Descriptive writing -show don't tell

Lesson Date: September 13^th

 Topic chosen: Descriptive writing

Reflection on course content: During class this week, my interest was piqued while we were learning about descriptive writing. I had prior knowledge of this style of writing, but I was unaware of how much it took to really make the audience connect to the experience.

So, naturally what really grabbed my attention was when we started learning about the guidelines to creating that vivid and detailed mental image for the reader. I now understand that specific sensory information must be integrated in the writing, such as the appearance, texture, sounds, scents, and even the emotions associated with the subject. I also learned that to most efficiently bring out these sensory details along with the dominant impression, specific vocabulary is critical. This includes parts of speech, and figures of speech.

The class help me to understand that using this techniques effectively engages the readers and immerses them into the literature. Additionally, I now know that a clear, consistent organization of events and spatial portrayal is also very important to painting that unforgettable memory and picture. Most importantly, I learned that descriptive sentences don’t tell, they show. In other words, they show a person, place, or event by using specific vocabulary and sensory details that bests describes and construct the vivid picture the author is attempting to portray.

This lesson had been quite a fascinating experience. After learning about the mechanics of descriptive writing, observing videos, and viewing a variety of demonstrations, I was so eager to experiment and over the moon to share with my classmates. The group sharing was really useful, and fun, because it helped to promote my vocabulary growth while learning, and allowed me to appreciate my class-mates perspectives.

I believe the approach to the lesson was very effective. The course was well-paced, detailed, and easy to follow, with adequate feedback and support. The only aspect I believe that may have made the lesson more authentic was real-time engagement. This may have allowed students to really connect and learn how to express themselves, integrating the sensory details and specific vocabulary in real time to more efficiently promote the dominant impression. For example, actually being at the beach, to feel the gentle sea breeze brushing against your face. Writing after gaining that experience in real time may be different from remembering it, but then again, time would have been a factor that would have hindered such an experience.

More importantly, I am anxiously awaiting the day to expose my students to this technique. Firstly, I would develop their word bank vastly, guide them to mastering parts of speech and figures of speech, then direct them through writing some simple showing (descriptive) sentences incorporating sensory appeal and specific vocabulary. I think this will be the foundation that would adequately develop my students' ability to become good descriptive writers. Below is a little sneak peak of how I would introduce my class to descriptive sentences using prompts and angry sally.