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@aether-somerset

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i mean sure
Full Metal Alchemist sounds a lot less threatening when you describe it as two brothers taking on the SLAP EGG gang.
Hey, you. You're finally awake. You were trying to storm Area 51, right? Walked right into that Department of Defense ambush, same as us, and that Naruto runner over there.
The entire video game industry has one brain cell!
đ
uwu love you too anon

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The images and gifs from A Step-by-Step Guide to Drawing Syntax Trees, in a format where you can click to enlarge. See the other post for detailed explanation. (Not the exact kind of syntax trees youâre used to? Hereâs why.)
I wrote an extensive series of posts about how to teach yourself to draw syntax trees four years ago, which I have just remembered now, so if thatâs something that might be useful to you I hereby bring it to your attention.Â
Words to Describe Someone's Voice
I went scouting through the internet for words to describe a characterâs voice. Hereâs a handy list for all you writers:
Adenoidal/Nasal - Some of the sound seems to come through the nose.
Appealing - Shows that you want help, approval, or agreement.
Breathy - With loud breathing noises.
Brittle - You sound as if you are about to cry.
Croaky - Sounds as if they have a sore throat.
Dead - They feel or show no emotion.
Disembodied - Voice comes from someone who you cannot see.
Flat - Spoken in a voice that does not go up and down.
Fruity - Deep and strong in a pleasant way.
Grating - Unpleasant and annoying.
Gravelly -  Low and rough.
Gruff - Has a rough low sound.
Guttural - Deep and made at the back of your throat.
High-Pitched - Very high and shrill.
Hoarse -  Low rough voice, usually because their throat is sore.
Honeyed -Â Â Falsely sweet voice.
Husky - A husky voice is deep and sounds hoarse often in an attractive way.
Low - Quiet and difficult to hear / in a deep voice.
Matter-of-fact - Used about someoneâs behavior or voice.
Modulated - Controlled and pleasant to listen to.
Monotonous -  Boring because it does not change in loudness or become higher or lower.
Orotund - Loud and clear.
Penetrating - So high or loud that it makes you uncomfortable.
Plummy - This word shows that you dislike people who speak like this.
Quietly - In a quiet voice.
Raucous -  Loud and sounds rough.
Ringing -  very loud and clear.
Rough - Not soft and is unpleasant to listen to.
Shrill -  Very loud, high, and unpleasant.
Silvery - Clear, light, and pleasant.
Singsong - Rises and falls in a musical way.
Small - A small voice or sound is quiet.
Smoky - Sexually attractive in a slightly mysterious way.
Softly Spoken - A quiet gentle voice.
Sotto Voce - A very quiet voice.
Stentorian - Loud and severe.
Strangulated - One that someone stops before they finish making it.
Strident -  Loud and unpleasant.
Taut - Shows someone is nervous or angry.
Thick - Voice sounds less clear because of an emotion.
Thin -  High and unpleasant to listen to.
Throaty - Low and seems to come from deep in your throat.
Tight - Shows that you are nervous or annoyed.
Toneless - Does not express any emotion.
Tremulous - It is not steady because you are afraid or excited.
Wheezy - Has difficulty breathing.
Wobbly -Â Unstable tone due to fright or emotions.
handy diagram of danganronpa protagonists: revised edition
IM WELL AWARE THE LINES ARE UNEVEN AND I APOLOGIZE BUT THIS IS MY HOT TAKE
im here to announce that the new hot meme is writing textposts in the international phonetic alphabet
ËÉŞtÉl lĘk É ËlÉŞtÉl ËsĘmθɪŠlaÉŞk ðɪs. aÉŞ θɪĹk ðɪs ÉŞz ËrÉŞli ËgoĘÉŞĹ tu kÌʧ Én gaÉŞz
aÉŞm ÉŞntu ÉŞt

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Filling In The Gaps
When we write, sometimes a story comes with all the pieces stuck together for you. Most of the time, it comes piece by piece. Hereâs to finding the pieces to go with the ones you already have.
