Անգլերեն հաղորդակցական վարժությունների փաթեթ հիմնական դպրոցի համար
Teaching Reading skills
Reading is a receptive speech activity and one of communicative aims in teaching-learning foreign languages. Reading ability will best be developed in association with writing, listening, and speaking activity.
The aim of reading “to enable learners to read unfamiliar, texts, without help, ay appropriate seep. Learners should be made aware of those strategies which will help them to read efficiently and to gain confidence, to be aware of how discourse is organized. It is important to provide learners with opportunities to read complete texts rather than only short extracts. In order to become efficient readers, learners need to read extensively and to enjoy their reading. Material should obviously be of interest to them and they.
A dictionary definition of reading goes like this:
“Reading is the action or skill of reading written or printed matter silently or aloud.”
The above definition is deficient. It does not mention that reading has a purpose. We usually read for a purpose. For example, people read to follow instructions, to find a specific information, to get the main idea of a text, to be entertained, etc.
In addition, many things are involved in the reading process. To start with, we proceed to read a text, not like a tabula rasa; we are not empty vessels. Readers have prior knowledge that helps them fill the gaps while reading a text.
Reading is a process of constructing meaning from written texts. It is a complex skill requiring the coordination of interrelated sources of information”.
Intensive and extensive reading
A distinction is made in the literature between two forms of reading: intensive and extensive reading. Intensive reading involves the deconstruction of a text. The aim is to get as much information as possible. By reading intensively, we are concerned with every detail related to the text. The learner is encouraged to deal with vocabulary and grammar activities to get a closer understanding of the text. Extensive reading, however, refers to simply reading as much as possible, without concerning oneself with every detail. Occasional unknown words are not supposed to get too much attention because focus is on the overall meaning. That is to say, extensive readers look up words only when they deem it absolutely necessary to their understanding of the text.
Principles of teaching reading
According to Nation (2009), teaching grammar should follow specific principles that help boost the reading skills:
1. Reading is a purposeful enterprise
Training students to develop their reading skills should be done to fulfill a range of purposes:
To search for specific information through skimming and scanning activities.
To learn and gain knowledge about different topics
To be entertained
To react to a text and have a say about its content.
2. Appropriateness to students’ level
Reading activities should be appropriate to students’ level of language proficiency. Teachers should use simplified texts that are slightly above their level.
3. Vocabulary knowledge
As far as vocabulary is concerned, students should:
“read with 98 percent coverage of vocabulary in the text so that they can learn the remaining 2 percent guessing from context.”
4. Integration of skills
Reading activities should integrate other skills. Smooth incorporation of speaking, listening and writing activities are highly advised. These activities should be assigned at the pre, while, or post-reading stages.
5. Reading skills
The focus should be also on developing reading skills such as phonemic awareness, spelling practice, vocabulary learning, and grammar study.
6. Reading strategies
A reading strategy is a conscious plan that good readers adopt to understand a text. By becoming aware of these purposeful strategies, learners may get full control of reading comprehension. Accordingly, teachers should train learners to acquire reading strategies such as:
Previewing,
Setting a purpose,
Predicting,
Asking questions,
Connecting to background knowledge,
Paying attention to text structure
Guessing words from context,
Reflecting on the text and reacting to it.
7. Text type
Gaining knowledge about text type is another area that learners should be trained at. They should be able to differentiate between genres of texts: emails, reports, stories, newspaper articles, scientific texts…
8. Reading a lot
Learners must be also encouraged to read a lot. Extensive reading helps them become fluent and develop speed at reading different texts, a competency much needed for academic success and in students’ future careers.
How to teach reading skills
How to teach reading skills depends on which objectives the teacher aims at developing in his/her students and on how lesson plans are structured. To this effect, teachers must take decisions about the objectives of their reading comprehension lesson. For example, the following objectives guide teachers in teaching reading skills:
Reading for gist?
Reading for specific information?
Reading for detailed comprehension?
Developing speed reading?
Training learners on specific reading strategies?
Inferring meaning from context?
A combination of the above goals?
How to teach reading relies also on the way the lesson is structured. In fact, any reading lesson plan should include three stages:
Pre-reading stage
While reading stage
Post-reading stage
Pre-reading stage
According to the constructivists, we construct new knowledge by relying on our prior knowledge. Being able to decode the information from the text is insufficient. Teachers should encourage learners to utilize their own world knowledge and worldview to make sense of the text. This knowledge, which is often referred to as schema (see above), is the essential condition for the process of construction of meaning.
