1. SETTING (develop the time and place so the reader is there; make the scene come to life)
2. CHARACTER (begin revealing a person or thing important to the piece of writing so the reader can
see, feel, hear, and be next to that person or thing; let the reader know the character)
3. ACTION WORDS (a description dominated by verbs...put the reader in the action)
4. SURPRISE (set the reader up with what might be expected; then give the unusual...the twist..the
unexpected)
5. QUESTION (literally ask the reader something you, the writer, will answer...make the questions
something the reader CAN NOT easily answer or know...and develop the context for the questions.)
(Do not ever use a 4th grade simple question like, "Have you had been given a detention." ...and do
not follow such simple questions with a statement like, "Well, I have and let me explain.") Become a
more mature writer than such efforts would suggest!
6. QUOTATION (the use of a famous saying, cliché, or proverb that is connected to an essay's
subject matter or message that the writer will explain and connect)
7. DIALOGUE (conversation among characters that reveals an important moment in the context or
essay discussion; dialogue must be short and have impact that gets to the heart of the matter)
8. CREATE SUSPENSE (give clues which create mystery, sense of drama, and builds excitement)
9. ONOMATOPOEIA (the use of words that sound like the action that pull the reader into the
moment; a series of sounds devices that focuses the reader's attention)
10. HUMOR (create a situation that is funny...quirky...or ironic)
11. HINT (suggest ideas or images by giving the readers part of the information and intentionally
withholding other pieces of information; make the reader want to know what is going to happen)
12. INVITATION TO THE READER (ask readers to be or feel something so they put themselves in the
mood or moment; make the reader imagine being a character in the situation)
Examples:
The clock’s second hand methodically moves across the face counting 600 seconds. Does
counting the seconds help the minutes go faster? Eight eighth grades students take turns glancing at
the clock, about the math classroom, and at each other with sheepish grins. The room is quiet; the
hallways are quiet; all their classmates are in a noisy cafeteria socializing. The first week of the
eighth grade detention policy is underway. (setting)
“I didn’t do anything to deserve this detention,” she whispered.
“Miss, this is ten minutes of silence, please.”
“I….”
“Quiet, or you have a detention tomorrow as well.”
The eighth grade lunch detention hall is not intended to be a few moments of socialization
before moving on to lunch….. (dialogue)
The penny’s clatter and ping against the metal supports of the student’s desk at the back of the
room drew looks from almost every student. A quick hand covering his mouth hid Joe Smith’s grin.
The detention slip almost magically appeared on his desk within fifteen seconds complete with his
name and tomorrow’s date for the assigned lunch detention. His grin faded. (surprise)
Fred’s ADHD had been so much a part of him for so long he was no longer surprised when
someone said, “Hey, are you listening to me?” He knew he should use the techniques he had been
taught to focus, ignore distracting conversation about the classroom, and tune in to the class
assignment, but he just didn’t have the energy today to use those mental tools. His resigned facial
expression when he received the lunch detention slip for his tenth tardy indicated he had been down
this path before. (character)
If someone wanted to understand the problems faced by a student who is frequently tardy, he
would put himself in the shoes of a student who has never been organized, rarely is on time for any
class, and does not pay attention to explanations of class procedures or rules. He could imagine
having battled internal disorganization for most of his life and suffered the consequences of never
knowing what is expected of him. He could consider being a person who doesn’t really care about
other peoples’ time schedules. Then, he might consider how many detentions and other
consequences he would face in a school system that demands a minute-by-minute, hour-by-hour
time schedule. (invitation to the reader)
An old cliché argues, “spare the rod; spoil the child,” but school officials cannot employ corporal
or physical punishment any more. This variation on a Biblical verse suggests that if punishment is
withheld when young people violate rules, they will not learn self-discipline. When eighth grade
students break school or classroom rules, they should pay a fair penalty for misbehavior. Taking a
portion of a student’s lunch period is an appropriate consequence for repeated violation of classroom
rules. (quotation)
The slap of the detention slip on the student’s desk suggested the teacher was not playing
around. The crumple of the slip and the clang against the trash can indicated the student wanted to
play a “who is in charge of the classroom” game. The slap of a referral on the student’s desk seconds
later suggested the student hadn’t anticipated all of the rules of this game. The click and bang of
the door closing indicated the game was over, but no one won. (onomatopoeia)
A shadow fell over Fred’s left shoulder. His pen froze in mid stroke. He knew the gang symbols
on the page artistically rendered were not part of the essay assignment. The shadow remained still
and dark. A pen scratching on paper offered a familiar but dreaded sound. A hand reached over his
shoulder, lifted his artwork, and left an official form. (creating suspense)
When is a lunch detention an appropriate consequence for a classroom rule violation? Do such
detentions change inappropriate classroom behavior? Are lunch detentions fair consequences for
the entire eighth grade population? (question)
Quick steps in the hallway, the classroom door flung open, and a student body sliding into a
seat thirty seconds after the bell was apparent to every one in the class. The teacher, her back to
the door, continued writing on the board, waited for a few seconds of silence, and quietly spoke the
words every student knew were coming. (hint)
The student’s form looked official. The teacher’s eyebrows raised as he glanced at the lines and
the list of dates.
