Shared writing prompts and creative lesson ideas for students of all ages, along with fiction and poetry by my own students, make this blog a unique resource for inspiring awe for words and awesome writing.
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Showing posts with label descriptive writing. Show all posts
Showing posts with label descriptive writing. Show all posts
Wednesday, April 30, 2014
Prompts that Inspire More than Require
I believe that teachers enrich lives by offering students choices, not immutable guidelines, and by celebrating innovative approaches, not hunting for mistakes.
When I offer writing prompts--usually multiple options based on a single topic--I relish the student who says, "Can I do the second one, but change it so that…?" The students who see their own alternative within the alternatives provided are showing me that they are taking a vested interest in the assignment. Sometimes, I like their prompts better than the options I've offered! For example, one student took a prompt about exploring a moment in which a character realizes that his win is simultaneously his competitor's loss and she turned it into personal narrative about a tennis match that she won, but felt almost guilty for winning. After she read her story aloud, and listened to feedback from me and her two classmates, she suddenly raised her eyebrows. "Wait, now that I think about it, I didn't really feel GUILTY about winning," she commented. "I mean, I LIKE winning, and someone has to win, right? Actually, I felt SORRY for my opponent because she was crying after she lost, and then her mom lost her temper and actually said 'shut up' when the little brother asked out loud why she was crying. I couldn't believe her mom did that. And the whole thing was really…embarrassing." As I began suggesting ways that the student could show those feelings of shock and embarrassment via mood-setting actions and more descriptive details, she quickly nodded, picked up her pen, and declared preemptively, "Okay, I think I know how to change it." The final draft of her story ended up sparking a discussion about good sportsmanship, parenting, and showing mood in writing with vivid verbs and descriptive details. All in all, her alternative approach to the prompt turned a writing lesson into an introspective exercise for all of us.
Students grow as learners by considering various approaches to developing their understanding of a topic, and by exploring the approach that most challenges their creativity and interest. They learn more from asking questions than from reciting answers, and retain more from listening and discussing than from writing rote responses or taking notes from a lecture to memorize for a test. The most memorable learning is, at least in part, self-directed, I have found.
If you're still pondering that last statement, think about some of the most enriching school work you've done--the assignments you remember best. Did you follow steps exactly or make that assignment unique to you in some way? And did you surprise yourself with your own creative flow?
Monday, April 7, 2014
If You're Blessed Enough To Move, You're Blessed Enough To Move Others
Writer's block does not exist as long as our bodies, eyes, and minds have the energy to move, to observe, and to ponder. Discovering the world is how we help others to discover what we see, what we imagine, and how we feel. We can then share our discoveries by building them from word pictures into mental movies. But first we must move in order to move others. Look at what I found while taking a walk in an old LA neighborhood--a writing prompt hiding in a rectangle of the world that I was blessed enough to capture with my camera:
Rather than sharing my answer to the "what if" questions prompted by this picture, I am asking you--readers of any age--to describe what you see/imagine in this rectangle of the world, and what would happen next if this picture had a Play button.
Will you write a poem, or a story? Will it be a fantasy, a horror story, a sci-fi tale? What do you see: a magical, arboreal eruption; a giant's foot or a monster's hoof; an extraterrestrial invader or protector? Who will see this image, and how will he/she/they react? What if you awoke to see this outside your window, from the house across the street?
If you share with me and my readers your opening lines or paragraphs in the comments section below, I promise to share my positive feedback. You're blessed enough to read, so you're blessed enough to have your words read by others!
Saturday, April 13, 2013
Aim To Change the Way Your Reader Sees the World
Do you want a goal for laboring over word choices, to justify the time it takes to come up with that perfect description? How about aiming to change the way your reader sees the world in some small way? Now that may sound like a lofty goal, maybe even overdramatic to you; however, I achieved that goal during a private lesson the other day, according to my 8th-grade student, B.
I opened my lesson by explaining to B that "literal language says just what it means, nothing more; whereas figurative language means more than what it says." She smiled and replied, "Huh...I never thought of it that way, but you're right."
Then I presented some examples of figurative imagery. First I asked her to read this sentence aloud:
The sand is like crumbled mountains, dissolved by lapping waves.
I asked, "If you read that sentence without the simile, you have a literal description of sand being lapped by waves, right?" She read it softly to herself and nodded. "And if you substitute the simile 'like coarse brown sugar' for the crumbled mountains simile, how would the sentence change?"
She wrinkled her brow. "Hmm. Well, it would describe what the sand looked like. But it's not as good as the first simile."
"Why not? It's a sweeter image, right?"
