Write a short three-paragraph story using three of the writing style techniques discussed in the lesson.

Be sure that you include at least three of the following writing style techniques in your short story.
-Specific word choice
-Use a thesaurus to choose more interesting, specific words.
-Varied sentence structure
-Make some of your sentences longer than others. Punctuate correctly.
-Use of nonsense words
-Your characters can use nonsense words if it is appropriate to the story.
-Descriptive language: Describe a setting or event with many details.
-Picture a setting or event in your mind and describe it in detail. What do you see, hear, smell, feel, or taste?
-Regional dialects/language
-Are your characters from different places in the world? Do they have an accent? Do they speak other languages?
-Unusual or specific settings
-Where is your story set? Is it set in a strange, imaginative place?
-Unique endings
-Does your story have a strange or unexpected ending? Do you leave your ending open-ended? Does your reader have to decide what the ending is?

Which statement explains the relationship between literary devices and theme? literary devices are theme. literary devices distract from the theme. literary devices replace a theme. literary devices emphasize theme.

Around, blank character is one who changes and grows as a result of the conflict in the story.

Read the excerpt from "mother tongue." those tests were constructed around items like fill-in-the-blank sentence completion, such as “even though tom was mary thought he was ” and the correct answer always seemed to be the most bland combinations of thoughts, for example, “even though tom was foolish, mary thought he was ridiculous.” well, according to my mother, there were very few limitations as to what tom could have been and what mary might have thought of him. so i never did well on tests like that. how does tan build a central idea of her story in the excerpt? tan discusses the types of questions on achievement tests to support the idea that the tests limit students’ ability to write well. tan explains a question on a language achievement test to support the idea that the tests should include more interesting content. tan gives an example of her experience with achievement tests to support the idea that they are not always accurate measures of language ability. tan considers how her mother might answer a question on a test to support the idea that nonstandard english limits a person’s ability to communicate.