These slides aim to explain the concept of showing and not telling used in writing especially for narrative essays. It can be used to enhance your essay should you use it correctly and effectively. For more information, read on to find out.
Explaining how to create an effective Narrative Piece...
Included with animations and attractive photos...
perfect for Grade 6 and upwards...
Also includes Homework at the end of PPT...
Explaining how to create an effective Narrative Piece...
Included with animations and attractive photos...
perfect for Grade 6 and upwards...
Also includes Homework at the end of PPT...
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Show, Don't Tell: Tips and Examples of The Golden Rule
Drawing the readers in with action
4 Practical 'Show, Don’t Tell' Tips
'Show, Don’t Tell' Examples
"Telling" is sometimes a better option
Blog > Perfecting your Craft
Last updated on Nov 24, 2022
Show, Don't Tell: Tips and Examples of The Golden Rule
Show, don’t tell is a writing technique in which story and characters are related through sensory details and actions rather than exposition. It fosters a more immersive writing style for the reader, allowing them to “be in the room” with the characters.
In his oft-repeated quoted, Anton Chekhov said, “Don’t tell me the moon is shining. Show me the glint of light on broken glass."
In short: showing illustrates, while telling merely states. Here’s a quick example:
Showing: As his mother switched off the light and left the room, Michael tensed. He huddled under the covers, gripped the sheets, and held his breath as the wind brushed past the curtain.
Telling: Michael was terribly afraid of the dark.
In the “showing” example, rather than merely saying that Michael is afraid of the dark, we’ve put him in a situation where his experience of that fear takes center stage. The reader can deduce the same information they’d get from the “telling” example but in a much more compelling way.
In this post, we'll show you why Show Don't Tell is the most popular "rule" in creative writing and show you how you can add some "showing" skills to your toolkit.
Showing also helps develop characters in a way that isn't just listing their traits. For instance, rather than telling your readers that “Gina was selfish and immature,” you could show this side of her by writing a scene where she whines about how everyone forgot her half-birthday. Or if you have a character who’s extremely determined, show her actually persisting through something — don’t just say “she was persistent.”
When done right, showing draws readers into the narrative with truly immersive description. It contributes to story development but also leaves certain things up to the reader’s interpretation, which is much more interesting than making everything explicit. (Though of course, you can still use language to alter their perception).
The bottom line: telling might be quicker, and it’s certainly necessary to have some telling in every story (more on that later), but showing should almost always be your prime strategy.
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Social Studies Chapter 9 How do We Respond to Tensions Arising from some Econ...Goh Bang Rui
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These slides introduce Chapter 9: How do We Respond to Tensions Arising from some Economic Impacts under Issue 3: Being Part of A Globalised World to the Secondary 3 and 4 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 3 areas.
1. Economic Impact on Country [Slide 3]
2. Economic Impact on Companies [Slide 29]
3. Economic Impact on Individuals [Slide 50]
Video
TBC
Any feedback is welcome.
Social Studies Chapter 3.1 Role of Government in Society Goh Bang Rui
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These slides introduce Chapter 3: Role of Government in Society under Issue 1: Exploring Citizenship and Governance to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. Maintain internal order and external security [Slide 5]
2. Ensure Justice [Slide 32]
3. Provide goods and services for the public [Slide 41]
4. Safeguard the interests of citizens [Slide 56]
Video
https://youtu.be/N3vlOG3MRdI
Your feedback is welcome.
Chapter 8 What Does It Mean to Live in a Globalised WorldGoh Bang Rui
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These slides introduce Chapter 8 What does it Mean to Live in a Globalised World? to the Secondary 4 Express and Normal (Academic) students who are studying Social Studies for the Singapore 2016 new syllabus. This topic is usually taught in Secondary 4.
The slides are divided into 4 sections.
1. Definition of Globalisation
2. Driving Forces of Globalisation - Developments in Transport
3. Driving Forces of Globalisation - Growth in MNCs
4. Driving Forces of Globalisation - Advancements in Technology
You can also watch the video below.
https://www.youtube.com/watch?v=jZau6Nmmmqw
A Year Without "Made in China"
https://www.youtube.com/watch?v=56rPP...
History Of Cellphones And How Drastically They've Changed
https://www.youtube.com/watch?v=nrdNd...
Any feedback is welcome.
Social Studies Chapter 2.2 Decision Making in a Representative DemocracyGoh Bang Rui
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These slides introduce Chapter 2.2 Decision Making in a Representative Democracy to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. What is Democracy [Slide 8]
2. The Legislative [Slide 23]
3. The Executive [Slide 73]
4. The Judiciary [Slide 84]
Any feedback is welcome.
Social Studies Chapter 7 How Can We Respond in a Diverse SocietyGoh Bang Rui
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These slides introduce Chapter 7: How Can We Respond in a Diverse Society under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 2 areas.
