bringing together creativity and literacy
TRANSCRIPT
Bringing Together Creativity and Literacy:
Igniting Gifted/More Able Students’ Creativity
and Enhancing their Language Awareness
Gifted Education Section, CDI, EDB
13 January 2021
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By Anna Tso
Associate Professor of English
Hang Seng University of Hong Kong
Topics we shall cover in the workshop:
Part 1: Linguistic creativity and its application in the ELT classroom (25 mins)
1.1. What is creativity?
1.2. Types of creativity
1.3. Applying linguistic creativity in the ELT classroom
Part 2: Creative word formation (25 mins)
2.1. Basic concepts of morphology
2.2. New words in social media
2.3. Classroom activity: Inventing new words
Part 3: Creative and moving poetry (25 mins)
3.1. Rhyme scheme, syllable counter, poetic feet and rhythm in poems
3.2. Classroom activity: Writing haiku, sonnet, acrostics.2
Topics we shall cover in the workshop:
Part 4: Creative riddles and secret languages (25 mins)
4.1. Lexical relations in semantics
4.2. Classic riddles in The Hobbit and other texts
4.3. Classroom activity: Creating and cracking riddles
Part 5: Word play and paradox (25 mins)
5.1. Delimitation of the deictic parameters in Alice in Wonderland
5.2. Classroom activity: Using paradoxes as art, catchy slogans or taglines in
advertising
Part 6: Figurative language (25 mins)
6.1. Simile, idioms, metaphor, personification, onomatopoeia, oxymoron,
euphemism, etc.
6.2. Classroom activity: Writing creative poetry with figurative language
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Part 1: Linguistic creativity
1.1. What is creativity?• Creativity is about liberating human energy (Gardner, 1993).
• Creativity is fluency and flexibility of thinking, originality, perceptiveness
of problems, and the ability to redefine and elaborate ideas (Guildford,
1950).
• “Creative thinking is imaginative thinking directed toward innovation. It
is based on questions that ask “what if,” “why” and “why not”; “how” and
“how else”?” (Diyanni, 2016, p. 37)
• Creativity is coming up with something new e.g. a product, solution, art
work, literary work, joke etc. that has some kind of value.
• “Its goal is to develop new insights, novel approaches, fresh
perspectives” (Diyanni, 2016, p. 37). 5
Part 1: Linguistic creativity
1.2. Types of creativity
Linguistic creativity: where one can be said to have a flair or gift with words
such as lyricists, writers, poets etc.
Logical-Mathematical: where one is exceptionally good with logical and
mathematical concepts and can usually explain complex concepts in a manner
lay-men can easily understand.
Musical: where one is gifted in composing music and or playing musical
instruments.
Visual-Spatial: where creativity is expressed in art – paintings, drawings,
sculptures etc.
Bodily-Kinaesthetic: where creativity is expressed through body movements
such as dance, gymnastics, acrobatics etc. 6
Part 1: Linguistic creativity
1.3. How do I enhance students' language awareness and
apply linguistic creativity in the ELT classroom? Where do I
begin?
Step 1: Wonder and curiosity
• Impress your students with playful, creative language use found in
everyday contexts and literary contexts.
• Types of creative language: jokes, puns, slogans, word formation and
word manipulation, stories, rhyme, rhythm, etc.
Step 2: Think outside the box
• To think outside the box, first, students need to know what is in the box
(the linguistic features of a language).
Step 3: Play and create
• The sky is the limit! 7
2.1. Creative word formation
Word formation processes most of us already
know:
• Adding a prefix
do undo
Adding a suffix
brief briefly
Adding a combination of prefixes and suffixes
comfort uncomfortably13
1. Borrowing
2. Coinage
3. Compounding
4. Shortening
- Acronyms
- Clipping
- Blending (portmanteau)
- Back-formations
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2.1. Ways to make new English words
5. Conversion
6. Paired word sound play
7. Scale change
8. Multiple processes
• Words are created by borrowing from another
language and incorporating into English.
Examples• Tortilla * nuance
• coup de grace *chaos
• alchemy
• espresso
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1. Borrowing
• These are often invented by companies with new products or processes, or taken from names.
• Note: Coinage is the least common process of word formation in English.
• “to coin a phrase”• Examples:
◦ Xerox Nylon Skype◦ Vaseline Yahoo Google
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2. Coinage (neologism)
• Create a dialog using only text message
acronyms. Write out the full words and
then perform the dialog for each other.
