The Traits of Writing: Word Choice: Get It!

The Traits of Writing: Word Choice
Contributor: Delaine Thomas. Resource ID: 12163
What catches your eye more: a color picture or a black-and-white picture? Colorful words are more interesting than plain old words in
your writing. Grab a thesaurus and learn to paint beautiful words!
CATEGORIES SUBJECT
Writing English / Language Arts
LEARNING STYLE PERSONALITY STYLE
Visual Beaver
GRADE LEVEL RESOURCE TYPE
Intermediate (3-5) Quick Query
Get It!
What does supercalifragilisticexpialidocious mean? Can you use it in a sentence?
Word choice is a very important part of your writing.
If you missed or want a refresher on the previous Related Lessons in our The Traits of Writing series, find them in the right-hand
sidebar.
As you watch the video song Learning Rocks! Writing Trait, Word Choice, by Bryan Reed, try to remember some of the ways to make
your word choice better:

Did you pick up some ideas of how to make your word choice better? Some of the ways the song pointed out to make your word
choice better are:
think richly
think specifically
think broadly
think precisely
move your reader
use variety
paint a picture with your words
Now, watch Word Choice by Shmoop. Try to pick up some more ways you can improve your word choice, or see if you hear some of
the same points you did in the first video:

Did you hear any suggestions that you also heard in the video song? Both videos point out that you need to be specific. So, instead
of the regular, small words that you usually pick, select a word that is more descriptive and specific.
Language is a tool. Use that tool as effectively as you can by using descriptive words that are very specific and that paint a picture for
your reader.
There are many ways you can accomplish this task. Some of them are:
1. Make a list of strong action verbs in your writer’s notebook. Use words like "pounce," "sneak," "saunter," "swagger."
2. Make a list of descriptive adjectives in your writer’s notebook. Use words like "brilliant," "sparkling," "radiant."
3. Use a thesaurus to find more descriptive or specific words to write instead of dull words like "sad," "bad," "walk," and "love."
Now, move on to the Got It? section so you can practice what you have learned.
Got It?
The first thing you are going to do is get your writer’s notebook or a piece of paper and pencil.
Write "Strong Action Verbs" at the top of the page. Set a timer for three minutes and write as many action verbs as you can. Do this
now.
How did you do? Some examples of strong action verbs are "journey," "pursue," "admire," "bellow," and "snicker." Show your list to
your teacher or parent have them circle any of the words they feel are ordinary and not strong, such as "walk," "run," "hit," "eat."
Now turn your paper over and write "Descriptive Adjectives" at the top of the page. Set a timer for three minutes and write as many
descriptive adjectives as you can. Do this now.
Were you able to create a large list? Some examples of descriptive adjectives are "charming," "graceful," "monstrous," and
"fantastic." Have your teacher or parent look at the words you wrote, and have them circle words that they feel are ordinary and not
descriptive, such as "pretty," "tall," "short," and "thin."
The next thing you are going to do is take out your thesaurus. If you do not have a thesaurus, use this online Thesaurus by Merriam-
Webster.
1. Turn your paper back over to the "Verb" side.

2. Look up in the thesaurus each of the words your teacher or parent circled. A thesaurus has synonyms and antonyms of words in
it.
3. Find a synonym that is better than the word you chose. For example, instead of the word "walk," you might use "stroll" or
"march."
4. Next, turn your paper over to the "Adjective" side and look up any words your teacher or parent may have circled.
If you teacher or parent did not have to circle any words on either side of your paper, that is fantastic! However, you still need to
practice using a thesaurus, so select at least four words from each side and find some words that mean the same thing.
To continue practicing, go, journey, continue, scoot on to the Go! section.
Go!
Now that you understand how to find weak words, practice finding them in sentences.
In the following sentence, what is the weak verb?
"The squirrel ate the sunflower seeds."
What is the weak verb? If you said "ate," you are correct! What strong verb may be used to replace the word "ate"? There are many
possibilities; one choice might be "devoured."
"The squirrel devoured the sunflower seeds." Doesn’t that paint a picture in your mind?
Try another one:
"John ran to the car."
What is the weak verb in this sentence? "Ran" is the correct answer. Can you think of a strong verb to replace "ran?" Again, there are
a lot of possibilities. You might use "sprinted," or "dashed," or even "raced." The sentence would now read, "John sprinted to the
car."
By changing the words to stronger choices, you help your reader paint a picture in his or her mind of what is happening in your
writing.
Follow the directions and complete this interactive quiz for more practice:
How did you do? Were you able to come up with some really descriptive words? Remember to always use the best words in your
writing so your reader will enjoy your writing, just like a fine chef would use the best ingredients for a nutritious, memorable meal!

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The Traits of Writing: Word Choice

Contributor: Delaine Thomas. Resource ID: 12163

Intermediate (3-5) Quick Query

Word choice is a very important part of your writing.

1. Turn your paper back over to the "Verb" side.

To continue practicing, go, journey, continue, scoot on to the Go! section.

In the following sentence, what is the weak verb?

"The squirrel ate the sunflower seeds."

"John ran to the car."

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