Pre-reading activities are an essential part of the reading lesson because of the following:
They help students be more prepared for what they are about to read.
These activities help learners anticipate the topic of the reading.
Formulating expectations about the content of the text help learners prepare themselves for the kind of language, vocabulary, and even grammar that might be used in the text.
These activities create the need for reading the text to know more about a topic.
By creating the need to learn more about the topic, these activities increase students’ motivation.
Brainstorming
This may be done following this process:
In groups, students brainstorm ideas relating to the topic of the text.
All members of the groups contribute to the generation of ideas about the topic.
All ideas are to be accepted.
The teacher sets a time for the brainstorming process.
After generating enough ideas, groups organize their ideas and form sentences.
Finally, they share their ideas with the whole class.
Discussions
This may be done as follows:
The teacher prepares contrasting opinions about the topic of the text, or simply provides a quote related to the topic of the reading.
Students work in groups to discuss and react to these opinions or quote.
They then write a short report to be read by the representative of each group.
Groups react to each other’s opinions.
Pictures
Here is how pictures can be used as a pre-reading activity:
The teacher provides pictures related to the topic of the text.
In groups, the students work together to make sense of the pictures and guess what the text will be about.
The representative of each group takes turns presenting their ideas.
Another alternative would be to:
Provide a series of pictures representing a series of events in the text.
The students work in groups to put the events in the correct order.
They then try to write a short paragraph about what they think the text will be about.
Pictionary
To prepare students for the topic and vocabulary of the reading activity, the teacher may use the Pictionary activity:
The teacher creates a list of vocabulary terms or concepts relevant to the current topic or unit.
The teacher asks one student from each group to come to the board.
The student gets secretly the first word or concept from the teacher.
The student draws a picture representing the term or concept.
The teacher sets a short amount of time for the student’s group to guess the word or concept.
When their group correctly identifies the word or concept within the time limit, they get a point.
Predicting
The teacher can prepare the learners to predict what the text will be about using different elements of the text:
The teacher raises the learners’ attention to only the title, the subheadings, the pictures, and/or the illustrations accompanying the text.
They have a discussion in groups to predict the topic.
Groups report their predictions.
KWL chart (Know, Want to Know, Learned)
KWL chart is an excellent reading strategy to guide learners through a text. KWL stands for Know, Want to Know, Learned. The aim is to elicit learners’ prior knowledge of the topic of the text and set a purpose for the reading activity. Here is how to proceed:
Students draw a chart like the one below.
They start by writing everything they know everything they already know about a topic on the K (Know) column.
Students then list questions about what they want to know about the topic in the W (Want to Know) column.
During or after reading, students answer the questions that are in the W (Want to Know) column and record them in the L (Learned) column.
Reading exercise
"Did you see that?"- Joe said to his friend Bill.
"You're a great shooter!"
Bill caught the basketball and bounced it before throwing it again. The ball flew into the net.
"Bill, you never miss!"-Joe said admiringly.
"Unless I'm in a real game," -Bill complained.
"Then I miss all the time."
Joe knew that Bill was right. Bill performed much better when he was having fun with Joe in the school yard than he did when he was playing for the school team in front of a large crowd.
"Maybe you just need to practice more,"-Joe suggested.
"But I practice all the time with you!"-Bill objected.
He shook his head. "I just can't play well when people are
watching me."
"You play well when I'm watching,"-Joe pointed out.
"That's because I've known you since we were five
years old,"-Bill said with a smile.
"I'm just not comfortable playing when other people are around."
Joe nodded and understood, but he also had an idea. The next day Joe and Bill met in the school yard again to practice. After a few minutes, Joe excused himself.
"Practice without me,"-Joe said to his friend.
"I'll be back in a minute."
Joe hurried through the school building, gathering together whomever he could find—two students, a math teacher, two secretaries, and a janitor. When Joe explained why he needed them, everyone was happy to help. Joe reminded the group to stay quiet as they all went toward the school's basketball court. As Joe had hoped, Bill was still practicing basketball. He made five baskets in a row without noticing the silent people standing behind him.
"Hey, Bill!"-Joe called out finally. Bill turned. A look of surprise came over his face.
"I just wanted to show you that you could play well with people watching you,"-Joe said. "Now you'll have nothing to worry about for the next game!"
