LINEBARGER, SUZANNE. 2001. "Tensing Up: Moving From Fluency to Flair." The Quarterly (23) 3.
16. Encourage descriptive writing by focusing on the sounds of words.
Ray Skjelbred, middle school teacher at Marin Country Day School, wants his seventh grade students to listen to language. He wants to begin to train their ears by asking them to make lists of wonderful sounding words. "This is strictly a listening game," says Skjelbred. "They shouldn't write lunch just because they're hungry." When the collective list is assembled, Skjelbred asks students to make sentences from some of the words they've collected. They may use their own words, borrow from other contributors, add other words as necessary, and change word forms.
Among the words on one student's list: tumble, detergent, sift, bubble, syllable, creep, erupt, and volcano. The student writes:
A man loads his laundry into the tumbling washer, the detergent sifting through the bubbling water.
The syllables creep through her teeth.
The fog erupts like a volcano in the dust.
"Unexpected words can go together, creating amazing images," says Skjelbred.
SKJELBRED, RAY. 1997. "Sound and Sense: Grammar, Poetry, and Creative Language." The Quarterly (19) 4.
17. Require written response to peers' writing.
Kathleen O'Shaughnessy, co-director of the National Writing Project of Acadiana (Louisiana), asks her middle school students to respond to each others' writing on Post-it Notes. Students attach their comments to a piece of writing under consideration.
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