_______

CW #4: Mnemonic devices

September 9, 2026

Today’s topic:

Mnemonics – an introduction

What is a “mnemonic device”

"A conceptual image featuring a question mark drawn on a chalkboard, ideal for problem-solving contexts," by Pixabay /Pexels

It’s all Greek to me:

The term “mnemonic device” is a popular phrase. Mnemonic (pronounced without the first “m,” is taken straight from the Greeks (“mnēmonikos” or, in English, relating to memory). “Device,” is another word for an aid of some type (see examples below). Did you know that way before the mass of people knew how to write, and before tape recorders and computers were invented, people relied more on memory? For instance, village elders used memory to recall events from the past. Orators in Greece and Rome all had to have the power of recall; how else were they able to deliver long speeches? Question: How did these people have such good memories? This is where mnemonics comes in. Students can learn easy mnemonic devices or more complex memory aids. A better memory helps when it comes to math, science, history, writing, etc. This post is just an introduction.

Image Memory Aids

"Right and educational vowels chart in a classroom setting for learning phonics," by RDNE Stock project

Students learn to remember English vowels through images. Who can forget “A is for Apple“?

Images are basic mnemonic devices

The drawings of apple, egg, iguana, and octopus on the left of the chart (above) are for the short vowels. On the right are the long vowels. Fact: many students remember the long “i” vowel for ice cream first. Images that help us remember things are everywhere. The Egyptians are known for developing hieroglyphics, a language which used pictures to express an idea. Other examples of visual communication abound: musical notes, playing cards, symbols on phones and computers, and even road sign symbols. Can you think of some other examples?

Tree images are a simple way to commit information to memory

Another example of an image as a mnemonic device

Some people learn better using images as a memory aid. Above right is a “tree diagram.” In this example, each branch has a reason why trees are important. Tree diagrams are simple and familiar ways to commit information to memory. In fact, people from ancient societies used trees, building layouts, and even roads to remember vital facts. Called the “method of loci,” this technique “…uses spatial information and a visual imagination.” (From Wikipedia)

Text association example

"Detailed close-up of an acoustic guitar, showcasing strings and wood texture," by Benjamin White

Every

Good

Butterfly

Does

Good

Memorizing information through text associations

Guitar players may recognize the word sequence (above). “Every Good Butterfly Does Good” represents the name and order of the notes of guitar strings. There are several popular variations of this mnemonic. Text associations like this are everywhere: “Please Excuse My Aunt Sally” is the mnemonic device for the order of operations in math (“Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction”). Don’t forget acronyms… SCUBA stands for “Self-Contained Underwater Breathing Device.” You can even make up some of your own text associations, like writing “SFTOF” on a notepaper… “Study For Test On Friday.”

Physical memory aids:

Use your knuckles to figure out how many days in each month

This Knuckle Month Mnemonic is found at the Kinder Smorgasphere Store at Teachers Pay Teachers website

Physical mnemonics?

Physical mnemonics are everywhere. In some countries, people measure the height of animals by the width of a human hand. Or a thumb can be used to symbolize “yes” (“thumbs up”) or “no” (“thumbs down”). In the above illustration, the knuckles on your hands can show how many days are in each month. Another example is to use colored string as a mnemonic device. Some people tie sting on their fingers to recall important errands (or events). A green string could represent buying bread at the market; orange might be to feed the cat early; a blue string might be used to remember to move the car for the street sweeper. Are there any more examples?

Credits:

“A conceptual image featuring a question mark drawn on a chalkboard,
ideal for problem-solving contexts,” by Pixabay /Pexels

“Thanks to free vowel chart from Worksheetshq website
(at https://worksheetshq.com/view/free-vowel-chart/) and Crayola © 2026 Crayola LLC.

“Tree diagram template courtesy of Collidu.edu website (www.collidu.com/presentation-free-tree-diagram-with-6-branches) © 2025 Collidu.com.

“Detailed close-up of an acoustic guitar, showcasing strings and wood texture,”
by Benjamin White /Pexels

Thank you to the Kinder Smorgasphere Store at the Teachers Pay Teachers website
for the Knuckle Month Mnemonic at
https://www.teacherspayteachers.com/Product/KNUCKLE-MNEMONIC-How-Many-Days-Are-in-Each-Month-9047377

© Copyright 2026 SLO English Teacher Enterprises (except photos above) SLO English Teacher
Enterprises is registered as a business in the city and county of San Luis Obispo, CA. We support
equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual
orientation, age, citizenship, marital status, disability, gender identity or Veteran status.

