Create the Atmosphere
Your teacher will tell you what type of atmosphere you are to create through careful word
choice. You can put a word or a phrase in any of the spaces where it makes sense.
The View
Gretchen stared
out of the
The
fields lay
window.
and
. The
sunshine filtered through the clouds and the
leaves
were like
on the ground. She could make out the
park in the distance with the swings
play
in the wind.
Create the Atmosphere
Your teacher will tell you what type of atmosphere you are to create through careful word
choice. You can put a word or a phrase in any of the spaces where it makes sense.
The Lighthouse
The
lighthouse stood
Its light
, the
into a room full of
the
seaweed
and
stairs led upwards
chairs and
sea
books. Outside,
into the rocks below, seagulls
the
.
beach.
and
FACT AND OPINION
A fact is a statement that can be tested by experimentation, observation, or research and shown
to be true or untrue.
An opinion is a person’s belief, feeling, or judgment about something. It is a subjective or value
judgment, and it cannot be proven.
A writer may use factual statements to support his or her opinions. Opinion statements may
occur even in what seems to be strictly factual material. A reader should look for words that are
clues to statements of opinion.
Words such as
perhaps
sometimes
probably
often
indicate the possibility of opinions.
Words such as
EXERCISE 1:
I feel
I think
I believe
clearly point out that an opinion is being expressed.
Write F on the line in front of each factual statement.
1.
Harry S. Truman was a president of the United States.
2.
Truman was one of the best presidents the United States has had.
3.
Movies are generally more interesting than books.
4.
The unemployment rate in the U.S. today is higher than it was in1935.
5.
Non-poisonous snakes make delightful pets.
6.
Business sets outrageously high prices on its products.
7.
Time is a better magazine than Newsweek.
8.
The junior college is a better place to attend school for the first two years than is a
university or a 4-year college.
9.
In Arizona, smoking in public places is against the law.
10.
Nicotine in cigarette smoke makes the heart beat faster
11.
Gold was discovered in California in 1848.
12.
Charles Dickens’ fascinating novel A Tale of Two Cities was published in 1840.
13.
Israel and Egypt will never have a permanent peace settlement.
14.
There is currently a shortage of science teachers in the state of Florida.
15.
In 1970, over 30,000 children were enrolled in day-care programs in Miami-Dade
County.
.
FACT AND OPINION
EXERCISE II:
Write F on the line in front of each factual statement;
write O for each statement of opinion.
1.
Hawaii is in the Pacific Ocean.
2.
The Krakatoa volcanic eruption was heard 1900 miles away.
3.
Only law enforcement officers should carry guns.
4.
Many private schools today provide a superior education to boys and girls.
5.
A family physician can provide most of the medical services which a family requires.
6.
7.
Medsker discovered that 4-year colleges draw about ¾ of their freshmen from the upper
40% of the high school graduating classes.
On the average, U.S. males can expect to live 7 years less than U.S. females.
8.
Reader’s Digest is America’s most popular magazine.
9.
Yosemite National Park is the oldest national park in the nation.
10.
Most TV commercials today are misleading and silly.
11.
The mayor was elected by an overwhelming majority.
12.
A majority of all restaurants employ male chefs.
13.
The earthquake was the largest ever recorded on the Richter Scale.
14.
More federal subsidies are needed for small businesses.
FACT AND OPINION
EXERCISE III:
Mark statements of fact with an F and statements of opinion with an O.
1. In 1924, the Model T Ford could be purchased for $290.
2. The Model T was the most important invention of the first half of the century.
3. By the end of this century, electric cars will be in common use.
4. Couples should be acquainted for at least a year before getting married.
5. Joining the Army is the best way to learn job skill.
6. No symbol elicits fear as does the swastika.
7. The core of a pencil is made of graphite and clay, not lead.
8. It’s better to plant masses of flowers all in one color than in two or three colors.
9. The equator is 24,901.55 miles long.
10. It’s never too early to teach children how to behave.
EXERCISE IV:
Some of the following sentences state facts, and some express opinions. Some of the sentences
include both facts and opinions. Mark statements of fact with an F, statements
of opinion with an O, and statements of fact and opinion with F + O.
1. Nothing is better for a stomachache than red clover tea.
2. Every cook needs to become familiar with basil, which is a member of the mint family.
3. In laboratory experiments, peppermint extracts have counteracted some viruses in test tubes.
4. Wearing neckties is a ridiculous habit since it serves no worthwhile purpose.
5. My father bought a remnant of silk for a dollar and made it into a tie.
6. Bowties can be bought permanently tied, but the untied type is classier.
7. The first television commercial, for a Bulova watch, was broadcast in 1941.
8. Children should not be allowed to watch more than an hour of television a day.
9. Johnny Carson, the greatest talk show host of them all, became host of The Tonight Show in 1962.
10. Watching sports events in person is better than watching them on TV.
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Developing Elaboration
with showing sentences.
