Transcript Creative Writing - Mr. Furman's Web Pages

Creative Writing
Descriptive Paragraph
Magic Three
Three
examples in a
series can create a
poetic rhythm or add
support for a point,
especially when the three
items have their own modifiers.
Magic Three
• Example- As the door opens, I am
greeted by the welcoming aroma of
fresh baked pie crust, just-out-of-theoven cornbread, and a thousand other
warm and familiar smells that
intermingle in a comforting and
contenting perfection.
Figurative
Language
• Non -literal
comparisons-such as similes,
metaphors, and
personification-add “spice” to
writing and can
help paint a more
vivid picture for
the reader.
Similes
• Comparisons using like or as
• Dissimilar things must be compared!
Similes
• Yes: The waiter hangs upon my every
word like a genie anxious to grant my
every pie-loving wish.
• No: The menu sits in front of me like
a long list of choices.
Metaphors
• A comparison of two
dissimilar items
without using like or
as
Metaphors
• Yes: The pies are glittering, precious
gems inside their protective, museum
cases.
• No: The pies are displayed behind
glass like the seafood counter at
Safeway.
Personification
• Giving human characteristics or qualities
to something inhuman.
Personification
• ExampleBehind the
glass, the pies
mock me,
knowing that I
cannot possibly
eat them all.
Specific/Concrete Details
•• Instead
Instead of
of general,
general, vague
vague
descriptions,
descriptions, specific
specific sensory
sensory details
details
help
help the
the reader
reader visualize
visualize the
the person,
person,
place,
place, thing,
thing, or
or idea.
idea.
Specific/Concrete Details
• Example- The walls are
lined with pictures and
knickknacks, ranging from
the pale blue “home is
where the food is” crossstitch above my table to
the ubiquitous, French
image of a girl and her
umbrella that hangs on the
far wall.
Repetition for Effect
• Writers often repeat specially chosen
words or phrases to make a point, to
stress certain ideas to the reader.
Repetition for Effect
• In spite of the fervent attempts of my
friends to engage my in conversation, my
mind is elsewhere. I left it back at the front
counter staring at the case full of pies.
They talk of school and I think of pie.
They talk of politics and I think of pie. No
matter what they say, I think of pie.
Expanded Moment
• Instead of
“speeding” past a
moment, writers
often emphasize it
by “expanding” the
actions.
Expanded Moment
• Example- As I enter the store, all my
attention turns immediately to the pies in the
case before me. Every ripe strawberry
beckons. The bright glaze on the peaches
catches my eye, and I can already taste the
whipped cream and chocolate mixing with an
Oreo cookie crust. The banana crème begs
for my attention, and I am convinced that the
cheese cake has been sent directly from
heaven, until I am reluctantly led to my table
by the all-too-prompt hostess.
Humor
• Professional writers know the value of
laughter; even subtle humor can help
turn a “boring” paper into one that can
raise someone’s spirits
Hyphenated Modifiers
• Sometimes a new way
of saying something
can make all the
difference; hyphenated
adjectives often cause
the reader to “sit up
and take notice”
Hyphenated
Modifiers
I can hardly
sit still as we
wait for our
server to return with
the pie. Silently, I pray
that our slow-asmolasses server will be
replaced by a track star…
a future Olympian would
certainly be quick about
delivering pie.
Full
Circle Ending
• Sometimes students need a
special ending, one that
effectively “wraps up” the
piece. One “trick” is to repeat
a phrase from the beginning of
the piece.
• Beginning- Some people say that I love
pie too much, but I don’t take those
people with me to Marie Callender’s.
• Ending- I leave, full and content, but
sad to reenter the world of those who
don’t understand my deep love of pie—
those crazy people who believe it’s
possible to love pie too much.
Full Circle Ending