Show, Don’t Tell!
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Show, Don’t Tell!
Using Specific Details
General vs. Specific
It is important to be as SPECIFIC as possible
when writing a story or essay. This means you
are writing precisely what you mean, building a
very clear picture in the reader’s mind.
GENERAL: Could be lots of different things
(dog, person, building).
SPECIFIC: Could only be ONE thing (a newborn
Golden Retriever, Mr. Terpin, a sleek
skyscraper).
How is this showing?
This gets a little complicated, but here goes:
A story is a collaboration between the writer
and the reader. You can’t just beam thoughts
into your readers’ heads.*
And you can’t just TELL your readers what to
think, because people don’t like that and will
throw potato chips at you…
*unless you’re an alien mind-beamer
How is this showing?
Your job as a writer is to SHOW the reader the
thoughts in your head, like a film director. You
are sharing your ideas, and if you do it the
right way the reader will pretty much see the
events/characters of the story the same way
that you do.
The best way to do this is to be as SPECIFIC as
possible. This way the reader can be
absolutely sure of the ideas that you’re trying
to convey to them.
How to be specific
There are a few little tricks for this:
O
Name things
O
Verb choice
O
Sensory details
Name things!
Names have power. Give something a name
(especially a memorable one), and it instantly
becomes more SPECIFIC.
GENERAL: The boy mailed the letter.
SPECIFIC: Hawk Jones mailed the letter.
SPECIFIC: Reginald Buttermilk III mailed the
letter.
SPECIFIC: Biff McGurgle mailed the letter.
Verb Choice
Adjectives and adverbs* are useful modifiers, but not
as useful as SPECIFIC verbs.
•
Mrs. King
laughed.
•
Mrs. King
giggled.
•
Mrs. King
cackled.
•
Mrs. King
chortled.
*Sometimes adverbs are evil. More on this later.
Sensory Language
We are lucky enough to experience the world
through more than one sense. If you describe only
what is seen, you are ignoring some of the best
tools you can use to create specific writing!
GENERAL: The cafeteria was crowded.
SPECIFIC: Squirming children packed the long
benches of the cafeteria tables. Some chatted
quietly, others screamed at the top of their lungs.
The smell of boiled chicken and freshly baked
chocolate chip cookies pervaded the air.
Final Thoughts
Figurative language (similes, metaphors, etc.)
is a great way to be specific, but it’s hard to do
correctly. Don’t be afraid to try, though.
Beware of overwriting. Once you feel like
you’ve given JUST ENOUGH specific
information to paint a picture in your reader’s
head, you’re done.
Assignment (3
rd
/4
th
)
Take this GENERAL description and turn it into
a specific one. Remember to name things,
use specific verbs, and use sensory language.
“The school was large and old.”
Assignment (5
th
/6
th
)
Take this GENERAL description and turn it into
a specific one. Remember to name things,
use specific verbs, and use sensory language.
Try to use figurative language as well.
“The girl saw so many different people and
things in the parade.”
Enhance your writing by delving into the importance of specificity. Learn how to vividly paint scenes, characters, and emotions in the reader's mind through name choices, verb selections, and sensory descriptions. Elevate your storytelling with concrete examples and techniques that make your writing come alive.
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Presentation Transcript
Show, Dont Tell! Using Specific Details Using Specific Details
General vs. Specific It is important to be as SPECIFIC as possible when writing a story or essay. This means you are writing precisely what you mean, building a very clear picture in the reader s mind. GENERAL: Could be lots of different things (dog, person, building). SPECIFIC: Could only be ONE thing (a newborn Golden Retriever, Mr. Terpin, a sleek skyscraper).
How is this showing? This gets a little complicated, but here goes: A story is a collaboration between the writer and the reader. You can t just beam thoughts into your readers heads.* And you can t just TELL your readers what to think, because people don t like that and will throw potato chips at you *unless you re an alien mind-beamer
How is this showing? Your job as a writer is to SHOW the reader the thoughts in your head, like a film director. You are sharing your ideas, and if you do it the right way the reader will pretty much see the events/characters of the story the same way that you do. The best way to do this is to be as SPECIFIC as possible. This way the reader can be absolutely sure of the ideas that you re trying to convey to them.
How to be specific There are a few little tricks for this: O Name things O Verb choice O Sensory details
Name things! Names have power. Give something a name (especially a memorable one), and it instantly becomes more SPECIFIC. GENERAL: The boy mailed the letter. SPECIFIC: Hawk Jones mailed the letter. SPECIFIC: Reginald Buttermilk III mailed the letter. SPECIFIC: Biff McGurgle mailed the letter.
Verb Choice Adjectives and adverbs* are useful modifiers, but not as useful as SPECIFIC verbs. Mrs. King laughed. Mrs. King giggled. Mrs. King cackled. Mrs. King chortled. *Sometimes adverbs are evil. More on this later.
Sensory Language We are lucky enough to experience the world through more than one sense. If you describe only what is seen, you are ignoring some of the best tools you can use to create specific writing! GENERAL: The cafeteria was crowded. SPECIFIC: Squirming children packed the long benches of the cafeteria tables. Some chatted quietly, others screamed at the top of their lungs. The smell of boiled chicken and freshly baked chocolate chip cookies pervaded the air.
Final Thoughts Figurative language (similes, metaphors, etc.) is a great way to be specific, but it s hard to do correctly. Don t be afraid to try, though. Beware of overwriting. Once you feel like you ve given JUST ENOUGH specific information to paint a picture in your reader s head, you re done.
Assignment (3rd/4th) Take this GENERAL description and turn it into a specific one. Remember to name things, use specific verbs, and use sensory language. The school was large and old.
Assignment (5th/6th) Take this GENERAL description and turn it into a specific one. Remember to name things, use specific verbs, and use sensory language. Try to use figurative language as well. The girl saw so many different people and things in the parade.