We offer a 5% discount for veterans, first responders, and senior citizens
(for non-fiction beta reading/feedback, and tutoring services only. For
more information go to the SLO English Teacher Contact page.

To more posts…

CW #3: The 5W’s

June 10, 2026

Today’s topic:

A picture is worth one thousand words

Teacher’s Notes

Worksheet

Lesson Plan

Using the “5W’s” for beginning or advanced writers

"A thrilling paragliding adventure captures a paraglider soaring above majestic mountains and clouds.," by ArtHouse Studio

Read this first:

Unmotivated to write? The Five W’s (Who, What, Where, When, Why, plus sometimes “How”) can be used to help beginning or advanced writers organize and practice writing. Individuals, parents, teachers, and homeschool instructors can use the 5W’s to have students brainstorm and/or practice writing. When a student answers 5W’s about an interesting photograph, vocabulary, creativity, listening, spelling, reading, critical thinking, and overall writing skills are enhanced. This 5W lesson (below) can be used in a regular, homeschool, remedial, special education, or creative writing classroom and/or for a group.

To begin: organize!

Step 1: Find interesting pictures

Five W’s Picture?

Interesting photos are found in old magazines or downloaded from free sites (public domain) on the computer. The subject matter of photos depends on the person. For this sample lesson, a variety of creative subjects that hold interest for beginning or advanced writers is recommended. Photos that show action (and have at least one person performing that action) are easier to describe than plain landscapes. The photos should be large enough to clearly see all details.

Step 2: Student finds one picture that holds interest

Step 2:

Instructors* should prepare a wide selection of photos with varied scenes and activities to present to students. A wide selection allows beginning or advanced writers more freedom to choose a photo. Once the photos are ready for distribution, teachers can put a number (or letter) on the back of each one to aid in identification.

teachnote1

* Note for classroom teachers: Before beginning a lesson dealing with the 5W’s, furnish an “anticipatory set.” This would involve things like, for instance, discussing the idiom “a picture is worth a thousand words,” and reviewing the 5W’s. Instructors should model how to answer questions about one photo as a group (or as an individual). Remember to always follow your school’s content standards. Click here for a sample 5W Lesson Plan.

"Adventurous hikers braving harsh winter conditions in the mountains of Bosnia," by Amel Uzunovic / Pexels

Step 3: Study the picture

Step 3: The pupil looks at a selection of pictures for three or four minutes. Older students should be able to select their “three best” pictures. Then, after further contemplation, they choose one photo they like more than the rest. Once the picture is selected, the teacher passes out the “5W’s” worksheet (see paper below) to individuals or a group leader. Students write the number of the photo they have selected on their paper.

Step 4: Write words or phrases for each question…

Step 4: In this step, students write one or two general words or phrases that come to mind for each of the 5W questions. Instructors can prompt students with questions like, “What’s happening in this photo?” “What colors do you see?” For instance, the “who” in the photo directly above could be hikers, mountain climbers, people, women, men, girls, or boys. “What” might be people walking up a mountain, or two hikers in the snow connected by a rope. “When” would be a guess of morning or afternoon. “Where” would be the mountains, or in the snow. “Why” might be to explore the mountains, or to slide down when they get to the top. Answers may vary and not all answers need to be complete. Struggling students should be encouraged to pick out the details (no matter how small). Allow vague answers at first.

Option: One option in a classroom is for the teacher to display a photo via a projector. Group #1 answers the “what” question about the picture. Group #2 handles “who,” and so on. At the end of the session one person from each group verbally reports their findings.

Step 5: Expand words and phrases to sentences

Expand the lesson:

After a break, or the next day, students take their general words and make more detailed sentences. For instance, the “who” in the photo directly above could be, There are two hikers. “What” might be, The two hikers with blue jackets are climbing up a mountain. Or, People in the snow are connected by a rope. “When” would be, It could be the morning. “Where” would be, They are in the mountains. “Why” might be, They want to slide down when they get to the top.