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Creative class activity
New words are made by shortening the perceived
ending of another word or phrase.
• Examples:
◦ pro psych (class)
◦ meds combo
◦ prof prom
◦ gym zoo
◦ demo exam
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4.2. Clipping
More examples:
• Television televise
• Priority prioritize
• Donation donate
• Enthusiasm enthuse
• Sermon sermonize
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4.4. Backformation
A “double word” is created in two ways:
1. the second word has a change of vowel, usually formed lower in the mouth.
2. the second type is a rhyme, with the first consonant changing. There may be a slight onomatopoetic association, but not always.
Changed vowel rhyme●hip hop helter skelter●singsong willy nilly●wishy washy bow wow●seesaw hurdy gurdy●splish splash nitwit
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6. Paired word sound play
Affixes are added to a base word to indicate its dimension, sometimes using affixes from other languages:
●droplet sermonette●megamall nanosecond●hankie micromanage●operetta dinette●Supersize bachelorette
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7. Scale Change
• Most words are formed through multiple
processes! • deli is borrowed from German (delicatessen) and then
clipped
• snowball is compounded from two free morphemes to form
a noun, then converted into a verb (snowballed, etc.);
• Internet is a product of clipping (international plus network),
blending (inter+net) and conversion (netiquette)
• cyberbullying is a blend (cyber + bully) and a conversion (N
-> V-> Gerund)
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8. Multiple processes
Read and study the new words in thefollowing.
Do you notice any pattern(s) of wordformation? Put them into the right wordformation categories.
Next, try inventing your own new words andshare with us your invention!
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2.2. Creative activity:
Inventing your own new words!
Syllables What is a syllable?
A syllable is the unit of sound
It is either stressed or unstressed
“But soft, what light through yonder window
breaks.”
How many syllables are there in that quotation?
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Syllable
3.1. Metrical Structure
Stressed and unstressed syllables in poems:
• Understanding the patterns of stressed and unstressedsyllables in a poem (the “rhythm” of the poem) isnecessary if you want to understand sonnets and otherpoems with a specific form.
• Meter in poetry is a rhythm of accented and unaccentedsyllables arranged into feet.
• Meter in poetry is what brings the poem to life and is theinternal beat or rhythm with which it is read.
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Foot
• A unit of stressed and unstressed syllables is
called a “foot.”
• Each of those words represents a different
kind of foot.
For example, an iambic foot has the first syllable unstressed and the second
stressed.
Shall I / com pare / thee to / a sum / mer’s day? Shakespeare’s “Sonnet 18"
Iambic foot
• A unit of unstressed-STRESSED syllables (da-
DUM) is called an iamb (or iambic foot).
• up-SET unstressed-STRESSED (da-DUM)
• re-TAIN unstressed-STRESSED (da-DUM)
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For the sound of Iambic Pentameter,
think of a heartbeat.
• It sounds like this:
• da DUM, da DUM, da DUM, da DUM, da DUM.
• It consists of:
• a line of five iambic feet
• ten syllables with five unstressed and five stressed syllables
Iambic Pentameter
• Iambic Pentameter is a poetic form which poets and
playwrights typically used to write poems in Elizabethan
England.
• It is the meter that Shakespeare mostly uses.
• Shakespeare is famous for his sonnets, a fourteen-line
poem in iambic pentameter.
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The metrical structure in a sonnet
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Shall I / com pare / thee to / a sum / mer’s day?
foot
Iamb
foot foot foot foot
Pentameter
Shakespeare’s SONNET 138: http://www.youtube.com/watch?v=lMH-SsH4SNo
When my love swears that she is made of truth
I do believe her though I know she lies,
That she might think me some untutor’d youth
Unlearned in the world’s false subtleties.
Thus vainly thinking that she thinks me young,
Although she knows my days are past the best,
Simply I credit her false speaking tongue:
On both sides thus is simple truth suppress’d.
But wherefore says she not she is unjust?
And wherefore say not I that I am old?
O, love’s best habit is in seeming trust,
And age in love loves not to have years told:
Therefore, I lie with her and she with me
And in our faults by lies we flatter’d be.
Rhyming patterns in a sonnet
• The Shakespearean sonnet has three
quatrains followed by a couplet, the
scheme being: abab cdcd efef gg.
