Show, Don't Tell
Show, don't tell is a writing style that focuses on using descriptive, detailed language rather than summary. I had my scholars write using the five senses to describe characters, setting, and action. We also included strong verbs to create imagery in their stories; for example, when writing dialogue, scholars were encouraged to use "muttered" or "screamed" rather than "said." Finally, scholars varied sentence length and how they began their sentences to avoid monotony or repetition.
Brainstorming
The brainstorming process allows students to organize their ideas into a story. The scholars used charts, Venn diagrams, lists, and webs to put their ideas onto paper. When brainstorming, it is important that students add many details as this will make the writing process easier. I provided a list of questions for the scholars to answer in order to prompt further brainstorming. The scholars worked quietly on their own to come up with vivid adjectives, emphatic verbs, and complicated plots.
Transitions
Transitions are words or phrases that demonstrate the connection or progression between two sentences, paragraphs, or ideas. The scholars learned two categories of transitions: "like to like" and "like to dislike." "Like to like" transitions can be "positive to positive" or "negative to negative." They are used when the writer is continuing an idea. For example, additionally, furthermore, and moreover are all "like to like" transitions. "Like to dislike" transitions are used when the writer is contrasting two ideas. For example, however, on the other hand, and although are "like to dislike" transitions.
Introductions
The introductory paragraph of any literary work is important because it captures the reader's attention and sets up the rest of the story. The first sentence of an introduction should be a hook; the scholars learned that using an onomatopoeia or asking a question was an excellent way to create suspense or make your audience want to keep reading. The body of an introduction should include a description of the main characters and of the setting (using show, don't tell). The last sentence of the scholars' introduction should transition into their first body paragraph.
Similes & Metaphors
Similes and metaphors are figures of speech involving comparison. Similes include the words "like" or "as" to compare two concepts and create emphasis. Many of the scholars had to learn to include "as" twice; "as fierce as a lion" is a simile, but "fierce as a lion" is not. Metaphors demonstrate a comparison in which the vehicle is implied through the tenor. The vehicle is a tangible and familiar object, and the tenor is often an abstract or figurative concept.
Parallel Structure
The scholars learned parallel structure at a middle-school level. In order to follow parallel structure, they had to use the same parts of speech when making lists. To keep the lesson simple, scholars were allowed to match gerunds, nouns, adjectives, and infinitives. For example, a scholar may write that they "enjoy running and swimming." However, it would be incorrect to state that they "enjoy running and to swim." The phrase "to swim" is an infinitive, while "running" is a gerund.
Conclusions
The conclusion paragraphs contains a transition sentence, summary, and a final statement. The final statement may be a restatement of the thesis, a cliffhanger, a question, or even a quote. The purpose of a conclusion is to give the story a sense of completion and make connections to other ideas. Most of the scholars chose to write neat conclusions in which the conflict was resolved and the characters were happy.
Constructive Feedback
The process of peer-editing often helps students further develop their own ideas. In collaborating with their peers, the scholars learned how to give constructive feedback. This type of feedback is positively-framed and helpful, rather than critical. Constructive feedback allows students to be comfortable sharing their work with others, and to be open to suggestions. I observed the scholars encouraging each other to add more details, similes, and sentence variety. When they were finished peer-editing, the scholars made any changes to their rough drafts that they saw necessary.