What would be the best title for the story?
2.In line 8, the word performed is closest in meaning to _______.
Acted
Played
Moved
Changed
3.Why is Bill upset?
He plays better in practice than he does during games.
The school yard is not a good place to practice.
Joe watches him too closely when he plays.
His team loses too many games.
4.Why does Bill play well when Joe is watching him?
He is comfortable with Joe.
Joe tells him how to play better.
He does not know that Joe is there.
He wants to prove to Joe that he is a good player.
5. Why does Joe decide to gather a group of people?
Because he wants more players for his team
Because he wants to help Bill feel less nervous
Because he wants to show them his talent
Because he wants more people to see the next game
6.At the end of the story, all of the following people watch Bill practice EXCEPT _______.
Joe
a janitor
a math teacher
the basketball coach
7.Why does the group have to be quiet when they go to the basketball court?
Because Joe is telling Bill what to do
Because they do not want Bill to know they were there
Because Bill likes to practice alone
Because the group needs to listen to Joe’s instructions
When another old cave is discovered in the south of France, it is not usually news. Rather, it is an ordinary event. Such discoveries are so frequent these days that hardly anybody pays heed to them. However, when the Lascaux cave complex was discovered in 1940, the world was amazed. Painted directly on its walls were hundreds of scenes showing how people lived thousands of years ago. The scenes show people hunting animals, such as bison or wild cats. Other images depict birds and, most noticeably, horses, which appear in more than 300 wall images, by far outnumbering all other animals. Early artists drawing these animals accomplished a monumental and difficult task. They did not limit themselves to the easily accessible walls but carried their painting materials to spaces that required climbing steep walls or crawling into narrow passages in the Lascaux complex. Unfortunately, the paintings have been exposed to the destructive action of water and temperature changes, which easily wear the images away. Because the Lascaux caves have many entrances, air movement has also damaged the images inside. Although they are not out in the open air, where natural light would have destroyed them long ago, many of the images have deteriorated and are barely recognizable. To prevent further damage, the site was closed to tourists in 1963, 23 years after it was discovered.
1.Which title best summarizes the main idea of the passage?
Wild Animals in Art
Hidden Prehistoric Paintings
Exploring Caves Respectfully
Determining the Age of French Caves
2.In line 4, the words pays heed to are closest in meaning to _______.
Discovers
Watches
Notices
buys
Based on the passage, what is probably true about the south of France?
It is home to rare animals.
It has a large number of caves.
It is known for horse-racing events.
It has attracted many famous artists.
4.According to the passage, which animals appear most often on the cave walls?
Birds
Bison
Horses
Wild cats
5.In line 10, the word depict is closest in meaning to _______.
6.Why was painting inside the Lascaux complex a difficult task?
It was completely dark inside.
The caves were full of wild animals.
Painting materials were hard to find.
Many painting spaces were difficult to reach.
7.In line 14, the word They refers to _______.
Walls
Artists
Animals
materials
8. According to the passage, all of the following have caused damage to the paintings EXCEPT _______.
temperature changes
air movement
water
light
9. What does the passage say happened at the Lascaux caves in 1963?
Visitors were prohibited from entering.
A new lighting system was installed.
Another part was discovered.
A new entrance was created.
Teaching writing skills
At first, many parents think that “learning to write” is primarily a question of grammar. They first think of teaching proper sentence construction, appropriate use of tenses, and punctuation. It is true that grammar is an important component of teaching writing. The Time4Learning system includes a superb set of lessons for teaching punctuation, vocabulary, word choice, spelling, paragraph structure and other components of “correct writing”. Try these demos.
But after a little thought, we find that while grammar is an important part of writing, effective writing requires much more. When a writing process is used to teach writing, students begin to understand writing as a form of communication. Furthermore, writing helps students recognize that they have opinions, ideas, and thoughts that are worth sharing with the world, and writing is an effective way of getting them out there!
There are many types (or modes) of writing such as descriptive writing, persuasive writing, informative writing, narrative writing, and creative or fiction writing. Many students are familiar with the basic writing assignments such as book reports, social studies reports, short stories, and essays on topics such as: “What I did on my summer vacation”. But these writing assignments should be thought of as applications of basic writing modes. For instance, a book report is usually a type of descriptive writing, and an essay on dinosaurs might include both informative and perhaps persuasive writing.
The four steps of the writing process are: prewriting, writing, revising, and proofreading.
