This lesson builds on the previous two and helps create both a pool of descriptive details for their own description and an understanding of the characteristics of an effective description.
Instead, you can try one or more of these strategies: Ask yourself what your purpose is for writing about the subject. There are many "correct" things to write about for any subject, but you need to narrow down your choices.
For example, your topic might be "dorm food. Do you want the reader to pity you because of the intolerable food you have to eat there?
Do you want to analyze large-scale institutional cooking? Do you want to compare Purdue's dorm food to that served at Indiana University? Ask yourself how you are going to achieve this purpose. How, for example, would you achieve your purpose if you wanted to describe some movie as the best you've ever seen?
Would you define for yourself a specific means of doing so?
Would your comments on the movie go beyond merely telling the reader that you really liked it? Start the ideas flowing Brainstorm.
Gather as many good and bad ideas, suggestions, examples, sentences, false starts, etc. Perhaps some friends can join in. Jot down everything that comes to mind, including material you are sure you will throw out. Be ready to keep adding to the list at odd moments as ideas continue to come to mind.
Talk to your audience, or pretend that you are being interviewed by someone — or by several people, if possible to give yourself the opportunity of considering a subject from several different points of view. What questions would the other person ask?
You might also try to teach the subject to a group or class. See if you can find a fresh analogy that opens up a new set of ideas. Build your analogy by using the word like.
For example, if you are writing about violence on television, is that violence like clowns fighting in a carnival act that is, we know that no one is really getting hurt? Take a rest and let it all percolate.
Summarize your whole idea. Tell it to someone in three or four sentences.Prerequisite: ENGWR 50 with a grade of "C" or better, or placement through the assessment process. Corequisite: Concurrent enrollment in ENGWR ; AND ENGWR 95 or ENGWR 96; AND ENGRD Hours: 36 hours LEC Description: This course offers small- and large-group instruction on writing processes, writing strategies, and critical thinking skills necessary for success in ENGWR .
Writing is a process that involves at least four distinct steps: prewriting, drafting, revising, and editing. It is known as a recursive process.
While you are revising, you might have to return to the prewriting step to develop and expand your ideas. The tone and mood words listed below are also available as a Word document.. Tone and mood both deal with the emotions centered around a piece of writing. Though they seem similar and can in fact be related causally, they are in fact quite different.
7 Keys to Research for Writing Success [David L. Harrison, Mary Jo Fresch] on urbanagricultureinitiative.com *FREE* shipping on qualifying offers.
Before actual writing occurs, writers prepare. With these words, award-winning children’s author David Harrison affirms the importance of teaching students the necessary steps of prewriting—from choosing a viable topic to conducting in-depth research to taking.
The writing process is a term used in teaching.. In , Donald M. Murray published a brief manifesto titled "Teach Writing as a Process Not Product", a phrase which became a rallying cry for many writing teachers. Ten years later, in , Maxine Hairston argued that the teaching of writing had undergone a "paradigm shift" in moving from a focus on written products to writing .
In The Prince and the Pauper, Mark Twain paints a word picture of King Henry VIII using descriptive language. Before him, at a little distance, reclined a very large and very fat man, with a wide, pulpy face, and a stern expression. His large head was very grey; and his whiskers, which he wore only around his face, like a frame, were grey also.