Using similes and metaphors to enhance descriptive/creative/expressive form of writing.
English Language. Creative Writing. Descriptive Writing. Expressive Writing. Imagery. Figurative language. Show. Visuals. Visualising. Feeling. Senses. Poems. Poetry. Art. Artistic.
Use this slideshow to help teach upper elementary students (3rd, 4th, 5th, and 6th grade students) different theme skills. Students will consider how theme is different from main idea, determine the theme that best fits a story, use theme in their own writing, and more.
Use this slideshow to help teach upper elementary students (3rd, 4th, 5th, and 6th grade students) different theme skills. Students will consider how theme is different from main idea, determine the theme that best fits a story, use theme in their own writing, and more.
Students analyze messages in print advertisements. Middle and high school students will have a visual of how metaphors are used to convey messages in advertisements and public service announcements by viewing figurative messages through literal images.
The role of communities leaders and leadership is growing in importance in rural places. The Blandin Foundation’s longstanding leadership program relies on not just building leadership skills but also building the networks and relationships needed as communities face new challenges.
This presentation aims to teach learners the definition of figure of speech, simile, metaphor. Through this lesson, the learners will be able to identify whether simile or metaphor is used in a sentence as a figurative language. This presentation also sought to teach learners to read poem with proper intonation, diction and pauses. At the end learners will be prompt to analyze sentences containing figure of speech through guided questioning. Assessment will be given via google form.
Similes are commonly used in literature to make comparisons more explicit and accessible to readers. They create a clear connection between two seemingly unrelated things.
Description A description paragraph or essay tries to .docxsimonithomas47935
Description
A description paragraph or essay tries to create a picture in the reader’s mind. When writing a description
paragraph, the writer should use effective description which creates images in the reader’s mind by using
specific detail. The writer uses words (artist = the color) to create pictures in the reader’s mind (artist=
the canvas).
Instead of merely writing:
The clouds flew by overhead.
A writer using good description might write
The billowing clouds, like delicious mounds of white mashed potatoes, floated lazily by overhead
as if they hadn’t a care in the world.
The images tell the reader what a person, place, or thing:
looks like feels like smells like sounds like tastes like
These sensory images are based on the five senses we are all familiar with: sight, touch, smell, sound, and
taste. Good description actually causes the reader to remember similar persons, places, or things from their
own experiences.
It is important for the writer to create/focus on one dominant impression. A dominant impression is the
overall feeling or emotional response that you want your reader to take away from your description. The
words you use for your dominant impression should be specific enough to be easily understood; they should
not be vague.
Examples:
A B
Topic sentences without dominant impressions: Topic sentences with dominant impressions:
• Melody was a model. • Melody was a glamorous model.
• It was evening in St. Louis. • The evening in St. Louis was dreary.
• The ball game was played. • The ball game was exciting.
• The diamond necklace lay on the dresser. • The dazzling diamond necklace lay on the dresser.
Figurative Language
A writer can also use comparison– figurative language to describe something. Three of the most effective
figurative language devices are:
Simile: is a comparison using either like or as to show similarity between two different things.
Examples: 1. Dayvon is as tall as a giraffe. (This shows the similarities between Dayvon and
giraffe; both are tall.)
2. Nammuli is like a giraffe. (This does explain the particular quality the two have I
common, but one can determine what is being compared after reading the context.)
Metaphor: is a comparison between two things without using like or as. The implication is that one
thing “is” the same as the other.
Example: 1. Roshan is a giraffe. (This does mean that Roshan is a giraffe because he is not!
However, one can determine what the meaning of the sentence is after reading the
context (could be referring to his height or having “patchy” skin).
Personification: the writer gives human emotions or characteristics to animals, objects, or even
ideas.
Example: 1. The clock keeps staring at Destiny, telling her to leave because it is time. (A clock
does not have eyes, and it cannot talk.)
2. Falakemi.
Note Taking Skills Presentation Made On Prezi And Converted to Adobe Format for Upload.
Answers the Why, When, How of Note Taking and Ultimately the Different Methods of Note Taking.
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
• A – ORAL
• B – SILENT
• 1. SKIMMING
• 2. SCANNING
• 3. INTENSIVE READING
• 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
• The Newspaper (quickly to get the general news of the day)
• Magazines (quickly to discover which articles you would like to read in more detail)
• Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
• The "What's on TV" section (itinerary) of your newspaper.
