"what Did Students Do Before Chatgpt?" Well One Time I Forgot I Had A History Essay Due At My 10am Class

List of 400+ Dialogue Tags

Below is a full (but not exhaustive) and updated list of dialogue tags. Dialogue tags are a widely debated topic for writers, some saying you should only use said, others arguing the opposite. You will get no opinion for me—only a list to use as you wish :D

Some words may differ in categories based on context.

Expressing Agreement or Confirmation

Acknowledged, Admitted, Affirmed, Agreed, Apologized, Confirmed, Conceded, Gibed, Professed, Reassured, Verified, Vouched

Initiating or Continuing Conversation

Added, Began, Chimed In, Commented, Continued, Conversed, Discussed, Elaborated, Greeted, Interjected, Offered, Proposed, Remarked, Went On

Making a Declaration or Announcement

Announced, Attested, Declared, Decreed, Emphasized, Enunciated, Proclaimed, Revealed, Stated, Voiced

Formal or Deliberate Communication

Chanted, Concurred, Observed, Postulated, Preached, Put Forth, Reasoned, Surmised, Testified

Indirect Communication 

Digressed, Hinted, Implied, Insinuated 

Providing Information, Explanation or Speculation

Alleged, Articulated, Asserted, Clarified, Doubted, Equivocated, Explained, Guessed, Imparted, Informed, Lectured, Noted, Predicted, Quoted, Recited, Reported, Theorized

Expressing Doubt or Uncertainty

Doubted, Faltered, Guessed, Hesitated, Pondered, Questioned, Speculated, Wondered, Ventured

Seeking or Giving Advice

Advised, Coaxed, Proposed, Recommended, Remonstrated, Suggested, Supposed, Urged

Animalistic

Barked, Croaked, Growled, Hissed, Hooted, Howled, Hummed, Roared, Snarled 

Expressing Discontent or Frustration

Complained, Fretted, Grumbled, Protested, Ranted

Demonstrating Authority or Command

Avowed, Commanded, Crowed, Decided, Demanded, Dictated, Directed, Insisted, Instructed, Maintained, Ordered, Pressed, Proclaimed, Reprimanded

Displaying Confidence or Assertiveness

Asserted, Assured, Boasted, Bragged, Claimed, Piped Up, Pledged, Spoke Up, Told, Vowed

Exhibiting Anger or Aggression

Accused, Bristled, Challenged, Cursed, Erupted, Exasperated, Fumed, Groaned, Huffed, Raged, Seethed, Snapped, Spat, Stormed, Swore, Threatened, Whinged

Displaying Sadness or Despair

Anguished, Bawled, Bemoaned, Blubbered, Cried, Despaired, Grieved, Lamented, Mourned, Sobbed, Wept, Whimpered, Worried

Persuasiveness 

Appealed, Begged, Cajoled, Convinced, Persuaded, Petitioned, Pleaded, Prayed

Conveying Fear or Worry

Cautioned, Entreated, Gasped, Quaked, Shuddered, Stressed, Trembled, Warned

Softly or Quietly

Breathed, Called, Crooned, Murmured, Mumbled, Muttered, Sighed, Whispered

Loudly or Forcefully

Bellowed, Boomed, Cried Out, Hollered, Screamed, Screeched, Shouted, Shrieked, Thundered, Wailed, Whooped, Yelled

Demonstrating Disgust or Disdain

Cringed, Gagged, Griped, Groused, Rasped, Scowled, Sneered, Snorted

Expressing Mockery, Disrespect or Sarcasm

Dared, Imitated, Insulted, Jeered, Mimicked, Mocked, Ribbed, Ridiculed, Scoffed, Snickered, Taunted 

Doing Annoyingly

Gloated, Goaded, Nagged, Pestered, Provoked, Sassed, Tattled

Emotional or Expressive Communication

Grunted, Mewled, Panted, Quavered, Sniffled, Snivelled, Squawked, Whined, Yowled

Showing Empathy or Comfort

Comforted, Consoled, Empathized, Soothed, Sympathized

Indicating Thoughtfulness or Reflection

Contemplated, Echoed, Mused, Pondered, Recalled, Reflected, Remembered, Reminded, Reminisced, Retorted, Reiterated

