Tuesday, May 25, 2010
By Ela Newman
Instructor in Developmental Writing and in ESL
University of Texas at Brownsville
If you were asked what mode of writing you enjoy teaching most, what would you say? Argumentation? Comparison? Process? I’d probably choose two: narrative writing and descriptive writing. To justify my choice, I’d most likely mention the inherent versatility of these two modes. Each can be used at several proficiency levels, each can incorporate a variety of grammar structures, and each can be employed to facilitate the expansion of students’ vocabulary.
The Usual Road
Narrative as well as descriptive writing can accommodate and foster the use of expressive vocabulary. Yet there’s often a problem with these modes. They seem to allow too easily the use of vague vocabulary. Students writing in these modes choose verbs like “go,” “see,” “say,” and “think” frequently and verbs such as “meander,” “peek,” “ramble,” and “reflect” rarely. The tendency seems to hold even when students know two or three viable synonyms for “go,” “see,” etc. Nevertheless, students can be cajoled into using suggestive verbs such as “meander” and “peek” as well as graphic adjectives such as “cozy,” “dank,” and “agile.”
But how to cajole? That is the question.
I’ve often instructed students to refer to the senses, use color words, create similes, and avoid certain non-descriptive words when writing descriptive pieces. I’ve utilized the old “show me, don’t tell me” technique when instructing students in narrative writing. I’ve even created the “imagine the movie set” approach to get students to think about the finer details of what they have seen or imagined. I’ve used all these older and newer methods to pretty good effect, I think. They’re concrete enough, and students tend to respond to them.
Still, one alternative stands out in my mind as both natural and effective: the way of humor.
A Road Less Traveled
The way of humor is easier than many think, and it can result in the instinctive reaching for dictionaries and the desperate snatching of explicit words. The key instruction is this: Try to make your reader laugh.
Out of a combination of pedagogical intention and curiosity, I added a few potentially comedic themes to a list of writing topics recently. One theme for a narrative paragraph read “How Lucy Flunked out of Kindergarten.” One for a descriptive essay was “The Worst Restaurant in Town.” More than a few students have chosen one of the comical themes in the list since then, and several have reported that they naturally “spiced up” their papers with graphic images and vivid details in order to amuse the reader. Amused the reader has been, and I’ve been chuckling too.
Reading one “How Lucy Flunked” paper, I learned that Lucy wore some rather strange clothes to kindergarten, but the fact wasn’t expressed as dryly as that. No sir. Lucy’s ankle-length skirts always had ten rows of safety pins in them, and most of the safety pins were unfastened so they nicked other kids. (I was told that “safety pin,” “unfasten,” and “nick” were the words the student really needed to include, and so simply had to look them up in a dictionary!)
From a “Worst Restaurant” paper I learned that the restaurant floor wasn’t just “dirty,” but…,well, I’ll spare you the description of the substances that were splattered on the floor, the foreign matter that was hiding in the corners, and the smells drifting around the place. Oh, yes– it was quite an unappealing scene, but one which was “beautifully” detailed!
I have to say that I’ve been somewhat inspired by such successes. I think I’ll continue along this road awhile. The way of humor feels good and works well.
Have you used any writing tasks that incorporate humor?