Presentation on theme: "Descriptive Writing (Appealing to the Senses). Descriptive writing creates a vivid picture in words of a person, object, or scene. Details that appeal."— Presentation transcript:
Descriptive writing creates a vivid picture in words of a person, object, or scene. Details that appeal to the five senses (sight, sound, smell, taste, and touch) are used to create a clear picture.
Structure of a Descriptive Paragraph Topic Sentence: The topic sentence states the main idea of the paragraph. It introduces the subject and suggests a general impression of it. Supporting Sentences: The supporting sentences provide details that bring the picture to life. (Good sensory details and adjectives are used.) Concluding Sentence: The concluding sentence summarizes the overall impression of the subject.
Tips When creating your supporting sentences, think about the questions asked in your station guide. Make sure you are using the sensory words that focus on the correct sense for that object. Use at least five strong adjectives. Do not describe something as red. Describe it as crimson or cherry.
IMPORTANT You MUST include at least one simile or metaphor in each paragraph.
Requirements for the Descriptive Final Paragraphs Your paragraphs must be handwritten. You must skip lines. Use the front side of your paper only. No rough draft will be turned in. Blue or black ink are the only acceptable colors. No pencil will be accepted.
Requirements Contd You must label your paragraphs correctly. The top right-hand corner of each page should include your name, the date, and the class period. Your title (Station #) should be centered on the top line. Only one paragraph per page, please. If you do not finish on one front side, you should go to another whole page and staple the two together.
Requirements Contd Each of the FOUR paragraphs must include one topic sentence, approximately six to eight body sentences, and one concluding sentence. You must clearly relate to the object using the specific sense involved. Spelling and grammar errors will be checked, just as they have been in previous writing assignments. As usual, no contractions or abbreviations should be in your paragraphs. Remember to indent each paragraph.
First and Last Name Date Class Period Station 4 I found myself with what I thought was a delightful morsel of chocolate. My taste buds quickly informed me that this was no tasty treat! The unsweetened chocolate tasted like rotten dirt that had been sitting in the hot sun at a city dump. I remember one time when my mom made me taste a steamy stew she had been simmering all day. Just to be nice I gave it a test, and was unpleasantly surprised. She has not made that dinner since, thank goodness. I would much rather have a giant piece of cheesecake to snack on. I like my cheesecake fresh out of the refrigerator with a sticky strawberry topping. I could eat cheesecake everyday of my life. As for that unsweetened chocolate though, I hope that stuff never crosses my lips again!
Station 8 It is what I like to call my own personal place. My four-walled-bedroom is like a little slice of Heaven. As I look around I see many things that reflect me. I love anything and everything about sports, so my room has a multi-colored, plaid, athletic-themed comforter for my four-posted bed with cozy, flannel sheets secretly hidden beneath. I often pick up golden trophies, first-place blue ribbons, and certificates with silvery writing that remind me of games of all kinds that were won and lost and the numerous teams I have played on. Sometimes my room smells like a gym locker room that has not been cleaned for an entire school year. I can even taste the sweat that ran down my face at practice as I stare at the huge pile of dirty laundry my mom has been calling for. When I go to sleep I like to think I can hear the voice of an announcer yelling my name as I score the victorious points for my, yet again, undefeated team. Although some may find this small place messy, unorganized, or cluttered, I think it is like me exceptional, authentic, and unique.