The student shrugged his shoulders and said, “You made the class rule.”
The teacher responsed, “I haven’t been tardy 3 times.”
Fred, the student, replied, “Yes, this is the third time you have come into the class from the
restroom late this six weeks. You are the one who said there were no excuses. So, the only fair
thing is that you have a ten minute lunch detention tomorrow.” (humor)
A paper was whizzed the length of the classroom striking Fred in the back of the head. The bell
rang, but every student froze at the teacher’s command. A finger pointed at the culprit, made a
curling motion, and the hand signaled everyone else could leave. Seconds later, a detention slip
passed from one hand to another. Nothing had to be said. (action words)
----------------------------------
WRITING TIPS FOR SCARY STORY WRITING (scary word list below)
(You are the builder of the story, so have a plan)
1.Beginning
A. Plan to catch reader's attention with a specific and effective lead type.
B. Begin the conflict between the victim and the threat or villain.
2. Middle
A. Make the reader live the events
B. Build the tension, suspense, and action with careful choices.
1. Put scary ideas in reader's head by making good language choices.
2. Use dialogue have character's talking or thinking inside one’s head.
3. Be descriptive by using vivid details.
3. End
A. Resolve the suspense or leave the reader hanging.
B. Whatever happens at the end is the result of the events in the middle.
Sometimes the tension is resolved; sometimes the reader is left with a pounding heart.
.
4. Show, Don't Tell!
tell show
She was glad to see me. She ran, arms open, to give me a bear-hug hello.
I was clumsy. I stumbled into the hall.
He was sloppy. He dragged his sleeve through the spaghetti sauce.
John had a cold. John coughed until his ribs ached. He wiped his
sore, scabbed nose for what seemed the millionth
time as he reached for another cough drop.
5. Description - Use the five senses: smells, tastes, touches, sights, and sounds:
See - scarlet, violet; grotesque, distorted Touch - hard, cold, coarse, rough
Smell - vomit, stench, stink, reek Sound - crunch, grind, smash, whip, harsh
Taste - bitter, vile, sour
6. Verbs are important. They actually help set the tone and are quite descriptive in a short story
Dull - More descriptive -
Jane said, “Help me.” Jane’s last word screamed in pain, “Help mee!”
He cut his hand. The knife sliced his palm to the bone.
She seemed nice. The old lady’s smile warmed me.
He was in a hurry. The boy raced through the house.
She was scared. The twelve year-old trembled as the
prowler’s shadow crept closer
Have elements of the description “do” the action.
7. Put ideas in reader's head - foreshadow.
Idea: On Christmas Eve, Santa Claus delivers gifts to children around the world in a bell-decked
sleigh. .... John had just laid his head on his pillow when a distant jingle of bells sounded above him.
(Christmas Eve, Santa Claus and bell help the reader "know" what the distant jingle of bells is.)
8. Neatness (Use margins effectively), grammar, spelling (Spell-check!), and punctuation (Know the
rules!) are important and absolutely necessary, but remember to tell a story, too.