Expressing Humour or Amusement

Cackled, Chirped, Chuckled, Giggled, Guffawed, Jested, Joked, Laughed, Quipped

Revealing Information

Confessed, Confided, Divulged, Disclosed, Expressed, Hinted, Revealed, Shared, Spilled, Uttered

In a Flirtatious Way

Bantered, Cooed, Flirted, Joshed, Moaned, Purred, Teased

Demonstrating Surprise or Astonishment

Gasped, Marvelled, Yelped

Indicating Hesitation or Reluctance

Faltered, Hesitated, Stammered, Stuttered

Engaging in a Dispute or Argument

Argued, Bargained, Bickered, Contended, Debated, Disputed, Negotiates, Objected, Rebutted, Shot Back

Showing Enthusiasm or Excitement

Beamed, Blurted, Cheered, Exclaimed, Gushed, Raved, Rejoiced, Sang, Squealed, Trumpeted

Expressing Approval or Praise

Applauded, Complimented, Encouraged, Exhorted, Extolled, Lauded, Praised

Speaking in a Continuous or Repetitive Manner

Babbled, Chattered, Jabbered, Rambled, Rattled On, Repeated

Questions and Answers

Answered, Asked, Cross-examined, Inquired, Implored, Probed. Prodded, Prompted, Queried, Questioned, Quizzed, Requested

Expressing Criticism or Disagreement

Challenged, Chastised, Chided, Condemned, Corrected, Countered, Criticized, Deflected, Demurred, Denounced, Scolded

Negative or Deceptive Communication

Denied, Droned, Exaggerated, Interrupted, Lied

Finishing the Conversation 

Concluded, Finished, Thanked

Neutral or Miscellaneous

Admired, Consented, Foretold, Invited, Mentioned, Mouthed, Pointed Out, Replied, Said, Sputtered, Volunteered

Don’t forget our Grand Opening Giveaway starts February 1st/24 on Tumblr, Instagram and slayingfiction.com! You don’t want to miss it!

Happy Writing!

Where do you find references for some of the poses you drew for some of the designs? For examples of what I'm talking about, I mostly mean the fighting, cleaning, holding prey, and running poses.

heres a few blogs/sites that i use for poses , design inspiration , and just trying to stylize different breeds. otherwise i watch youtube videos or just google specific poses like 'cat with bird' or somethin sometimes to get inspo

(under the cut)

Warren Photographic

Warren Photographic Images

Photos by Warren Photographic

zoranphoto.deviantart.com

ZoranPhoto - Professional, Photographer | DeviantArt

Check out ZoranPhoto's art on DeviantArt. Browse the user profile and get inspired.

ᚑ✦ Hornetpelt Commission ✦ᚑ 19th November, 2024

❥ Interactions are appreciated.

A commission done before I officially open them on Discord, it served as training for me. I will announce once they actually open.

My partners friend went missing if you all could signal boost this!

Writing Notes: Children's Dialogue

Language is extremely complex, yet children already know most of the grammar of their native language(s) before they are 5 years old.

BABBLING

Babbling begins at about 6 months and is considered the earliest stage of language acquisition

By 1 year babbles are composed only of the phonemes used in the language(s) they hear

Deaf babies babble with their hands like hearing babies babble using sounds

FIRST WORDS

After the age of one, children figure out that sounds are related to meanings and start to produce their first words

Usually children go through a holophrastic stage, where their one-word utterances may convey more meaning

Example: "Up" is used to indicate something in the sky or to mean “pick me up”

Most common first words (among the first 10 words uttered in many languages): “mommy,” “daddy,” “woof woof,” “no,” “bye,” “hi,” “yes,” “vroom,” “ball” and “banana”

WORD MEANINGS

When learning words, children often overextend a word’s meaning

Example: Using the word dog to refer to any furry, four-legged animal (overextensions tend to be based on shape, size, or texture, but never color)

They may also underextend a word’s meaning

Example: Using the word dog to refer only to the family pet, as if dog were a proper noun

The Whole Object Principle: When a child learns a new word, (s)he is likely to interpret the word to refer to a whole object rather than one of its parts

SYNTAX

At about two years of age, children start to put words together to form two-word utterances

The intonation contour extends over the two words as a unit, and the two-word utterances can convey a range of meanings:

