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Descriptive Writing

Descriptive Writing. “The difference between the almost right word and the right word is the same as that between lightning and the lightning bug.” -- Mark Twain. Naming. Identify objects, people (anything that you see) Focus on __________. Detailing.

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Descriptive Writing

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  1. Descriptive Writing “The difference between the almost right word and the right word is the same as that between lightning and the lightning bug.” -- Mark Twain

  2. Naming • Identify objects, people (anything that you see) • Focus on __________ Detailing • Explore the features, characteristics, and qualities of the objects identified through naming • Focus on ______________ and ____________________

  3. Comparing • Making comparisons about what you are describing in order to express further detail in interesting ways • Focus on creating • Similes: _________________________________________ • Metaphors: ______________________________________ • Metaphors often sound stronger than similes • Example: The classroom is like a box. OR The classroom is a box. **The metaphor (2nd sentence) sounds more serious—either works, but it depends on the tone and meaning the writer is trying to convey.

  4. Sensory Detail • Sight – visual, what do you see? • Hearing – sound; • think of creating onomatopoeias: ___________________ • Examples: _______________________________________ • Smell – scent • Touch – feel, texture • Taste – flavor ACTIVITY: Watch Video and record sensory details on worksheet. **See Description Packet for words related to each of the five senses.

  5. Use Action Verbs • I am mad about my bad grade on the test. VS • My cheeks flushed red as I ripped the test into tiny pieces. • Am is a ____________ verb. • Flushed and ripped are ____________ verbs. ACTIVITY: Revise one sentence from today’s free writing by using an action verb. Share sentences with the class. *See page 237 for another example of how active verbs enhance the description of a sentence.

  6. Concrete vs. Abstract Terms • ____________terms/images/ideas can be understood through the senses while __________ ones cannot. • Examples of Concrete Terms: _________________________ • Examples of Abstract Terms: __________________________ • Abstract terms are imprecise and more general. They are useful for identifying overall concepts, such as stating ideas in an introduction or thesis statement. • Concrete terms are clearer and often more interesting than abstract. They are useful for supporting arguments and offering details. Your goal as a writer is to make your meaning clear, so work to use fewer abstract terms and more concrete terms.

  7. Creating a Dominant Impression • The dominant impression is the _________ _________ writers want to leave with their reader. • Your descriptions should contribute to your dominant impression. • You might begin writing with a dominant impression in mind, or you might discover the dominant impression while writing. Either way, there should be a clear and focused main idea expressed through your writing.

  8. In-Class Example • Describe the classroom. • First, NAME the objects and people that you see. • Second, use words to DETAIL the objects and people. • Third, try to create similes and metaphors in order COMPARE the objects. • What is the dominant impression created?

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