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Descriptive Writing

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13 views

Descriptive Writing

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faisalm8979
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Paper 2 Section B Descriptive Composition

W1 – W5
Learning Objectives:
◼ Understand techniques of descriptive writing and its structure.
◼ Explore use of descriptive techniques.
◼ Generate ideas relevant to Descriptive writing.
Learning Outcomes:
◼ Define techniques and find examples
◼ Selected key features of descriptive writing and identified
structure.
◼ Read descriptive writings and identified elements and usage.
◼ Plan and write a Descriptive Composition.

W1 – Express what is thought , felt and imagined.


W2 – order and present facts, ideas and opinions.
W3- understand and use a range of appropriate vocabulary.
W4 – use language and register appropriate for audience and context.
W5 – accurate and effective use of paragraphs, sentences, punctuation and spelling.
Success criteria

Think and Share

What are the


features of a
Level 6 piece of
descriptive
writing?
Marking Criteria

Level 6 :
Many well-defined and developed ideas and images create a
convincing overall picture with varieties of focus.
W1 – Content is complex, sophisticated and realistic.
W2 – Overall structure is secure and well- balanced.
W3 – Consistently wide range of appropriate vocabulary.
W4 – Effective sense of audience, appropriate use of varied
sentence structures.
W5 – Spelling, punctuation and grammar almost always
accurate.
Descriptive Techniques
Refer to shared resource Descriptive Writing Structure

Collaborative

Breakout Rooms – 10 minutes


Groups select 1-2 techniques, define and find examples of techniques.
Whole Class Feedback

Descriptive Writing Structure – Individual or group task in Breakout Room


Whole Class Feedback – Share points and understanding.
Read the extract A High Wind in Jamaica¸ Richard Hughes
Identify techniques and any words/phrases that stand out to you e.g. simile, metaphor, alliteration, noun, adjective,
verb, adverb etc.
Consider connotations – can you link any of the words/phrases to a feeling or idea?
Work with a partner to share ideas

The sun was still red and large: the sky above cloudless, and light blue glaze
poured over baking clay: but close over the ground a dirty grey haze hovered.
As they followed the lane towards the sea they came to a place where,
yesterday, a fair-sized spring had bubbled up by the roadside. Now it was dry.
But even as they passed some water splashed out, and then it was dry again,
although gurgling inwardly to itself. But the group of children were hot, far too
hot to speak to one another: they sat on their ponies as loosely as possible,
longing for the sea.

The morning advanced. The heated air grew quite easily hotter, as if from some
enormous furnace from which it could draw at will. Bullocks only shifted their
stinging feet when they could bear the soil no longer: even the insects were too
lethargic to pipe, the basking lizards hid themselves and panted. It was so still
you could have heard the least buzz a mile off. Not a naked fish would willingly
move his tail. The ponies advanced because they must. The children ceased
even to think. The ability to seek supporting evidence
• Read the extract - Hard Times¸ Charles Dickens
Identify techniques and any words/phrases that stand out to you e.g. simile,
metaphor, alliteration, noun, adjective, verb, adverb etc.
Consider connotations – can you link any of the words/phrases to a feeling or idea?
Work with a partner to share ideas.

It was a town of red brick, or of brick that would have been red if the smoke and ashes
had allowed it; but as matters stood, it was a town of unnatural red and black like the
painted face of a savage. It was a town of machinery and tall chimneys, out of which
interminable serpents of smoke trailed themselves for ever and ever, and never got
uncoiled. It had a black canal in it, and a river that ran purple with ill-smelling dye, and vast
piles of building full of windows where there was a rattling and a trembling all day long,
and where the piston of the steam-engine worked monotonously up and down, like the
head of an

elephant in a state of melancholy madness. It contained several large streets all very like
one another, and many small streets still more like one another, inhabited by people
equally like one another, who all went in and out at the same hours, with the same sound
upon the same pavements, to do the same work, and to whom every day was the same
as yesterday and tomorrow, and every year the counterpart of the last and the next.

The ability to seek supporting evidence


Student Sample- Describe a busy train or bus
Student Sample- Describe a busy train or bus station
station
Student Sample- Describe a busy train or bus station
Student Sample- Describe a busy train or bus station
Student Sample- Describe a busy train or bus station
Student Sample- Describe a busy train or bus
station
Student Sample- Describe a busy train or bus station
Descriptive Writing Strategy-planning
350-450 Words
The ability to generate ideas

Recall the key elements and features to write your Descriptive Composition.
Use the Descriptive Structure to plan your writing

0500/21 Paper 2 Directed Writing and Composition October/November


2020
EITHER
Descriptive Writing 2 Write a description with the title,
‘Camping out’.
OR
Descriptive Writing 3 Describe the view from a window on a
wet day.
Refer to IGCSE
describe narrate
pie and review
your answer
Descriptive Writing Reinforcement and Revision

1. First Language English Workbook – Pages 80-84


2. Study and Revision Guide – Pages 69 -77

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