Creating Effective Description

A WebQuest for College Students (English Composition)

Designed by Katherine Woodbury

woodburykate@yahoo.com

Introduction | Task | Process | Evaluation | Conclusion | Credits

Introduction

"Creating Effective Description" will introduce students to why writers use description and how good description is created. Student will learn about adjectives, metaphors, and similes. Students will then have an opportunity to create descriptions of images found on the Web. Finally, students will create essays using description as a strategy.

The Task

At the end of the WebQuest, each student will have completed the following:

• Exercises A, B, C

• Essay I: two short paragraphs describing two images

• Essay II: two short paragraphs describing two portraits

• Essay III: two paragraphs defending a claim and using description as support for that claim

A separate document should be created for the exercise responses and for the essay paragraphs.

The Process

What is Description?

Description attempts to put the reader into the writer's shoes. Description helps the reader see what the writer sees and feel what the writer feels. Description provides atmosphere and aura.

Description is an effective communication tool. When we describe a person or a place, we hope to communicate more than information or facts; we hope to communicate the mood/emotion of that person or place. Is this a likable person? A dislikable person? A wonderful place to visit? A horrible place to visit?

Let's take a look at a specific place. Below is a picture of the American Falls at Niagara Falls:

Check out the following link: http://www.niagarafallslive.com/Facts_about_Niagara_Falls.htm

Now, check out the following link, concentrating on the first two complete paragraphs: http://www.4literature.net/Mark_Twain/Niagara/2.html

Which of the two links captures the "feel" of the image the best? Which attempts to give you the sensation of being at Niagara Falls? Keep the differences between these links in mind as we proceed.

How Does Description Work?

Description works in a variety of ways. The first way description works is through the use of adjectives. Adjectives are words that describe smells, sights, sounds, tastes, and physical sensations. Adjectives almost always precede nouns: the deep chasm.

Exercise A:

1. Go to Twain's excerpt:

http://www.4literature.net/Mark_Twain/Niagara/2.html.

2. What adjective(s) does Twain use to describe the bridges?

3. The railing?

4. The wind?

5. The waterfall?

6. The sounds of the waterfall?

7. The tempest?

8. The rocks?

9. How did Twain feel when he was under the waterfall? Summarize his feelings in your own words.

The second way to provide description is through metaphors and similes. When Twain describes the waterfall as "laced," he is using a metaphor. Water is not really made of lace, but Twain wanted the reader to get an image of the waterfall as lace-like.

Metaphors and similes use comparisons to create images. Metaphors make comparisons directly, such as the "laced waterfall." Similes use the words "as" or "like"—"The waterfall was as frothy as lace."

Exercise B:

1. Go to the following link:

http://www.newi.ac.uk/englishresources/workunits/ks3/langmedia/all/simandmet2.html

2. Scroll down. Cut and paste 1-25 into a separate document.

3. Write "M" next to the metaphors and "S" next to the similes. Remember, there are trick sentences!

Application 1

Now, it is time to write your own descriptive paragraphs!

Essay I:

1. Go to the following link:

http://www.freefoto.com/browse/15-19-0?ffid=15-19-0

2. Choose a picture.

3. Write a paragraph describing the picture, using ten adjectives.

4. Choose a second picture.

5. Write another paragraph, using ten adjectives.

Use your imagination. You can describe what you SEE, of course, but also describe what the scene could SOUND like, TASTE like, and SMELL like. Imagine the texture, TOUCH, of the objects in the scene.

Also, remember that you want to create an overall impression. Do you want your reader to feel gloomy, happy, peaceful, calm, frightened? Use adjectives that create one overall impression.

Essay II:

1. Go to the following link: http://utopia.utexas.edu/project/portraits/

2. Click on the names until you find a portrait that interests you.

3. Write a paragraph describing the person. Use three similes and three metaphors. (An example is below.)

4. Choose another portrait.

5. Write another paragraph. Use four similes OR metaphors.

Example (students may NOT use Anne of Austria):

Anne of Austria looks proud. Her hair is as curly as a poodle's. (Simile one.) Her eyebrows are two arched bridges. (Metaphor one.) Her eyes are as large as marbles. (Simile two.) She has a small, tight mouth that is as secretive as The Da Vinci Code. (Simile three.) She has an eagle nose. (Metaphor two.) Her necklace is a wagon-wheel of red rubies. (Metaphor three.)

