Writing Techniques

Repeating words can be what you want, if what you want is an interesting effect. (Psst, that’s an example of anadiplosis!)

Have students mastered the art of anadiplosis: ending one sentence with the beginning of the next? Now it’s time to take it to the next level!

What happens when we switch out a “but” with a “so”? An “and” with a “for”? How can such tiny words make such big differences?

We’ll start with the cliché “as cold as ice” and go somewhere much more interesting.

‘Add more variety!’ teachers say. But how? This lesson gives students actual techniques instead of vague advice.

Let’s make this simile about a loud class super specific!

When students learn about alliteration, it’s hard to steer them away from goofy tongue-twisters. Certainly, there must be more powerful and practical ways of using alliteration. In this lesson, I draw on delicious examples from Shakespeare to show how a very advanced writer used alliteration. Then, I break those ideas down so students can try them out.

Let’s help William Shakespeare with his use of repetition.

We’ll show students how to add more variety to their writing by starting sentences with a reason, a prepositional phrase, and a simile.

In this lesson, students will not just fix passive sentences, but break active sentences as they learn to put the star of the sentence first.

What if we started a sentence with the simile?

Let’s start with “As cold as fire.”

Rather than just demand that students “write clearly,” we’ll explore the hazards of poorly written sentences… and maybe create one of our own!

A specific technique to help students add some spice to their writing. We’ll be contrasting two ideas using synonyms.

What happens when a pronoun could refer to more than one noun? Big problems!

In a sentence, punctuation may seem meek when compared to those mighty words, but punctuation has incredible power over the meaning of a sentence. Students will try re-punctuating sentences to find new meanings – without changing a single word!

Is your students’ use of repetition limited to, “The girl was very, very, very fast.”? Let’s borrow some ideas from Shakespeare!

Let’s make this simile about a quick baby even more specific.

A specific technique to help students add some spice to their writing. We’ll be using antonyms to describe the same topic!

A specific technique to help students add some spice to their writing. We’ll be writing sentences with three dependent clauses.

Let’s make this simile about a strong uncle even more specific.

Let’s take a starting phrase about St. Patrick’s Day and get specific. No, even more specific!

Can your students help The Bard? We’ll fix five Shakespearean run-ons in three different ways.

Your students’ sentences all start the same way. Here are three techniques that fix that overnight.

Start with a basic simile. Now make it more specific. Now even more. Watch how much better writing gets with each round.

Start with a basic simile. Now make it more specific. Now even more. Watch how much better writing gets with each round.