Show, Don't Tell
Writing Packet
“Show, Don’t Tell” is an important rule when it comes to writing your story, it is the magic
technique that breathes life and energy into any story.
The single best piece of advice you can receive to become a good writer is "Don't tell me,
show me." Don't tell me the character is angry; show me that the character is angry. Don't tell
me that the character had a good time at the party; show me how the character had a good
time.
This is The First Rule of Writing
Show, Don't Tell. Yeah, that sounds easy, but what, exactly, does show mean?
Show, don’t tell – Show, don’t tell – Show, don’t tell…
It’s a phrase that writing teachers throw at their students – but do they really get it?
It’s important to understand the profound difference between showing and telling in your
writing.
Telling sentences tell us something. They give information but it is general, non‐specific, and
often vague. They don’t involve the reader. Telling sentences are written in a dull and lifeless
manner. You leave out the action, emotion, and sensory detail—all the vital ingredients that
make the reader believe in your story. "Telling" is a way of communicating facts to the reader—
the wrong way. The right way is to "show" information through the use of action, dialogue, and
the five senses. (If you’re still confused, please read on and let me "show" you what I mean.)
Imagine yourself in a darkened movie theater. All of a sudden the screen goes black and you
can hear only the sound track—the dialogue and a few sound effects. How frustrated you’d be!
If the technician didn’t get the projector fixed fast, you’d get bored and leave. The same is true
for writing. If you fail to make the reader see your story, she’ll lose interest, put down the book,
and never pick it up again. If that reader happens to be the editor to whom you’ve submitted
your manuscript, then you’ve lost a sale.
Showing sentences show us – they describe the scenes and actions; they help us see by using
clear, specific details to create clear, strong pictures in our minds. Showing sentences
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dramatize the events of your plot. The reader experiences the story as if he’s right there,
participating in the story. In his imagination, he becomes the character. A showing sentence has
a different “sound” and “feeling” when you read it. Save
Look at the following examples:
1) First Example
Telling sentence: Jack was afraid.
Showing sentence: As the footsteps tapped closer and closer, Jack felt his stomach muscles
tighten. He flattened himself to the wall, the gritty bricks against his cheek. Sweat chilled his
palms. He used both hands to steady the gun.
______________________________________________________________________________
Notice in the "telling" sentence, we’re given information, but in a way that doesn’t involve us in
any scene. It’s as if we’re sitting in that movie theater, staring at a black screen and growing
increasingly annoyed by our inability to see what’s happening.
In the "showing" sentence, however, we live through the scene along with Jack. We hear the
tap of footsteps. We feel the tension in his stomach, the cold dampness of his hands, and the
grittiness of the brick. We see the gun in his shaking hands. We live his fear, rather than merely
being told of it.
And along the way, something miraculous happens: Jack becomes a real person. Even if he's the
bad guy, we can identify with him because we experience his fear, and fear is a universal
human emotion. We want to turn the page and find out what happens to Jack. This is the
power of "showing" instead of "telling."
So what is the secret to "showing" a scene? It’s beautifully simple. Use specific details.
Specific details breathe life into your story. They stimulate the reader's imagination so he can
project himself into the scene and become a part of it. By the way, watch out whenever you
name an emotion, such as Jack was afraid. It's lazy writing. The reader won't feel the emotional
impact. How much better it is to "show" the emotion through action, the five senses, and
dialogue.
2) Second Example
Telling sentence: Dave thought Brenda was acting secretive.
Showing sentence: Brenda slammed his dresser drawer shut and spun around, her hands
hidden behind her back. Her lips jerked into a stiff smile. "Dave! I‐I thought you wouldn't be
home until six o'clock."
Page |3
The "showing" example uses physical action, facial expression, and dialogue to convey the
same information as the "telling" sentence. But with "showing," we get a vivid picture. We
watch the scene as if it were playing on a movie screen.
So, "showing" makes a scene come alive through the use of details. So take a good, close look
at how you present your ideas and characters. All good books touch the reader on an emotional
level. You do so by giving proof to the reader—proof of how this character acts and reacts when
faced by problems. In other words, you "show" the reader why we should cheer for the
character or boo him. And hopefully, in the process, readers will find themselves drawn into the
story, unable to put the book down.
So now you have the idea, right? We need details. We need to know thoughts, feelings; we
need to see, hear, feel, smell and taste your story. Learn how to put details in your
writing. Did you ever wonder why you remember the characters in a book? Or what made a
story especially memorable? By combining many elements of writing, you can learn how to
write good stories and essays. You have to use the senses, avoid boring dialogue, and write
memorable descriptions.
3) Third Example
Telling sentence: Mary was a pretty girl, with blue eyes and blond hair.
Showing sentence: Mary's blue eyes glistened with joy, her blond hair bouncing with each step.