You don't need to label your similes and metaphors. You may invent colors (the portraits are black & white) as I did with Anne of Austria's necklace. Also, try to describe the portrait's expression.

Description in Academic Writing

In essays or research papers, description is often used to introduce a subject. Description can also be a strategy of support. If I tell you that a house is haunted, I've made a claim. To convince you of my claim, I might tell you a story about seeing a ghost in the house. Or, I might describe what the house looks and sounds and smells like; description becomes my support or evidence. We use this type of evidence when we go on vacation. "It was so beautiful," we tell someone about the Bahamas or the Everglades. We then describe what we saw and experienced.

In the following exercise, you will investigate an author's use of description:

Exercise C:

1. Go to the following link:

http://www.pbs.org/newshour/indepth_coverage/entertainment/essays/

2. Select an essay. Answer the following questions:

3. Where did the author use description? (Remember you are looking for adjectives, metaphors and similes.)

4. Why did the author use description?

5. What is the author's main idea?

Application 2

Now, you will create your own essay using description as support.

Essay III:

1. Go to the following link: http://mh034.k12.sd.us/write%20now.htm

2. Create a thesis statement by answering one of the questions with a claim as in the following example:

Question: What is your favorite room in the house?

Answer: My front room.

Thesis statement: Everyone needs a comfortable place where he or she can really relax; for me, that place is my front room.

3. Create two paragraphs describing a person, place, or thing that supports the thesis statement. For instance, with the above thesis statement, I would describe my front room: the striped curtains, the squishy couch, the sun-filled windows, the tropical plants. I would use adjectives, metaphors, and similes that convince the reader that the room is comfortable and relaxing.

Evaluation

The following table lists the required assignments and what the student should do to get the best possible grade on each assignment:

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Exercises A & B & C	Over half the questions are answered.	All questions are answered.	Adjectives are identified/used correctly. Metaphors/similes are identified/used correctly.	Correct grammar is used throughout.
Essay I	2 complete paragraphs.	Over 5 adjectives are used per paragraph.	10 adjectives are used in each paragraph.	Correct grammar is used throughout.
Essay II	2 complete paragraphs.	At least 3 similes or 3 metaphors are used in each paragraph.	3 similes and 3 metaphors are used in the first paragraph. 4 similes and/or metaphors are used in the second paragraph.	Correct grammar is used throughout.
Essay III	2 complete paragraphs.	Paragraphs describe a person, place, or thing.	Paragraphs supports a thesis (claim). Adjectives, metaphors & similes are all used.	Correct grammar is used throughout.

Conclusion

The student should now be familiar with the purpose of description in writing, how to produce good description, and how to use description as a strategy in academic writing. For more information on descriptive writing, check out http://owl.english.purdue.edu/handouts/general/gl_describe.html.

Other links:

Lists of adjectives: http://www.abcteach.com/abclists/adjectives.htm

Definition of "adjective" and words/phrases that act as adjectives: http://grammar.ccc.commnet.edu/grammar/adjectives.htm

Interactive quiz on metaphors and similes: http://www.quia.com/quiz/234882.html

Metaphors, similes, and other comparisons: http://english.unitecnology.ac.nz/resources/resources/exp_lang/comparisons.html

Good descriptions that create a mood:

Quiet reflection: http://www.online-literature.com/burnett/little_princess/1/

Apprehension: http://london.sonoma.edu/Writings/LostFace/fire.html

Terror/Anticipation: http://fiction.eserver.org/short/the_most_dangerous_game.html

Uneasy peace: http://fiction.eserver.org/novels/heart_of_darkness.html

Luxury: http://www.upword.com/wilde/dorgray1.html

Loneliness: http://fiction.eserver.org/short/if.html

Credits & References

The picture of the Horseshoe Falls came from the following link: http://umsis.miami.edu/~pvaidyan/images/Niagara%20Falls.JPG

The picture of the American Falls came from the following link:

http://www.artchive.com/artchive/c/church/thumb/church_niagara_american.jpg

Based on a template from The WebQuest Page