1. Prewriting: invention, research, note-taking and outlining.
2. Write first/rough draft.
3. Revise: (look at main points, thesis, support, paragraph order, structure).
These items may need to be moved, more information may need to be added or material may need to be deleted.
4. Edit: grammar and meaning are addressed.
5. Proofread: spelling and punctuation issues are addressed.
6. Publish final draft.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
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Sunday, November 21, 2010
What is a Descriptive Essay?
Purdue OWL
The descriptive essay is a genre of essay that asks the student to describe an object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).
One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!
Here are some guidelines for writing a descriptive essay:
Take time to brainstorm
If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.
Use clear and concise language.
This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.
Choose vivid language.
Why use ‘horse’ when you can choose ‘stallion’? Why not use ‘tempestuous’ instead of ‘violent’? Or why not ‘miserly’ in place of ‘cheap’? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.
Use your senses!
Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.
What were you thinking?!
If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.
Leave the reader with a clear impression.
One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.
Be organized!
It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.
Writing Strategies
Skimming for the Main Ideas
Practice: Skimming for the Main Idea: 27-28
Main Idea by reading only the first and last paragraphs (intro and conclusion)
What are the topic sentences for the body paragraphs
Title
Bold words
Italic words
Capital words
http://daniel-j-stone.blogspot.com (C) 2009-10
The descriptive essay is a genre of essay that asks the student to describe an object, person, place, experience, emotion, situation, etc. This genre encourages the student’s ability to create a written account of a particular experience. What is more, this genre allows for a great deal of artistic freedom (the goal of which is to paint an image that is vivid and moving in the mind of the reader).
One might benefit from keeping in mind this simple maxim: If the reader is unable to clearly form an impression of the thing that you are describing, try, try again!
Here are some guidelines for writing a descriptive essay:
Take time to brainstorm
If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one.
Use clear and concise language.
This means that words are chosen carefully, particularly for their relevancy in relation to that which you are intending to describe.
Choose vivid language.
Why use ‘horse’ when you can choose ‘stallion’? Why not use ‘tempestuous’ instead of ‘violent’? Or why not ‘miserly’ in place of ‘cheap’? Such choices form a firmer image in the mind of the reader and often times offer nuanced meanings that serve better one’s purpose.
Use your senses!
Remember, if you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.
What were you thinking?!
If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.
Leave the reader with a clear impression.
One of your goals is to evoke a strong sense of familiarity and appreciation in the reader. If your reader can walk away from the essay craving the very pizza you just described, you are on your way to writing effective descriptive essays.
Be organized!
It is easy to fall into an incoherent rambling of emotions and senses when writing a descriptive essay. However, you must strive to present an organized and logical description if the reader is to come away from the essay with a cogent sense of what it is you are attempting to describe.
Writing Strategies
Skimming for the Main Ideas
Practice: Skimming for the Main Idea: 27-28
Main Idea by reading only the first and last paragraphs (intro and conclusion)
What are the topic sentences for the body paragraphs
Title
Bold words
Italic words
Capital words
http://daniel-j-stone.blogspot.com (C) 2009-10
Listening and Pronunciation: Word Stress & Vowel Length
English speakers store vocabulary items according to stress patterns. Learning a word must include learning its stress patterns. Speakers say a word in its correct stress pattern; the listener finds it easier to understand them even if each individual sound is not pronounced correctly. When a word is said with an incorrect stress pattern, the listener may spend time searching for the word in the wrong stress category. A stress pattern mistake causes a great deal of confusion.
Reasons for Word Stress Errors:
L1 transfer from learner’s first language. In English, stress can be on any syllable whereas in other languages it could be systematically either the first or last syllable for example.
1. Stress Rule for Two-Syllable Words- With the exception to verbs, two-syllable words are usually stressed on the first syllable.
2. Stress Rule for the “-ion” ending- the stressed syllable comes just before the “-ion” ending.
Example: prediction
3. Stress Rule for the “-ic” and “-ical” ending- the stressed syllable comes just before the “-ic” and “ical” ending.
Example: Atlantic
4. Stress Rule for Two Clear Vowels Together- When two vowels are next to each other in a word but in separate syllables, they are both clear. Usually, the second clear vowel has the stress, so it is longer. Example: Biology
5. Stress Rule for Two-Syllable Nouns and Verbs- When the word is a noun, its first syllable gets the stress. When the word is a verb, its second syllable gets the stress.