4) Fourth Example
Telling sentence: Molly is a wonderful person.
Showing sentence: Molly is always there when anyone needs her. She's the first to arrive with a
casserole when someone is sick, the first to send a note of encouragement to those who are
troubled, the first to offer a hug to anyone ‐‐ man, woman or child ‐‐ at anytime.
5) Fifth Example
Telling sentence: It was very dark inside.
Showing sentence: I held my hand in front of my eyes but couldn’t see its outline. The walls
were invisible and it was impossible to see the bottom of the steep stairs.
6) Sixth Example
Telling sentence: The pizza was delicious.
Showing sentence: Mushrooms and pepperoni sausage were layered thickly on top of one
another while the white mozzarella cheese bubbled over the bright red tomato sauce.
Page |4
7) Seven Example
Telling sentence: The house was haunted.
Showing sentence: The old house stood eerily abandoned on the hill, scaring everyone in the
neighborhood with creaking, breathing noises.
8) Eight Example
Telling sentence: Eating healthy is good for your body.
Showing sentence: The calcium in milk, cheese, yogurt, and other dairy products, the vitamins
in vegetables, and the protein in meal all help to keep our bodies strong and healthy.
9) Ninth Example
Telling sentence: I was really mad.
Showing sentence: I ran to the door, threw it open with a loud bang against the wall, and
yelled, “Get in this house right this minute! You are three hours late!”
10) Tenth Example
Telling sentence: Jim was so angry that Blair was afraid.
Showing sentence: Jim grabbed the front of Blair's shirt and slammed him into the wall. Blair
fought to breathe, his heart hammering.
11) Eleventh Example
Telling sentence: The weather was bad.
Showing sentence: A harsh wind whipped through the trees. Dark clouds poured buckets of
rain that overran the gutters and spilled onto the sidewalks.
DRAW the readers in; MAKE them a part of what is happening.
SHOW the scene, GET them involved, GIVE it a dramatic impact,
SHOW them what’s happening now or how things happened by
painting your narrative with words. USE figurative language
(similes and metaphors), dialogue and descriptive words.
Page |5
Student’s handout
WRITING
EXERCISES
Now you try it! Write a showing
sentence about each telling sentence.
1) Lisa is a spoiled child.
2) My mother/father is a wonderful
person.
3) She is a talented musician.
4) The party was great.
5) My mother bugs me.
6) He eats like a horse.
7) He looked guilty.
8) The child was a brat.
9) The abandoned house was scary.
10) School is boring.
11) My friend was angry.
12) My dog is cool.
13) She acted older than her age.
14) The trip was fun.
15) She changed.
16) A student’s life is hard.
17) The new student was lonely.
18) The substitute teacher was strange.
19) The class is terrific.
20) The car was old.
21) The date was romantic.
22) My grandmother looked sad.
23) She is creative.
24) The test was difficult.
25) The place was weird.
26) She has a fantastic personality.
27) I was embarrassed.
28) My room is a mess.
29) The food at the party was incredible.
30) The weather made me homesick.
31) The speaker got everyone’s
attention.
32) They lived happily ever after.
33) The streets were crowded.
34) The book was intriguing.
35) Camping is a rewarding experience.
36) The relationship changed.
37) The loss was devastating.
38) The climb was exhausting.
39) The concert was disappointing.
40) The living room was a warm, inviting
place.
41) The city was beautiful.
42) My friend was steaming mad.
43) The drive in the car was
uncomfortable.
44) I have a dream.
45) Those girls are snobs.
46) Reading is important.
Page |6
WRITING ASSIGNMENT – SHOW, DON’T TELL Grade: _____
Student’s name: ______________________________ Date: ___/___/___
Telling sentence # ____:
Showing Sentence:
Telling sentence # ____:
Showing Sentence:
Period: _______
Page |7
Telling sentence #____:
Showing Sentence:
Telling sentence #____:
Showing Sentence:
Name: ________________________________
Indirect Character Traits
Directions: Define the character trait. Then, write what a character showing that trait might do.
Example
Greedy
Definition: Unwilling to share, selfish.
Action: A greedy person wouldn’t share their chips, even if other people have shared with them before.
1. Ambitious
Definition:____________________________________________________________________________
What might an ambitious character do?_____________________________________________________
_____________________________________________________________________________________
2. Responsible
Definition:____________________________________________________________________________
What might a responsible character do? ____________________________________________________
_____________________________________________________________________________________
3. Envious
Definition:____________________________________________________________________________
What might a envious character do? _______________________________________________________
_____________________________________________________________________________________
4. Considerate
Definition:____________________________________________________________________________
What might a considerate character do? ____________________________________________________
_____________________________________________________________________________________
5. Strict
Definition:____________________________________________________________________________
What might a strict character do? _________________________________________________________
_____________________________________________________________________________________
6. Superstitious
Definition:____________________________________________________________________________
What might a superstitious character do? __________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
7. Efficient
Definition:____________________________________________________________________________
What might a efficient character do? ______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
8. Polite
Definition:____________________________________________________________________________
What might a polite character do? ________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
9. Suspicious
Definition:____________________________________________________________________________
What might a suspicious character do? _____________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
10. Cruel
Definition:____________________________________________________________________________
What might a cruel character do? _________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Tone and Mood
Watch out! Tone and mood are similar!!