She chuckled. "Yes. But it's not as descriptive as 'crumbled mountains.' It only says what the sand looks like, but not what it's...what it's LIKE."
I prompted her further: "Okay, elaborate on that. What else, besides how the sand looks, does the image of crumbled mountains suggest to you?"
Her eyes lit up. "Time passing! It takes a long time for mountains to crumble." I was still nodding happily as she added, "Erosion!"
"Yes, yes! So it makes you think of sand a-a-as..." I led her with my rising tone.
"As pieces of mountains, not just...sand."
"Yes!" I then gave her a short metaphorical poem I wrote as an expansion of the same image. "Here. Now read this poem, please. 'The Sands of Time.'"
She read it aloud:
SANDS OF TIME
Former mountain fortresses,
eroded by the sea:
the children now rebuild your grains
into tiny castles,
still threatened by the tides of change.
"Ooh, I like that," she murmured.
"From fortresses to tiny castles, eh?" I asked, smiling.
"Yeah. I never would have thought of that. That's really cool."
I was beaming, I'm sure. "Thank you. I'm glad you like it. Okay, so how does figurative language affect a reader's perception of a scene?"
She explained, "It makes me see a new perspective, something I might not see it on my own." She paused. "Like, I'll never look at the sand at the beach the same way after reading your poem."
"You've just summed up the very reason I write, B! So that I can change the way people see the world, even in a small way!"
Now she was beaming, too.
Handing her a selection of gorgeous landscape photos torn out of an old calendar, I asked her to write her own unique perspective on one of the scenes, focusing not on how it looks, but on what it looks LIKE. "Write your own metaphorical poem." She selected a photo of rolling green hills and wrote a first draft about Mother Nature covered by her thick green blanket, slowly shifting under the grassy fabric over time--a peaceful napping earth. I will remember her metaphor when I go hiking over the green hills near my home tomorrow morning!
Thursday, April 15, 2010
The 5 R's of Workshop Writing
An effective writing workshop, I have found, must stress what I call the "5 R's":
1) Record (thoughts and ideas)
2) Read rough drafts (aloud, for feedback)
3) Respond (to feedback, and to works read by other writers)
4) Revise (based on feedback)
5) Reflect (upon your progress, in writing, from rough to final draft)
All 5 steps are essential to progress and to giving meaning to the writing process. And the beauty of #5, Reflect, is that students practice the Response-to-Literature essay style on their own work, analyzing their word choices from first to final draft, and drawing conclusions about their stylistic improvement; plus, students create their own progress records via their reflective paragraphs--progress based on qualitative standards they set for themselves.
1) Record (thoughts and ideas)
2) Read rough drafts (aloud, for feedback)
3) Respond (to feedback, and to works read by other writers)
4) Revise (based on feedback)
5) Reflect (upon your progress, in writing, from rough to final draft)
All 5 steps are essential to progress and to giving meaning to the writing process. And the beauty of #5, Reflect, is that students practice the Response-to-Literature essay style on their own work, analyzing their word choices from first to final draft, and drawing conclusions about their stylistic improvement; plus, students create their own progress records via their reflective paragraphs--progress based on qualitative standards they set for themselves.
Wednesday, November 26, 2008
College Essays
I just finished coaching and editing two college application essays, on very different topics, for different schools, by very different writers. But they had one thing in common: false starts. Many writers warm up on paper without realizing it, only beginning their essays after a paragraph or so of warm-up material. To submit such a rough piece would be tantamount to a composer actually recording the band's warm-up session as the opening to a song--not advisable for keeping an audience engaged!
My trick to redirecting both students correlates with the age-old literary technique known (in Latin) as EN MEDIA RES ("in the middle of things"), which I learned about in high school English class. At the end of both students' first paragraphs shone their perfect opening lines. Once I slashed out the bulk of each opening paragraph, and pointed out the golden lines, the students enjoyed an "aha" moment and rewrote their essays with the new opening lines. I suggested the addition of specific examples in both cases, to replace or augment general statements. I explained to both aspiring college students that the key to standing out among the applicants is to offer vivid examples that create memorable essays.
It always comes down to memorable words, doesn't it?
My trick to redirecting both students correlates with the age-old literary technique known (in Latin) as EN MEDIA RES ("in the middle of things"), which I learned about in high school English class. At the end of both students' first paragraphs shone their perfect opening lines. Once I slashed out the bulk of each opening paragraph, and pointed out the golden lines, the students enjoyed an "aha" moment and rewrote their essays with the new opening lines. I suggested the addition of specific examples in both cases, to replace or augment general statements. I explained to both aspiring college students that the key to standing out among the applicants is to offer vivid examples that create memorable essays.
