摘要：The following paper describes the methodology that I developed to address the “show don’t tell” mantra in my grade two writing classroom. There were three key components: “strong sentences”, “brackets” and “I’m stuck”. “Strong sentences” succinctly and clearly delivered the “show don’t tell” message. Brackets saved erasing time and quickly identified the text to eliminate. “I’m stuck” asked for help, but removed the negative implications of writer’s block. Together they enabled instruction, critiquing and allowed us to be explicit when providing feedback.