9. Do not use a dream sequence or have someone wake up from a dream. Do not have a character
appear from nowhere illogically or add characters at the end of the story. Do not have blood, gore,
and guts just to have them, rather than scary…that’s boring.
-----------------------
Remarks of President Barack Obama -As Prepared for Delivery - Back to School Speech
Philadelphia, Pennsylvania September 14, 2010
Hello Philadelphia! It’s wonderful to be here. Today is about welcoming all of you and all of
America’s students back to school – and I can’t think of a better place to do it than Masterman.
You’re one of the best schools in Philadelphia – a leader in helping students succeed in the
classroom. And just last week, you were recognized as a National Blue Ribbon School for your record
of achievement. That’s a testament to everyone here – students and parents, teachers and school
leaders. And it’s an example of excellence I hope communities across America embrace.
Over the past few weeks, Michelle and I have been getting Sasha and Malia ready for school. And I
bet a lot of you are feeling the same way they’re feeling. You’re a little sad to see the summer go, but
you’re also excited about the possibilities of a new year. The possibilities of building new friendships
and strengthening old ones. Of joining a school club, or trying out for a team. The possibilities of
growing into a better student, and a better person, and making your family proud.
But I know some of you may also be nervous about starting a new school year. Maybe you’re
making the jump from elementary to middle school, or from middle to high school, and worried
about what that’ll be like. Maybe you’re starting a new school, and not sure how you’ll like it. Or
maybe you’re a senior who’s feeling anxious about the whole college process; about where to apply
and whether you can afford to go.
And beyond all these concerns, I know a lot of you are also feeling the strain of these difficult
times. You know what’s going on in the news and your own family’s lives. You read about the war in
Afghanistan. You hear about the recession we’ve been through. You see it in your parents’ faces and
sense it in their voice.
A lot of you are having to act a lot older than you are; to be strong for your family while your
brother or sister is serving overseas; to look after younger siblings while your mom works that
second
shift; to take on a part-time job while your dad is out of work.
It’s a lot to handle; it’s more than you should have to handle. And it may make you wonder at times
what your own future will look like; whether you’ll be able to succeed in school; whether you should
set your sights a little lower, and scale back your dreams.
But here is what I came to Masterman to tell you: nobody gets to write your destiny but you. Your
future is in your hands. Your life is what you make of it. And nothing – absolutely nothing – is beyond
your reach. So long as you’re willing to dream big. So long as you’re willing to work hard. So long as
you’re willing to stay focused on your education.
That last part is absolutely essential – because an education has never been more important. I’m
sure there will be times in the months ahead when you’re staying up late cramming for a test, or
dragging yourselves out of bed on a rainy morning, and wondering if it’s all worth it. Let me tell you,
there is no question about it. Nothing will have as great an impact on your success in life as your
education.
More and more, the kinds of opportunities that are open to you will be determined by how far you
go in school. In other words, the farther you go in school, the farther you’ll go in life. And at a time
when other countries are competing with us like never before; when students around the world are
working harder than ever, and doing better than ever; your success in school will also help determine
America’s success in the 21st century.
So, you have an obligation to yourselves, and America has an obligation to you to make sure you’re
getting the best education possible. And making sure you get that kind of education is going to take
all of us working hand-in-hand.
It will take all of us in government – from Harrisburg to Washington – doing our part to prepare our
students, all of them, for success in the classroom, in college, and in a career. It will take an
outstanding principal and outstanding teachers like the ones here at Masterman; teachers who go
above and beyond for their students. And it will take parents who are committed to your education.
That’s what we have to do for you. That’s our responsibility. That’s our job. But here’s your job.
Showing up to school on time. Paying attention in class. Doing your homework. Studying for exams.
Staying out of trouble. That kind of discipline and drive – that kind of hard work – is absolutely
essential for success.
I know – because I didn’t always have it. I wasn’t always the best student when I was younger; I
made my share of mistakes. In fact, I can still remember a conversation I had with my mother in high
school, when I was about the age of some of you here today. It was about how my grades were
slipping, how I hadn’t even started my college applications, how I was acting, as she put it, “casual”
about my future. It’s a conversation I suspect will sound familiar to some of the students and parents
here today.