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Quatrain: 4 lines of
rhymed verse
Couplet: 2 lines of
rhymed verse
Sonnet 116
Let me not to the marriage of true minds (a)Admit impediments. Love is not love (b)Which alters when it alteration finds,(a)Or bends with the remover to remove:(b)
O, no! it is an ever-fixed mark,(c)That looks on tempests and is never shaken;(d)It is the star to every wandering bark,(c)Whose worth's unknown, although his height be taken.(d)
Love's not Time's fool, though rosy lips and cheeks(e)Within his bending sickle's compass come;(f)Love alters not with his brief hours and weeks,(e)But bears it out even to the edge of doom.(f)
If this be error and upon me proved,(g)I never writ, nor no man ever loved.(g)
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3 Quatrains
Couplet
Write a puzzle poem!
The Valentine Message by Granville Lawson
Dear Christine,
I know you are clever
And you can sing too
So let’s get together
I’d be lost without you!
Love from Jim
To discover Christine’s reply, read the third word of each line.
Creativity in sounds: Try them yourself!
Sound effects1. Rhyme
2. Alliteration
3. Acrostics
4. Syllables & Meter
5. Rhythm
Alliteration
• Repetition of the same consonants at the
beginning of the words.
• E.g. Cute Creams: the coolest singing kids
• E.g. Mouse milk: mild medicine for muddle minds
Acrostics: Try writing one!
I miss you terribly this day of love,
Miss you with a wound that stabs and aches.I see the love around me, and it takesSo much strength simply just to move.Soon, soon, my love, this waiting will be done.
You and I will have what we desire.On days like this we'll sit beside the fire,Undoing all the pain of days long gone.
Alliteration ABC poem:
You can do it your own way!
Awesome Allie ate apples
Brilliant Babies buy bananas
Colorful chameleons change colors
Droopy dogs dig dirt
Excellent elephants eat eggs
Funny friends find fossils
Great grandmas grow gardens
Hilarious Hilary held her hat
Intelligent igloo Inuits iron ice
Jumping jokers juggle jugs
Kind kings kick kangaroos
Lovely Lacey likes lots of lemurs
Marvelous Molly makes milkshakes
Noisy Noah nibbles nuts
Outstanding octopus ate Oreos
Purple porcupines play with pencils
Quiet Quarry quickly gets quiet
Rough Rufus rides roller skates
Stinky stars stands on stables
Tough Tommy tells Timmy to talk
Understanding us is a U-turn
Vicious likes to play volleyball
Wonderful Wal-Mart sold Whiskers
X-ray play xylophones
Yellow Yox Yo-Yoed yesterday
Zipping zebra zipped zippers
adj noun verb noun Combine this idea with Acrostics!
Poems which count syllables: Tanka
• An old form from Japan
• Subject matter: often related to nature
• three lines
• First line should have five syllables, the second
seven and the third five
• Appeals to one of our senses
5 Types of creative poems: Try all of them!
1. Haiku/Tanka
2. List poem
3. Cinquain
4. Diamante
5. Acrostic
Haiku
Line 1: 5 syllables
Line 2: 7 syllables
Line 3: 5 syllables
Example:
The waves crash so loud
Upon the breezy shore line.
It’s a splendid sight.
List poem
• The first line introduces the topic and each consecutive line lists a word that describes or talks about the subject.
Example:
Christmas with my family is…
Loving
Happy
Traditional
Joyful
Fur
Cinquain
Line 1: Subject (1 word)
Line 2: Description of subject (2 words)
Line 3: Some action about the subject (3 words)
Line 4: Feeling about the title (4 words)
Line 5: Synonym for the subject (1 word)
Cinquain
Example:
Fireworks
Bright, Loud
Flying, Blinding, Exploding
Joyful, Nervous, Breathtaking, Exciting
Explosives
Diamante
Line 1: Subject
Line 2: Two adjectives describing the subject
Line 3: Three words ending in ‘ing’ telling about the subject
Line 4: Four words; the first two describe the subject;
the last two describe its opposite.
Line 5: Three words ending in ‘ing’ telling about the opposite
Line 6: Two adjectives describing the opposite
Line 7: Opposite
Diamante
Example:
Happiness
Joyful, Bright
Loving, Caring, Exciting
Great, Fun, Gloomy, Despair
Terrifying, Grieving, Crying
Dark, Mournful
Sadness
Acrostics
• The subject or topic is written vertically and eachletter of the subject or topic is used as thebeginning of each line of the poem talking aboutthe subject.