PreWriting – Whatever type of writing a student is attempting, the prewriting stage can be the most important. This is when students gather their information, and begin to organize it into a cohesive unit. This process can include reading, taking notes, brainstorming, and categorizing information. Prewriting is the most creative step and most students develop a preferred way to organize their thoughts. Stream of consciousness writing, graphic organizers, outlines, or note cards are popular techniques. Many of these tools are already accommodated through Time4Learning’s Odyssey Writer program. Often this stage is best taught by a parent modeling the different methods, perhaps a different one each week until the student finds which one works best for him.
Writing -The actual writing stage is essentially just an extension of the prewriting process. The student transfers the information they have gathered and organized into a traditional format. This may take the shape of a simple paragraph, a one-page essay, or a multi-page report. Up until this stage, they may not be exactly certain which direction their ideas will go, but this stage allows them to settle on the course the paper will take. Teaching about writing can sometimes be as simple as evaluation good literature together, and exploring what makes the piece enjoyable or effective. It also involves helping a student choose topics for writing based on their personal interests. Modeling the writing process in front of your child also helps them see that even adults struggle for words and have to work at putting ideas together.
Revising , or editing is usually the least favorite stage of the writing process, especially for beginning writers. Critiquing one’s own writing can easily create tension and frustration. But as you support your young writers, remind them that even the most celebrated authors spend the majority of their time on this stage of the writing process. Revising can include adding, deleting, rearranging and substituting words, sentences, and even entire paragraphs to make their writing more accurately represent their ideas. It is often not a one-time event, but a continual process as the paper progresses. When teaching revision, be sure to allow your child time to voice aloud the problems they see in their writing. This may be very difficult for some children, especially sensitive ones, so allow them to start with something small, such as replacing some passive verbs in their paper with more active ones.
Proofreading – This is a chance for the writer to scan his or her paper for mistakes in grammar, punctuation, and spelling. Although it can be tempting for parents to perform this stage of the writing process for the child, it is important that they gain proofreading skills for themselves as this improves a student’s writing over time. And because children want their writing to be effective, this can actually be the most opportune to teach some of the standard rules of grammar and punctuation. When students learn the rules of mechanics during the writing process they are much more likely to remember to use them in the future. Odyssey Writer’s built in spelling checker and self-assessment rubric are wonderful tools to aid in strengthening a student’s revision and proof-reading skills.
Developing writing skills at higher levels
Once a student gets to a good elementary level, he or she should be able to write simple letters, stories, and familiar factual information using simple present, present progressive, and simple past tenses as a minimum. The students should then be ready to move onto more complicated texts, and texts about slightly less familiar subjects.
Some techniques you could use to develop skills are:
Introduce a wider range of reading materials into your classroom.
Read out the bare outline of a story and encourage students to add descriptions, adjectives, adverbs, relative clauses, conjunctions, etc.
Introduce collaborative writing tasks.
Encouraging peer correction of work.
Offering non-specific correction.
Writing exercises
You can accelerate your writing competence with some simple writing exercises. Your inner creative muscle needs exertion to stay fit and strong — but writing exercises don’t need to be drudgery. They can be fun and exciting as you see how much creative juice you have just waiting to be squeezed.
These exercises should be practiced without self-judgment, inner filters, or concern about what a reader might think. The purpose is to allow your creative mind complete freedom to cut loose. You don’t have to show this writing to anyone if you don’t want to.
Here are 9 creative writing exercises to get you started:
1. Answer 3 questions.
In this exercise, you’ll use three questions to stimulate creative thought. You can write these questions yourself, but I’ll give you some examples to show you what to do.
You want to answer the questions as quickly as you can, with whatever ideas pop into your mind. Write as much or as little as you wish, but just allow the words to flow without pondering too much what you want to say.
Example 1:
Example 2:
Example 3:
2. Write a letter to your younger self.
In this exercise, you are writing to yourself at a younger age. It can be your childhood self or yourself just a few years back. You can offer advice, compassion, explanation, forgiveness, or praise. Or you can simply recount an experience you had and how it impacted you as your adult self now.
Try to see this younger self as a real and separate person when you write the letter. This exercise helps you think about your reader as a real person with emotions — a person who can be moved and inspired by your writing.
Again, try not to overthink this exercise. Spend a few minutes deciding the core message of the letter, and then just start writing without filters.
