Take a Word for a Walk
If you're a teacher or trainer, you've probably learned that it pays off to get your students involved, instead of just talking to them. Here's a good exercise for doing that.
Words have denotations—their "dictionary" definitions. They also have connotations—clouds of meanings, an aura of what they suggest beyond their denotations. And words with essentially the same denotation can have entirely different connotations.
Words have denotations—their "dictionary" definitions. They also have connotations—clouds of meanings, an aura of what they suggest beyond their denotations. And words with essentially the same denotation can have entirely different connotations.
Words also have personalities, just as people do. And just as you should be careful in pairing up people (e.g., in getting a team together, arranging dinner settings or blind dates), you need to be careful about which words you match up.
So here's an exercise that will give you and your students practice in doing that. We call it "Take a Word for a Walk."
First you review the words denotation and connotation, maybe giving examples (perhaps athlete/jock, drunk/alcoholic, lawyer/attorney/shyster; salesman/huckster, writer/wordsmith/hack). For the examples, you can choose words that you like, and that the students are likely to know and appreciate (you'll find a few suggestions below, to get you started).
Then you write the word "Walk" so that everyone can see it. Write it at the top of the board or flip-chart, to leave room for other words below it. (You may want to illustrate the word by simply taking a few steps across in front of the class, saying something like "I'm walking now, see?" A little silly, sure, but it sets the stage for what follows.)
Next you ask for other words that mean walk. If you don't get a response right away (and you don't mind looking a little foolish), you can take another short walk, this time in a very different style, and ask them for a word to describe what you're doing. You're trying to elicit some other words that we use to refer to a manner of walking—perhaps some of the words below. Once you get them started, and let them see that this can be fun, momentum will probably grow. You can demonstrate a couple more walking styles if you like, or—probably better—invite whoever gives a new walk-word to demonstrate it.
You may want to be ready with phrases or sentences to illustrate the words—something like:
You can't just waltz in here and tell us that.
She marched in and demanded to be heard.
He strutted off with the award.
She was just meandering around the campus.
I was so embarrassed I just wanted to slink off and hide.
By using this exercise, you've done more than just lecture them about the subtle way words work, about denotation and connotation. You've brought them in, let them learn—let them take part in the process. And you've shown them how word choice can suggest lots of things—in this case how the way someone walks can tell a lot about their purpose, emotional state, etc.
I was so embarrassed I just wanted to slink off and hide.
By using this exercise, you've done more than just lecture them about the subtle way words work, about denotation and connotation. You've brought them in, let them learn—let them take part in the process. And you've shown them how word choice can suggest lots of things—in this case how the way someone walks can tell a lot about their purpose, emotional state, etc.
Examples of some walk-words: stroll, strut, waltz, stomp, march, meander,dance, prance, mince, trot, charge in/off, burst in, sidle, slink, charge, waddle, stagger.
For best results, set the stage at the beginning (especially as you demonstrate a way of walking), letting the students know that this is valuable learning exercise, but that it can and should be fun.
Now waltz in there and do it.
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