Example: "mommy sock" = subject + object or possessive

NOTE: Chronological age is NOT a good measure of linguistic development due to individual differences, so instead linguists use the child’s mean length of utterance (MLU) to measure development

The telegraphic stage describes a phase when children tend to omit function morphemes such as articles, subject pronouns, auxiliaries, and verbal inflection

Examples: "He play little tune" or "Andrew want that"

Between 2;6 and 3;6 a language explosion occurs and children undergo rapid development

By the age of 3, most children consistently use function morphemes and can produce complex syntactic structures:

Examples: "He was stuck and I got him out" / "It’s too early for us to eat"

After 3;6 children can produce wh-questions, and relative pronouns

Sometime after 4;0 children have acquired most of the adult syntactic competence

PRAGMATICS

Deixis: Children often have problems with the shifting reference of pronouns

Children may refer to themselves as "you"

Problems with the context-dependent nature of deictic words: Children often assume the hearer knows who s/he is talking about

AUXILIARIES

In the telegraphic stage, children often omit auxiliaries from their speech but can form questions (with rising intonation) and negative sentences

Examples: "I ride train?" / "I not like this book"

As children acquire auxiliaries in questions and negative sentences, they generally use them correctly

SIGNED LANGUAGES

Deaf babies acquire sign language in the same way that hearing babies acquire spoken language: babbling, holophrastic stage, telegraphic stage

When deaf babies are not exposed to sign language, they will create their own signs, complete with systematic rules

IMITATION, REINFORCEMENT, ANALOGY

Children do imitate the speech heard around them to a certain extent, but language acquisition goes beyond imitation

Children produce utterances that they never hear from adults around them, such as "holded" or "tooths"

Children cannot imitate adults fully while acquiring grammar

Example:

Adult: "Where can I put them?" Child: "Where I can put them?"

Children who develop the ability to speak later in their childhood can understand the language spoken around them even if they cannot imitate it

NOTE: Children May Resist Correction

Example: Cazden (1972) (observation attributed to Jean Berko Gleason) – My teacher holded the baby rabbits and we patted them. – Did you say your teacher held the baby rabbits? – Yes. – What did you say she did? – She holded the baby rabbits and we patted them. – Did you say she held them tightly? – No, she holded them loosely.

Another theory asserts that children hear a sentence and then use it as a model to form other sentences by analogy

But while analogy may work in some situations, certainly not in all situations:

– I painted a red barn. – I painted a barn red. – I saw a red barn. – I saw a barn red.

Children never make mistakes of this kind based on analogy which shows that they understand structure dependency at a very young age

BIRTH ORDER

Children’s birth order may affect their speech.

Firstborns often speak earlier than later-born children, most likely because they get more one-on-one attention from parents.

They favor different words than their siblings. 

Whereas firstborns gabble on about animals and favorite colors, the rest of the pack cut to the chase with “brother,” “sister,” “hate” and such treats as “candy,” “popsicles” and “donuts.” 

The social dynamics of siblings, it would appear, prime their vocabularies for a reality different than the firstborns’ idyllic world of sheep, owls, the green of the earth and the blue of the sky.

MOTHER'S LEVEL OF EDUCATION

Children may adopt vocabulary quite differently depending on their mother’s level of education.

In American English, among the words disproportionately favored by the children of mothers who have not completed secondary education are: “so,” “walker,” “gum,” “candy,” “each,” “could,” “wish,” “but,” “penny” and “be” (ordered starting with the highest frequency).

The words favored by the children of mothers in the “college and above” category are: “sheep,” “giraffe,” “cockadoodledoo,” “quack quack,” the babysitter’s name, “gentle,” “owl,” “zebra,” “play dough” and “mittens.” 

BOYS / GIRLS

One area of remarkable consistency across language groups is the degree to which the language of children is gendered.

The words more likely to be used by American girls than by boys are: “dress,” “vagina,” “tights,” “doll,” “necklace,” “pretty,” “underpants,” “purse,” “girl” and “sweater.”

Whereas those favored by boys are “penis,” “vroom,” “tractor,” “truck,” “hammer,” “bat,” “dump,” “firetruck,” “police” and “motorcycle.”