Example:
Oceanic waves
Crash onto the shore
Elevating my spirits
An awesome sight to see
Never ending calmness
Here the Red Queen began again. ‘Can you answer usefulquestions?’ she said. ‘How is bread made?’
‘I know THAT!’ Alice cried eagerly. ‘You take some flour—’
‘Where do you pick the flower?’ the White Queen asked. ‘In agarden, or in the hedges?’
‘Well, it isn’t PICKED at all,’ Alice explained: ‘it’s GROUND—’
‘How many acres of ground?’ said the White Queen. ‘Youmustn’t leave out so many things.’
(Lewis Carroll, Chapter 9, Through the Looking Glass)
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Linguistic creativity: Puns and homonyms
Knowledge of semantic relations shall help you enjoy the delights inplaying with language.
Lewis Carroll's books, poems, diaries, and letters to children are filledwith with enigmas, charades, acrostics, conundrums, cyphers, andriddles.
• Non-standard grammar: the phrase curiouser and curiouser
• Strange derivation: unbirthday present = ‘a present given when it isn’t your birthday’
• Riddle: Mad Hatter’s teasing ‘Why is a raven like a writing desk?’
- Key: ‘Because it can produce a few notes, tho they are very flat; and it is never put with the wrong end in front!’ (with never spelled nevar –i.e. raven backwards).
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4.2. Riddles and enigmas
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4.2. Creative activity: Crack the riddles!
“Riddles in the Dark” (Ch.5), The Hobbit
• The riddle game, which is a contest of knowledgeand reasoning, appears in many famous writings.
• Each person takes turns asking a question. The firstone who can't come up with the right answer is the
loser.
• In The Hobbit, Bilbo and Gollum test their wits. IfBilbo wins, then Gollum has to show him the wayout of a tunnel; if Bilbo loses, he becomes Gollum'sdinner (Yum!).
14 January 2021 83
4.2. Crack the riddles in the dark!
(1st blow: Gollum to Bilbo)
What has roots as nobody sees,
Is taller than trees,
Up, up it goes,
And yet never grows?
14 January 2021 84
4.2. Crack the riddles in the dark
(Srikes back: Bilbo to Gollum)
Thirty white horses on a red hill,
First they champ,
Then they stamp,
Then they stand still.
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4.2. Gollum’s creepy response
• “Teeth! Teeth! My preciouss;
but we has only six!”
14 January 2021 86
4.2. Crack the riddles in the dark
(Gollum to Bilbo)
Voiceless it cries,
Wingless flutters,
Toothless bites,
Mouthless mutters.
14 January 2021 87
4.2. Crack the riddles in the dark
(Bilbo to Gollum)
An eye in a blue face
Saw an eye in a green face.
“That eye is like to this eye”
Said the first eye,
“But in low place
Not in high place.”
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4.2. Crack the riddles in the dark
(Gollum to Bilbo)
It cannot be seen, cannot be felt,
Cannot be heard, cannot be smelt.
It lies behind stars and under hills,
And empty holes it fills.
It comes first and follows after,
Ends life, kills laughter.
14 January 2021 89
4.2. Crack the riddles in the dark
(Bilbo to Gollum)
A box without hinges, key, or lid,
Yet golden treasure inside.
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4.2. Crack the riddles in the dark
(Gollum to Bilbo)
Alive without breath,
As cold as death;
Never thirsty, ever drinking,
All in mail never clinking.
• As Bilbo is guessing, Gollum began to hiss withpleasure to himself: “Is it nice, my preciousss? Isit juicy? Is it scrumptiously crunchable?” Hebegan to peer at Bilbo out of the darkness.
14 January 2021 91
4.2. Crack the riddles in the dark
(Bilbo to Gollum)
No-leg lay on one-leg,
Two-legs sat near on three-legs,
Four-legs got some.
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4.2. Crack the riddles in the dark
(Gollum to Bilbo)
This thing all things devours:
Birds, beasts, trees, flowers;
Gnaws iron, bites steel;
Grinds hard stones to meal;
Slay king, ruins town,
And beats high mountain down.
4.3. Creative activity: Write your own riddles!
Rules for writing a riddle:
• Use present tense.
