Category Archives: adding details

Let students learn from other students’ writing

Students love to read what other students have written, especially if everyone is writing about the same thing and if everyone is the same age.  Students are immediately engaged, checking to see how their peers handle the same writing assignment as themselves.

For example, I have asked elementary students to read the textless picture book Flora and the Penguin by Molly Idle.  Then I have asked them to analyze the table below.  It contains student-written versions of parts of the Flora story.

Linda Marion Nancy
One day there was a girl On a cold winter day a girl Once upon a time Flora
There was a penguin who wanted to play with her. When a penguin poked its beak out of the water A penguin named Steve put his body in the water.
They started to dance while ice skating.  They did more and more ice skating until they were tired. They skated this way and that way. They skated and danced together.  They jumped and twirled.  They slid across the ice.
When the penguin saw a fish, he jumped in the water. The penguin smelled a school of fish. Steve poked his head in the water.  Flora said, “What are you doing?”  Steve disappeared.
When he came out he had a fish in his mouth.  Then the penguin gave it to her as a present. The penguin came back with a fish in her mouth.  Flora was outraged.  The penguin gave the fish to Flora. Steve got a fish.  He gave it to Flora as a present.  Flora thought the fish was disgusting.
She threw it back in the water. She threw it back in the water. So, she threw it back in the water.
Before she left, she put her [shoe]lace in the water and tried to get a fish.  So, she kept on pulling until she got a fish. Flora felt sorry for the penguin, so she took off one of the lacings on her skates.  She dipped it in the water so she could get a fish for the penguin.  The two of them pulled as hard as they could and out came a fish. She took her [shoe]lace out.  She put it in the water just like a fishing net.  A fish approached.  They both tugged and tugged and tugged and tugged on the lace.  They caught the fish.
The fish got eaten by the penguin. They started skating and they were happy. They started skating all over again.

Usually when  students analyze the writing of other students, they recognize when it is good.  They note that “This version has dialog” or “This version tells that it’s morning.”  Analyzing the writing in the table above, one second grader said he like the “tugged and tugged and tugged and tugged” part because it shows how hard it was to catch a fish.  Another said she liked “They skated and danced together.  They jumped and twirled.  They slid across the ice.” because it showed different kinds of play.

Students are surprised to see that some second graders write better than some fifth graders.  We discuss what the second graders do that the fifth graders don’t.  “More details.”  “Different ways to start sentences.”  “More interesting verbs.”

Help your students become better writers by exposing them to the writing of other students.  Encourage them to analyze why some writing is better than others.  Take a simple scene such as a girl and a penguin sliding across ice and ask students to describe it.  Then share responses and discuss what is good about them.

As they say, good writing is not rocket science.  Mostly it’s revising.

Three qualities of Tolstoy’s writing you can use to improve your own

I am always hunting for information on how to write better.  Most of what I find I’ve found before.  But occasionally I find new insights, as I did last week when I read a biography of the Russian novelist Leo Tolstoy by A. N. Wilson.

Tolstoy is considered a literary genius based on his two most famous novels, War and Peace (published serially beginning in 1865), and Anna Karenina (1875).  I learned three important ideas to improve my writing from reading Wilson’s biography.

First, Tolstoy’s stories contain “hardly an incident, conversation or character” that is not autobiographical, according to Wilson.  War and Peace “evolved out of Tolstoy’s purely private preoccupations and fantasies with his own family.” “Almost every particle of War and Peace bears a relation to something in Tolstoy’s personal experience.”

His epic story of Napoleon’s invasion of Russia centers on the Rostovs, a family based on his wife’s real family, the Bers.  The animated Natasha Rostov is based on the personality of Tolstoy’s young sister-in-law, Tatyana Bers.  When Tolstoy’s wife, Sofya, was pregnant and unwell, Tolstoy took Tatyana to a ball. Their experience becomes the famous ball scene in which Natasha dances with Prince Andrey.  Princess Marya’s isolated existence in the countryside is based on Tolstoy’s mother’s and wife’s lives, one imagined and one observed.  His own life as a soldier in the Crimean War became the basis for the Nikolay Rostov’s fighting Napoleon.

