Transcript Show, Don`t Tell

Show, Don’t Tell!
WRITING MINILESSON
STRATEGIES TO SHOW
 describe the character’s actions rather than
just saying how he or she feels.
Mark was frustrated with the grade he got on
his test.
TELLS
Holding his graded test in his hands,
Mark groaned audibly and buried his
head in his hands.
SHOWS
STRATEGIES TO SHOW
use action verbs.
Lydia was crying. LINKING VERB
Tears streamed from Lydia’s
eyes. ACTION VERB!
STRATEGIES TO SHOW
use similes and metaphors.
The boy ran fast.
Action verb…but still tells!
With cheetah-like speed, the boy
blew by his competition.
STRATEGIES TO SHOW
use dialogue.
She was excited when he asked her to
homecoming. TELLS
“AHHHH!!” Elizabeth squealed with
excitement as Matt walked away after
asking her to be his date to the dance.
STRATEGIES TO SHOW
Use sensory details! Appeal to some
of the five senses to paint a picture of
what is happening. Her eyes darted around the
Smell
Sight
Touch
Taste
Sound
carnival as she tried to take in
the flashing lights. Screams from
kids on the tilt-o-whirl blocked out
her previous thoughts of finding a
deep fried twinkie, whose sweet
aroma tempted her despite the
dripping oil that would inevitably
accompany it.
SHOW, DON’T TELL
The girl cried a lot.
Describe the picture that this sentence paints
in your mind.
What words could we use instead of girl? What
are more specific words that mean cry?
How else can we say a lot?
Example: The teenager threw
herself on her bed and sobbed into
her pillow until she fell asleep.
LET’S TRY IT…
The little girl looked in
the window.
LET’S TRY IT…
As her nose pressed
against the window, the
glass fogged with her
breath.
YOUR TURN—IN YOUR NOTES, CHANGE
THESE FROM TELLING TO SHOWING!
The students decorated the halls.
He climbed the fence.
I danced to the music.
She was happy.
The scent of cookies was in the
kitchen.