Word Choice Mini-Lesson:
VIVID VERB
ACTIVITY
WARM UP:
Revise this sentence using as few words as possible:
The man walked leisurely
down the street.
VERBS:
The Engine of your Sentence
• Basic: tells what the action is
– The man walked leisurely down the street
• Better: tells how the action is performed
– The man ambled down the street.
– “Ambled”=“walked leisurely”
Vroom… Vroom… VERBS
• If you are going to focus on improving one
type of word, choose verbs
• A strong verb is one that has the meaning
of an adverb within it
– Example: instead of “walked leisurely,” use “ambled,”
“strolled” or “meandered”
• It’s not about fancy words… it’s about
precision!
STRONG VERBS:
More Action More Efficiently
• Which is better?
– The man walked down the street, showing off
as though he were trying to attract attention.
– The man paraded down the street.
• “Paraded” conveys the scene vividly
on its own
• Other verbs?
Shoot for Specificity!
• Not a matter of
impressing through
vocabulary, but of being
precise!
• Paint a picture through
a single word
NOT “WALK” BUT:
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Amble
Meander
Parade
March
Saunter
Toddle
Limp
Strategies for Stronger Verbs
• Read like a writer—seek out strong verbs
• Draft like you speak… get your ideas down
first
• Strengthen verbs when revising
• Ask: how can I make this verb more
specific?
• Use a thesaurus when you can
PRACTICE:
Rewrite the following sentences, using fewer words and strong, descriptive verbs.
• The boy ran quickly after the bus.
• The cat moved slowly across the
kitchen floor.
• The tiger ferociously ate his prey.
• The baby cried loudly when his
mother left the room.
MORE PRACTICE:
Rewrite the following sentences, using fewer words and strong, descriptive verbs.
• “I am so happy,” said the winner,
showing off her trophy to the crowd.
• Melissa angrily took her diary from her
younger brother and left.
• The car quickly moved to the right, then
went left, as Bill desperately put his foot
on the brake.
Group Activity: VIVID VERB BANK
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On the following slides (and in the hand-out), you will find an assortment of dull,
overused verbs. For each word, create a list of stronger, more descriptive verbs
that you can use as replacements in your writing.
With your group, brainstorm better word choices by asking yourselves how different
“verb-doers” would perform the action. For example: How would a 90-year-old
man perform the action? Or…
-An unsteady toddler?
-A graceful athlete?
-An angry child?
-A embarrassed teenager?
-A confident executive?
-A deranged sociopath?
-A shrewd detective?
-A beaming bride?
-A ferocious lion?
-A skittish squirrel?
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Extended Activity: Once your group has completed its word lists, now go back
and focus solely on one or two of the verbs. Using a thesaurus, add as many
descriptive replacements you can find.
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As a class, discuss all the word choices the groups generated, creating a combined
word bank. Your teacher may post the word bank on the wall or distribute copies
you can keep in your folders and add to all year long.
VIVID VERB BANK
WALK
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ASK
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ANSWER
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SHOW
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VIVID VERB BANK
SEE
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KNOW
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