Summing Up

At this point, teachers have the option to put the completed worksheets up for a gallery walk. Glue or staple the worksheet on a large poster-size paper with the photograph on the side. Another alternative is to give the students an assignment to develop a detailed story around their picture. This latter activity would fall under the heading “guided practice” or “independent practice.” Contact SLO English Teacher for more ideas.

worksheet1

A sample 5W Worksheet

lesson1

variations1

Variations

Credits:

“Thunderbolt, Starlight, North Palisade, Polemonium Peaks, in the Sierra
Nevada, USA,” by Author Jonathan Fox from Carson
City, United States”

“”Winter scene of the snow-covered Caucasus Mountains under a cloudy sky,”
by Nikita Korchagin / Pexels

“Teen snowboarder walking with a snowboard in a snowy mountain
landscape under a bright sky,” by Anna Shvets / Pexels

“Adventurous hikers braving harsh winter conditions in the mountains
of Bosnia,” by Amel Uzunovic / Pexels

“”A thrilling paragliding adventure captures a paraglider soaring above
majestic mountains and clouds.,” by ArtHouse Studio / Pexels

© Copyright 2026 SLO English Teacher Enterprises (except photos mentioned above) SLO English Teacher Enterprises is registered as a business in the city and
county of San Luis Obispo, CA. We support equal employment opportunity
regardless of race, color, ancestry, religion, sex, national origin,
sexual orientation, age, citizenship, marital status, disability,
gender identity or Veteran status.

We offer a 5% discount for veterans, first responders, and senior citizens
(for non-fiction beta reading/feedback, and tutoring services only. For more information go to the SLO English Teacher
Contact page.

To more posts…

CW #2: ‘Character…”

May 24, 2026

Today’s topic:

Character Reference

Put some life

in your writing

"California condor #420 soars over Los Padres National Forest," photo by USFWS, Public Domain, https://www.fws.gov/media/california-condor-412-0

Introduction

Good writing skills come from practice. If you want your writing to be clear, add some character to your sentences. Characters (in English grammar) are known as “doers” or “agents.” Use your characters to begin action (as shown in this post). These characters are “…the source of conditions expressed by specific verbs and adjectives.” Reference: author Joseph M. Williams (see “Credit” section below).

Example

Unclear character:

“A decision was made to reintroduce California Condors into the wild.”

Clear character:

“Conservationists decided to reintroduce California Condors into the wild..”

What?

In the “Unclear character” box the character is uncertain. Readers may lose interest if the character (subject) isn’t defined within six or seven words. Contrast this with the “Clear character” sentence.”

Now, in the “Clear character” box, the “conservationists” serve as the character. In this sentence, you can see how the character-subject performs the action. See more below.

Characters, passives and nominalizing verbs:

Compare the two sentences below:

1. Our expectation was that the recovery of the Snowy Plover would be quick.

2. We expected that the Snowy Plover would make a quick recovery.

"Snowy Plover Yoga" (Western snowy plover at Tunitas Creek, California), by Timothy Ludwick/USFWS, Public Domain, https://www.fws.gov/media/snowy-plover-yoga

Explanation

Which sentence above is clearer? Sentence #1 reflects an impersonal style without a character. Also, the verbs are “nominalized” (when a verb is turned into a noun). But Sentence #2 uses the stronger subject pronoun (“we”), and the action words are not nominalized. Concept taken from the book, Style – Ten Lessons in Clarity, by Joseph M. Williams (see more information in “Credits,” below).

Credits:

“Snowy Plover Yoga” (Western snowy plover at Tunitas Creek, California), by Timothy
Ludwick/USFWS, Public Domain, https://www.fws.gov/media/snowy-plover-yoga

“Style – Ten Lessons in Clarity,” by Joseph M. Williams (5th edition),
Published by Addison-Wesley Educational Publishers, 1997.

We offer a 5% discount for veterans, first responders, and senior citizens (for non-fiction beta
reading/feedback, and tutoring services only. For more information go to the SLO
English Teacher Contact page.

To more posts…

CW #1: “It” and “They”

May 15, 2026

Today’s topic:

Using clear writing to help the reader

Using “it” and “they”

"Close-up of a monarch butterfly perched on a green leaf in sunlight." by Andy Staver / pexels

The Down Low:

“It” and “they” are some of the most common words in the English language. But the word “it” alone can be a subject, object, determiner or a predicative complement. And the word “they” can either be a singular or plural pronoun. If “it” and “they” are used too much, or incorrectly, readers may misunderstand your meaning. Good writing skills mean readers clearly understand your sentences.

Example

Before:

“The Monarch Butterfly is endangered. They want to save it so it is not threatened.”