And my attitude was what I imagine every teenager’s attitude is in a conversation like that. I was
like, I don’t need to hear all this. So, I started to say that, and she just cut me right off. You can’t just
sit around, she said, waiting for luck to see you through. She said I could get into any school in the
country if I just put in a little effort. Then she gave me a hard look and added, “Remember what
that’s like? Effort?”
It was pretty jolting, hearing my mother say that. But eventually, her words had their intended
effect. I got serious about my studies. I made an effort. And I began to see my grades – and my
prospects – improve. And I know that if hard work could make the difference for me, it can make the
difference for you, too.
I know some of you may be skeptical about that. You may wonder if some people are just better at
certain things. And it’s true that we each have our own gifts and talents we need to discover and
nurture. But just because you’re not the best at something today doesn’t mean you can’t be
tomorrow. Even if you don’t think of yourself as a math person or as a science person – you can still
excel in those subjects if you’re willing to make the effort. And you may find out you have talents
you’d never dreamed of.
You see, excelling in school or in life isn’t mainly about being smarter than everybody else. It’s
about working harder than everybody else. Don’t avoid new challenges – seek them out, step out of
your comfort zone, and don’t be afraid to ask for help; your teachers and family are there to guide
you. Don’t feel discouraged or give up if you don’t succeed at something – try it again, and learn
from your mistakes. Don’t feel threatened if your friends are doing well; be proud of them, and see
what lessons you can draw from what they’re doing right.
That’s the kind of culture of excellence you promote here at Masterman; and that’s the kind of
excellence we need to promote in all America’s schools. That’s why today, I’m announcing our
second Commencement Challenge. If your school is the winner; if you show us how teachers,
students, and parents are working together to prepare your kids for college and a career; if you show
us how you’re giving back to your community and our country – I’ll congratulate you in person by
speaking at your commencement.
But the truth is, an education is about more than getting into a good college or getting a good job
when you graduate. It’s about giving each and every one of us the chance to fulfill our promise; to be
the best version of ourselves we can be. And part of what that means is treating others the way we
want to be treated – with kindness and respect.
Now, I know that doesn’t always happen. Especially not in middle or high school. Being a teenager
isn’t easy. It’s a time when we’re wrestling with a lot of things. When I was your age, I was wrestling
with questions about who I was; about what it meant to be the son of a white mother and a black
father, and not having that father in my life. Some of you may be working through your own
questions right now, and coming to terms with what makes you different.
And I know that figuring all that out can be even more difficult when you’ve got bullies in class who
try to use those differences to pick on you or poke fun at you; to make you feel bad about yourself. In
some places, the problem is more serious. There are neighborhoods in my hometown of Chicago,
where kids have hurt one another. And the same thing has happened here in Philly.
So, what I want to say to you today – what I want all of you to take away from my speech – is that
life is precious, and part of its beauty lies in its diversity. We shouldn’t be embarrassed by the things
that make us different. We should be proud of them. Because it’s the things that make us different
that make us who we are. And the strength and character of this country have always come from our
ability to recognize ourselves in one another, no matter who we are, or where we come from, what
we look like, or what abilities or disabilities we have.
I was reminded of that idea the other day when I read a letter from Tamerria Robinson, an 11-year
old girl in Georgia. She told me about how hard she works, and about all the community service she
does with her brother. And she wrote, “I try to achieve my dreams and help others do the same.”
“That,” she wrote, “is how the world should work.”
I agree with Tamerria. That is how the world should work. Yes, we need to work hard. Yes, we need
to take responsibility for our own education. Yes, we need to take responsibility for our own lives. But
what makes us who we are is that here, in this country, we not only reach for our own dreams, we
help others do the same. This is a country that gives all its daughters and all its sons a fair chance. A
chance to make the most of their lives. A chance to fulfill their God-given potential.
