Unit 2: Descriptive ParagraphsEffective Academic Writing : Unit 2: Descriptive ParagraphsEffective Academic Writing ESOL Writing Intermediate
Shoup Unit Objectives : Unit Objectives write a descriptive paragraph
use specific language
use be to define and describe
Resources: www.lonestar.edu/blogs/cshoup 5 senses : 5 senses sight (n.)
to see (v.) taste (n.)
to taste (v.) touch (n.)
to feel (v.) sound (n.)
to hear (v.) smell (n.)
to smell (v.) Exercise 2 (p. 30) : Exercise 2 (p. 30) Read the introduction
Come up with 5 nouns that describe the things in the picture: Adjective adjectives that describe the Slide 5: What do you see?
What do you hear?
What do you smell?
What do you taste?
How do you feel? Descriptive Paragraph : Descriptive Paragraph Let’s look at the instructions. Reading a student paragraph : Reading a student paragraph Page 35
Read “The Long Life of my Grandfather’s Car”
Circle all of the adjectives while you read. Tue Adjectives : Adjectives special
young Now, Answer A on page 35 : Now, Answer A on page 35 Let’s Check
a Descriptive Organization (page 34) : Descriptive Organization (page 34) Read and answer the questions with your group:
What is the purpose of the descriptive paragraph?
What two things does the topic sentence contain in a descriptive paragraph?
What information is in the supporting sentences?
What information is in the concluding sentence? Thur What is an Outline? : What is an Outline? pre-writing device or reading device
helps you organize your ideas before you write your first draft
no sentences Outline (page 36) : Outline (page 36) Complete an outline about “The Long Life of my Grandfather’s Car” (as a class) More about the outline… : More about the outline… Supporting Sentences
Background information about topic: where, when, what, who
Descriptive details about topic: adjectives, 6 senses
Details about the author’s feelings: emotions, adjectives How does the treasure make the author feel? : How does the treasure make the author feel? EAW p. 38-39
Exercise 1: read “My Special Treasure” Discuss with your partner… : Discuss with your partner… What is the author’s special treasure?
Why does the author like this possession?
Who gave it to the author?
What words does the author use to describe the possession? Language Focus: “Using Specific Language (p. 39) : Language Focus: “Using Specific Language (p. 39) Read “Using Specific Language”
Discuss this question with your partner:
Why do we use specific language in descriptive writing? Exercise 3 (p. 40) : Exercise 3 (p. 40) Read each pair of sentences.
Check which one is more specific.
b Share your outline : Share your outline Take out your outline.
Share with your partner. Wed. How can we be more specific?Exercise 4, p. 40 : How can we be more specific?Exercise 4, p. 40 original a pair of shoes
vegetables more specific a pair of running shoes Editing Your Writing : Editing Your Writing Editing = making changes to your writing to improve it and correct mistakes
subject/verb agreement (be-verbs)
format Using Adjectives in Descriptive Writing : Using Adjectives in Descriptive Writing a bicycle a racing bicycle
a desk a large, metal desk
come before nouns
have only one form (not sing. & pl.)
can come after be
(nouns can function as adjectives) What are the underlined words? Adjectives I own an antique violin.
My mother gave me a big hug. a lovely bracelet
two lovely bracelets These shoes are comfortable.
My father’s expression is wise and serious. a rose garden
a pocket knife
two kitchen tables
(always singular) page 43 Identifying adjectives (ex. 1, p. 44) : Identifying adjectives (ex. 1, p. 44) Underline the adjectives
broad, green, delicate, white
expensive, practical, attractive
small, tourist, Phoenix Using adjectives (ex. 2, p. 44) : Using adjectives (ex. 2, p. 44) Add two or three adjectives to each sentence.
My big, black umbrella is like an old friend. Using Be to Describe and Define : Using Be to Describe and Define use be to describe or define the subject of a sentence (conditions, physical conditions, age, personality, identify, occupations, relationships)
He is ready.
I am strong.
My daughter is six.
Gabriela is gracious.
It is a map.
He is a waiter.
We are classmates. Academic Writing : Academic Writing It is usually not acceptable to use the contracted form of be in academic writing.
Use the full forms of the verb in both affirmative and negative sentences. Using be with adjectives(p. 45, ex. 3) : Using be with adjectives(p. 45, ex. 3) Finish the sentences with a form of the verb be and one or more adjectives to describe people you know.
My teacher is creative. Using be with nouns(ex. 4, p. 45-46) : Using be with nouns(ex. 4, p. 45-46) Finish each sentence with a noun.
You may need to add an article (a, an).
There is an inhaler for my asthma in my backpack. Editing a paragraph(ex. 5, p. 46) : Editing a paragraph(ex. 5, p. 46) Read the paragraph.
Correct the mistakes with adjectives.
There are five mistakes. 5 mistakes… : 5 mistakes… Line 2 it has so many useful features
Line 6 final pictures
Line 6 blurry pictures
Line 8 convenient and easy
Line 9 take interesting pictures Part 5: Putting It All Together : Part 5: Putting It All Together Review concepts from Unit 2
Complete Exercises 1-4 with a small group (pages 47-48)
1: specific language
Then we will check. Peer editing a first draft : Peer editing a first draft Exchange first drafts with a partner
write comments on a sticky note:
one strength (something good)
one suggestion for improvement Mon. Turn in your first draft : Turn in your first draft outline
comments from partner
I will look at it tonight, and make some suggestions. I will give it back to you tomorrow. Mon.