Tips for Writing Children's Dialogue (compiled from various sources cited below):

Milestones - The dialogue you write should be consistent with the child's developmental milestones for their age. Of course, other factors should be considered such as if the child has any speech or intellectual difficulties. Also note that developmental milestones are not set in stone and each child is unique in their own way.

Too "Cutesy" - If your child characters are going to be cute, they must be cute naturally through the force of their personality, not because the entire purpose of their existence is to be adorable.

Too Wise - It’s true kids have the benefit of seeing some situations a little more objectively than adults. But when they start calmly and unwittingly spouting all the answers, the results often seem more clichéd and convenient than impressive or ironic.

Unintelligent - Don’t confuse a child’s lack of experience with lack of intelligence. 

Baby Talk - Don’t make a habit of letting them misuse words. Children are more intelligent than most people think.

Unique Individuals - Adults often tend to lump all children into a single category: cute, small, loud, and occasionally annoying. Look beyond the stereotype.

Personal Goals - The single ingredient that transforms someone from a static character to a dynamic character is a goal. It can be easy to forget kids also have goals. Kids are arguably even more defined by their goals than are adults. Kids want something every waking minute. Their entire existence is wrapped up in wanting something and figuring out how to get it.

Don't Forget your Character IS a Child - Most of the pitfalls in how to write child characters have to do with making them too simplistic and childish. But don’t fall into the opposite trap either: don’t create child characters who are essentially adults in little bodies.

Your Personal Observation - To write dialogue that truly sounds like it could come from a child, start by being an attentive listener. Spend time around children and observe how they interact with their peers and adults. You can also study other pieces of media that show/write about children's behaviour (e.g., documentaries, films, TV shows, even other written works like novels and scripts).

Context - The context in which children speak is crucial to creating realistic dialogue. Consider their environment, who they're speaking to, and what's happening around them. Dialogue can change drastically depending on whether a child is talking to a friend, a parent, or a teacher. Additionally, children's language can be influenced by their cultural background, family dynamics, and personal experiences. Make sure the context informs the dialogue, lending credibility to your characters' voices.

Sources and other related articles: 1 2 3 4 5 6 7 8 9 10

Writing Notes: On Children Writing Notes: Childhood Bilingualism

Chibi foliage guide: Rose (pt.2)

Words to use instead of “said” organized by emotion/intention 2.0

Said is NOT a bad word. ~75% of the time, it’s all you need. But here’s some alternative when you really need to spice up that dialogue! 

Use sparingly for more impact - especially the more dramatic verbs.  Emotion and intent are complex! I tried to reduce redundancy as much as I could, but some words are simply going to be in multiple categories. i.e. “anger” and “loud” share a lot of words

This is a living document and will be updated whenever I think of new words.

Afficher davantage

ᚑ✦ Smoketongue ✦ᚑ 02 July, 2024

❥ Interactions are appreciated.

One of my first attacks this season of @artfight , where I drew Sometongue who belongs to @vivultures .

ᚑ✦ Blue-eyed grey cats ✦ᚑ 29 August, 2024

❥ Interactions are appreciated.

I will try to do these type of challenges where we draw multiple similar described Warriors characters. To attempt at being more active here. Characters here are Ashfur, Cinderpelt, Bluestar and Crowfeather.

Writing Notes: Culture

There are many definitions of culture and it is used in different ways by different people.

Culture - may be defined as patterns of learned and shared behavior that are cumulative and transmitted across generations.

Patterns

There are systematic and predictable ways of behavior or thinking across members of a culture.

Emerge from adapting, sharing, and storing cultural information.

Can be both similar and different across cultures.

Example: In both Canada and India it is considered polite to bring a small gift to a host’s home. In Canada, it is more common to bring a bottle of wine and for the gift to be opened right away. In India, by contrast, it is more common to bring sweets, and often the gift is set aside to be opened later.

Sharing

Culture is the product of people sharing with one another.

Humans cooperate and share knowledge and skills with other members of their networks.

The ways they share, and the content of what they share, helps make up culture.

Example: Older adults remember a time when long-distance friendships were maintained through letters that arrived in the mail every few months. Contemporary youth culture accomplishes the same goal through the use of instant text messages on smartphones.

