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Descriptive Paragraph

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Descriptive Paragraph

  1. 1. Descriptive Paragraph Basic Writing WTUC
  2. 2. What is a descriptive paragraph? <ul><li>Describes how something or someone looks or feels </li></ul><ul><li>It gives an impression of something </li></ul><ul><li>Include how the writer feels </li></ul><ul><li>‘shows’ the reader </li></ul><ul><li>Creates a sensory image on the reader’s mind </li></ul>
  3. 3. Read Paragraph 54 <ul><li>Samovar Memory, p. 123 </li></ul>
  4. 4. Describing with the Five Senses <ul><li>Use words that appeal or all of the five senses- </li></ul><ul><li>Sight </li></ul><ul><li>Taste </li></ul><ul><li>Touch </li></ul><ul><li>Hearing </li></ul><ul><li>Smell </li></ul>Answers will vary
  5. 5. Activity 1, p. 124 <ul><li>Answers will vary </li></ul>
  6. 6. Activity 2, p. 124: <ul><li>Answers will vary. </li></ul>
  7. 7. Activity 3, pp. 125–129: <ul><li>Paragraph 55, p.125: </li></ul><ul><li>1. A subway station. </li></ul><ul><li>2. Answers may vary. </li></ul><ul><li>3. Sight: broken clock showing 4:30; poster; deep, blue skies; lone palm tree; sapphire waters; smell: smelly staircase; hearing: crying child; two old men are arguing; little noise </li></ul><ul><li>4. Present progressive tense (to make the reader feel like he or she is experiencing the description). </li></ul>
  8. 8. Paragraph 56, p.126: <ul><li>1. A tornado. </li></ul><ul><li>2. Past tense. Suggested answers: begin, touch, hurl, rip, throw, use, roar, be, can. </li></ul><ul><li>3. Sight: descend; swirling clouds; ripped the roof from an old house; uprooted trees and cars. </li></ul><ul><li>hearing: winds roared like a wild </li></ul><ul><li>4. Suggested adjectives: long, slender, swirling, deadly, old, ferocious, wild, delicate (Feeling descriptions will vary.) </li></ul><ul><li>beast. </li></ul>
  9. 9. Paragraph 57, p.128: <ul><li>1. What Mother did for her rose garden. </li></ul><ul><li>2. all of the sentences are necessary. </li></ul><ul><li>3. a. She ripped out weeds that might be a danger to the flowers. </li></ul><ul><li>b. She killed insects. </li></ul>
  10. 10. Language Focus, p. 130 <ul><li>Adjectives are important in a descriptive paragraph. </li></ul><ul><li>An adjective usually answers the question: </li></ul><ul><ul><li>Which one? [this, that, these, those] </li></ul></ul><ul><ul><li>What kind? [big, old, yellow, crumpled] </li></ul></ul><ul><ul><li>How many? [some, few, many, two] </li></ul></ul><ul><ul><li>How much? [enough, bountiful, less, more] </li></ul></ul>
  11. 11. Use adjectives in the correct place <ul><li>Adjectives come before the nouns they modify/describes </li></ul><ul><li>Adjectives appear after a linking verb. </li></ul><ul><ul><li>The teacher is intelligent. </li></ul></ul>
  12. 12. Activity 4, pp. 131–132: <ul><li>1. C </li></ul><ul><li>2. on the old blackboard </li></ul><ul><li>3. a long letter </li></ul><ul><li>4. C </li></ul><ul><li>5. a great place </li></ul><ul><li>6. C </li></ul><ul><li>7. C </li></ul><ul><li>8. C </li></ul><ul><li>9. an excellent example </li></ul><ul><li>10. deep green feathers </li></ul>
  13. 13. Activity 5, p. 132: <ul><li>Answers will vary. </li></ul>
  14. 14. Activity 6, pp. 132-133: <ul><li>Answers will vary. </li></ul>
  15. 15. Activity 7, pp. 134-135: <ul><li>1. Paragraph 57: the vital quality of the Blue River; Paragraph 58: the polluted quality of the Blue River </li></ul><ul><li>2. The Blue River is attractive and full of life (important, fresh, clear, wide, colorful, abundant, beautiful, tall, shade, green, healthy, wild, sweet, grassy) </li></ul><ul><li>3. The Blue River is unappealing and polluted (sluggish, brown, few, scrawny, limited, dirty, old, gray, dying, wild, polluted) </li></ul><ul><li>4. abundant/limited, green/gray, healthy/dying, sweet/polluted </li></ul>
  16. 16. Activity 8, pp. 135–137: <ul><li>1. Paragraph 58: The Blue River Paragraph 59: The Blue River </li></ul><ul><li>2. Paragraph 58: the river is clean and beautiful “fresh, clear water …wide variety of fish…shade trees…grassy banks” </li></ul><ul><li>3. Paragraph 59: the river is dirty with “sluggish brown water …few fish or plants…scrawny trout…old trees are gray and dying…polluted river” </li></ul><ul><li>4. 58: fresh clear water 59: sluggish brown water 58: variety of fish 59: few fish 58: green, healthy shade trees. 59: gray dying trees </li></ul>
  17. 17. Activity 9, p. 137: <ul><li>Answers will vary. </li></ul>
  18. 18. Activity 11, p. 139-143: Paragraph 61, p.139: <ul><li>1. b </li></ul><ul><li>2. a </li></ul><ul><li>3. 15 </li></ul><ul><li>4. carefully arranged books, a few newspapers, an old television with nothing on it, peaceful beach scene </li></ul><ul><li>5. the left side of the room with the television could be described in greater detail. </li></ul>
  19. 19. <ul><li>Paragraph 62, p. p.141: </li></ul><ul><li>1. d </li></ul><ul><li>2. a </li></ul><ul><li>3. </li></ul><ul><ul><li>a) the tablet is in her left hand </li></ul></ul><ul><ul><li>b) the statue stands on a 150 foot tall pedestal, </li></ul></ul><ul><ul><li>c) the torch is in her raised right hand </li></ul></ul>
  20. 20. Activity 12, p. 144: <ul><li>Paragraph 63, p.144: objects : office, cheeks, neck, blouse, world comma errors: big, beautiful, … earrings, </li></ul>

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