Management and Impact of Socio-cultural Diversity
1. Assimilation [Slide 14]
2. Integration [Slide 37]
Management and Impact of Socio-economic Diversity
1. Market-based Approach (USA) [Slide 83]
2. Shared Responsibility Approach (Singapore) [Slide 89]
3. Government-financed Approach (Sweden) [Slide 105]
You can also watch the flipped video below.
https://youtu.be/uhOpuIVkRhw
Any feedback is welcome.
Social Studies Chapter 6 What are the Experiences and Effects of Living in a ...Goh Bang Rui
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These slides introduce Chapter 6: What are the Experiences and Effects of Living in a Diverse Society under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 3 areas.
1. Interactions in a Diverse Society [Slide 4]
2. Exchanges and Appreciation in a Diverse Society [Slide 19]
3. Challenges in a Diverse Society [Slide 30]
Video
https://www.youtube.com/watch?v=kkKkx3MDoeM&ab_channel=MrGohBR
Any feedback is welcome.
Social Studies Chapter 5 Why is there Greater Diversity in Singapore NowGoh Bang Rui
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These slides introduce Chapter 5: Why is there Greater Diversity in Singapore Now under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 3 areas.
1. Immigration Policy [Slide 4]
2. Economic Opportunities [Slide 24]
3. Socio-cultural Environment [Slide 47]
Video
Part 1
https://youtu.be/noEFxIBPNrU
Part 2
https://youtu.be/Vp2SSDIdYro
Any feedback is welcome.
Social Studies Chapter 2.1 Challenges in Deciding What is Good for SocietyGoh Bang Rui
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These slides introduce Chapter 2.1: Challenges in Deciding What is Good for Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. Differing Needs and Interests [Slide 5]
2. Differing Priorities [Slide 14]
3. Unequal Sharing of Costs [Slide 21]
Any feedback is welcome.
Social Studies Chapter 4 What is DiversityGoh Bang Rui
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These slides introduce Chapter 4: What is Diversity in Society under Issue 2: Living in a Diverse Society to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. Nationality [Slide 4]
2. Race and Ethnicity [Slide 23]
3. Religion [Slide 45]
4. Socio-economic Status [Slide 65]
Video
Part 1
https://www.youtube.com/watch?v=_VRdUe1i_es&ab_channel=MrGohBR
Part 2
https://www.youtube.com/watch?v=EB8pwquB8Bw&ab_channel=MrGohBR
Any feedback is welcome.
Social Studies Chapter 1 - CitizenshipGoh Bang Rui
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These slides introduce Chapter 1: Citizenship to the Secondary 3 students who are studying Social Studies for the Singapore current syllabus 2016.
These slides are divided into 4 areas.
1. 4 ways to become a Singaporean [Slide 4]
2. Advantages of joining Singapore Society [Slide 26]
3. Disadvantages of joining Singapore Society [Slide 50]
Part 1 Video Citizenship
https://www.youtube.com/watch?v=DHvaEBoCG70&ab_channel=MrGohBR
Part 2 Video Advantages of Citizenship
https://youtu.be/Cdp-0krqL14
Any feedback is welcome.
English Language - Subject Verb AgreementGoh Bang Rui
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These slides introduce the concept of Subject-Verb Agreement to the students. This concept is important to understand the basic foundations of Grammar under English Language.
Can you identify facts from opinions?
If you have any feedback, please comment and like it if you find it useful.
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English Language - Exposition: Facts and Opinions Goh Bang Rui
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These slides introduce the concept of Facts and Opinions to the students. This concept is important to understand the basic foundations of Exposition or Expository Writing under English Language.
Can you identify facts from opinions?
If you have any feedback, please comment and like it if you find it useful.
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Reading Aloud Part 2 - Syllables and Word Stress (O' Level Oral Examination)Goh Bang Rui
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These slides are used to explain the syllables and word stress for Reading Aloud (Section A under Paper 3) and provides the fundamentals to read rhythmically as well as to know when to emphasize or stress during reading for O Level English Language Examination in Singapore.
If you have any feedback, please comment and like it if you find it useful.
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Reading Aloud Part 1 - Pronunciation (O' Level Oral Examination)Goh Bang Rui
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These slides are used to explain the common pronunciation students have missed out for Reading Aloud (Section 1 under Paper 3) and provides examples to warm up your vocal chords for O Level English Language Examination in Singapore.
Students are introduced to the concept of key consonants which affects the accuracy of your reading. These 10 marks can be a difference your current grade and the next one and learning how to pronounce these consonants accurately will help you score for your next Reading Aloud for O' Level Oral Examination Paper 3.
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Subscribe to my education channel.
