All About English Creative Writing

[vonneee86]

Hi TAS,


Can you help to explain more about your way of teaching vocab,sorry,
i missed your earlier threads.

[littlewoman]

Hi TAS,


I heard about the parents workshop which you will be having. Just want to ask, what will the workshop cover ? Will writing techniques such as personfication be covered?

Also, can I have the details of it, if you have?

Thanks!

[sunflower2005]

starlight1968sg


Thank you

The Alternative Story
Thank your very much for your reply.
That will help me a lot. at least now i know where to focus on her English.

[mujin]

Hi TAS,


We are confused about the differences between past tense and past continuous tense when used in composition. Could you advise us if there is any rule that we can adhere, so that we can distinguish the differences and its applications.

Thank you.

[The Alternative Story]

[quote]Hi TAS,


Thanks, your explanation really helps..but what if the personification
is used wrongly, how to identify it?[/quote]Hi BigDad,

There are times where children use personification wrongly or rather
awkwardly.

Eg:

The wind wrapped itself around me. (right)

The wind hugged me as I walked to school. (wrong)

There is no rules to govern personification in that sense.
It is not like grammar, with rules that are more or less fixed.

In order to know how to use personification well, the child must
be a reader or at least have teachers or parents who can guide
them in doing so.

What you can do is to show your child examples of personification
in storybooks and encourage your child to use them in writing.
After a while, your child would be able to get a better sense of
how to use it. We do have these phrases that have been
extracted from the storybooks we sell, however, you can also
look for good phrases from the storybooks on your own and guide
your child from there.
[quote]Also, can you help me to look at this and see what is wrong:

- She is as happy as a lark and she played happily with
her toys. (the teacher said description was good but could be
better:? [/quote]Your child has tried to use similes (happy as a luck) and also
adverbs (happily) to give the writing more detail which is good.

Problem (1)

However, similes like 'happy as a lark' while good, are a bit
cliched. If your child is still in lower primary, it is quite
acceptable but if your child is older, then it is advisable to
get him or her to use similes that are more 'naturalistic'.

Eg:

- The silence was like a wall, thick and guarded.

- The anger in him rose up. It seemed to be a
huge tidal wave of emotion, crushing and suffocating him.

Problem (2)

Your child mentioned 'as happy as a lark' and 'she played happily'.

'Happy' was used twice. Usually in writing, we try to vary the
adjectives and adverbs.

You can say:

She was filled with excitement as she saw the new toy in the box.
Laughing happily, she began to play with it

TAS

[The Alternative Story]

jeestan:

Hi TAS,


Will you be having holiday programs this september to teach
these creative writing techniques?

I was wondering about instances where 'chases after' kind of
instances, you mentioned don't have to put after because chase already means run after..do you have more examples on this? Tk u

Hi jeestan,

Yes, during the september holidays, we will have programmes
that will focus on teaching the children how to apply these techniques
so that they will not just 'memorise' good phrases but also
be able to come up with their own 'showing' sentences and
personification, metaphors and similes.

'Chase after' is an example of words that are made redundant
because they are repeating the same information.

Egs:

1) Black colour

'Black' is already a colour so there is no need to use 'colour'
after 'black'.

2) Night time

'Night' is already a time of the day so there is no need to add
'time' after 'night'.

TAS

[The Alternative Story]

vonneee86:

Hi TAS,


Can you help to explain more about your way of teaching vocab,sorry,
i missed your earlier threads.

Hi vonneee86,

We use mnemonics to teach vocabulary so that the children
can remember the vocabulary they have learnt.

Eg:

- Protege

- Progeny

Protege: it means to be someone whose welfare and training
are supported by an influential person.

How to remember: PROTEge, PROTE reminds you of the word
'protect'. Hence a protege is someone whose talents are protected
and groomed by someone more influential.

Progeny: it means offspring

How to remember: proGENy, GEN reminds you of the word GENE.
If you have the genes of someone, you are their offspring, hence
progeny means offspring.

TAS

[The Alternative Story]

littlewoman:

Hi TAS,


I heard about the parents workshop which you will be having. Just want to ask, what will the workshop cover ? Will writing techniques such as personfication be covered?

Also, can I have the details of it, if you have?

Thanks!

Hi littlewoman,

Yes the workshop will cover such details. The details can be found on
this link:

http://www.kiasuparents.com/kiasu/forum/viewtopic.php?t=13090

We do not have much vacancy left, if you are interested,
you can pm, email or call us. The contact information can
also be found at the link.

TAS

[The Alternative Story]

sunflower2005:

starlight1968sg


Thank you

The Alternative Story
Thank your very much for your reply.
That will help me a lot. at least now i know where to focus on her English.

Hi sunflower2005,

No problem

TAS

[The Alternative Story]

mujin:

Hi TAS,


We are confused about the differences between past tense and past continuous tense when used in composition. Could you advise us if there is any rule that we can adhere, so that we can distinguish the differences and its applications.

Thank you.

Hi mujin,

The past tense refers to an action that has happened in the past
and it is completed.

The past continuous tense refers to an action that has happened in
the past but the main difference is that it happened for a duration
of time.

Eg:

I slept through the show and I did not know that my friends
had left the cinema.

(Here, the emphasis is on the reason and result, the reason
being you were sleeping, the result being you did not know your
friends had left, the emphasis is not on the duration of the action)

VS

I was sleeping through the show when the bell rang.

(Here, the emphasis is on the duration of the time
that you had spent sleeping and while doing so, the bell rang)

TAS