Second, Tolstoy’s characters are so believable because he knew most of them intimately as real people.  While writing, he infused himself into their souls as he brought them to life.  He became each character as he wrote, finding aspects of each character that we, the readers, can sympathize with.  Each character “is imagined with all the intensity of Tolstoy’s being.  He is each character.”

Tolstoy took people born a generation or more after the events of 1812 and transposed their ages and relationships.  The characters were so true to life that his family recognized themselves as they read the pages of the novel.

He also used his eye for telling details to make his characters believable.  For example, Princes Marya practiced “a Dusek sonata, the difficult passages repeated twenty times.”  The Rostov carriage “dove down the straw-laid street.”  Jealous Sonya “turned pale, then red, and tried as hard as she cold to hear what Nikolai and Julie were saying to each other.”

Third, Tolstoy focuses on scenes, not on plot or historical accuracy.  In Anna Karenina, the first part of the story moves from one scene to another:  Stiva’s half-hearted regret for his affair with the French governess, Levin’s club dinner with Stiva, Levin’s meeting with Kitty at the ice skating rink, Anna’s arrival at the Moscow train station where she meets Vronsky, the home party where Kitty refuses Levin’s proposal, the dance where Kitty realizes Vronsky is in love with Anna, the snowy train scene where Anna is agitated by memories of Vronsky.  Each scene contains one essential quality:  the forward thrust of life.  These scenes are like short stories strung loosely together by the actions of repeating characters.

Of course, analyzing a great writer, and understanding what makes his or her writing great, does not guarantee that a writer will write well.  I have heard some people advise to hand write, word for word, a paragraph of a great writer, and then to substitute words to make your own writing great.

A much better idea, I think, is to look at these three qualities of Tolstoy’s writing and incorporate them into your own fiction.  Base characters on people you know well.  Describe them as completely as you can, warts and all.  And show them off in scenes where they live fully.

Add these two mysteries to your reading bucket list

As a tutor, one way I help students is to read the books they are required to read in school.  Then we discuss and write about those books.  The student learns more about the books this way, I can develop writing topics for my students, and I can analyze gems to help me be a better writer.  Win–win–win.

Detective with a magnifying glass inspecting a newspaper.During the past week to help an eighth grader, I reread The Murder of Roger Ackroyd by Agatha Christie.  In 2013 the Crime Writers’ Association in Britain named it the best crime novel ever, in part because it “contains one of the most celebrated plot twists in crime writing history.”  A similar group in the US named it number 13.

At the same time, for my own reading pleasure, I reread The Big Sleep  by Raymond Chandler.  In 1999, it was voted 96th of Le Monde‘s “100 Books of the Century.” It was included in Time magazine’s List of the 100 Best Novels” in 2005.

I like both books, but for different reasons.

I reread the Christie book to find out how she was able to hide the identity of the murderer until the last pages while having that character front and center throughout the telling of the story.  She gives subtle clues but on the whole stuns readers with the book’s ending.  Christie said she wrote this book to see if she could succeed at this twist in a plot line.  She did, brilliantly, though her characters, except for her debuting detective, Hercule Poirot, are easily forgotten.

I reread the Chandler book not remembering who the murderer is or even caring.  I read to enjoy the author’s style.  Detective Philip Marlow’s character, especially his sense of humor, is developed deliciously.  The author’s descriptions of settings are meticulous, each seeming to be a metaphor of the characters who inhabit them.  Tiny details like the doctor writing on a pad with attached carbon paper date the story, while other details like “a smile as wide as Wilshire Boulevard” anchor the story in Los Angeles.

Writers can learn from both authors.

From Christie we can learn how to plot a novel, especially a crime mystery.  We can learn to include light-heartedness—in the form of the narrator’s chatty sister, Caroline—in what otherwise is a humorless story.  We can learn that pivotal details must seem organic to the story, not pulled out of a magician’s hat, unlike the explanation for who made a crucial phone call to the doctor on the night of the murder.

