Astrid presses on.
This is a Highlighting exercise - please apply these tags to this snippet.
“She disappeared in the middle of writing the ‘o.’ I was looking right at her.”
Sam made a slight motion, pointing. A piece of chalk lay on the floor, right where it would have fallen if someone were writing the word “polynomial”—whatever that meant—and had disappeared before rounding off the “o.”
“This is not normal,” Quinn said.
Again, the writer wants us to see Sam is the hero. We follow his thinking processes - we’re looking at the scene through his eyes.
Can you find the same pattern in these examples?
“I dunno though,” Eve added. “The supermarket’s just one store. Is there just one lighting fuse for the whole shopping centre or does every shop have one?”
Noah imagined the manager of every store fumbling ‘out the back’ trying to remember where the fuse box was. Didn’t make sense. If the whole centre’s gone out at the same time, the blackout’s bigger than the shopping centre, he thought.
“The blackout’s bigger than the shopping centre,” Heidi drawled.
“That print could help us track this thing. Tell us its direction of travel.”
Trixie balanced on her skateboard, staring. She imagined a t-rex just wandering down the street. How tall was it exactly? Tall enough to hit the power and phone lines overhead? Nothing looked out of place.
“It’s too hot!” yelled Bronwyn. “It’s never this hot. It shouldn’t be this hot. Is this climate change?”
You’re not logged in!
If you want to save your writing,
and either assign this lesson to yourself or access it via your group.