3. Use writing prompts.
A writing prompt is an idea that jumpstarts the writing process. The prompt can be a short sentence, a paragraph, or even a picture, but the purpose is the same — to ignite your creativity so you’ll begin writing.
Writing prompts can help you when you feel stuck while writing your book. If you take ten minutes to work on a writing prompt, you can go back to your book writing primed to get down to business. It stimulates ideas and the creative process.
Here are a few prompts you can use:
You wake up on a beautiful Sunday morning, feeling happy and ready to take on the day. Then you remember. A wave of anxiety washes over you, and the beautiful day turns foreboding in an instant. Who are you? Where are you? What has happened to make you feel anxious and ruin your day?
You’re taking a walk on the beach early in the morning. The beach is nearly deserted. You notice something half buried in the sand, and when you examine it you see it’s an old, rusted metal box. You open the box. What’s inside the box? How does it make you feel? What are you going to do about?
You’re sitting on the couch watching TV when you notice a receipt on your coffee table. You know you didn’t leave a receipt there, and you live alone. What is the receipt for? How did it get on your coffee table?
4. Write about your expertise.
Think about something you know how to do well. It can be anything from washing the dishes to selling stocks. Write a few paragraphs (or more if you wish) explaining some aspect of how to do what you do. Assume your reader is completely ignorant about the subject.
This writing shouldn’t sound like a dry instruction manual. Try to write in a conversational style, as though you’re verbally explaining the process. Break down the steps in a way that makes the reader understand exactly what to do, without using business jargon or buzzwords.
5. Write a stream of consciousness page.
This is an easy and fun exercise. You want to write it in longhand rather than typing on your computer, as handwriting slows down the process and allows more time for your creative brain to do its work.
Grab a pen and blank pad and simply start writing. Write down whatever comes into your brain, no matter how nonsensical or disjointed. In her book, The Artistics author Julia Cameron calls this free writing, “Morning Pages.” She asks the reader to write three pages of stream of consciousness writing every morning. Here’s what she says about Morning Pages:
There is no wrong way to do Morning Pages — they are not high art. They are not even “writing.” They are about anything and everything that crosses your mind– and they are for your eyes only. Morning Pages provoke, clarify, comfort, cajole, prioritize and synchronize the day at hand. Do not over-think Morning Pages: just put three pages of anything on the page…and then do three more pages tomorrow.
6. Write a story told to you.
In this exercise, you want to recount a story told to you by another person. It can be a story one of your parents or grandparents shared about something that happened many years ago, or it can be a more recent event a friend or family member recounted.
Or you can tell a story you learned in school or through reading about a well-known person or event. The story can be funny, sad, or educational — but it should be interesting, entertaining, or engaging in some way.
Whether your book is fiction or non-fiction, readers love stories . They enjoy relating to the lives and experiences of other people. When you share stories in your writing, you humanize your writing and take your readers on a small journey.
7. Pretend to be someone else.
In this exercise, you’ll practice writing from another person’s perspective. You can choose a person you know well, or you can write from the point of view of an imagined character. Put yourself in this person’s shoes, see things through their eyes, and react the way they would react.
Choose one situation, encounter, or setting, and write what you see, hear, think, and feel about the scenario. Get inside of this person’s brain, and try to be as descriptive as possible. You can write a paragraph or several pages if you’re inspired.
8. Write about something or someone who changed your life.
In this exercise, rather than telling the story of someone else or pretending to be another person, you want to share your story from your perspective. Write about a person or event that has profoundly impacted you and changed your life.
Rather than simply recounting the situation, talk about how it made you feel, what your reactions were, and how you were changed on the inside as well as the outside. Pour your heart into this writing. Remember, you don’t have to show it to anyone, so be completely vulnerable and real in this exercise.
9. Describe your surroundings.
Simply write a paragraph or two about your surroundings. You can write in first person (“I am sitting at my desk, which is littered with papers and old coffee cups.”), or write in third person, simply describing what you see (“The room is bleak and empty except for one old wooden chair.”).
Challenge yourself to use descriptive language to set the scene. Rather than saying, “The light is shining through the window,” you might say, “The morning sun is streaming through the window, spotlighting a million dancing dust particles and creating mottled shadows on my desk.”
Whether you write fiction or non-fiction, you want to write intriguing descriptions that invite the reader into the setting so they can “see” what you see.
Here we have 5 not physical but writing exercises.