And I’m absolutely confident that if all our students – here at Masterman, and across this country –
keep doing their part; if you keep working hard, and focusing on your education; if you keep fighting
for your dreams and if all of us help you reach them; then not only will you succeed this year, and for
the rest of your lives, but America will succeed in the 21st century. Thank you, God bless you, and
may God bless the United States of America.
http://www.whitehouse.gov/the-press-office/2010/09/13/remarks-president-barack-obama-
prepared-delivery-back-school-speech
Scary word list;
Description:
abominable
abnormal
adverse
ancient
animated
apprehensive
awful
barbarous
befowled
bitter
bizarre
black
black-hearted
bloodthirsty
bloody
brutal
coagulated
creepy
crestfallen
cruel
cryptic
cursed
dank
dark
darkness
deadly
deathly
decapitated
deceased
despicable
devilish
downcast
eerie
eternal
evil
extreme
fanatical
fanged
fearful
fearsome
feral
ferocious
fervent
fervid
fierce
fiery
fit
forlorn
foul
fractured
freakish
furious
gangrenous
ghostly
gloomy
gluttonous
goosepimply
greedy
grim
grotesque
grueling
haggard
hapless
haunting
heathen
hellish
hoggish
horrible
horrific
immoderate
immortal
impetuous
inconsolable
infernal
ingrown
inordinate
insatiable
intense
irritable
jittery
jumpy
knifelike
lurking
maimed
malevolent
melancholy
mangled
minatory
miserable
misty
mysterious
odd
odoriferous
ominous
omnivorous
overwhelming
pallid
parasitic
pathetic
portentous
powerful
psycho
rampage
rank
ravenous
raving
resurrected
ruthless
sadistic
savage
scruffy
silence
silent
sinister
spine-chilling
spooky
strange
strong
suicidal
supernatural
superstitious
terrible
threatening
treacherous
truculent
tumorous
twisted
unbridled
uncanny
undead
unholy
venomous
vile
villainous
violently
vehement
voracious
weird
whoosh
wicked
wild
wintery
worthless
wretched
ahhhhhh
boo
eeek
oooooo
Nouns:
abnormality
abyss
adversity
affliction
agitation
agony
anger
animosity
anomaly
anxiety
apparition
apprehension
assault
awe
barbed wire
beast
bile
blood
blow
bogey
brass knuckles
breakdown
burden
burial
burrow
cat
cathedral
cave
cemetery
centaur
chain saw
choler
cockroach
commotion
crazy
creation
creature
crossbow
crucifix
crypt
curiosity
cudgel
damage
darkness
dead winds
delirium
demon
den
devil
difficulty
dilemma
disaster
displeasure
distress
drill
dudgeon
earthworm
electric chair
entanglement
excitement
evil
fear
ferment
ferocity
force
foreboding
freak of nature
frenzy
funeral
furor
fury
gall
gangrene
gloom
grave
grief
hallucination
hardship
hole
horror
hostility
hurricane
hypodermics
inbreeding
indignation
inscription
insecure
intensity
ire
irritation
jitters
killer
knife
lagoon
lair
leech
legacy
legend
lust
mad
madness
malicious
marvel
massacre
mausoleum
methane
misery
misfortune
Monday
monstrosity
morgue
mound
mutant
night
nightmare
occult
oddity
ordeal
outburst
pain
parasite
pentagram
perturbation
pet
phenomenon
phobia
predicament
qualm
quandary
rage
rampage
rancor
resentment
reverence
rune
salvation
scalpel
schizophrenia
séance
severity
shadow
silence
situation
slayer
snit
sorcery
sorrow
specter
spleen
storm
suffering
tantrum
temper
thrill
thumbscrew
thunder
tomb
trace
trial
tribulation
tumor
turbulence
umbrage
unrestraint
vault
vehemence
vexation
victim
violence
Verbs:
agitate
alarm
anger
anguish
annihilate
annoy
apprehend
asphyxiate
assassinate
attack
badger
behead
berserk
bite
bloat
bluster
bone
bother
brain
burn
capture
chafe
choke
chop
coagulate
concern
confuse
conjure
