item except the last one. The interrupting words are also followed by a comma. The old lane, a tree-lined gravel path, is a great place to walk on a hot afternoon. Decide whether the appositive is truly essential to the meaning of the sentence. If it is not essential, set it off with commas. Decide whether the clause is truly essential to the meaning of the sentence.
If it is not essential, then set it off with commas. Place a comma after an introductory adverbial clause. Need More help with commas is More available in Lessons 78— Place an apostrophe before a final -s to form the possessive of a singular noun, even one that ends in -s. Use an apostrophe by itself to form the possessive of a plural noun that ends in -s. When a plural noun does not end in -s, use an apostrophe and an -s to form the possessive of the noun.
Troubleshooter Do not use apostrophes with possessive personal pronouns. Use an apostrophe to form the contraction of it is. Need More help with apostrophes More and possessives is available in Help? Lesson Capitalize proper nouns and adjectives referring to ethnic groups, nationalities, and languages. Need More help with capitalization is More available in Lessons 73— All sentences begin with a capital letter.
A declarative sentence makes a statement. It ends with a period. It ends with a question mark. Florida summers are very hot. Can you help me with my algebra? Is the president addressing the nation on television tonight? My grandfather was an army sergeant. Mitchell plans to audition for the choir.
Margaret bought this dress in Mexico. Claire, will you help me practice my lines? Are you going to camp this summer? You are good at solving puzzles.
How long did it take you to read The Red Badge of Courage? Our soccer team won the league championship. The butterfly slowly unfolded its wings. The wind knocked down a large tree. Have you met the new teacher yet? Which wrestlers won their matches?
The title of the mystery novel was misleading. What is the weather forecast for tomorrow? Has anyone seen my blue folder? Are snowflakes all the same shape? Do you and your friends appreciate the same kinds of music? The new car is midnight blue.
Grammar 1. Have you met Danielle yet? Who is hungry? The fire engines roared past us. Suzanne wandered home from school. Did Clyde get the part he wanted in the musical comedy? The desk was cluttered with all kinds of papers. Janice and Shawna went to the movies last night. Will you put up a new bulletin board? Will Pablo know what to do? Paula opened the door carefully. Can you hear the music from the auditorium? Does anyone here know Italian? Akira does not like to read mysteries.
Did you read the entire book last night? How much would this famous painting be worth? The clouds gave way to sunshine. What made the dog bark? The window blinds are closed.
An exclamatory sentence expresses a strong emotion. It ends with an exclamation point. Look out! Write imp. Add a period or an exclamation point as needed. Remember to keep your eyes on the ball at all times. What a terrific day we had at the zoo! Watch out for that low branch! Tell me more about your fishing trip. Buy more glue when you go to the store. Clean up your desk, please. That muddy dog just stole my hamburger! Try to solve the puzzle before the contestant does.
Let the baby sleep. Oh, you just sat in some wet paint! Feed the dog at the same time every day. Turn in your book report next week. Go to sleep. Walk through the flower bed carefully. Speak louder! I have never felt so frightened! Play that song again. Wait for me at the corner. Grammar imp. Put more paint on the other side. Wait for an hour before you go swimming.
Put on some mosquito repellant. Walk quickly to the nearest exit. This movie is funny! I never even saw the ball! Answer the phone politely. I aced the test! Please come to our party. You did a great job! I lost my keys! Be sure to remember your umbrella.
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