Learned

Behaviors, values, norms are acquired through a process known as enculturation that begins with parents and caregivers, because they are the primary influence on young children.

Caregivers teach kids, both directly and by example, about how to behave and how the world works.

They encourage children to be polite, reminding them, for instance, to say “Thank you.” They teach kids how to dress in a way that is appropriate for the culture.

Culture teaches us what behaviors and emotions are appropriate or expected in different situations.

Example: In some societies, it is considered appropriate to conceal anger. Instead of expressing their feelings outright, people purse their lips, furrow their brows, and say little. In other cultures, however, it is appropriate to express anger. In these places, people are more likely to bare their teeth, furrow their brows, point or gesture, and yell (Matsumoto, Yoo, & Chung, 2010).

Learned: Rituals

Members of a culture also engage in rituals which are used to teach people what is important.

Example 1: Young people who are interested in becoming Buddhist monks often have to endure rituals that help them shed feelings of specialness or superiority—feelings that run counter to Buddhist doctrine. To do this, they might be required to wash their teacher’s feet, scrub toilets, or perform other menial tasks.

Example 2: Similarly, many Jewish adolescents go through the process of bar and bat mitzvah. This is a ceremonial reading from scripture that requires the study of Hebrew and, when completed, signals that the youth is ready for full participation in public worship.

These examples help to illustrate the concept of enculturation.

Cumulative

Cultural knowledge is information that is “stored” and then the learning grows across generations.

We understand more about the world today than we did 200 years ago, but that doesn’t mean the culture from long ago has been erased.

Example: Members of the Haida culture, a First Nations people in British Columbia, Canada are able to profit from both ancient and modern experiences. They might employ traditional fishing practices and wisdom stories while also using modern technologies and services.

Transmission

Passing of new knowledge and traditions of culture from one generation to the next, as well as across other cultures is cultural transmission.

In everyday life, the most common way cultural norms are transmitted is within each individuals’ home life.

Each family has its own, distinct culture under the big picture of each given society and/or nation.

With every family, there are traditions that are kept alive.

The way each family acts and communicates with others and an overall view of life are passed down.

Parents teach their kids every day how to behave and act by their actions alone.

Outside of the family, culture can be transmitted at various social institutions like places of worship, schools, even shopping centers are places where enculturation happens and is transmitted.

Understanding culture as a learned pattern of thoughts and behaviors is interesting for several reasons:

It highlights the ways groups can come into conflict with one another. Members of different cultures simply learn different ways of behaving. Teenagers today interact with technologies, like a smartphone, using a different set of rules than people who are in their 40s, 50s, or 60s. Older adults might find texting in the middle of a face-to-face conversation rude while younger people often do not. These differences can sometimes become politicized and a source of tension between groups. One example of this is Muslim women who wear a hijab, or headscarf. Non-Muslims do not follow this practice, so occasional misunderstandings arise about the appropriateness of the tradition.

Understanding that culture is learned is important because it means that people can adopt an appreciation of patterns of behavior that are different than their own.

Understanding that culture is learned can be helpful in developing self-awareness. For instance, people from the United States might not even be aware of the fact that their attitudes about public nudity are influenced by their cultural learning. While women often go topless on beaches in Europe and women living a traditional tribal existence in places like the South Pacific also go topless, it is illegal for women in some of the United States to do so. These cultural norms for modesty that are reflected in government laws and policies also enter the discourse on social issues such as the appropriateness of breastfeeding in public. Understanding that your preferences are, in many cases, the products of cultural learning might empower you to revise them if doing so will lead to a better life for you or others.

Humans use culture to adapt and transform the world they live in and you should think of the word culture as a conceptual tool rather than as a uniform, static definition.

Culture changes through interactions with individuals, media, and technology, just to name a few.

Culture generally changes for one of 2 reasons:

Selective transmission or

to meet changing needs.

This means that when a village or culture is met with new challenges, for example, a loss of a food source, they must change the way they live.

It could also include forced relocation from ancestral domains due to external or internal forces.

Example: In the United States, tens of thousands Native Americans were forced to migrate from their ancestral lands to reservations established by the United States government so it could acquire lands rich with natural resources. The forced migration resulted in death, disease and many cultural changes for the Native Americans as they adjusted to new ecology and way of life.

Source More: On Psychology