Background Nonverbal Communication Say Whaaat? Creative Writing Trends and Patterns Problem Solving Creative Thinking Say It – Do It (Scientific Writing) Three Dimensional TANGOES * Negotiation (Basic) Supply and Demand Monopoly Teamwork PDCA Cycle Beyond Disabilities Group Decision Making Dynamics	Creative Writing Summary/Suggested Uses This exercise is an excellent way to have students clarify and practice writing in different styles. Use it for a new twist in English, journalism, communication arts, or creative writing classes as an introduction to writing styles, a review of techniques, or to provide portfolio assessment. Depending upon the proficiency level of your students and whether this is new material or a review, plan to spend from 30-90 minutes on each of the three writing styles. Not that the writing styles can be explored on successive days or throughout the semester. Objectives Participation in this exercise will enable students to Practice visual thinking Practice different styles of descriptive writing Describe the differences between different styles of descriptive writing Materials Set of TANGOES * pieces for each student TANGOES * image card for each student. Paper and pen for each student. Directions Issue a set of TANGOES * pieces and an image card to each student. Allow time for students to construct the image on their card. It may be advisable to do a practice round with everyone using the same image to help focus discussion. When time is up, either show the solution or have students check the solution on the back of their card. Brief students on your expected criteria, then have students write a paragraph describing how to construct the image on their card. Stress that the directions should be so complete that someone could construct the image without seeing the picture. For more advanced students, consider placing constraints on them such as limiting the written description to seven steps (same as the number of pieces). This will help with the skills of clarity and conciseness. When the group is finished, allow the students to swap paragraphs and try constructing the image based only on the directions given. Provide about 5 minutes for feedback to the authors regarding improvements to their paragraphs. ASK What makes these directions effective? What could you suggest to increase their effectiveness? (List build comments about directions on the board.) Have students again construct and study their original image. Individually, or with a partner, have them write a second paragraph describing the line, shape and form (use terms from class lessons such as angle, distance, etc.) of the image in mathematical or technical terms. Stress that this description should be as precise as possible. The purpose here is to help synthesize learning from other subjects with writing skills. Less advanced students may need help remembering or clarifying terms. When the group is finished, collect and shuffle the image cards. Post them on the board. Have 3-4 students read their paragraph aloud and ask other students to identify which image the paragraph is describing. ASK What WAS INCLUDED? What was left out? Return the image cards. Once again, have students construct and study their original image. Have each student write a third paragraph describing their image romantically, using imagery and other techniques. If you are doing all three paragraphs in one block period, this might be a good homework assignment or extra credit activity. Repeat step 6, comparing the last description to the previous two. If desired, have each student edit each of his/her three paragraphs and/or summarize the techniques used for each style of writing. Debrief and Transition Briefly review the styles used and the characteristics of each according to the methods and terms you normally teach. Discuss when each style is used and why it is important to know the differences. Transition to your next topic.