It always comes down to memorable words, doesn't it?
Wednesday, November 12, 2008
“D.A.D.” and “M.O.M.”: Memorable Guides To Improve ALL Forms of Writing
Truly memorable fiction usually includes description, action, and dialogue (what I call the D.A.D. technique of creating vivid word pictures). Remember D.A.D. as a kind of checklist for your writing--even if you have only one character (the D for Dialogue could translate to a person talking to him/herself). Examine your favorite stories and novels—the ones that created virtual movies that still play in your mind when you recall them—and you’ll see the important role of D.A.D.
As for nonfiction, vivid writing has as much importance as it does in fiction, and the D.A.D. technique will liven up essays, reports, and articles, too. You may be saying to yourself, “Sure, I understand how I can use description and action in creative nonfiction…but dialogue?” Simply remember to include words “spoken” by others—QUOTATIONS—to illustrate your points. And when revising your nonfiction and checking for the D.A.D. elements, look for quotation marks to ensure that you’ve painted a vivid nonfiction word picture. Using my D.A.D. technique in everything you write will immediately improve your written works, whether you write fiction, poetry, or nonfiction.
Now, along with D.A.D. comes M.O.M. (I don't discriminate when I make up mnemonic devices!): The M.O.M. technique will enable you to revise and edit your work for maximum impact by focusing on Mood, Order, and Matter. Let me explain. Mood refers to the tone of a piece of writing. Your word choices affect how your reader perceives the images or imaginary world you’ve created. How you choose your D.A.D. elements will determine the mood of your work, and you may have to alter the descriptions, actions, and/or dialogues to fit the mood you hope to convey. For example, to set a mysterious mood, you might describe a garden as “shrouded in mist”; and a man’s action as “shifting his eyes back and forth as he tiptoed through the garden”; and that man’s dialogue lines might read: “Where on earth could he have hidden?” Similarly, those basic elements would change for a scary story. For instance, the garden might feature a description of “a hedge of twisted junipers, contorted like writhing, green monsters;” and you might show the man’s actions as: “he sweated profusely as he darted between rows of thorny stems and spider-like tendrils”; and his dialogue lines might say: “This can’t be real—heaven help me, it can’t!” One word alone can alter a piece’s mood. A boy who "trudges," rather than "walks" shows us his unhappy mood; whereas a boy who "skips," rather than "moves," shows us a childish joy. Experiment with verbs that can change the mood of a sentence, not to mention the image of your character. Thus, Mood, the first element of the M.O.M. technique, both enriches and depends upon D.A.D.
In nonfiction, think of Mood as the tone you set using either formal or informal words. In an essay written to persuade the reader of your personal opinion about something, it is sometimes appropriate to “talk” directly to the reader and use contractions (like “it’s” instead of “it is”), rather than very formal wording. In a report of information, in which you present only facts, and no opinion, the Mood, or tone, must remain “objective,” like a factual newspaper article. Order refers to the order in which you supply information to the reader. If your story, for instance, grows from a specific setting—such as a creepy old mansion—and you want to introduce the characters slowly, as they enter the mansion, building the reader’s suspense, then you must first rely most heavily on the element of Description. You might decide to change that order if you prefer to speed up the plot and engage your reader in action from the first line, rather than risk boring him with a lengthy description of the mansion. The order in which you present your story’s D.A.D. elements will determine how you affect your reader—whether you offer subtle hints about the plot in advance, perhaps even revealing the end scene at the start, and then keeping the reader guessing all along about how that ending will occur; or you might supply intriguing tidbits of description or deceptive dialogue to keep the reader wondering about the character’s true personality. Notice the order of the story elements when you read the works of other writers. Experiment with changing the order of elements as you polish your own stories, poems, and—yes—your nonfiction reports and essays. In nonfiction, the order of your points, and your summation of those points in the end, determines whether your reader comes away from your piece feeling well-informed or confused, convinced or bored. Matter, the final element of M.O.M., means two things: first, I mean “matter” as the “substance” or “stuff” you wrote about; and second, I mean “matter” as “having a definite purpose.” Thus, the Matter consists of all those details that absolutely must appear on the page in order for the reader to understand the meaning of the entire piece. If you add unnecessary artistic details that don’t matter to the reader’s understanding, then you decrease the power of the Matter and confuse the reader. Deciding which matter matters is what we do in the final editing stage of our writing process, in which we delete superfluous words that slow down, or distract from, the work’s purpose. The Matter, Order, and Mood all influence each other in your writing.
