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YEar 9 introduction to Descriptive Writing KECHSG

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Alice Reeve-Tucker

on 12 March 2013

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Transcript of YEar 9 introduction to Descriptive Writing KECHSG

The purpose of descriptive writing is to enable the reader to form a precise mental picture of what is being written about DESCRIPTIVE WRITING APPEAL TO THE SENSES Make your writing more SPECIFIC It was a nice day
The sun was shining and a slight breeze blew across my face

The dog was big and friendly
The playful Labrador was the size of a six year old child. He bounced around the room, jumping up to say hello to as many people as possible. Language techniques: well chosen verbs, adverbs and adjectives,
alliteration
repetition
similes
metaphors
onomatopoeia
pathetic fallacy
personification SHOW the reader consider the difference between these two:
"After dinner I grew tired"
or
"As I leaned back and rested my head against the top of my chair, my eyelids began to feel heavy, and the edges of the empty plate in front of me blurred with the white tablecloth

Sometimes its more interesting to SHOW rather than to TELL Sentence structure use of paragraphs
variety of sentence lengths
diverse range of connectives within paragraphs
good links between paragraphs
different ways of starting sentences
wide range of punctuation also, use INTERESTING vocabulary - don't just go for the obvious. Use a dictionary and/or theasaurus to help you Group task FINAL WORDS PLAN, PLAN, PLAN!

Use mindmaps to explore as many ideas as possible - experiment, take risks and be adventurous!

Use a dictionary and a theasaurus! Read similar descriptions of the supernatural for inspiration! Example of descriptive writing Notice the difference: Consider the following sentences:
● The teacher came into the classroom and sat on his chair behind the desk.

● The teacher drifted into the classroom and slumped into his chair behind the desk.

● The teacher stormed into the classroom and positioned himself on the chair behind his desk. It was a cold grey day in late November. The weather had changed overnight, when a backing wind brought a granite sky and a mizzling rain with it, and although it was now only a little after two o'clock in the afternoon the pallor of a winter evening seemed to have closed upon the hills, cloaking them in mist. It would be dark by four. The air was clammy cold, and for all the tightly closed windows it penetrated the interior of the coach. The leather seats felt damp to the hands, and there must have beena small crack in the roof, because now and again little drips of rain fell softly through, smudging the leather and leaving a dark-blue stain like a splodge of ink. The wind came in gusts, at times shaking the coach as it travelled round the bend of the road, and in the exposed places on the high ground it blew with such force that the whole body of the coach trembled and swayed, rocking between the high wheels like a drunken man. In your groups, rewrite the four basic sentences by making them more descriptive Writing task: Describe the witches and their surroundings (45 mins) Write imaginatively and in detail
Structure your piece effectively
Use a wide range of vocabulary and language features to describe vividly
Vary your sentence structure
Write accurately (spelling, punctuation and grammar) STARTER: WHAT MAKES GOOD DESCRIPTIVE WRITING??? You have 2 minutes to discuss with those on your table and to come up with as many ideas as possible! Lesson objectives You will learn of what your writing assessment consists and how you are being marked

You will learn about what makes GREAT descriptive writing

You will have time to start planning your essay
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