Need a Genre:
I think this will help
List of Genres (play darts with it or something)
Need a Plot:
Adventure Generator (Fantasy)
Plot Idea Generator (can get a little wacky)
Plot Twist Generator (General)
Genre-based Plot GeneratorsÂ
SO MANY PLOTS
Really random plot generatorÂ
âPut your character in a bad situationâ Generator
Need (a) Character(s):
Name Generator (Fantasy)
Name Generator (All Genres, including Surnames)
All the Character Generators (Iâm not kidding.)
EVERY SINGLE CHARACTER GENERATOR (You still think Iâm kidding)
Another character description generator (General)
Character Backstory/Details/Appearance Generators
Or just look through Pinterest âCharacter Inspirationâ boards. So many good faces on there. I like this board and this one.
Need a Setting:
World Generator (Fantasy)
Fictional Location Generator (General)
City Generator
Fill out your Setting Generators
Need a Scene:
Ask These Guys for a prompt!
Prompty prompt prompts
I Just Need Something!:
First Line Generator (you will spend most of your time laughing)
Prophecy Generator (to make you feel all foreboding and such)
This link has plot and genre and character building helps.Â
All the generators!
Title Generator
Just search for writing prompts! Tumblr has SO MANY, and Pinterest has just as many.
Go forth and conquer, friends.
Using the appropriate vocabulary in your novel
It is very important that the language in your novel reflects the time and place in which the story is set.
For example, my story is set in Italy. My characters would never âride shotgunâ, a term coined in US in the early 1900s referring to riding alongside the driver with a shotgun to gun bandits.Â
Do your research! A free tool that I found to be very useful is Ngram Viewer.Â
You can type any word and see when it started appearing in books. For exampleâŚone of my characters was going to say âgazillionâ (I write YA) in 1994. Was âgazillionâ used back then?
And the answer isâŚYES! It started trending in 1988 and was quite popular in 1994.
Enjoy ^_^
This is really important, especially because language can change in very unexpected ways.Â
For example, did you know that before 1986 people never said âI need toâ?Instead, they were far more likely to say âI ought toâ, âI have toâ, âI mustâ, or âI shouldâ.
Donât believe me?
Anyway, most people wonât notice subtle changes like that. But your reader will notice and be confused when characters in your medieval world use metaphors involving railroads and rockets.
One of the things you can do besides use Google Ngrams is to read books or watch movies written in the time period you want to set your story. The key here is that they canât just be set in that time period, they have to have been made in that time period.
Also, thereâs a Lexicon Valley episode on this very topic which I highly recommend. Itâs called Capturing the Past.Â
SEE ALSO Etymonline.  Word origins and when theyâre first recorded. So, say I wanted to find out when a âcoffee breakâ became a thing â around the 1950s, as seen in magazine adverts â or characters might talk about more genrallly âtaking a breakâ from the 1860sâŚ
reblogging for etymonline. I canât tell you how much I use it for period-appropriate erotic languageâŚ.
âŚfeEL THE RAIN ON YOUR SKIN NO ONE ELSE CAN FEEL FOR YOU ONLY YOU CAN LET IT IN
The only acceptable reason for this is if this character is actually a demon who seduces men and then eats them. [source]
who wrote this, expose him
my breasts are nicely separated. Completely divided, every year they move apart by half an inch.
My breasts are nicely separated though they still fight for custody of the children.
I,,a woman,,,am WiDeR LOweR dOwN
That was difficult to read.
My name is Ebony D'arkness Dementia Raven Way, and my breasts are nicely separated
OH MY GOD WHAT IS THAT AND HOW ON EARTH DID IT GET PUBLISHED
You can always tell when itâs a man writing a description because they focus oddly on the breasts. There will always be something about breasts and I canât tell you how many times Iâve read historical or fantasy fiction and they talk about âher breasts hanging freely under her tunicâ or what the fuck ever and itâs likeâŚwomen donât do that? We donât describe ourselves by saying âI have blonde hair and blue eyes and my breasts hang freely under my tunicâ. I kind of feel like we should counter by awkwardly mentioning all male characterâs balls in their description. Itâs kind of in the same vein.
