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-the-oven 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

• Example- Behind the glass, the pies mock me, knowing that I cannot possibly eat them all.

• Instead of general, vague descriptions, specific sensory details help the reader visualize the person, place, thing, or idea.

Specific/Concrete Details

Specific/Concrete Details

• Instead of general, vague descriptions, specific sensory details help the reader visualize the person, place, thing, or idea.

Specific/Concrete Details

• Example- The walls are lined with pictures and knickknacks, ranging from the pale blue “home is where the food is” cross-stitch 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-as-molasses 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.

Full Circle Ending

• 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.