Noun: The politician when on record as a supporter for healthcare reform.
Verb: The politician recorded a commercial to support healthcare reform.
6. Stress Rule for two-word verbs- Two-word verbs are commonly stressed on the second syllable.
7. Stress Rule for compound nouns- English combines two nouns to make a new word. For example, the combination of “house” and “boat” to make “houseboat”. Compound nouns are produced as a single word with stress on the first part.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Reasons for Word Stress Errors:
L1 transfer from learner’s first language. In English, stress can be on any syllable whereas in other languages it could be systematically either the first or last syllable for example.
1. Stress Rule for Two-Syllable Words- With the exception to verbs, two-syllable words are usually stressed on the first syllable.
2. Stress Rule for the “-ion” ending- the stressed syllable comes just before the “-ion” ending.
Example: prediction
3. Stress Rule for the “-ic” and “-ical” ending- the stressed syllable comes just before the “-ic” and “ical” ending.
Example: Atlantic
4. Stress Rule for Two Clear Vowels Together- When two vowels are next to each other in a word but in separate syllables, they are both clear. Usually, the second clear vowel has the stress, so it is longer. Example: Biology
5. Stress Rule for Two-Syllable Nouns and Verbs- When the word is a noun, its first syllable gets the stress. When the word is a verb, its second syllable gets the stress.
Noun: The politician when on record as a supporter for healthcare reform.
Verb: The politician recorded a commercial to support healthcare reform.
6. Stress Rule for two-word verbs- Two-word verbs are commonly stressed on the second syllable.
7. Stress Rule for compound nouns- English combines two nouns to make a new word. For example, the combination of “house” and “boat” to make “houseboat”. Compound nouns are produced as a single word with stress on the first part.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Skimming
What is skimming?
Skimming in high-speed reading that can save you time and help you get through lots of material quickly. You skim to get a general sense of the passage or book, not specific details. When you skim, you have a general question about the whole text.
When do you skim?
In a typical college class, skimming is the only way to get through all of the reading required. Skimming is important when doing research.
How do you skim?
1. Don’t read every word.
2. Look for the writer’s thoughts.
3. Look for quotations.
Speed Reading Strategies: Check your Reading Habits
Speed Reading Strategies: Bottom-Up Reading
http://daniel-j-stone.blogspot.com (C) 2009-10
Skimming in high-speed reading that can save you time and help you get through lots of material quickly. You skim to get a general sense of the passage or book, not specific details. When you skim, you have a general question about the whole text.
When do you skim?
In a typical college class, skimming is the only way to get through all of the reading required. Skimming is important when doing research.
How do you skim?
1. Don’t read every word.
2. Look for the writer’s thoughts.
3. Look for quotations.
Speed Reading Strategies: Check your Reading Habits
Speed Reading Strategies: Bottom-Up Reading
http://daniel-j-stone.blogspot.com (C) 2009-10
Modal Review
Might- 50% or less likely that something takes place.
Could- stating a possibility
Must- 90% certain that something takes place.
Should- giving advice
A modal in perfect form makes a statement about something in the past.
Cell phone calls from students hiding in and around Columbine High School, which Dylan and Eric could have used to pinpoint the locations of their intended victims.
This is in reference to a possible action in the past that was not taken.
Rules
1. "Have" + past participle as a modal perfect doesn't carry the same meaning as the present perfect tense. It simply indicates past time.
2. The past form of should is use to give "hindsight advice". For example:
When I look back at my past, I realize that I was not a good student. It would have been better if I was a good student. Therefore:
I should studied harder when I was in high school.
http://daniel-j-stone.blogspot.com (C) 2009-10
Could- stating a possibility
Must- 90% certain that something takes place.
Should- giving advice
A modal in perfect form makes a statement about something in the past.
Cell phone calls from students hiding in and around Columbine High School, which Dylan and Eric could have used to pinpoint the locations of their intended victims.