Tone is the author’s attitude toward the writing (his characters, the situation) and the readers. A work of writing can
have more than one tone. An example of tone could be both serious and humorous. Tone is set by the setting, choice
of vocabulary and other details.
Mood is the general atmosphere created by the author’s words. It is the feeling the reader gets from reading those
words. It may be the same, or it may change from situation to situation.
Words That Describe Tone
Amused
Angry
Cheerful
Horror
Clear
Formal
Gloomy
Humorous
Informal
Ironic
Light
Matter-of-fact
Resigned
Optimistic
Pessimistic
Playful
Pompous
Sad
Serious
Suspicious
Witty
Words That Describe Mood
Fanciful
Frightening
Frustrating
Gloomy
Happy
Joyful
Melancholy
Mysterious
Romantic
Sentimental
Sorrowful
Suspenseful
Read more about it!
Authors set a TONE or MOOD in literature by conveying an emotion or emotions through words. The way a person feels
about an idea, event, or another person can be quickly determined through facial expressions, gestures and in the tone
of voice used.
MOOD: (sometimes called atmosphere) the overall feeling of the work
Mood is the emotions that you (the reader) feel while you are reading. Some literature makes you feel sad, others joyful,
still others, angry. The main purpose for some poems is to set a mood.
Writers use many devices to create mood, including images, dialogue, setting, and plot. Often a writer creates a mood
at the beginning of the story and continues it to the end. However, sometimes the mood changes because of the plot or
changes in characters.
Examples of MOODS include: suspenseful, joyful, depressing, excited, anxious, angry, sad, tense, lonely, suspicious,
frightened, disgusted
TONE: the way feelings are expressed
Tone is the attitude that an author takes toward the audience, the subject, or the character. Tone is conveyed through
the author's words and details. Use context clues to help determine the tone.
In literature an author sets the tone through words. The possible tones are as boundless as the number of possible
emotions a human being can have. Has anyone ever said to you, "Don't use that tone of voice with me?" Your tone can
change the meaning of what you say. Tone can turn a statement like, " You're a big help!" into a genuine compliment or
a cruel sarcastic remark. It depends on the context of the story.
IDENTIFYING TONE & MOOD
For each example identify the tone, what context clues are used to convey the tone, and the overall mood of the sentence.
1. Bouncing into the room, she lit up the vicinity with a joyous glow on her face as she told about her fiancé
and their wedding plans.
Tone _________________________________________________________________________________________________________
Context Clues __________________________________________________________________________________________________
Mood ________________________________________________________________________________________________________
2. She huddled in the corner, clutching her tattered blanket and shaking convulsively, as she feverishly
searched the room for the unknown dangers that awaited her.
Tone _________________________________________________________________________________________________________
Context Clues __________________________________________________________________________________________________
Mood ________________________________________________________________________________________________________
3. Bursting through the door, the flustered mother screamed uncontrollably at the innocent teacher who gave
her child an F.
Tone _________________________________________________________________________________________________________
Context Clues __________________________________________________________________________________________________
Mood ________________________________________________________________________________________________________
4. Drawing the attention of his classmates as well as his teacher, the student dared to experiment with his
professor’s intelligence by interrogating him about the Bible.
Tone _________________________________________________________________________________________________________
Context Clues __________________________________________________________________________________________________
Mood ________________________________________________________________________________________________________
5. He furtively glanced behind him, for hear of his imagined pursuers, then hurriedly walked on, jumping at the
slightest sound even of a leaf crackling under his own foot.
Tone _________________________________________________________________________________________________________
Context Clues __________________________________________________________________________________________________
Mood ________________________________________________________________________________________________________
6. Gently smiling, the mother tenderly tucked the covers up around the child’s neck, and carefully, quietly, left the
room making sure to leave a comforting ray of light shining through the opened door should the child wake.
Tone _________________________________________________________________________________________________________
Context Clues __________________________________________________________________________________________________
Mood ________________________________________________________________________________________________________
7. The laughing wind skipped through the village, teasing trees until they danced with anger and cajoling the
grass into fighting itself, blade slapping blade, as the silly dog with golfball eyes and flopping, slobbery tongue
bounded across the lawn.
Tone _________________________________________________________________________________________________________
Context Clues __________________________________________________________________________________________________
Mood ________________________________________________________________________________________________________