Descriptive writing is “painting word pictures with details, dialogue, and sensory images” (Tompkins, p. 221). It makes writing more enriched, vivid, and alive, having readers feel like they are in the story actually. Students should learn descriptive techniques to use proficiently them in writing. They can add specific information to give writing sense of reality, and choose vivid and color words to convey contexts effectively. Sensory images, comparison, and dialogue provide readers with story in three dimensions. Teachers can teach descriptive writing with enough examples for students to experience power of description immediately. Through these direct experiences, “the students must understand that the writer's goal is for the reader to picture what is in the writer's head through the use of descriptive words” (Diliberto, 2004).
According to Kyoungchun Kim, metaphors and similes in comparison look like poems that children can read with ease. I totally agree this opinion, and I want to add one more thing. Comparison is also very effective when making students brainstorm or associate existing one with a novelty. It stimulate them think a variety of idea clusters without boundary back to back, teaching them how to develop their thoughts and how to generate inspirations. I believe ideas from such a free method certainly provide their writing with more ample and rich expression to give audiences interests in reading.
Diliberto, J. (2004). Improving Descriptive Sentence Writing in Elementary Students. Preventing School Failure, 4, 34-36.
Tompkins, G. (2008). Teaching writing: Balancing process and product. Upper Saddle River, NJ: Pearson.
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