Home' Trinidad and Tobago Guardian : June 25th 2014 Contents B22
Guardian www.guardian.co.tt Wednesday, June 25, 2014
In this tutorial we will (a) learn how to develop
ideas for Writing, as well as (b) look at an impor-
tant step in the Writing Process that can stimulate
and develop pupils' writing. (Teachers are expected
to guide their students in all of the suggested exer-
A. EXPLORING MOODS AND SENSES
A good writer knows how to describe moods and
emotions by using descriptive, expressive words
that aid the reader's imagination. Most of these
words are adjectives, words that describe.
Complete the list of mood words to describe peo-
ple, places and things. You can use this list when-
ever you write.
Example: PEOPLE PLACES THINGS
Write a paragraph about any two (2) of the follow-
ing topics, in which you will describe the mood of a
particular place or time.
• (Try to use a variety of sentences as suggested
in Tutorial #3)
• In a mall during a busy weekend.
• Alone in your room.
• Taking a walk in the savannah or park
• At an ice cream parlor
• Minutes before a competition or examination.
• Relaxing with your close relatives
• Visiting close friends.
Activity #3: Lunch Crunch
Lunchtime is a good opportunity to get in touch
with your five senses: seeing, touching, smelling,
tasting and hearing. Imagine that you are having
some of the following kinds of food for lunch one
• Your favorite meat -- fried, baked, grilled, curried
• Chicken or turkey salad sandwich
• Creamy macaroni salad
• Carrots, cucumber, celery, broccoli, melongene,
• Your favorite dessert
• Chocolate Milk or other beverage
NOTE: As you eat your lunch, pay attention to the
following sensations. Take notes as you munch, sip,
1. Look at the food items. Note the colors, sizes
2. Feel them. Note how they feel in your hands,
then in your mouth as you eat them. Are they
hard, soft, crunchy or mushy?
3. Smell them. Can you identify them with your
eyes closed? Describe the smells. Are they pleas-
ant or unpleasant, special or ordinary?
4. Taste them. Are they sweet, sour, bitter, salty,
tangy and so on?
5. Listen to them as you eat. What kinds of noises
or sounds do they make as you eat them?
• Now, using the guidelines, above, write about
your experience of eating lunch, comparing and
contrasting the different food items by writing
about the similarities and differences in the way
they look, feel, smell, taste and sound.
B. Developing ideas using the five 'Ws' and "How'
Example: Write "The most exciting holiday trip
I ever experienced" on the chalkboard as a basic
idea for a story. Ask your pupils how they might
build a story from this initial idea. Walk them
through this process by writing the following:-
WHAT? What did you expect from this experience?
WHEN? When did it take place?
WHO? Who are the different people in this story?
WHY? Why did you go on this holiday trip? /Why
did you decide to have this experience?
HOW? How was the experience? How did the trip
N.B. Let your pupils put these sentences together in
a paragraph then create a good opening sentence as
well as a good closing one to complete your para-
Practice Exercise #1
Now, using the five 'Ws' and 'How' develop at
least two (2) of the following topics in a similar
(a) My favorite holiday period.
(b) My most interesting, close friend.
(c) One of the most important and exciting things in
(d) A family outing.
Practice Exercise #2
In this exercise we try to add interest to a group of
In the following set of sentences:
(a) Change sentence 1 to an exclamation sentence.
(b) Change sentence 3 to a question.
(c) Change sentence 5 to an exclamation
Make these changes and write the sentences in
paragraph form. Give the paragraph a title.
1. "The Saturdays" is an interesting book.
2. Each child in the family was given a small al-
3. They wondered what they should do with it.
4. The children decided to put their money together.
5. Then they could have really big adventures.
6. Saturday was the day chosen for the big adven-
C. USING EFFECTIVE ACTION WORDS
You can make your writing more appealing and
visual by also using suitable action words or
verbs. Action words give sentences different
meanings. How, for example, does the action
word in each of the following sentences change
the meaning of the sentence? (Notice that the
action words are printed in italics.)
1. The ball went across the field.
2. The ball sailed across the field.
3. The ball bounced across the field.
4. The ball rolled across the field.
5. The ball
across the field.
Exercise #1: (Oral) What better action words or
verbs can you use in place of those that are
underlined in the sentences below? Read your new
(1). The squirrel ran up the tree. (2). A cat walked
after him. (3). The dry branch shook with the weight
(4). All three fell down with a thud. (5). Up got the
cat. (6). Thewild chase started again.
Exercise #2: Choose at least one word from each of
the columns below. Use the two or more words in an
interesting sentence. Underline the verb or action
word in each sentence.
Sample: (The first one is done for you):- "We
welcomed the moon light as we chased some
huge blue crabs along the beach."
Exercise #3: Choose three verbs or action words
from the following story and use each one in a good
sentence of your own.
I struggled on my way to the playground, this after-
noon. My enemy, the wind, battered and tore at me.
He caught my breath and snatched my cap from me.
Continued on next page
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