From Chandler we can learn how to develop memorable, quirky characters.  We can learn how to write metaphors and similes which reveal character but which are also in keeping with the personality of the person thinking them.  We can learn to use witty, flirting dialog.  We can learn how to make a setting—in this case 1930s LA—almost a character.

Since Chandler’s novels rely on sex in their plots and in their chauvinistic development of women characters, his books might not be suitable for eighth graders.  Christie’s, on the other hand, are suitable for almost all ages.  If you have a bucket list of books to read—for pleasure or to hone your craft—add The Murder of Roger Ackroyd and The Big Sleep to the top.  You will thank me.

13 writing tips

The father of one of my students asked me if I could provide his son with a short guide his son could keep near his computer and use while writing.  Here it my suggestion.

Create a detailed prewriting organizer before you write.  Use it.

Make sure you follow directions if you are writing a response.  Cite?  Paraphrase?  Summarize?  Analyze?  Two instances?  Three?

Write the thesis sentence first before you write any other sentence if you are writing an essay.

Decide who your main character is and the problem he or she will face before you write your first sentence if you are writing a narrative.

Read your first draft aloud.  Does every sentence make sense?  Do you follow your organizer?  If something is missing, include it.  If something is irrelevant, delete it.

Make sure every body paragraph supports the thesis of your essay.

Make sure every action moves the main character closer to solving his or her problem in your narrative.

Identify weak or overused verbs and replace them with specific verbs.

Identify and vary sentence structures.  Especially include complicated simple sentences and complex sentences.

Show, don’t tell.  If you are concluding, you are telling.

Search for your typical grammar mistakes and fix them.

Add more precise details such as names, numbers, dates, locations, direct quotes, dialog, examples, thoughts, precise descriptions and sensory information.

Do revise.  First drafts are seldom good enough.

Where should a student start an essay?

If you are teaching children essay writing, at which point do you tell students to begin their writing?  With the hook?  With the introduction?  With the thesis?  Somewhere else?

Lately when my students start to write essays, I tell them to skip over the introduction completely for now except for its last sentence, the thesis.  That is where I tell them to begin.

Then I tell them to write the topic sentences of the body paragraphs.  After that, I tell them to fill in the body paragraphs with detailed sentences.  Then, after the student knows the contents of the body, I tell students to write their introductions at the top of one page and their conclusions at the bottom of that page, so the students can see them both together.

The first draft of an essay is put together something like this (after the student writes an organizer):

  • The thesis is written at the top of the notebook paper or computer document.
  • Under it is written the first body paragraph topic sentence. About 2/3 of the way down the notebook paper is written the second body paragraph topic sentence.  On the back top is written the third body paragraph topic sentence.  Half way down is written the fourth, if there is a fourth.  If the student is using a computer, these sentences can be written one beneath the other since inserting more material is easy.
  • At this point, I ask the students to check to see if each topic sentence supports the thesis. If not, this is the time to make it work.
  • Next, the students fill in the body paragraphs with details from their prewriting organizer, making sure that each detail supports the paragraph topic sentence.
  • Finally, on a separate notebook paper (or at the top of the essay), students compose the introduction with or without a hook.  Below it, the student composes the conclusion, trying as much as possible, to pick up some thread mentioned in the introduction.  If the student is using a computer, the student can move the conclusion to the end once he or she has compared it to the introduction.

At this point students can type a rough draft if they have worked on notebook paper, assembling the paragraphs in the correct order.  Once the essay is on computer, they can revise.

Students tell me that at school they are told to start writing essays with the hook.  I tell my students to skip right over that.  Why?  What I am looking for is not creativity but logic, the logic of topic sentences which support a thesis and paragraph details which support the topic sentences.  That is the meat of an essay, and that is what I see missing in students’ essays these days.  When that logic is established, the student can work on a creative (or not) introduction and a conclusion which dovetails with that introduction.