coroner
creep
crucify
debone
decapitate
defeat
destroy
discomfit
discourage
dishearten
disinter
dislocate
dismal
dismay
dismember
disorientated
displease
dissect
distress
disturb
dread
drown
electrocute
embalm
enraged
eviscerate
exasperate
execute
exhume
explode
expel
exterminate
extinguish
fester
flare
flay
fret
frighten
gangrene
garrote
grieve
gut
hack
hallucinate
hang
harass
haunt
horrid
horrified
horrify
howl
hypnotize
infect
inflict
injure
intensity
intimidate
irk
irritate
jab
jeer
jolt
kick
liquefy
lurk
lunge
mangle
massacre
menace
misgive
munch
murder
mutate
mutilate
nettle
nuke
obsess
oppress
overpower
palpitate
panic
perish
perturb
pervade
pester
petrify
pillage
pique
plague
plunder
poison
prey
provoke
prowl
puncture
pursue
putrefy
quarter
quiver
rage
razor
rile
ruffle
rupture
scar
scare
scream
shed
shriek
shock
shout
shred
shriek
simmer
skin
slaughter
slay
slurp
smash
smother
snatch
sneak
stab
stalk
startle
strangle
suffer
suffocate
swagger
tatter
tear
terminate
terrify
terrorize
threaten
throttle
thrust
torment
torture
track
tremble
upset
vex
violate
vomit
Settings:
abandoned warehouse
alleys
asylum
Atlantis
attics
baby shower
barn
basement
beach
boiler room
bushes
campus grounds
casino
castle
catacomb
cathedral
cave
cellar
cemetery
churches
construction coven
crawlspace
crematorium
crypt
cubicle
cult gathering
dentist chair
desert
deserted building
dungeon
emergency room
fair
farmhouse
field
funeral parlor
gas chamber
ghost town
Hades
haunted house
hell
hospital
institution
jailhouse
jungle
junkyard
laboratory
lover's lane
madhouse
meat freezer
mine
morgue
movie theatre
night
nightmare
ocean
operating room
park
POW camp
resort
sarcophagus
séance
sewer
subway station
summer camp
supermarket
tomb
Transylvania
torture chamber
tunnel
under the bed
Utopia
vacant lot
vault
waiting room
wake
wild west
zoo
Names:
alligator
alien
Amazon
antichrist
assassin
astronaut
atheist
axe-murderer
ba'al
banshee
barbarian
bat
bear
beast
Beelzebub
bedlam
betrayer
big foot
blackguard
Blair Witch
biochemist
blood brother
boogeyman
bounty hunter
brute
bum
cafeteria lady
caitiff
cannibal
carcass
caretaker
centaur
chimera
clone
coffin-maker
computer hacker
colossus
coroner
corpse
creation
creature
criminal
crone
cutthroat
Cyclopes
demon
detective
devil
doctor
door-to-door salesman
Dracula
dragon
druid
dwarves
ear eater
elves
exorcist
executioner
exterminator
fiend
Frankenstein
freak of nature
Freddy Kreuger
frost giant
gargoyle
ghost
ghoul
giant
gnome
goblin
God
conspirators
gremlin
griffin
grim reaper (death)
gunsmith
hag
harpy
headhunter
head cutter
heretic
hippocampus
hitman
hobgoblin
hound
hunter
hybrid
hydra
hyena
ice queen
Igor
illusionist
imp
inquisition
Jabberwock
jack-o'-lantern
jailer
Jason
Jekyll and Hyde
Jersey Devil
jester
killer
kidnapper
kraken
Lucifer
lurker
mage
mammoth
marauders
medusa
mental patient
mermaid
Minotaur
mobsters
monk
monster
mummy
murderer
mutant
necromancy
ogre
ogress
orc
phantom
pharaoh
phoenix
prophet
prowler
psychiatrist
pumpkin head
rabid animal
raging beast
rats
raven
risen dead
rogue
saboteur
Satan
savage
scarab beetle
scoundrel
serial killer
shadow
she-devil
she-dragon
shrew
Siamese twin
siren
skeleton
spelunker
Sphinx
spirit
spitfire
sorceress
soul slaver
stalker
summoner
swamp creature
teenager
terrorist
thief
thug
titan
traitor
troll
tyrant
unborn
unicorn
vampire
vampire bats
vixen
vulture
waitress
warlock
warlord
werewolf
white demon
Wiccan
winged snake
witch
wizard
wolf
Wolf Man
wretch
wyvern
yeti
zombie