âI have auburn hair and hazel eyes and my copious nicely separated balls hangs freely under my breechesâ
G E T W I D E R L O W E R D O W N
âTo get back to my bodyâ
This is the first time I saw this post with art and I am in tears.
Reblogging again because IT HAS BEEN ILLUSTRATED NOW đđđđđđđđđđđđđđđ
Im actually laughing so hard omg
end harpy shaming 2k18

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the replies on this post are golden
thatâs notâŚâŚâŚ. how child speech worksâŚâŚâŚâŚâŚâŚâŚâŚâŚâŚâŚâŚâŚâŚâŚâŚ..
god okay in an attempt to be less of an asshole, hereâs how child speech DOES work (or tend to work, at least)
kids tend to hypercorrect â this means that they tend to say things like âsleepedâ instead of âslept,â âwritedâ instead of âwrote,â âgoedâ instead of âwent,â etc
kids tend not to make errors such as omitting verbs (âi hungryâ)
kids also tend not to make errors in the i/me, she/her department (âme am hungryâ)
simplification of difficult sounds â consonant clusters especially, so things like st, sp, ps, etc., as well as f, v, th-sounds, ch-sounds, etc.
âbabblingâ-type utterances (âapwenâ for âairplane,â using one babbly word for multiple objects, things like that)Â generally occur in children under the age of three and a half
say it with me: an eight-year-old child is not going to be saying âme hungwyâ
do not confuse child speech with stereotypical learner english mistakes, thatâs not only incorrect but also gross on the stereotypical learner english front (âme love you long time,â anybody?)
if youâre going to write kidfic please do some * research
Totally. It can be helpful to remind yourself that young children tend to speak as though the English language actually made sense. Our brains are pattern-recognising machines: children are really, really good at puzzling out the implicit rules of the English language, but they donât necessarily know all the silly exceptions and bizarre edge cases that break those rules yet - those can only be learned through experience and rote memorisation.
Basically, when children who speak English as a first language make mistakes, it typically reflects a tendency to treat English as more grammatically, syntactically, and/or orthographically consistent than it really is. In some cases, this can be compounded by the fact that some kids will get offended at how little sense âproperâ English makes, and insist upon using the more consistent forms even though they know very well that theyâre technically âwrongâ.
for a long young portion of my life I insisted on pronouncing Sean âSEENâ because thatâs how itâs spelled.
As someone who spends a good majority of her time working with kids, it irks me to no end when I see children written as if theyâre babies.
Past the age of about five or six years old, children can have deep, intellectual conversations about the most bizarre of things. I HAD A CONVERSATION LAST WEEK WITH FOUR THIRD GRADERS ABOUT THE GAS PRICES AND TAXES IN HAWAII.
Were they entirely correct in the facts they were giving? No, because it was all from what they had heard from parents or on the news. But that doesnât take away from the fact that I was having a genuine conversation with four eight and nine year olds about taxes.
Just about the only speech problems most kids have, unless they have a speech impediment, is not being able to pronounce certain consonants (replacing âthâ with âfw,â for example, and some letters are harder to form with your mouth than others) and doing exactly what the person above said: using the English language the way they know how, which isnât always the way English works.
Kids arenât stupid. Stop writing them like they are.
I was tutoring a little kid (second grade, I think). He was complaining about a worksheet. âThis is hard.â I started to correct him as I knew he was more than capable of it and this bright kid, who had obviously heard the lecture before from others, interrupted me and said: âI know. I know. Itâs not really difficult. Itâs just time consuming.â Some kids are spooky-smart and even quite articulate.
