The document provides tips for writing by focusing descriptions on stretching out key events and using techniques like showing rather than telling, adding dialogue, thoughts and emotions, and engaging multiple senses. It encourages focusing a story passage on 2-3 senses along with emotions and dialogue to help readers visualize and connect with the scene. Sample passages demonstrate how to incorporate sight, touch, feelings and dialogue to bring a moment to life for the reader.
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.
Explains author's tone as it compares to "mood" and provides examples from young adult literature. Jane Henderson created the slideshow and I adapted this version.
Using Roald Dahl's 'Lamb to the Slaughter' as stimulus, students create their own piece of Imaginative, Narrative and/or Descriptive Writing for Assignment 2.
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
Engage some of the five senses to stretch your main event. What can you see, hear, smell, taste of feel/touch? Include action, emotions and dialogues to improve your story.
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.
Explains author's tone as it compares to "mood" and provides examples from young adult literature. Jane Henderson created the slideshow and I adapted this version.
Using Roald Dahl's 'Lamb to the Slaughter' as stimulus, students create their own piece of Imaginative, Narrative and/or Descriptive Writing for Assignment 2.
This presentation introduces point of view in stories. First person and third person are introduced, with review and questions. Suitable for students ages 8-12 or those learning English as a second language.
Find more stories and activities for teaching point of view here:
http://www.teacherspayteachers.com/Product/Exploring-Point-of-View-Stories-and-Activities-1632599
Engage some of the five senses to stretch your main event. What can you see, hear, smell, taste of feel/touch? Include action, emotions and dialogues to improve your story.
'Lost' is the maiden release made by Arthut - it features the downtrodden Vivian, a rape victim as the protagonist of the issue.
She is lost in thoughts and life as but who does she drag down the hole with her?
The story is an anecdote that sets up to ask the questions of 'What goes on in the mind' of victims and who in turn does this pain go to? and it also contains 'poetry , quotes - sayings and even an article on the issue raised.'
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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.
Embracing GenAI - A Strategic ImperativePeter 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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
Dear Dr. Kornbluth and Mr. Gorenberg,
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
unwillingness to rectify this violation through action requires accountability.
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.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. STRETCH THE MAIN EVENT!
Instead of writing about too many things, focus on
one event and stretch it.
To do this:
1. Describe the action using the Show, Not Tell
strategy.
2. Add action and suspense.
3. Add dialogue.
4. Add thoughts and emotions.
Adapted from Dr Cheah Yee Min’s “Write It Well!”
4. SHOW, NOT TELL!
• A method to inform your reader about your characters,
action and other story elements
Subject
See
Touch
Emotions or
Thoughts
(Feel)
Hear
Taste
Smell
Dialogues
Adapted from Dr Cheah Yee Min’s “Write It Well!”
5. SHOW, NOT TELL!
1. What is good to show? The horrible accident
that cost John his left leg.
2. Use dialogue to show. Instead of you telling,
get your character to talk to another character.
Adapted from Dr Cheah Yee Min’s “Write It Well!”
6. SHOW, NOT TELL!
3. Use action to show a quality your character
possesses e.g. mischievous.
4. Show by description. Describe what you can
see, hear, smell, taste or touch/feel. Engage the
some of the five senses.
Tell: The room was in a mess.
Show: Clothes were strewn all over the room. The
bed was unmade and a smelly pillow stained with
dark patches of grease was on it.
Adapted from Dr Cheah Yee Min’s “Write It Well!”
7. SHOW, NOT TELL!
5. Add emotions or thoughts to show how
characters are feeling.
Emotion How the body shows this emotion
Anger Heavy breathing or deep silence
Clenched fists
Eyes flashing, nostrils flaring, red cheeks
Happy Eyes beaming
Wearing a grin from ear to ear
Laughing heartily
Terrified Body crouched
Hands covering face
Hands / legs trembling
Clammy palms
Adapted from Dr Cheah Yee Min’s “Write It Well!”
8. STRETCH THE ACTION
Summary (Tell): The lift was jammed. Sam was trapped
inside.
(Show)
The lift jerked as it began moving to the tenth floor of Sam’s
flat. Grunk…grunk…it went as it inched its way to the fifth
floor. Sam was too exhausted to pay attention to the noise.
He just wanted to get home. Once the display showed “9”,
the lift gave an extra loud, shuddering sound and stopped
suddenly – GRONK! It was as if it took one last breath.
Before Sam could react, the lights went off and everything
was pitch dark. He could not see anything. “Argh!” he let out,
feeling extremely annoyed. He reached his hand to touch the
lift panel, hoping to find the emergency button that he could
press for help.
9. USE YOUR FIVE SENSES AND EMOTIONS.
FOCUS ON 2 OR 3 SENSES, NOT ALL.
See Touch Feel Hear Speech/Dialogue
Emotions
The lift jerked as it began moving to the tenth floor of
Sam’s flat. Grunk…grunk…it went as it inched its
way to the fifth floor. Sam was too exhausted to pay
attention to the noise. He just wanted to get home.
Once the display showed “9”, the lift gave an extra
loud, shuddering sound and stopped suddenly –
GRONK! It was as if it took one last breath.
Before Sam could react, the lights went off and
everything was pitch dark. He could not see
anything. “Argh!” he let out, feeling extremely
annoyed. He reached his hand to touch the lift panel,
hoping to find the emergency button that he could
10. WHICH ARE THE SENSES?
His father rose while it was still very dark to go to work and his
mother was awake as well to fix him whatever was available for
breakfast. They had stayed up late last night discussing the 'friend'
Charlie had told his mother about. Mr. Bucket had finally decided
that Mrs. Bucket was right and he didn't have the heart to forbid
Charlie's exchanging waves with the stranger.
He kissed his wife warmly and opened the door to leave for the
toothpaste factory, only to stumble over a basket that lay just
outside. It was a rather large basket. Curious as to what it could
contain, he brought it back inside.
"What is that, dear?”
"I don't know,"
Mr. Bucket answered his wife truthfully. She turned from where she
was working to come see what he had. The first thing they found
was that the cloth that covered the basket was actually a blanket, a
large, woolen blanket, very warm and soft and pink. Never had they
touched such soft wool. As Mrs. Bucket rubbed her cheek against
it, she discovered that it was not the least bit scratchy as wool
11. WHICH ARE THE SENSES SHOWN?
His father rose while it was still very dark to go to work and his
mother was awake as well to fix him whatever was available for
breakfast. They had stayed up late last night discussing the
'friend' Charlie had told his mother about. Mr. Bucket had finally
decided that Mrs. Bucket was right and he didn't have the heart
to forbid Charlie's exchanging waves with the stranger.
He kissed his wife warmly and opened the door to leave for the
toothpaste factory, only to stumble over a basket that lay just
outside. It was a rather large basket. Curious as to what it could
contain, he brought it back inside.
"What is that, dear?”
"I don't know,” Mr. Bucket answered his wife truthfully.
She turned from where she was working to come see what he
had. The first thing they found was that the cloth that covered
the basket was actually a blanket, a large, woolen blanket, very
warm and soft and pink. Never had they touched such soft wool.
As Mrs. Bucket rubbed her cheek against it, she discovered that
it was not the least bit scratchy as wool frequently was.
Dialogues
Sight
Sight
Touch
Emotion
https://www.fanfiction.net/s/2607422/6/Chocociology
12. TRY STRETCHING THE ACTION WITH 2 OR 3
OF THE 5 SENSES WITH EMOTIONS &
DIALOGUES!
What do you…?
• see
• hear
• taste
• smell
• feel (touch)
What are the…?
• emotions
• dialogues