Lessons for Writing Memorable Words
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Lessons for Writing Memorable Words
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"Memorable writing is like tape: it sticks with you and seals the gaps between the writer's and reader's minds."
 
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This handout will challenge students in grades 5-8 to put into practice the writing teacher's reminder to "Show, don't tell." Students will build, in layers (guided by the format of the handout) a character with details that simultaneously reveal
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"Show, don't tell!" Those oft-repeated words drive detail-oriented writing in all genres. Not only is "showing" writing more memorable, but it also gives credit to one's readers that they have sufficient interpretive skills to figure out what
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This easy-to-use checklist is a TIME-SAVER FOR TEACHERS and a PRACTICAL TOOL TO EMPOWER SELF- AND PEER-EDITORS for meaningful revisions. Students can reuse this valuable reference for everything they write, no matter the genre. Focusing the
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Students in grades 5 through 10 can be enriched by this lesson that explores how altering tone via careful word choices can alter the reader's experience. The tone of one’s written words, like spoken words, affects how we communicate with others.
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What better way to teach showing, not telling, in all genres of writing than to focus kids' attention on how to "show" in essay responses about PICTURE BOOKS--the epitome of the show-don't-tell style! Additional book needed: The Man with the
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Spin-doctoring, the purposeful twisting of words to manipulate nonfiction readers, can create dangerous propaganda for minds unaccustomed to critical analysis of word choices. We must teach 6th- through 9th-grade students to read critically and be
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The student will emulate a free-verse poem about how another person sees him/her, as conveyed via vivid images through that person's point-of-view. Evoking empathy as well as poetic skills, this lesson will elicit thoughtful words and insights while
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Students will write a SHORT ESSAY RESPONSE that establishes a clearly and strongly stated opinion (thesis) related to the theme of the poem, followed by illustrative examples from the text, explanatory and interpretive commentary, and a broader
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This handout for students in grades 5-8 will introduce, or enhance previous knowledge of, figurative language techniques. Rather than defining the terms covered in this lesson, I have exemplified them. Based on the verbal illustrations of each
Grades:
5th, 6th, 7th, 8th
Types:
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Young writers often write fictional characters as superficially described puppets for plots, without delving into the personalities, psychological profiles, and interrelationships that make a character come to life. This lesson focuses on developing
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Numerous, multi-faceted creative writing prompts designed specifically to evoke introspection by teen writers via timely, "hot button" topics. Each prompt requires exploration through multiple drafts of a single scene expressed via different
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This handout for students in grades 5-8 will introduce, or enhance previous knowledge of, figurative language techniques. Rather than defining the terms covered in this lesson, I have exemplified them. Based on the verbal illustrations of each
Grades:
5th, 6th, 7th, 8th
Types:
$5.00
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Digital Download PDF (0.22 MB)
This four-part, cooperative series of writing lessons/exercises, titled "Exploring Ethical Dilemmas by Writing Realistic Fictional Scenes," is for students ages 12 and up. Expository essay writing is also part of this series. In Part One, students
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This 3-part ready-to-use handout/lesson begins with a song's lyrics, "If Everyone Lived Like the Tree," presenting the tree as a metaphorical role model for humans. Links to the actual music are provided if you wish to teach the song as a lead-in to
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This organizer should be copied and distributed at the beginning of the year in every Language Arts class, to be used as a year-round reference. It is the synthesis of over 20 years of preliminary checklists I've composed to help students, from 5th
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"Writing with D.A.D. and M.O.M.: Memorable Techniques for Memorable Writing," by Susan L. Lipson, introduces an easy-to-remember, easy-to-teach pair of acronyms that will guide writers, from age 8 to 18, to create "showing," not "telling," writing.
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Analysis of word choices, inferences and implications of character development in descriptive fiction writing is a vital part of critical thinking. This multi-day, multi-level, multi-genre series of interactive lessons--presented via a five-page
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TEACHING EXPERIENCE

Since 1997, I have taught weekly private writing workshops and tutorials, and school-site workshops. I also coach teens on writing their college essays. My clients come to me via referral from teachers and parents of current students. I also lead occasional teacher-training sessions on writing. The release of my first novel, KNOCK ON WOOD, in 2000, launched a few years of Author Visits and subsequent writing workshop series in many local schools. I have taught GATE writing enrichment programs at a number of schools, have presented for the Association of San Diego Educators of the Gifted (twice), have conducted workshops at Barnes & Noble stores for writers of all ages, and have presented at Educators' Nights at B&N, too. My second book, WRITING SUCCESS THROUGH POETRY, a writing instruction book from Prufrock Press (2006), features my own poetry as prompts for writing in all genres. AN e-book version of my first MG novel is titled The Secret in the Wood, available through Amazon. I have also worked as a literary agent, a magazine editor, a free-lance writer/editor, a children's encyclopedia editor, a book doctor, a writing coach, and a bookseller. I am currently writing novels for children, in addition to teaching and sharing lessons here. I also write two blogs, one about the art of writing (for writers and poetry lovers), and one about the teaching of writing: www.susanllipsonwritingteacher.blogspot.com.

MY TEACHING STYLE

I lead engaging, interactive, process-oriented writing workshops designed to inspire awe for the power of words and awesome, powerful writing. Revision is the key to word power--a key turned by the reactions and suggestions from one's readers. My prompts are tightly focused, not overly broad, to evoke meaningful, natural responses and develop specific writing skills.I often use poetry as prompts because I believe that poems often cultivate critical thinking skills better than any other form of literature. Poetry calls our attention to the power of individual word choices far more often than prose does. My lessons feature multi-level extension exercises to accommodate the various skill levels and interests among young writers. I believe that to teach writing effectively, teachers must respond first to the substance of a work with comments or questions pertaining to the student's message or imagery, etc. Responding to the words themselves, rather than the way they are written (in terms of format, spelling, punctuation, grammar, etc.), will make writing assignments feel meaningful--like a means of communication, not just a means to a grade.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

I earned my B.A. degree in English and Communications (summa cum laude), and then my K-8 Teaching Credential from The University of Michigan. I have attended many professional writing and editing courses at educational conferences.

ADDITIONAL BIOGRAPHICAL INFORMATION

I do occasional free-lance editing for other authors, and I write two blogs (please visit and subscribe!): www.susanllipson.blogspot.com www.susanllipsonwritingteacher.blogspot.com. My author-teacher website: www.author-teachersusanllipson.com

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