Concept inspired by a sentence seen in a leading magazine (subject changed).

After:

“The Monarch Butterfly is endangered. People want to save the colorful insect so that it’s not threatened.”

Which sentence is clearer?

The example in the left “Before” box has two “it” words (and a “they”). Even when the context is known, overuse of “it” and “they” may baffle a reader. When “they” and “it” are changed into clearer words a reader will better understand the meaning (see “After” box on the right).

Using “it” for emphasis:

Compare the two sentences below:

1. In 1973 the Endangered Species Act changed our attitude towards sea turtles.

2. It was in 1973 that we changed our attitude towards sea turtles when the Endangered Species Act passed.

"Tiny sea turtle making its way to the ocean on a Puerto Rican beach.," by Jolo Diaz / pexels

Which sentence above is clearer?

In Sentence #2 the words “it was” are used to emphasize a topic. In grammar-speak, using “it” to emphasize a topic is called an It-shift, a syntactic device. This concept is taken from the book, Style – Ten Lessons in Clarity, by Joseph M. Williams (see information in “Credits”).

Using “it” as subject:

"Female and Chick Callipepla Californica - California, USA," by Author: Alan Vernon, Uploaded by: Snowmanradio (Wikipedia)

Compare the two sentences below:

1. That California quails eat berries, insects, and roots is a known fact.

2. It is a known fact that California quails eat berries, insects, and roots.

Which sentence above is clearer?

Sentence #2 avoids the long introductory clause seen in Sentence #1 (“that quails eat berries and roots…”). Plus, in Sentence #2, the word “it” is used as a subject. Using “it” as a subject, in grammar-speak, is called an It-shift, a syntactic device. This concept taken from the book, Style – Ten Lessons in Clarity, by Joseph M. Williams.

Credits:

“Close-up of a Monarch Butterfly perched on a green leaf in sunlight,”
by Andy Staver / Pexels

“Tiny sea turtle making its way to the ocean on a Puerto Rican
beach,” by Jolo Diaz

“Female and Chick Quails” California State Bird (Callipepla Californica) – Author Alan Vernon; Uploaded by Snowmanradio (USA)
Located at: https://commons.wikimedia.org/wiki/File:Callipepla_californica_-California,USA-female_and_chick-_8.jpg

“A baby sea turtle makes its way to the ocean on a sunny beach day,”
by Atlantic Ambience / Pexels

“A close-up shot of pheasants in a field with dry grass. Wildlife photography
at its best,” by Denitsa Kireva

“Style – Ten Lessons in Clarity,” by Joseph M. Williams (5th edition),
Published by Addison-Wesley Educational Publishers, 1997.

To more posts…

recent posts:

CW #4: Mnemonic devices

Mnemonics – an introduction

What is a “mnemonic device”

Image Memory Aids

Students learn to remember English vowels through images. Who can forget “A is for Apple“?

Tree images are a simple way to commit information to memory

Text association example

Every

Good

Butterfly

Does

Good

Physical memory aids:

Use your knuckles to figure out how many days in each month

CW #3: The 5W’s

A picture is worth one thousand words

Using the “5W’s” for beginning or advanced writers

To begin: organize!

Step 1: Find interesting pictures

Step 2: Student finds one picture that holds interest

Step 3: Study the picture

Step 4: Write words or phrases for each question…

Step 5: Expand words and phrases to sentences

Summing Up

A sample 5W Worksheet

Variations

CW #2: ‘Character…”

Character Reference

Example

“A decision was made to reintroduce California Condors into the wild.”

“Conservationists decided to reintroduce California Condors into the wild..”

Characters, passives and nominalizing verbs:

1. Our expectation was that the recovery of the Snowy Plover would be quick.

2. We expected that the Snowy Plover would make a quick recovery.

CW #1: “It” and “They”

Using clear writing to help the reader

Using “it” and “they”

Example

“The Monarch Butterfly is endangered. They want to save it so it is not threatened.”

“The Monarch Butterfly is endangered. People want to save the colorful insect so that it’s not threatened.”

Using “it” for emphasis:

1. In 1973 the Endangered Species Act changed our attitude towards sea turtles.

2. It was in 1973 that we changed our attitude towards sea turtles when the Endangered Species Act passed.

Using “it” as subject:

1. That California quails eat berries, insects, and roots is a known fact.

2. It is a known fact that California quails eat berries, insects, and roots.