• Write 6 clues about different things.
• Begin each sentence with a capital letter
and end it with a full-stop, question mark
or exclamation mark.
• Finish with a question – What am I?
• Be clever and funny!93
4.3. Creative activity: Write your own riddles
• Think of a type of food. Don't tell anyone else!
• Write 6 clues about this type of food to make a
riddle.• Do you have it for breakfast, lunch or dinner?
• It is soft or hard and crunchy?
• Can you make it into something else?
• What does it taste like? Sweet, salty or bitter?
• What do you normally eat it with?
• What do you normally eat it from?
• What colour is it? (Can it be different colours?)
• It is a fruit / vegetable / dairy / animal?
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Problem: Not every word does name or denote any actual object.
E.g. I saw nobody.
2. Many parts of speech other than nouns do not even seem to refer to things of any sort or in any way at all.
E.g. “very,” “of,” “and,” “the,” “a,” “yes,” and for that matter “hey” and “alas.” Yet of course such words are meaningful and occur in sentences that any competent speaker of English understands.
5.1. Beyond the deictic parameter
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Alice meeting with the Red Queen
(From Chapter 2, “The Garden of Live Flowers”):
[playing with the phrase “lose my way”]
“Where do you come from?” said the Red Queen, “And where are you
going? Look up, speak nicely, and don’t twiddle your fingers all the time”.
Alice attended to all these directions, and explained, as well as she
could that she had lost her way.
“I don’t know what you mean by your way,” said the Queen: “all the
ways about here belong to me.”
That’s how Lewis Carroll plays games of words and logic.
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• “I see nobody on the road,” said Alice.
“I only wish I had such eyes,” the King
remarked in a fretful tone. “To be able
to see Nobody! And at that distance,
too! Why, it's as much as I can do to
see real people, by this light!”
Also from Ch.7, “The lion and the unicorn”
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“Who did you pass on the road?” the King went on, holding out his hand to
the Messenger for some more hay.
“Nobody,” said the Messenger.
“Quite right,” said the King: “this young lady saw him too. So of course
Nobody walks slower than you.
“I do my best,” the Messenger said in a sulky tone. “I'm sure nobody
walks much faster than I do!”
“He can't do that,” said the King, “or else he'd have been here first.”
Who is nobody?
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“It’s very good jam,” said the Queen.
“Well, I don’t want any to-day, at any rate.”
“You couldn’t have it if you did want it,” the Queen said.
“The rule is, jam to-morrow and jam yesterday- but
never jam to-day.”
“It must come sometimes to ‘jam to-day’,” Alice
objected.
“No it can’t,” said the Queen. “It is jam every other day:
to-day isn’t any other day, you know.”
Alice conversation with White Queen
(from ch. 4, “Wool and Water”)
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5.2. Language and logic
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• A logical sentence must be grammatical,
but a grammatical sentence can be totally
illogical.
5.3. Creative activity: Create your wacky paradox jokes!
• A paradox is a situation
that consists of two
ideas that are both true
but which appear to be
opposite to one another.
This seems impossible,
but it actually is true or
possible.
• The Paradox Process is
a model for brand
development.
108Conlon, J. (2019). Solving brand challenges with the
paradox process.
5.3. Famous paradox quotes
• “I am the wisest man alive, for I know one thing, and that
is that I know nothing.” (Plato)
• “The paradox of simplicity is that making things simpler is
hard work.” (Bill Jensen)
• “An empty head is not really empty; it is stuffed with
rubbish. Hence the difficulty of forcing anything into an
empty head.” (Eric Hoffer)
• “A mind all logic is like a knife all blade. It makes the hand
bleed that uses it.” (Rabindranath Tagore)
• “There are two tragedies in life. One is to lose your heart's
desire. The other is to gain it.” (George Bernard Shaw)
• “I'm not offended until you think I'm offended.” (Criss
Jami)
• Now, create your own! 109
Part 6: Figurative language
(Stylistics: Simile, metaphor, personification,
onomatopoeia, oxymoron, idiom, euphemism, etc.)
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6.1. Figures of speech: Simile
Simile:
A figure of speech in which an explicit
comparison is made between two things
essentially unlike. The comparison is made
explicit by the use of some such word or
phrase as like, as, than, similar to,
resembles, appears, or seems.
