In our last post, we mentioned something called flow. When writers talk about flow, they’re referring to the structure of the writing, how language is used in sentences, and how ideas transition across paragraphs. Writing that flows well is described as smooth, logical, clear, and easy to read. That’s because it makes sense to readers.
Writing that doesn’t flow well is described as choppy, awkward, wordy, and difficult to read. That’s because it doesn’t make sense to readers. Achieving flow requires mastery of not only the content of the story but also mastery of writing skills. Here are three things young writers can do to achieve flow.
Pay attention to sentence structure
Most young writers don’t notice how they structure their sentences because they’re concentrating on getting the information out and the grammar right. However, if all the sentences begin with ‘I’ or have the same subject + verb + predicate simple sentence structure, then the paragraph will sound static. It will not have the natural melody of regular speech. Writers need to vary sentences, then. Some should be long, some short, some simple, some compound (use of coordinating conjunctions), and some complex (use of subordinate conjunctions and clauses).
Pay attention to wordiness
Sometimes, in an effort to sound sophisticated, writers use grand phrases and lengthy expressions. Unfortunately, this doesn’t always have the intended effect. The main concern should be clarity in meaning, so the simplest way to say a thing is usually the best way (even including figurative language and imagery). Writers should use active voice more often, and be direct with their descriptions.
Pay attention to transitions
Many young writers are familiar with standard transition words such as “first”, “next” and “then”. For expository writing such as report writing, single-word and short phrase transitions work well. However, in narratives and short stories, such transitions make the writing sound formal. Writers should use more subtle transitions that show shifts in time or location or change the pace of the action. Here are a few examples:
TIME: Later that day… After lunch… Right after…
LOCATION: When we arrived… The classroom was… When I turned around…
PACE: Sydney hid behind the bushes and held her breath (shows anticipation, fast pace). Cindy slouched down in the chair, rolled her eyes, and whispered, “This is going to take forever!” (shows stagnation, slows pace).
Young writers need to see these types of transitions in writing. However, don’t take it for granted that they will recognize them. You need to show them. This might seem like a lot, but remember, it isn’t all taught at once and young writers don’t always need to know every detail. Just show them what to do and explain why.