This is in reference to a possible action in the past that was not taken.
Rules
1. "Have" + past participle as a modal perfect doesn't carry the same meaning as the present perfect tense. It simply indicates past time.
2. The past form of should is use to give "hindsight advice". For example:
When I look back at my past, I realize that I was not a good student. It would have been better if I was a good student. Therefore:
I should studied harder when I was in high school.
http://daniel-j-stone.blogspot.com (C) 2009-10
Unreal Conditional Sentences
Contrary to Fact (3-3)
Situation #1
If I had enough time, I would watch TV now or later on.
If-clause’s grammar point
Simple past
Result-clause’s grammar point
Would + simple form
Situation #2
If I had had enough time, I would have watched TV yesterday.
If-clause’s grammar point
Past perfect
Result-clause’s grammar point
Would have + past participle
Additional Notes for Unreal Conditional Sentences:
1. In truth, you don’t do what you are saying.
2. In truth, you aren’t where you say you are at.
3. In truth, you are not me (I am not you.)
4. Would in the result clause means a predictable result.
5. Could in the result clause means a possible option.
6. Grammar Change: We learned that for past singular subjects, the rules are:
I was
You were
He/She/It was
This rule changes for Conditional Sentences. Both Singular and Plural subject get “were”.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Situation #1
If I had enough time, I would watch TV now or later on.
If-clause’s grammar point
Simple past
Result-clause’s grammar point
Would + simple form
Situation #2
If I had had enough time, I would have watched TV yesterday.
If-clause’s grammar point
Past perfect
Result-clause’s grammar point
Would have + past participle
Additional Notes for Unreal Conditional Sentences:
1. In truth, you don’t do what you are saying.
2. In truth, you aren’t where you say you are at.
3. In truth, you are not me (I am not you.)
4. Would in the result clause means a predictable result.
5. Could in the result clause means a possible option.
6. Grammar Change: We learned that for past singular subjects, the rules are:
I was
You were
He/She/It was
This rule changes for Conditional Sentences. Both Singular and Plural subject get “were”.
http://daniel-j-stone.blogspot.com/ (C) 2009-10
Real Conditions
Situation #1
If I have enough time, I watch TV every evening.
If-clause’s grammar point
Simple present
Result-clause’s grammar point
Simple present
Notes
This is real in the present tense.
Situation #2
If I have enough time, I will watch TV later on tonight.
If-clause’s grammar point
Simple present
Result-clause’s grammar point
Simple future
Notes
This is real in the future tense.
Additional Notes for Real Conditional Sentences:
• Simple future is not used in the if-clause.
1- When the result-clause is simple present, we can express a habitual activity or situation.
2- When the result clause is simple present or simple future, we can express a predictable fact or general truth.
3- When the result clause is in simple future, we are expressing something in the future.
4- What are phrasal modals and modals?
Should, might, can, be going to
• Are they used in the “if” or “result” clause? Result clause
• Are these real or unreal? Real
5. When the result clause is imperative (an order)
• Can should be used in the “If” clause? Yes, the meaning of the sentence changes and becomes a little more uncertain.
htp://daniel-j-stone.blogspot.com (C) 2009-10
If I have enough time, I watch TV every evening.
If-clause’s grammar point
Simple present
Result-clause’s grammar point
Simple present
Notes
This is real in the present tense.
Situation #2
If I have enough time, I will watch TV later on tonight.
If-clause’s grammar point
Simple present
Result-clause’s grammar point
Simple future
Notes
This is real in the future tense.
Additional Notes for Real Conditional Sentences:
• Simple future is not used in the if-clause.
1- When the result-clause is simple present, we can express a habitual activity or situation.
2- When the result clause is simple present or simple future, we can express a predictable fact or general truth.
3- When the result clause is in simple future, we are expressing something in the future.
4- What are phrasal modals and modals?
Should, might, can, be going to
• Are they used in the “if” or “result” clause? Result clause
• Are these real or unreal? Real
5. When the result clause is imperative (an order)
• Can should be used in the “If” clause? Yes, the meaning of the sentence changes and becomes a little more uncertain.
htp://daniel-j-stone.blogspot.com (C) 2009-10
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