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These slides introduce Chapter 3: Fall of Venice to the Secondary 4 students who are studying Social Studies for the Singapore current syllabus.
These slides are divided into 4 factors.
1. Foreign Threats [Slide 5]
2. Maritime Competition [Slide 21]
3. Political Challenges [Slide 32]
4. Social Challenges [Slide 48]
Any feedback is welcome.
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These slides introduce Chapter 3: Rise of Venice to the Secondary 4 students who are studying Social Studies for the Singapore current syllabus.
These slides are divided into 3 areas.
1. Background [Slide 3]
2. Factors leading to the Rise of Venice between 9th and 15th centuries [Slide 16]
3. Venice at its Peak of Development [Slide 58]
Any feedback is welcome.
Chapter 2 - Part 1 Sustaining Economic Development in a Globalising WorldGoh Bang Rui
This is the first part of the Sustaining Economic Development in a Globalising World (Chapter 2 of Social Studies Secondary 4 Syllabus), It introduces the concept of globalisation, the 3 key driving forces behind it and the impacts or consequences of globalisation.
1. What is Globalisation?
2. Key Driving Forces of Globalisation
- Advances in Communication
- Advances in Transportation
- Transnational Corporations (TNCs)
3. Impacts of Globalisation
- Economic
- Social
- Environmental
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Chapter 2 - Part 2 Singapore StrategiesGoh Bang Rui
This is the second part of the Sustaining Economic Development in a Globalising World (Chapter 2 of Social Studies Secondary 4 Syllabus), It describes the 5 strategies to cope with the globalising world.
1. Diversify the Economy
2. Nurture the Growth of SME
3. Venture Abroad
4. Expand Market Reach through Economic Cooperation
5. Manage Resources Efficiently.
- Promote local entrepreneurship and technopreneurship
- Promote continuous learning among the workforce
- Attract Foreign Talent
- Manage Environment
- Regional and International Cooperation
- Education
Please subscribe if you would like to stay tuned to more slides in the future.
You can also subscribe to my Youtube Channel.
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O Level Visual Text - Common Questions and How to Answer ThemGoh Bang Rui
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These slides are used to explain the common questions for Visual Text (Section A under Paper 2) and provides examples to answer various types of questions for O Level English Language Examination in Singapore.
Students are introduced to the concept of Visual Text which consists of 5 marks. These 5 marks can be a difference your current grade and the next one and learning how to answer these questions will help you score for your next Visual Text assignment.
If you have any feedback, please comment and like it if you find it useful.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
9. With yellow eyes
glowing red, long,
black fur that stood
on end, a mouth full
of sharp pointed
teeth that emitted a
yowl like a tiger, I
knew that the small
animal before me
was no ordinary cat.
Show
10. To develop your story, begin by thinking about the
main character.
You want to show the reader what that character is
like.
12. ™Writers reveal their characters through means.
–What they
say…
–What they
think…
–What they
do….
Description…
–What the other
characters say
about them..
–How other
characters
react to them…
13. More examples to illustrate the
difference between ‘telling’ and
‘showing’ how a character feels.
15. 1
Joey was afraid. There was a
storm. The lights went out.
The lights suddenly went out. In
the darkness, the wind and rain
grew louder and seemed closer…
Joey sat still, his heart beating
fast. It made a ‘thump, thump,
thump’ noise in his chest.
Stuart Mead, ‘A Knock at the Door
Tell Show
17. Alvin’s mother was angry.
She hit Alvin. It was very
painful.
She had moved so quickly, her
hand going back and across in
one movement, slapping his left
cheek with a crack that silenced
the room. The pain hung hot on
his cheek.
Adrian Tilley, ‘Victim’
Tell Show
2
19. Bill was frightened. He
thought someone was behind
him.
It seemed a shadow had fallen
over him. But there was no
shadow. His heart had given a
great jump up into his throat
and was choking him. Then his
blood slowly chilled and he felt
the sweat of his shirt cold
against his flesh.
Jack London, ‘All Gold Canyon’
Tell Show
3
20. The pizza was delicious. Write a Show paragraph.
Tell Show
21. Mushrooms and pepperoni
sausage formed thick layers
on top of one another while
the white mozzarella cheese
bubbled over the bright red
tomato sauce. Each time I
took a bite I planned it so that
I got a taste of every luscious
ingredient. My taste buds
celebrated every single time!
“Oooh, so good!”
22. Mrs. R marched into the
classroom with a stormy look on
her face. She waved her arms and
shouted, “You won’t believe what
just happened!” Someone had just
run into her car in the parking lot.
23. Rewrite these Sentences
She was so sad when she lost her puppy.
The garden was beautiful.
It was a stormy night.
The cake was delicious.
It was an exciting day.
t o s h o w , n o t t e l l .