Voice Through Punctuation

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In our study of mentor texts (most recently, the prologue to Michael Crichton’s Jurassic Park, the thirty-fourth chapter of J.K. Rowling’s Harry Potter and the Deathly Hallows, and James Ramsey Ullman’s “A Boy and a Man” from our Prentice-Hall literature textbook), we’ve paid attention to how the authors have used punctuation to bring out the emotion of what is happening on the page.  Hyphenated adjectives can add voice, dashes can add a sense of immediacy and urgency, colons can add dramatic emphasis, and ellipses can show hesitation or doubt.  Of course, these aren’t the only uses for these punctuation marks.  We’ve been playing with them in our writing over the past few weeks to see what more they can do for us.

Here are examples from student work that I collected in my classroom about six or seven years ago. These sentences were all taken from personal narratives written in response to the prompt “write about a moment you’ll always remember.”

Hyphenated Adjective

We weren’t just scared.  We were scared-out-of-our-wits scared. Shelby

We didn’t call our full-court, man-to-man, get-the-ball defense “Duracell” for nothing.  In our last game alone, we had created fifteen turnovers.Ryan

Dash

I was having the time of my life.  Something was bound to happen—something bad. –Jesse

Confused, I glanced at the clock.  It was only—wait—that couldn’t be!  Nine o’clock?!! –Annie

There were no birds singing, no plants swaying, no clouds moving—another breathless day. –Carly

Every minute—every second—was precious to me, because every instant we weren’t there was a moment he might die.  I don’t remember whether or not I cried.  It wasn’t important.  What was important was how much I needed him—how much I would miss him—how much I loved him. –Hetty

I was trapped. The towering oak which had once captured my imagination now held me prisoner in my own treehouse.  I yelled for my mom, for my dog—for anyone!  –Jaci

Colon

It was World War III:  older brother vs. younger sister.  There were pillows, books, even food being thrown.  Soon we were throwing ourselves at each other!  — Myles

I knew something then:  this dog needed me, and I needed him too. –Emmi

It was only later that I realized what I had accomplished:  not only had I broken my own record, but I had broken the all-time record! — Katy

Victory was mine:  I had decimated his army and captured his king in the most strategic and graceful game of chess I’d ever played.  — Clifton

Ellipsis

I felt strange…not good, not bad.  Only one thing was certain:  I had to make the best out of a sad situation—new house, new room, new things. –Mary

“Ummm…sure…I’ll do it,” I finally answered.  Oh my God, I thought…What did I just do?Jessie

“Hi, I…I’m Je…Jessica.”  My lips were paralyzed and my heart was pounding furiously.  Three hundred pairs of eyes were staring up at me, watching my every move. –Jessica

Students, use the comments to post examples of punctuation craft from your recent essays or blog posts.

Author’s Craft

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Show, don’t tell.

Use vivid verbs.

Paragraph for effect.

Create images that the reader can see, hear, and feel.

Open your writer’s toolbox: dialog, metaphor, simile, personification, ellipsis, dash, colon, sentence variety, repetition, inner thoughts, leads…

And more.

All good advice, but none of it as effective as it could be without models–mentor texts–to serve as guides for imitation and inspiration.

So in recent weeks, we’ve been reading Michael Crichton, James Herriott, J. K. Rowling, and more published authors to enjoy their work and the way their words made us feel, and to ask how they did it.  What choices did those writers make that were particularly effective, and could we do apply the same “brushstrokes” (thank you, Harry Noden) to our writing to achieve the effect we wanted?  Students were also encouraged to pay attention to the crafting in the books, articles, and posts they read outside of school and to ask the same questions:  What do I like about this?  How did the author do it?

I’m excited to see our attention to author’s craft showing up in student blog posts.   Read the following Flipboard magazines spotlighting our student writers…what craft lessons can you recognize in their work?

Word Play:  Fiction–Setting, Mood, and  Character

Word Play:  Expository and Personal Narrative

 

 

 

 

 

Reading, Writing, Thinking…

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Reading, writing, thinking…and thinking some more after more reading and writing.  What have we been up to?  Here’s a summary of the past few weeks:

  • Reading of The Hunger Games and Beowulf:  A New Telling, discussing not only what happened in the stories, but the “why?”  and the “how?” questions, too.   How did Suzanne Collins and Robert Nye craft their writing to show character  motivation and conflict, to create mood and advance plot, to  develop theme and make meaning?  What connections do we see between those stories and others that we know and love?  Students in periods 2 and 3 applied the connection between imagery, mood, and theme to create poems inspired by The Hunger Games.  You can see some of their work here and here.
  • Exploring our own voices through the varied assignments of our iEARN MindWorks Learning Circle project.  Our project partners from Belarus asked us to write about teen culture, and we sent them a fun collection of narrative and expository pieces sharing our take on young teen life.  Our partner class from Pakistan asked us to write about what students need to be psychologically healthy, and our responses included a poem as well as short essays and opinion pieces (more free time and less homework was a common theme!).  Our Russian friends live in a closed city, and they wanted to know about building and sustaining friendships over time and distance.  We wrote personal anecdotes, advice columns, and summaries of interviews with parents about their own long-term friendships.  When all the iEARN projects are published in January, Mrs. Schoch and I will post the link on our blogs!
  • Writing poetry for our own iEARN project.  Students from Pakistan, Indonesia, Russia, Romania, and Belarus are writing with us about family, home, and heritage.  You can see some of our own work here and here, and we have received the wonderful poems from Ms. Gorelova’s class in Russia and from Ms Mitrofanova’s class in Belarus.  Mrs. Schoch and I will have our students put together a collection of poems from all participating iEARN classes for January publication.  It promises to be a beautiful look at how much we all have in common even as we value our own unique roots and cultures.
  • Understanding phrases, clauses, compound sentences, complex sentences, and comma usage.  We learn the rules, look at models from published writing, and then practice in our own work.  We’re also paying attention to sentence fragments and how effective they can be.  Katniss’s voice would not have been the same without them…and Robert Nye used plenty of  fragments (and very short, simple sentences) in his new telling of Beowulf.
  • Studying Charles Dickens’ A Christmas Carol.  We’re learning to use the awesome Subtext tool to facilitate deeper reading and discussion.  Our narrator is the delightful Jim Dale–you can listen to him read a part of Stave One here.

What’s ahead?  More Christmas Carol reading, more Writer’s Notebook explorations, and of course, more blogging  :- )

Read Any Good Leads Lately?

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When I wake up, the other side of the bed is cold.  My fingers stretch out, seeking Prim’s warmth but finding only the rough canvas cover of the mattress.  She must have had bad dreams and climbed in with our mother.  Of course, she did. This was the day of the reaping.

                                                            –Suzanne Collins, The Hunger Games

 

The writer of an article, essay, story or book begins with a lead to draw the reader in–to make the reader want to read more.  Suzanne Collins opened her book with a lead that gave us information about the setting:  it was the day of the reaping, apparently a day that poor families had cause to dread.

In the comment section of this post, share an interesting lead to an article, essay, story or book you’ve read recently.  Be sure to include the author’s name and the title of the work.  See the first few comments for examples.  Try not to repeat a lead that has already been given.

Before posting, make sure you are logged in and that your profile is set to display your name with your three digit number.  I need to be able to tell who is in what class period so I can give you credit for your posts and comments this nine weeks!  Your name display setting is found under DASHBOARD–USERS–PROFILE–DISPLAY NAME PUBLICLY AS…

 

Image Credit:  The Hunger Games, Scholastic Press, 2008