Put muscle into your writing by using strong verbs
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- Cordelia Cameron Chapman
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1 Put muscle into your writing by using strong verbs Introduction VERBS are the ACTION WORDS of language. One way of making your writing more interesting is to use STRONG VERBS instead of neutral ones. Verbs such as walk and talk don t really help the reader to build a vivid mental picture of the action being performed; however, there are many other verbs you can use that explain the actions of walking and talking more effectively. Note to the teacher Select pupils to act out the following verbs. Ways of walking stroll stride shuffle prance plod amble toddle saunter pace Ways of talking babble chatter squeal gasp whisper murmur mutter drawl mumble doc Page 1 of 3
2 Development Note to the teacher Get pupils to write out the paragraphs below (also on the next sheet), replacing the underlined verbs with stronger verbs from the HELP SECTION. When they have done that, let them compare the two versions, so that they can see how the use of stronger verbs makes their writing more effective, e.g. using creaked instead of swung (8) involves our senses, helping us to imagine more clearly the eerie sound of the door opening. thatched roof and weeds covered (3) the garden. To hide the fear that went (4) through their bodies, the boys kept up a steady stream of chatter. With a show of bravado, they walked (5) through a gap in the wall and worked (6) through the tangle of weeds until they stood before the enormous front door. James raised his hand tentatively and pulled (7) on the handle. Slowly the door swung (8) open. quite sure what to make of it. Instead of the dust they expected to see covering (10) the floor, or the cobwebs they imagined would be hanging (11) from the ceiling, the room was spotlessly clean. As a final activity, pupils can fill the story out: How many boys are there? What are their names? Are the boys looking for the old house, or do they come upon it by accident? Do the boys explore the rest of the house? If so, in what condition do they find the other rooms? Why is the hall (even perhaps the rest of the house), so spotlessly clean? What is the outcome of the boys visit to the house? doc Page 2 of 3
3 thatched roof and weeds covered (3) the garden. To hide the fear that went (4) through their bodies, the boys kept up a steady stream of chatter. With a show of bravado, they walked (5) through a gap in the wall and worked (6) through the tangle of weeds until they stood before the enormous front door. James raised his hand tentatively and pulled (7) on the handle. Slowly the door swung (8) open. quite sure what to make of it. Instead of the dust they expected to see covering (10) the floor, or the cobwebs they imagined would be hanging (11) from the ceiling, the room was spotlessly clean. HELP SECTION Choose a strong verb from the following lists to replace the more neutral verbs in the passage. Perhaps you would like to add some of your own strong verbs to the lists. 1. SAW spotted/noticed/sighted 2. SHOWED gaped/yawned/glared 3. COVERED choked/blanketed/smothered 4. WENT quivered/thrilled/shivered 5. WALKED swaggered/strutted/sauntered 6. WORKED toiled/stumbled/struggled 7. PULLED dragged/tugged/yanked 8. SWUNG creaked/groaned/drifted 9. LOOKED gazed/stared/peered 10. COVERING caking/coating/carpeting 11. HANGING dangling/drooping/trailing doc Page 3 of 3
4 Put muscle into your writing by using strong verbs Introduction VERBS are the ACTION WORDS of language. To make your writing more interesting, use STRONG VERBS instead of neutral ones. Verbs like walk and talk are not very interesting. Try acting these! Ways of walking stroll stride shuffle prance plod amble toddle saunter pace Ways of talking babble chatter squeal gasp whisper murmur mutter drawl mumble Page 1 of 4
5 Development Ways of writing Note to the teacher Get pupils to write out the paragraphs below (also on the next sheet), replacing the underlined verbs with stronger verbs from the HELP SECTION. When they have done that, let them compare the two versions, so that they can see how the use of stronger verbs makes their writing more effective, e.g. using creaked instead of swung (8) involves our senses, helping us to imagine more clearly the eerie sound of the door opening. thatched roof and weeds covered (3) the garden. To hide the fear that went (4) through their bodies, the boys kept up a steady stream of chatter. With a show of bravado, they walked (5) through a gap in the wall and worked (6) through the tangle of weeds until they stood before the enormous front door. James raised his hand tentatively and pulled (7) on the handle. Slowly the door swung (8) open. quite sure what to make of it. Instead of the dust they expected to see covering (10) the floor, or the cobwebs they imagined would be hanging (11) from the ceiling, the room was spotlessly clean Page 2 of 4
6 thatched roof and weeds covered (3) the garden. To hide the fear that went (4) through their bodies, the boys kept up a steady stream of chatter. With a show of bravado, they walked (5) through a gap in the wall and worked (6) through the tangle of weeds until they stood before the enormous front door. James raised his hand tentatively and pulled (7) on the handle. Slowly the door swung (8) open. quite sure what to make of it. Instead of the dust they expected to see covering (10) the floor, or the cobwebs they imagined would be hanging (11) from the ceiling, the room was spotlessly clean Page 3 of 4
7 HELP SECTION Choose a strong verb from the following lists to replace the more neutral verbs in the passage. Perhaps you would like to add some of your own strong verbs to the lists. 12. SAW spotted / noticed / sighted 13. SHOWED gaped / yawned / glared 14. COVERED choked / blanketed / smothered 15. WENT quivered / thrilled / shivered 16. WALKED swaggered / strutted / sauntered 17. WORKED toiled / stumbled / struggled 18. PULLED dragged / tugged / yanked 19. SWUNG creaked / groaned / drifted 20. LOOKED gazed / stared / peered 21. COVERING caking / coating / carpeting 22. HANGING dangling / drooping / trailing Now make the story even more interesting. Answer the questions and put them in the story. 1. There were boys altogether (how many?) 2. Their names were 3. Were the boys looking for the old house, or do they come upon it by accident? The boys 4. Do the boys explore the rest of the house? 5. Why is the hall, (even perhaps the rest of the house), so spotlessly clean? 6. What happens next? Page 4 of 4
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Parable of The Prodigal Son Teacher Pep Talk: Children need to know that they are loved unconditionally. In fact, we all need to know it! In the Parable of the Prodigal Son, Jesus assures us that God will