If you need (plotwise) to emphasize that the child is specifically childish ⌠have them tell the same joke to everyone they meet, cracking themselves up before they get to the punchline ⌠have them ask âWhy?â incessantly ⌠have them fidgeting and possibly breaking things (âOops.â âWhat?â âNothing!â âWHAT?!â) ⌠and if you have more than one kid, even of the same age, you donât have to write them at the same intelligence level or emotional maturity. Some kids are messy and some are obsessively neat. Some are quiet, some loud. Some giggly, some surly. They basically come in the same range of personalities as adults.Â
If you donât want to invest a lot of time writing dialog for kids, just establish that you have a quiet kid. But a kid who gives single-word answers is usually doing so because they donât like you (or trust you) or they are focused on their own thing and youâre interrupting them. It doesnât mean they lack the vocabulary or that they donât understand the adult conversation going on âover their headâ (the more inappropriate the conversation, the more likely the kids are paying attention).
I have jabbed the back button so many times on terrible kid fic. This is an excellent resource - kid fic, when done well, is a real treat for me.
The only children I have ever met who did say things like âme hungwyâ were the ones who had figured out that if they sounded âadorableâ they could wrap adults around their precious little fingers. Kids get it.
Kids also slur and mumble a lot. Especially when theyâre tired. They donât say âme hungwyâ, they say âMâhungryâ, or âmâhungâyâ cause it just takes too much effort or time to do a proper distinct ârâ.
Really, with kids, itâs more about how they say the words than what they say. A sleepy kid can be adorable, but theyâre either cranky as hell or nearly dead on their feet. A hungry kid is going to be cranky (again) or whiney. A bored kidâs going to be fidgety and/or whiney. etc.Â
Generally speaking, in my experience, kids are as smart as any adult. What they lack is: * Life experience and knowledge about the world. So sometimes, things that seem silly and cliche to us are new, exciting, and profound to them. * A long term perspective. They donât have a sense of âthis too shall pass.â If something upsets them right now, itâs the end of the world. If something makes them happy, they think theyâll never be unhappy again. This hurts their judgment and can make them emotionally reactive. * Self-control. Try to get kids to sit quietly when theyâre tired or hungry or angry, and youâll see what I mean. * The ability to know what they know and verbalize it to others. Any therapist will tell you kids pick up family dynamics and detect conflict parents are trying to hide like no oneâs business. They canât usually talk directly about it, though, although they might enact the patterns they see with dolls and pretend play. * Defenses and seeing themselves through othersâ eyes. I love teaching and doing research with children because their personalities are so quickly and easily visible. Their parents are another matter. Until at least 5th or 6th grade, theyâre not constantly thinking about how others perceive them and constructing complicated facades. * Meta-thinking. When I ask a child who just solved a logic puzzle or answered a question correctly how they knew, theyâll often say something like âI just knew,â âbecause Iâm smart,â âmy sister taught me,â or âI donât know.â This is related to kids rarely knowing and being able to verbalize what they know. * Basic executive functions like working memory, processing speed, and inhibition. All of these rely on the frontal lobe and develop slowly. A concrete example: on a brief IQ test like the Woodcock Johnson, Iâve seen kids get lost in the problem and forget part or all of what they were being asked, but they could solve it accurately if you kept reminding them (but did not otherwise provide help). Their standard scores with reminders were often over 120 (roughly âgifted rangeâ), while without, they did about average. * They ask questions, but they donât critically question what youâve been told. In my experience with gifted kids for example, they ask so many questions it wears parents and teachers out. But until adolescence, they trust what they learn from books, parents, and teachers. They donât ask constantly, âhow do you know? How do I know?â I vividly remember beginning to ask these how-do-we-know questions at 14. I suddenly became aware of a lack of certainty of everything I knew and believed.
