Introduction - Freewriting 1
Directions:
Write freely for five minutes. During that time you are to keep your pen or pencil moving forward, and although you may be tempted, try not to stop and reread what you've written. Write about whatever comes to mind. Don't worry about neatness or spelling or punctuation. Capture as many ideas as possible. If yu find an interesting idea write about that. If another interesting idea comes along, follow it. Let your writing flow wherever your mind leads. If you cannot think of anything to write, simply write over and over, "I can't think of anything to write," until another ideas comes along, and it will.
Write freely for five minutes. During that time you are to keep your pen or pencil moving forward, and although you may be tempted, try not to stop and reread what you've written. Write about whatever comes to mind. Don't worry about neatness or spelling or punctuation. Capture as many ideas as possible. If yu find an interesting idea write about that. If another interesting idea comes along, follow it. Let your writing flow wherever your mind leads. If you cannot think of anything to write, simply write over and over, "I can't think of anything to write," until another ideas comes along, and it will.
Writing Rituals - Freewriting 2
Directions:
Make two headings at the top of your paper/document "Good Writing Experiences" and "Bad Writing Experiences." List in each category as many instances from your own experience as you can recall.
Choose one of the ideas on your list. Write freely for ten minutes about a writing experience you have had. Try to focus on one memory. Don't stop to reread or edit. Remember, a first draft should be sloppy, should pay little attention to spelling or punctuation, and should contain no erasures. Let your freewriting help you discover new details in this memory.
Edit your freewriting quickly, making any changes necessary in order to read the aloud to the class.
Make two headings at the top of your paper/document "Good Writing Experiences" and "Bad Writing Experiences." List in each category as many instances from your own experience as you can recall.
Choose one of the ideas on your list. Write freely for ten minutes about a writing experience you have had. Try to focus on one memory. Don't stop to reread or edit. Remember, a first draft should be sloppy, should pay little attention to spelling or punctuation, and should contain no erasures. Let your freewriting help you discover new details in this memory.
Edit your freewriting quickly, making any changes necessary in order to read the aloud to the class.
Which Is the Better Writing?
Writing #1 It's not easy to be a teenager. There are a lot more problems and worries as you get older. For example, I have many more responsibilities, and the school work is tougher, too. I often look back on my childhood and wish I were young and carefree again. My cousin and I used to have happy times together. We were always investigating things and getting into trouble. Whenever I see him now, we remember the things we used to do and laugh a lot.
Charlie |
Writing #2 When my cousin, Scott, and I were little, we were always investigating things and getting into trouble. Once, when we were four, we were playing in the sand box. I found a big spider, five worms, and a potato bug. Scott made a house to keep them in while I showed my Aunt Ginny our family of bugs. She wouldn't even come over to me to look at them, so I went to see what Scott was up to. He had finished the house with some cardboard and sticks, and we sat down and talked for while.
I told him, " I wish I had some makeup just like my mom's." He replied, "I wish I could do something that no one else would do, so I could be called 'brave.'" Then Scott told me that they must make makeup out of worms, because when he broke one apart, red stuff came out. Well, that's when it hit me. I could use worms for makeup! I broke on apart and smeared it on my cheeks and lips. It worked well, but my lipstick tasted sour. Scott said, "You look pretty! Now, think of something I can do to be brave." I sat thinking for a few minutes and then I said, "I haven't heard of anybody eating a spider before. That would be brave, because I bet it really tastes icky." Scott thought about it for a while and finally he said, "O.K." I had to play Mommy again. I went and got a plate, fork, and napkin. Then I pretended to cook food. When it was all ready, I called, "Supper's ready." Scott came over and just looked for a long time. Then he picked up the mashed spider with a fork, put it in his mouth and swallowed it. He didn't even smile. He just said, "You overcooked it. It tastes yucky." We were like that when we were little. Now we just look back and laugh a lot. Denise |
Showing, Not Telling - Freewriting 3
Directions:
Choose one of these telling sentences.
Turn the telling sentence into effective showing paragraphs. Brainstorm a list of details before beginning.
Choose one of these telling sentences.
- It looked like a haunted house.
- This has been a bad winter.
- It was a friendly dog.
- The old man is lonely.
Turn the telling sentence into effective showing paragraphs. Brainstorm a list of details before beginning.
Expanding a Story - Freewriting 4
Directions:
Write the sentence, "He started up the sidewalk" at the top of you page/document. On the bottom of the page/document write, "Finally, he knocked on the door." For fifteen minutes, fill in the space between the sentences by expanding the story with facts and specific details.
Reread your writing and briefly edit.
Write the sentence, "He started up the sidewalk" at the top of you page/document. On the bottom of the page/document write, "Finally, he knocked on the door." For fifteen minutes, fill in the space between the sentences by expanding the story with facts and specific details.
Reread your writing and briefly edit.
Showing an Emotion - Freewriting 5
Directions:
Choose one word naming an emotion and write it at the top of a page/document.
Identify a type of person (e.g., young girl, elderly matron) and write these words alongside the word naming the emotion.
Brainstorm and list ways this person might behave while feeling this emotion.
Look over your brainstorming list. Now, without naming the emotion, write an eight- to ten-minute freewriting showing the actions and behavior of the person experiencing or feeling the emotion you have chosen. Show how this person should act.
Reread your freewriting and edit for clarity.
Choose one word naming an emotion and write it at the top of a page/document.
Identify a type of person (e.g., young girl, elderly matron) and write these words alongside the word naming the emotion.
Brainstorm and list ways this person might behave while feeling this emotion.
Look over your brainstorming list. Now, without naming the emotion, write an eight- to ten-minute freewriting showing the actions and behavior of the person experiencing or feeling the emotion you have chosen. Show how this person should act.
Reread your freewriting and edit for clarity.