Descriptive+Writing


 * ~ **Achievement Objectives ** ||~ Learning Outcomes ||
 * Poetic Writing || Write a character sketch, shaping, editing and reworking the text, and using vocabulary and conventions such as spelling and sentence structure. ||
 * Exploring Language || Explore characters created by authors and identify personality traits. Apply these ideas to own characters using language skills identified to convey these traits. ||
 * Thinking Critically || Draw on personal experiences and knowledge to describe a character. ||
 * ~ **Supporting Achievement Objectives ** ||~ Learning Outcomes ||
 * Close Reading || Discuss language, meanings, and ideas in a range of texts, relating understanding to personal experiences and other texts. ||
 * Interpersonal Listening || Listen to and interact with others to clarify understanding of narrative, information, ideas and opinions, and to contribute to discussion in one-to-one, small group and class discussion. ||
 * Interpersonal Speaking || Talk clearly in small and large groups about experiences, events, and ideas, organising material effectively and attending to others' responses. ||
 * Interpersonal Speaking || Talk clearly in small and large groups about experiences, events, and ideas, organising material effectively and attending to others' responses. ||


 * Descriptive Language Features **

**· Action verbs:** Action verbs provide interest to the writing and lift it from the mundane. Avoid over use of verbs such as come, go, went get, said, look, shouted, laughed, etc. For example, instead of **The old woman was in his way** try **The old woman barred his path. ** Instead of **She laughed try She cackled. ** · **Specific nouns:** Strong nouns have more specific meanings, eg. oak as opposed to tree. These specific nouns give more information, eg. instead of saying fruit, say what sort of fruit. A **bowl of grapes and bananas ** sat on the table. Concrete nouns are stronger than abstract nouns, eg. sunset versus beauty. · **Activate nouns:** Make nouns actually do something, eg. It was raining could become **Rain splashed down ** or There was a large cabinet in the lounge could become **A large cabinet seemed to fill the lounge. ** · Judicious use of adjectives and adverbs: There is no doubt that writing needs adjectives and adverbs to bring it alive, qualify the action and provide description and information for the reader. However,** it is important that writing is not cluttered with too many adjectives or adverbs ** or the narrative will be overwhelmed and the effect lost. Remember: all things in moderation. · Use the senses: Where appropriate, the senses can be used to describe and develop the experiences, setting and character: However, excessive use of the senses will ruin the effect.
 * · What does it smell like? **
 * · What can be heard? **
 * · What can be seen - details? **
 * · What does it taste like? **
 * · What does it feel like? **

· **Imagery and Figures of Speech:** Figures of speech (figurative language) and imagery are writing devices where words are used to create pictures in the reader's mind. These are not taken at face value, they are interpreted - therefore we say they are figurative not literal. As with adjectives and adverbs, use of imagery and figurative language will enrich writing. But excessive use will detract from the impact of the writing and turn the reader off.

· **Simile**: A direct comparison, using like or as or as though, eg. **The sea looked as rumpled as a blue quilted dressing gown. ** Or **The wind wrapped me up like a cloak. ** · **Metaphor**: An indirect or hidden comparison, eg. **She has a heart of stone. He is a stubborn mule. The man barked out the instructions. **

**· Onomatopoeia:** A suggestion of sound through words, eg.** crackle, splat, ooze, squish, boom, ** eg. The tyres ** whir **on the road. The **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">pitter-patter ** of soft rain. The mud oozed and **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">squished ** through my toes. · Pun: A play on words. A word or phrase may have two meanings. · **Alliteration:** The repetition of the first letter of words in a line, eg. **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Crazy Charlie crunched chocolate crackles. ** · Rhetorical Questions: a question is asked but an answer is not expected or required, eg. You wouldn't hurt your own baby, would you?
 * · Personification:** Giving nonliving things (inanimate) living characteristics, eg. T<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">he steel beam **clenched** its muscles. Clouds **limped** across the sky. The pebbles on the path were **grey with grief.**

**· The Opening Sentence of the Writing:** The first sentence is so important. If it is well crafted the audience's attention can immediately be captured. There are various techniques that can be used for this first sentence: · A statement: The audience is given some information, their appetite is whetted and hopefully they will want to read on to discover more, eg. **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">"One morning the people of Rin woke to find that the stream that flowed down the mountain had slowed to a trickle." ** (Rowan of Rin by Emily Rodda), **<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;"> "Mr and Mrs Dursley, of number four, Privet Drive, were proud to say that they were perfectly normal, thank you very much." ** (Harry Potter and the Philosopher's stone" by J.K. Rowling.) · Rhetorical Questions: Often the author asks the audience questions, knowing of course there will be no direct answer. This is a way of involving the reader in the story at the outset, eg. Have you ever built a tree hut?

Many of the ideas listed under "Beginning Sentences "are also useful as openers. · **Beginning Sentences:** Variety in sentence beginnings makes the writing less pedantic. There are a several ways to do this. · Participles: "**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Jumping ** with joy I ran home to tell mum my good news." · Adverbs: "**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Silently ** the cat crept toward the bird" · Adjectives: "**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Brilliant ** sunlight shone through the window" · Nouns: "**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Thunder claps ** filled the air" · Phrases: "Along the street walked the girl as if she had not a care in the world." · Conversations: these may be used as an opener. This may be done through a series of short or one-word sentences or as one long complex sentence. · **Sentence Structures:** Vary the length of sentence structures for variety and interest. Try a combination of simple, short sentences with one idea followed by a compound or complex sentence, eg.**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-size: 110%;"> It was freezing cold. It had snowed all night. Thinking that it was still early, Mary snuggled back down under the quilt and tried to go back to sleep. It was no use. Sleep refused to come so she threw back the bed covers and put on her dressing gown. **
 * · Personal Voice:** A definitive definition of personal voice is difficult. It may be described as writing which is honest and convincing. **<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">The author is able to 'put the reader there'. **<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">The writer invests something of him/her self in the writing. The writing makes an impact on the reader. It reaches out and touches the reader. A connection is made.