Kids are smart and observant, but they are not little adults. Their perspective is so different given their size, relationship to time, and dependence on the adults around them. If you want to write about kids, keep that in mind, listen to them, and observe them closely.
iâm a speech/language therapist who specializes in language development for preschool aged children (under 5). Â as a rule of thumb, children approximate adult language at 5 years of age. Â i didnât really include speech sound development because thatâs a whole lot of explanation. Â but, hereâs what their language looks like from birth - 5 years:
Birthâ3 Months
Startles to loud sounds
Quiets or smiles when spoken to
Seems to recognize caregiverâs voice and quiets if crying
Makes pleasure sounds (cooing, gooing)
Cries differently for different needs
Smiles they see caregiver
4â6 Months
Turns eyes to the direction of sounds
Responds to changes in tone of voice
Interested in music / toys that make sounds
Babbling is reduplicated repetitions of different easy to pronounce sounds, (i.e. âpapapa,â âbababa,â âmamamaâ)
Chuckles and laughs
Vocalizes excitement and displeasure
7 Monthsâ1 Year
Enjoys games like peek-a-boo and pat-a-cake
Turns and looks in direction of sounds
Listens when spoken to
Recognizes words for common items like âcupâ, âshoeâ, âbookâ, or âjuiceâ
Begins to respond to commands and requests (e.g. âCome hereâ or âWant more?â)
Babbling has many different sounds (âpabamimaâ)
Uses gestures to communicate (waving, holding arms to be picked up)
Imitates different speech sounds
Has one or two words (hi, dog, dada, mama) around first birthday, although words may not be intelligible
1-2 YearsÂ
Points to a few body parts when asked.
Follows simple commands and understands simple questions (âRoll the ball,â âKiss the baby,â âWhereâs your shoe?â).
Points to pictures in a book when named.
Vocabulary size increases every month
Child over generalizes words (i.e. every four legged animal is âdoggyâ)
Uses some one- or two- word questions (âWhere kitty?â âGo bye-bye?â âWhatâs that?â).
Once vocabulary size reaches ~250 words child begins to put two words together (âmore cookie,â âno juice,â âmommy bookâ).
2-3 Years
Understands opposites (âgo-stop,â âin-on,â âbig-little,â âup-downâ).
Follows two-step requests (âGet the book and put it on the tableâ).
Should be able to listen to story books for longer periods of time
Vocab size increased to the point where they have a word for almost everything, new words every day.
Uses two- or three- words sentences.
Speech is understood by familiar listeners most of the time.
Often asks for or directs attention to objects by labeling them.
Asks âwhy?â but may not be able to answer (**asking questions comes far before being able to answer them!!)
May stutter on words or sounds (this is normal unless it distresses the child)
3-4 years
Will respond when called from another room.
Can talk about familiar activities that happened at school or at friendsâ homes while the listener was not present. Â Uses about 4 sentences at a time. (Not yet a full adult-like narrative, but making progress.)
People outside of the family understand childâs speech.
Answers simple âwho?â, âwhat?â, and âwhere?â questions.
Asks âwhen?â and âhow?â questions.
Understands simple meta-linguistic structures such as rhymes (i.e. âhat-catâ)
Uses pronouns, such as I, you, me, we, or they
Uses some plural words, like toys, birds, and buses (may overgeneralize plural or past tense â
Sentences have 4 or more words.
Usually has outgrown stuttering behaviors.
4-5 years
Understands sequencing words like first, next, and last.
Understands words for time, like yesterday, today, and tomorrow.
Follows 3-4 step directions, like âPut your pajamas on, brush your teeth, and then pick out a book.â
Says all speech sounds in words. May still make mistakes on sounds that are harder to say, like l, s, r, v, z, ch, sh, th. Â **Mistakes on /r/ are common until 7 years of age
Uses sentences that have more than one verb.
With adult support can construct a short narrative about something the listener is not familiar with (i.e. âWhat happened in the movie?â)
Understands that they must change their language depending on the listener and place. May use short sentences with younger children or talk louder outside than inside.