Alright, very well done! You've improved drastically in just one day. (Take that, English class!)
There are two things which I want to address now, and those are dialogue format and run ons.
Dialogue format is a fairly simple concept to learn. For starters, always end dialogue with a comma, then go to the identifier. (Identifiers are the "he said," "she said," "he asked," "she asked," etc. things.) So, don't end with a period. For example:
Instead of this:
"That's very interesting." Blake said.
Try:
"That's very interesting," Blake said.
See the comma? When you have an identifier, it's treated like part of the dialogue, so you need to make it fluidly attached to the dialogue itself. Now, if you have a question mark or an exclamation point, don't put the comma. That is:
"What did he do?" he asked.
or
"That's so funny!" he said.
The above examples are the correct format of questions or exclamations. Now, typically identifiers are placed to do just that, identify. So, you put them at the start of a quote, and generally continue the quote afterwards. This is how you do that:
Say I want a character to say "Wow, you've really got some skill." Now, let's say that because of the narrative before it, it isn't clear who is speaking. So, I'd use an identifier at a reasonable pause (like a comma), then place a comma at the end of the identifier, and continue on. It's a bit confusing, so let's break it into steps.
Step one:
We've chosen the pause where we'll put the identifier. Now, if the speaker was simply saying "Wow," by itself, you would end with a period after the identifier. But, we have more! So, instead of putting a period...
Step two:
We put a comma at the end of "he said." Now there is fluid room to continue to...
Step three:
Quote:
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"Wow," he said, "you've really got some skill."
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Now we have completed the quote. Also, for identifiers, you are free to use "Tom said," or something of the like. It doesn't have to just be "he said."
I know that's a lot to take in at once, so if you're confused at all, PM me and I'll clear it up.
Secondly, I'd like to tackle run-ons. Run-ons are sentences that have too many words, too many thoughts, and generally just too many everythings. Some examples of run ons in your work would be:
Quote:
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We walked for what seem over an hour, just when I was about to ask if he was lost, we came out of the gardens.
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Quote:
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I went to close it, but I peeked inside, there I saw massive shelves of books, that looked like the stretched on forever.
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The correct way to do these thoughts would be to break them into sentences, like so:
Quote:
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We walked for what seemed over an hour. Just when I was about to ask if he was lost, we came out of the gardens.
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and
Quote:
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I went to close it, but I peeked inside. There I saw massive shelves of books that looked like they stretched on forever.
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Just reread your work and try and figure out where sentences have lingered for too long. Also, be sure to always reread your work out loud to yourself before you post it. That will help you get rid of not only run ons, but also many other things.
Now, for your next lesson, I want Tom to converse with that man so that you may practice your dialogue skills. Eventually have Tom get up with the man and go for a short walk around the Dome. You'll enter more eccentric halls than Tom has seen before, so be sure to practice your descriptive skills. And watch out for run ons!
Also, for practice, this lesson needs to be 600 words or more. You can figure out wordcount by going into Word and finding Tools>Wordcount. Good luck!