• A train / airplane schedule
• A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
• A bookkeeping report
• An insurance claim
• A contract
RECAP
• Skimming - Reading rapidly for the main points
• Scanning - Reading rapidly through a text to find specific information required
• Extensive - Reading longer texts, often for pleasure and for an overall understanding
• Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
A brief but concise presentation on descriptive writing, its basic rule and the five golden rules attached to it. Examples have been provided for each of the rules to make understanding easier. each rule is elaborated on to counter any confusion. Finally, I have added further writing tips as well.
Descriptive Writing
Show, don’t tell
The most basic and important rule of descriptive writing:
SHOW, don’t TELL
Telling – She was excited when her parents gave her permission to go to the party.
Showing – Her eyes widened with surprise and her lips parted as she screamed with delight when her parents said, “Yes.”
Telling – The rain was falling heavily and everyone was afraid.
Showing – The raindrops attacked the galvanised roof and the windows rattled. We huddled under the bed and held each other tightly.
How Can You Show?
Follow the Rules:
1. By creating images
2. By using active verbs
3. By using concrete nouns
4. By including figure of speech
5. By adding dialogue
Rule #1- Creating Images
Use of the five senses:
a. Sight
b. Sound
c. Smell
d. Taste
e. Touch
Example: Our brains were scrambled from the heat and our minds were going mad from the squeaking of the wheel from the golf caddie. Squuueeeeaaaak! Squeak! Squeak!
“When will it shut up,” I shouted as I kicked the wheel.
Rule #2 - Use of action words that show movement
The Ferrari went down the SZR.
The Ferrari raced/stormed down the SZR.
Mike was in his chair during Maths exam.
Mike sat fidgeting in his chair during Maths exam.
Rule #3 Using Concrete Nouns
• Abstract: It was a nice day.
Concrete: The sun was shining and a slight breeze blew across my face.
• Abstract: I liked writing poems, not essays.
Concrete: I liked writing short, rhythmic poems and hated rambling on about my thoughts in those four-page essays.
• Abstract: Mr. Smith was a great teacher. Concrete: Mr. Smith really knew how to help us turn our thoughts into good stories and essays.
Rule #3 Using Concrete Nouns
• Abstract Nouns Concrete Nouns
1. car 1. Lamborghini
2. tree 2. aspen
3. noise 3. chatter
4. emotion 4. desperation
5. animal 5. leopard
Rule #4 Using Figures of Speech
- Similes
- Metaphors
- Personification, et cetera
Note: Avoid clichés. Boring.
Example of personification and metaphor
- A passion so strong wanted to leap out, but the prison of being a man had no room for crying, just anger.
- The whole class burst into a ruthless laughter as my blood was swept to my face in shame by nature, to face the jeering crowd like disgraced offender.
Example of adding dialogue
- “You forgot your homework at school again?!” Mom spat.
- “I-I-I’m s-s-s-o sorry, Sir – er – Ma’am,” I fumbled with my words under the Principal’s glowering glare.
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. Choose the best description and explain what
you think a simile is.
1. The sun is like a knight of light on the mission to set the skies darkened
by its foe on blaze.
2. The sun is like an abstract painter, generously splattering paint on the
canvas, to his heart’s content.
3. A simile is when you compare something to
another thing that has a similar quality using the
word ‘like’ or ‘as’.
Copy and complete the following sentences:
1. The rain sounded like _____________.
2. The wind whistled like ____________.
3. The sun was as hot as ______________.
4. The beautiful snow glistens like ____________.
4. (Simile) Her eyes shone like diamonds.
(Metaphor) Her eyes were diamonds.
Write your own definition of metaphor.
5. Think quickly!
Simile or metaphor.
1.The boss’s words were crystal clear.
2.She was as white as a ghost.
3.He was a man mountain.
4.The baby was an octopus grabbing everything.
5.The bar of soap was like a slippery eel.
6.He was as busy as a beaver.
7.She was brave like a lion.
8.The screaming noise was a knife in my ears.
9.The thunder beat across the sky like a drum.
10.The rain was ice trickling down my face.
6. Frozen Planet
1. As you watch the video clip, note down interesting things that
you see.
2. Write down FIVE similes and FIVE metaphors based on
the things you saw in the ‘Frozen Planet – Summer’ video clip.
7.
8. Write a story for a local magazine about your journey to a
snowy and cold climate, titled ‘Frozen Adventures’. (200 – 250 words)
You must include:
• Descriptive detail
• Metaphors
• Similes
Success Criteria (SC)
1. I have used a variety of words to describe different things.
2. The work is detailed.
3. I have used imaginative similes.
4. I have used imaginative metaphors.