WRITING WORKSHOP. By: Ms. M. Menendez Edited and Expanded by: Mrs. A. Guerra. “Here’s the secret to writing: there is no secret.” Ralph Fletcher. Packing Punch, Power, and PIZZAZ in student writing. Something to think about….
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By: Ms. M. Menendez
Edited and Expanded by: Mrs. A. Guerra
Writing is shaped by purpose and audience. Every piece of writing, even writing that is not shared, has a purpose, whether it is to express feelings, to be creative, to explain or inform, to persuade, or to clarify thinking.
Research supports that the more students write, the more fluent they become as writers.
What does the ERB rubric say?
Details are generally relevant to the focus.
Details are relevant and appropriate for the focus.
throughout: fully developed.
Details are relevant and appropriate for the focus.
AVOID things such as…
food. What’s yours?
1. Grab the reader’s attention2. Set the scene with a lead3. Bring characters to life (give them personality, show their feelings, etc.)4. Add a TAG to dialogue5. Use hype and exaggeration6. Paint vivid word pictures (details)7. Extra support through examples8. Vary those sentences9. Add vigor to verbs and other parts of speech10.Exciting or engaging endings
Like a master fisherman who baits his hook and lures all sorts of fish into his “trap,” you must catch the attention of your reader from the start!
It was a day at the end of November. My mom, dad, brother, and I were at our camp on the lake. We had arrived the night before at 10:00, so it was dark when we got there an unpacked. We went straight to bed. The next morning my dad started yelling at me from the dock at the top of his lungs. He said there was a car in the lake.
I gulped my milk, pushed away from the table, and bolted out of the kitchen, slamming the screen door behind me. I ran down to the dock as fast as my legs could carry me. My feet pounded on the floor, hurrying me toward the sound of my dad's voice. "Scott!" he yelled, "there's a car in the lake!"
"Scott! Get down here on the double!" Dad yelled. His voice sounded far away.
"Dad?" I screamed. "Where are you?" I squinted through the screen door but couldn't see him.
"l'm down on the dock. Move it. You're not going to believe this," he replied. “There’s a car in the lake!”
I couldn't imagine why my father was yelling for me at 7:00 in the morning. I thought fast about what I might have done to get in trouble. Did my report card come in the mail? Did he find the lamp I broke playing football in the house? Before I could move, his voice rang out again.
"Scott move it! You're not going to believe this. There’s a car in the lake!”
Short WritesTeacher provides a simple sent., and students use graphic organizer (head and body) to do a Show, Don’t Tell.(See next slide.)
Next, write a complete narrative that includes at least one character you have fully developed. In order to do this, use the Character Profile graphic organizer.
THE PURPOSE FOR DIALOGUE TAGS:
“The bag weighed a ton.”
Hyperboles are considered “extravagant exaggerations” and are, therefore, NOT APPROPRIATE when writing essays or reports, BUT a little hyperbole is an effective way to color the speech of a character in a short story OR to use it to make a point effectively in a humorous piece of writing.EX: I’ve told you a million times not to exaggerate.
Yo mama’s so small, she does chin-ups on the curb.
4. Make a list of at least 5 hyperboles not already mentioned. Now, choose 1 and create a poem using hyperbole. Your poem must have at least 10 lines.(Do not use anyone’s mama!)
A head or tail - which does he lack?
I think his forward's coming back!
He lives on carrots, leeks, and hay;
He starts to yawn - it takes all day
Some time I think I'll live that way.
I know from
THE NEED TO BE CREATIVE! They give DETAILS to show what the picture or writing is about.
(the 4W’s and 1H).
* Using one of the pictures in front of you, write a simple sentence. * NEXT, add details around it that answer the 4W’s and 1H.* Make a short storyusing as manyvivid words aspossible.
One bite of the roasted red pepper and onion pizza singed the roof of my mouth and blistered my tongue.
image in the reader's mind?
By: Vicky Spandel
After running out of the movie theater, Larry crouched behind the trashcan in the alley behind the cinema complex and munched on his stolen popcorn.
Where was information added, and what does this information contribute to the sentence?
Choose one sentence, and add ONE of the following: *a subordinating clause *a prepositional phrase *another sentence (put together as a compound sent.)
Find at least 3 places where you can elaborate and improve your sentences.
Example: The couple had lunch at a truck stop right on the highway near the city line.
Robert and Kristine hurriedly ordered hamburgers and icy cold Cokes for lunch when they stopped at the “Easy Rest” truck stop before traveling the last length of the highway to Phoenix on that suffocating blistering June afternoon.
Once you’ve hook them and held them, reel them in!
“Another really important part of a story is the ending, the last sentence or last few sentences. Your ending is the last thing that a reader has in his/her mind after she reads your story. The way the story ends can make the reader have certain thoughts and feelings so authors want to create powerful endings. Authors want to write endings that stick with the reader long after he/she finishes the story. A writer wants a reader to keep thinking about the story and a powerful ending helps this happen.” from Calkins & Martinelli, 2006
These are just some strategies to help you become a better writer; there are many more, some of which we will learn in middle school and others you will learn in high school. THE END