Tweet Dialogue is one of the most versatile of all narrative fiction techniques. However, its very versatility can make dialogue easy to abuse. One of the most common ways in which it is abused is by turning it into expository dialogue.
Introduce multi-genre writing in the context of community service. When Michael rode his bike without training wheels for the first time, this occasion provided a worthwhile topic to write about.
We became a community. Establish an email dialogue between students from different schools who are reading the same book. When high school teacher Karen Murar and college instructor Elaine Ware, teacher-consultants with the Western Pennsylvania Writing Projectdiscovered students were scheduled to read the August Wilson play Fences at the same time, they set up email communication between students to allow some "teacherless talk" about the text.
Rather than typical teacher-led discussion, the project fostered independent conversation between students. Formal classroom discussion of the play did not occur until students had completed all email correspondence.
Though teachers were not involved in student online dialogues, the conversations evidenced the same reading strategies promoted in teacher-led discussion, including predication, clarification, interpretation, and others.
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Use writing to improve relations among students. Diane Waff, co-director of the Philadelphia Writing Projecttaught in an urban school where boys outnumbered girls four to one in her classroom.
The situation left girls feeling overwhelmed, according to Waff, and their "voices faded into the background, overpowered by more aggressive male voices. She then introduced literature that considered relationships between the sexes, focusing on themes of romance, love, and marriage.
In the beginning there was a great dissonance between male and female responses. According to Waff, "Girls focused on feelings; boys focused on sex, money, and the fleeting nature of romantic attachment. Help student writers draw rich chunks of writing from endless sprawl.
Jan Matsuoka, a teacher-consultant with the Bay Area Writing Project Californiadescribes a revision conference she held with a third grade English language learner named Sandee, who had written about a recent trip to Los Angeles. I made a small frame out of a piece of paper and placed it down on one of her drawings — a sketch she had made of a visit with her grandmother.
Back to top 5. For each letter of the alphabet, the students find an appropriately descriptive word for themselves. Students elaborate on the word by writing sentences and creating an illustration.
In the process, they make extensive use of the dictionary and thesaurus. One student describes her personality as sometimes "caustic," illustrating the word with a photograph of a burning car in a war zone.
Her caption explains that she understands the hurt her "burning" sarcastic remarks can generate.
Back to top 6. Help students analyze text by asking them to imagine dialogue between authors. John Levine, a teacher-consultant with the Bay Area Writing Project Californiahelps his college freshmen integrate the ideas of several writers into a single analytical essay by asking them to create a dialogue among those writers.
He tells his students, for instance, "imagine you are the moderator of a panel discussion on the topic these writers are discussing. The essay follows from this preparation. Back to top 7. Spotlight language and use group brainstorming to help students create poetry.
The following is a group poem created by second grade students of Michelle Fleer, a teacher-consultant with the Dakota Writing Project South Dakota.
Underwater Crabs crawl patiently along the ocean floor searching for prey. Fish soundlessly weave their way through slippery seaweed Whales whisper to others as they slide through the salty water. And silent waves wash into a dark cave where an octopus is sleeping.
Fleer helped her students get started by finding a familiar topic. In this case her students had been studying sea life. She asked them to brainstorm language related to the sea, allowing them time to list appropriate nouns, verbs, and adjectives.
The students then used these words to create phrases and used the phrases to produce the poem itself. Back to top 8. Ask students to reflect on and write about their writing. Douglas James Joyce, a teacher-consultant with the Denver Writing Projectmakes use of what he calls "metawriting" in his college writing classes.
He sees metawriting writing about writing as a way to help students reduce errors in their academic prose.A lot of fiction-writers struggle with dialogue. It’s tough to make fictional people sound convincing; it’s even tricky to punctuate dialogue correctly.
This evening I’ll be going out to another short story reading event, and it’s got me thinking about the audiences we write for.. Tonight’s story is adapted from one I wrote a while ago. I’m very happy with how it reads on the page, but when it comes to reading it aloud, I found I needed to cut a lot of description, tighten up the examples, lose some of the more languid language.
I provide advice about how to write novels, comic books and graphic webkandii.com of my content applies to fiction-writing in general, but I also provide articles specifically about superhero stories..
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My neighbor John loves to work on his hot rod. He’s an automotive whiz and tells me he can hear when something is not quite right with the engine. Scripts are good setups for writing and maneuvering a show.
Whether you're writing it for an upcoming show, or just trying to see how your talents can be shown, to write a script, follow these guidelines. Definitely not! If you put the dialogue in all caps, most of your page will be in all caps.