Remind yourself to heed D.A.D. and M.O.M. whenever you write, and you will progress as a writer—I guarantee it. (You will also learn to appreciate, as a reader, the effective use of these techniques by your favorite authors.) Yes, embrace your “parental guides,” D.A.D., who helps you grow as a writer, and M.O.M., who helps you grow stronger through revision and editing. Thus, remembering D.A.D. and M.O.M. while writing will create writings worth remembering!
As for nonfiction, vivid writing has as much importance as it does in fiction, and the D.A.D. technique will liven up essays, reports, and articles, too. You may be saying to yourself, “Sure, I understand how I can use description and action in creative nonfiction…but dialogue?” Simply remember to include words “spoken” by others—QUOTATIONS—to illustrate your points. And when revising your nonfiction and checking for the D.A.D. elements, look for quotation marks to ensure that you’ve painted a vivid nonfiction word picture. Using my D.A.D. technique in everything you write will immediately improve your written works, whether you write fiction, poetry, or nonfiction.
Now, along with D.A.D. comes M.O.M. (I don't discriminate when I make up mnemonic devices!): The M.O.M. technique will enable you to revise and edit your work for maximum impact by focusing on Mood, Order, and Matter. Let me explain. Mood refers to the tone of a piece of writing. Your word choices affect how your reader perceives the images or imaginary world you’ve created. How you choose your D.A.D. elements will determine the mood of your work, and you may have to alter the descriptions, actions, and/or dialogues to fit the mood you hope to convey. For example, to set a mysterious mood, you might describe a garden as “shrouded in mist”; and a man’s action as “shifting his eyes back and forth as he tiptoed through the garden”; and that man’s dialogue lines might read: “Where on earth could he have hidden?” Similarly, those basic elements would change for a scary story. For instance, the garden might feature a description of “a hedge of twisted junipers, contorted like writhing, green monsters;” and you might show the man’s actions as: “he sweated profusely as he darted between rows of thorny stems and spider-like tendrils”; and his dialogue lines might say: “This can’t be real—heaven help me, it can’t!” One word alone can alter a piece’s mood. A boy who "trudges," rather than "walks" shows us his unhappy mood; whereas a boy who "skips," rather than "moves," shows us a childish joy. Experiment with verbs that can change the mood of a sentence, not to mention the image of your character. Thus, Mood, the first element of the M.O.M. technique, both enriches and depends upon D.A.D.
In nonfiction, think of Mood as the tone you set using either formal or informal words. In an essay written to persuade the reader of your personal opinion about something, it is sometimes appropriate to “talk” directly to the reader and use contractions (like “it’s” instead of “it is”), rather than very formal wording. In a report of information, in which you present only facts, and no opinion, the Mood, or tone, must remain “objective,” like a factual newspaper article. Order refers to the order in which you supply information to the reader. If your story, for instance, grows from a specific setting—such as a creepy old mansion—and you want to introduce the characters slowly, as they enter the mansion, building the reader’s suspense, then you must first rely most heavily on the element of Description. You might decide to change that order if you prefer to speed up the plot and engage your reader in action from the first line, rather than risk boring him with a lengthy description of the mansion. The order in which you present your story’s D.A.D. elements will determine how you affect your reader—whether you offer subtle hints about the plot in advance, perhaps even revealing the end scene at the start, and then keeping the reader guessing all along about how that ending will occur; or you might supply intriguing tidbits of description or deceptive dialogue to keep the reader wondering about the character’s true personality. Notice the order of the story elements when you read the works of other writers. Experiment with changing the order of elements as you polish your own stories, poems, and—yes—your nonfiction reports and essays. In nonfiction, the order of your points, and your summation of those points in the end, determines whether your reader comes away from your piece feeling well-informed or confused, convinced or bored. Matter, the final element of M.O.M., means two things: first, I mean “matter” as the “substance” or “stuff” you wrote about; and second, I mean “matter” as “having a definite purpose.” Thus, the Matter consists of all those details that absolutely must appear on the page in order for the reader to understand the meaning of the entire piece. If you add unnecessary artistic details that don’t matter to the reader’s understanding, then you decrease the power of the Matter and confuse the reader. Deciding which matter matters is what we do in the final editing stage of our writing process, in which we delete superfluous words that slow down, or distract from, the work’s purpose. The Matter, Order, and Mood all influence each other in your writing.
Remind yourself to heed D.A.D. and M.O.M. whenever you write, and you will progress as a writer—I guarantee it. (You will also learn to appreciate, as a reader, the effective use of these techniques by your favorite authors.) Yes, embrace your “parental guides,” D.A.D., who helps you grow as a writer, and M.O.M., who helps you grow stronger through revision and editing. Thus, remembering D.A.D. and M.O.M. while writing will create writings worth remembering!
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