Sometimes when we get up in the morning and have no passion to write, children screaming, dogs barking, husbands asking too many questions, and after that you sit down, and table seems to irritate you even more.
Exercise #1:
Take a sentence from a book or journal (National Geographic, Around the world, etc.). This sentence will be a part of your story: beginning, final, or maybe some info from the middle…
For example,
It was a quiet morning, the town covered over with darkness and at ease in bed. Summergathered in the weather, the wind had the proper touch, the breathing of the world waslong and warm and slow.
Ray Bradbury “Dandelion wine”
Imagine how you would tell your story with this sentense? Will your story be about War, Aliens, maybe rejected love, the day after the rebelion, hangover in magic land…come on guys, your ideas. More, more we need more!
O’kay, sorry I’m gonna shut up for a while.
So you have some boundaries in this exercises, meaning you write not from a scratch, but have some basis. Although our next exercise will be much fun. Get ready!
Exercise #2:
The creepy one, say you are on a bus, riding home or to work, or you are in a restaurant, or you sit in a park and you eat your lunch, meanwhile other people around you talking. There, this is an exercise, take one sentence that you’ve heard from around, and “play” with it.
The thing is, when we write about people, we should at least know about them, thus we [writers] should go out and just listen, observe.
For example, two people are about to cross the street, and you are standing rigt next to them, so you hear “my daughter drives me crazy, I hate teenagers…”
Try to imagine, what she could have done [daughter], name her, or maybe it’s not Her problem but her father works too much, or drinks too much, or maybe he is a step dad, or they don’t have a mother. Create a short story about that, why not?
So what do you think guys, should we go on? Do you like the exercises so far?
Fine, fine, let’s go on.
Exercise #3:
“When you cannot write your own text take someone else’s”
No, no, I do not say that you should steal other authours manuscript, or copy other writer text. Of course not!
The meaning is when you cannot write something yourself, take a text from a foreigh author and translate it.
Translation is a very powerful exercise, because you get to study the text very carefully in order to translate it correctly, this is a good tool to write in the future yourself.
Yes, I understand that most of the writers are from USA, UK — where people use english, but try something from classic, say French writer - Alexander Duma, or italian Durante degli Alighieri, etc.
Yes I know that you may not know the language, but let’s say you use google translator and you see a text on English, try to work with it, try to write with it, or maybe transfer words, etc.
Our “job” in this exercise is “warm up” the brain, so that you could write something yourself. Trust me [i’m a translator] there is NO similar translation in the world, each interpreter translate the piece from his/her point of view.
– Le navire se portait comme je me porte, et comme je désire que vous vous portiez, monsieur Morrel ; et cette journée et demie a été perdue par pur caprice, pour le plaisir d’aller à terre, voilà tout. — Dantès, dit l’armateur se retournant vers le jeune homme, venez donc ici. — Pardon, monsieur, dit Dantès, je suis à vous dans un instant. » Puis s’adressant à l’équipage : « Mouille ! » dit-il. Aussitôt l’ancre tomba, et la chaîne fila avec bruit. Dantès resta à son poste, malgré la présence du pilote, jusqu’à ce que cette dernière manœuvre fût terminée ; puis alors : « Abaissez la flamme à mi-mât, mettez le pavillon en berne, croisez les vergues ! — Vous voyez, dit Danglars, il se croit déjà capitaine, sur ma parole. — Et il l’est de fait, dit l’armateur.
There you go guys, this is a small piece and you can translate it. Hope you already know who is the author and what book is that, write me in the comments, but I’m sure you figured it out. :) Moving on…
Exercise #4:
This is more of a technique of writing, but I move it to exercise as well.
Set terms. We need to denife our zone of creativity. And narrowing them is hard and interesting and can be an exercise.
For example, can you write down a short piece using only nouns, or verbs, or what if your every single sentence will begin with letter T.
How would that go?
Or in this story only one animal could be present, no one else.
This is so much fun guys, and if you want to, I could give you a small test.
Write a 3 sentence story, using red color.
And if you have time post it in the comments, we can support each other with this:) We are writers, right?
Last but not least.
Exercise #5:
This is seriously the most well known to you, I’m sure.
Write a well known story from a different point of view.
Say Cinderella story, and POV of a pumpkin.
Or Little Red Riding Hood, POV of a grandmother.
You can choose any story you like and arrange it yourself. This is really a good exercise for writers, you will think differently, you reread the story differently, carefully, and more imortant you will write.
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