Introduction
Introduction
What is a descriptive essay?
The descriptive essay is a genre of essay that asks the student to describe something—object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).https://owl.english.purdue.edu/owl/resource/685/03/
Where can we find descriptive writing?
Descriptive writing is found in all genres, fiction and nonfiction, but especially in poetry and stories. “Show, not tell, as you write.” -- Ken Macrorie, 1985 (Tomkins, p. 221).5 Descriptive Writing Techniques that Children can Learn1. Adding Specific Information 2. Choosing Words Carefully3. Creating Sensory Images4. Making Comparisons (metaphors and simile 5. Writing DialogueTips for writing a descriptive essay.http://www.time4writing.com/writing-resources/descriptive-essay/
Ten Steps to Writing an Essay: Find the easiest suggestions to write essays effectively by following sequential steps.
Descriptive word bank makes your descriptive piece more interesting by utilizing words from the link. http://descriptivewords.org/
Task
Student will be able to:
1, Brainstorm words associated with descriptive writing A-Z (warm-up)
2. Collaborate in groups to discuess descriptive writing techniques through differentiating instruction
3. Use the writing process descriptive writing. (Process)4. Assess other student’s writing (using descriptive writing rubric)
Process
Process Duration 3 Days
In this lesson students' will complete each assignment and submit by the due date.See a
Please see Powerpoint or brochure to complete your assignment.
Evaluation
Descriptive Essay Rubric
Name __________________
Peer Evauation ______________________
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CATEGORY |
4 |
3 |
2 |
1 |
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Introduction |
Introductory paragraph clearly states subject of essay and captures reader's attention. |
Introductory paragraph states subject of essay but is not particularly inviting to the reader. |
Introductory paragraph attempts to state subject of essay but does not capture reader's attention. |
No attempt is made to state the subject of the essay in an introductory paragraph. |
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Sensory Details |
Essay includes details that appeal to at least three of the five senses (taste, touch, sound, sight, smell). |
Includes details that appeal to fewer than three of the five senses. |
Includes details that appeal to only one of the five senses. |
Includes no details that appeal to one of the five senses. |
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Word Choice |
Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. |
Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. |
Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. |
Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning. |
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Simile/Metaphor/Personification |
Writer effectively uses simile, metaphor, and personification to describe the subject. |
Writer uses one example of simile, metaphor, or personification to describe the subject. |
Writer may try to use simile, metaphor, and personification but does so incorrectly. |
Writer does not include simile, metaphor, or personification in essay. |
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Sentence Structure (Sentence Fluency) |
All sentences are well-constructed with varied structure. |
Most sentences are well-constructed with varied structure. |
Most sentences are well-constructed but have a similar structure. |
Sentences lack structure and appear incomplete or rambling. |
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Grammar, Spelling, Capitalization, & Punctuation |
There are no errors in grammar, spelling, capitalization, or punctuation. Rubric is attached to essay. Essay is completed on time. |
There are some errors; however, these errors do not distract the reader. Rubric is attached to essay. Essay is completed on time. |
There are errors that distract the reader. Rubric is attached to essay. Essay is completed on time. |
There are serious errors that interfere with the reader's understanding of the essay. Rubric is not attached to essay. Essay is completed on time. |
Teacher's Evaluation Rubric
https://www.createwebquest.com/kestes50/k-dunham-writing-description-essay
Conclusion
Conclusion:
Collaborative learning is effective when it is a shared task. In this lesson worked together to find common in writing descriptive essays. Students got the chance to enhance their social skills by collaborating together. Doing the evaluation phase student enjoyed sharing their knowledge to help others improved their writing.
Credits
Credits
Author Biography
My name is Karen Dunham. I am presently working for Lone Star College as an instructor. I teach Developmental English and 1st Year Experience. I am currently working on my PHD at the North Central University . Teaching is an art to me. Every chance I get I love sharing ideas and strategies to enhance students' learning.
Permissions We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the Creative Commons Attribution • Non-Commercial• Share-Alike license for details.
This WebQuest was created in QuestGarden
Teacher Page
Tips
Descriptive writing allows you to share with your readers in a vivid way about
- people
- places
- feelings
- emotions
- just about anything that might interest you
- perceptions
You can paint pictures with words by being aware of sensory images of the
- sights
- sounds
- smells
- tastes
- and textures which exist in the world you live
Resources | McWhorter, K, T. (2013). Reflections: Patterns for reading and writing. New York: Bedford/St. Martin’s. Tompkins, G. (2008). Descriptive writing. In teaching writing: Balancing process and product, 5th ed. (pp. 218-238). Upper Saddle River, NJ: Pearson Educriting a Descriptive Essay
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Tips for Writing a Descriptive Essay | http://www.time4writing.com/writing-resources/descriptive-essay/ |
Information | Descriptive writing allows you to share with your readers in a vivid way about •people •places •feelings •emotions •and just about anything that might interest you perceptions
You can paint pictures with words by being aware of sensory images of the •sights •sounds •smells •tastes •and textures which exist in the world you live
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Organizing your Descriptive Piece using any of the following techniques
| The Spatial Order Spatial order attempts to convey reality by describing the relative position of places or objects. When you use spatial order, present details to your readers as if they were observing the scene, person or the object. Perhaps it might help you to imagine you directing a film. You create a plausible setting - farm, a castle, circus. Then you use a sensible progression, such as far to near, from top to bottom or from side to side. Chronological Order This order is used to present details in the order in which they were observed. Ensure that you focus on descriptive details, not a series of events. If describing a football match, you do not give a ball-by-ball summary of the match; instead, you develop sensory details, focusing perhaps on the pre-game crowd, one exciting play, and the moment of victory.
Order of Importance This involves organizing details from the least important to the most important, or from the most important to the least important. The order you will select will depend on your own judgment of which arrangement is most effective. Words and phrases such as ‘first’ and ‘most important of all’ can be used to show transition and help to make your paragraphs more coherent. The relative importance of the details must be made absolutely clear to your readers. details, focusing perhaps on the pre-game crowd, one exciting play, and the moment of victory.
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WORD BANK | Make your descriptive piece more interesting by utilizing words from the link above. |
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McWhorter, K, T. (2013). Reflections: Patterns for reading and writing. New York: Bedford/St. Martin’s.
This is how your work will be evaluated.
| Beginning 1 | Developing 2 | Qualified 3 | Exemplary 4 | Score | |
|---|---|---|---|---|---|
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |