Richie

Posted on 6/30/09

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Another trick is to eliminate "to-be" verbs: is, am, are, was, were,
be, being, and been. These over-used crutches replace vivid verbs and
keep the writer chained to the subject-verb-complement sentence
structure. Four problem-solving approaches with good examples as to
how to revise sentences with "to-be" verbs are found at
http://penningtonpublishing.com/blog/writing/how-to-eliminate-to-be-
verbs-in-writing/ On 6/22/09, Miss J wrote:
> On 1/30/09, mh wrote:
>> I teach vivid verbs by having each child bring in a picture of
>> their pet. If they don't have a pet, I provide magazine
>> pictures. Students get into groups and write down 15 verbs
>> that tell about their pet. Then we make a master list.
>> Afterwards the students make a poem about their pet
>>
>>
>>
>>
>> 1/24/09, mr. buxton wrote:
>>> On 11/04/08, 4th grade wrote:
>>>> I need some ideas on where to start.
>>>
>>> Try this. Also look at my non-fiction resources 'GRAAB
>>> and/or SSS' for advanced sentence construction
>
>
> I have done this with adjectives and verbs. I am sure it could be
> tweaked to do with nouns. For verb...On the board or chart paper
> write a verb. Student work individually or in small groups to
> come up with as many synonyms as possible. EX. Jump: leap, hop,
> bound, hurdle, etc. The group with the most synonyms gets a point
> (You don't have to keep score.) Students then write a short story
> using the list of verbs that was created, but can only you each
> word one time. The same for adjectives...list an adjective on
the
> board and think of as many synonyms...colors are fun to do! EX.
> Big: huge, gigantic, massive, large, monstrous, etc. Keep the
> lists around the classroom or in a binder/folder to reference
> during writing time.

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