Poem using simile
A Red, Red Rose
by Robert Burns
O My Luve's like a red, red rose,
That's newly sprung in June;
O My Luve's like the melodie
That's sweetly played in tune.
Invent your own similes!
As clever as a _____,
As stupid as a _______.
As poor as a _______,
As rich as a _______.
As strong as a ______,
As weak as a _______.
As cute as a ______,
As ugly as a ______.
As bald as a ______,
As proud as a _______.
As thin as a ______,
As thick as a _______.
As white as a ______,
As dark as a _______.
As fit as a ______,
As fat as a _______.
As dumb as a ______,
As smart as ______.
As neat as a ______,
As messy as a ______.
6.1. Figures of speech: Idiom
Idiom:
An idiom is a group of words which mean
something different from its literal meaning.
E.g. A piece of cake, a penny for your
thoughts, break the ice, raining cats and
dogs.
Creative activity: Write a poem with idioms!
“Losing Pieces” by Shel Silverstein
Talked my head off
Worked my tail off
Cried my eyes out
Walked my feet off
Sang my heart out
So you see,
There's really not much left of me.
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6.1. Figures of speech: Metaphor
Metaphor:
• A figure of speech in which an implicit
comparison is made between two things
usually unlike.
• It has no connective words such as like or
as.
Metaphor: What is it, like?
An Activity for writing metaphors
• Where is the similarity, and what other words will
help to show the similarity?
• Are there any verbs or adjectives that will help?
How could the sentence continue?
The HOT COW is a STEAMING OLD BROWN COOKER.
The COW is a WOBBLY BALLOON, HELD DOWN BY THE ROPE
ROUND ITS NECK.
A poem using metaphors
Metaphor for a FamilyMy family is an expired firecracker
set off by the blowtorch of divorce. We layscattered in many directions.
My father is the wick, badly burntbut still glowing softly.
My mother is the blackened paper fluttering down,blowing this way and that, unsure where to land.
My sister is the fallen, colorful parachute,lying in a tangled knot,
unable to see the beauty she holds.My brother is the fresh, untouched powder that
was protected from the flame. And I,I am the singed, outside papers, curled away
from everything, silently cursingthe blowtorch.
6.1. Figures of speech: Personification
Personification:
A figure of speech in which human attributes
are given to an animal, an object, or a
concept.
What am I? Make a guess.
I am silver and exact.
I have no preconceptions.
Whatever I see I swallow immediately
Just as it is, unmisted by love or dislike.
I am not cruel, only truthful—
Sylivia Plath, “Mirror”
6.1. Figures of speech: Onomatopoeia
Onomatopoeia:
• A word or a group of words that makes the
sound it is describing.
e.g. Bang, crash, boom, screech.
6.1. Figures of speech: Oxymoron
Oxymoron:
An oxymoron is when two words of opposite
meanings are placed next to each other.
e.g. Jumbo shrimps, boneless ribs,
bittersweet, honest thief, deafening silence,
seriously funny
6.1. Figure of speech: Euphemism
Euphemism:
• A mild or indirect word or expression
substituted for one considered to be too
harsh or blunt when referring to something
unpleasant or embarrassing.
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6.2. Creative activity:
You can come up with your own euphemism too!
• He’s big boned. — He’s fat.
• She’s horizontally challenged. — She’s fat, too.
• He’s vertically challenged. — He’s short.
• She’s between jobs. — She’s unemployed.
• She’s getting on. — She’s old.
• He’s not the sharpest pencil in the box. — He’s
kind of stupid. Not his fault — he just is.
• He doesn’t suffer fools gladly. — He’s rude and
can be pretty unkind.
• She’s on the streets. — She’s homeless.
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Summary
Creativity is:
• …the act of turning new and imaginative ideas into
reality.
• Creativity involves two processes: thinking, then
producing.
• If you have ideas, act on them. Then, you are not just
imaginative, but also creative.
References
• Aitchison, J. (2003). Language change: progress or decay? Cambridge University
Press.
• Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of
educational goals. Longmans, Green.
• Carter, R. (2004). Language and creativity: The art of common talk. Routledge.
• Cook, G. (2000). Language play, language learning. Oxford University Press.
• Diyanni, R. (2016). Critical and creative thinking: A brief guide for teachers. Wiley
Blackwell.
• Fromkin, V., Rodman, R., & Hyams, N. (2019). An introduction to language.
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