英语写作Ⅱ-descriptive-essays

UnitTwoObjectivesAfterStudyingtheunit,thestudentshouldbeableto:Writeadescriptiveessayeffectively;Practice(andreview)theskillsandmethodsofdescription(discussedinBookOne).AFellowStudentItwasmyfirstdayattheuniversity.IwalkedintothebuildingwhereIwasgoingtolive,andlookedatdoorafterdoorformyname.AtlastIfoundit.Intheroomtherewasalreadyastudent,plainbutgood,makinghisbed.Afterwesaid“Howdoyoudo”toeachother,hecontinuedhiswork,payingnomoreattentiontome.“Whatastuck-upfellow,”Ithought.Iexaminedtheroom.ItwasnotdifferentinthefittingsandfurnishingsfromanyotherroomIhadseen,butithadbeenthoroughlycleaned---bymynewroommate,nodoubt.Ilookedathim.Hewasthin,short,anddark.Hishairwaslikeabundleofstraw.Hisdirtyclothesandtiredlookwereclearlysignsofalongtravel.Hisclothesweremadeofcheapcloth.Thecoatwastooshortandthetrouserstooloose.Andheworeapairofrubbershoes,whichwereveryunfashionable.Hedidnotlooklikeasmartfreshmanatall.“Ayokel,”Iconcluded.Thesecondtimehespoke,hisaccenttoldmethathewasfromthesouth.“ShallIhelpyoutogetyourluggagefromtheoffice?”IdidnotrefusesinceIreallyneededhelp.Hewasquickinmovement.Hewalkedoutoftheroomandwassoonfaraheadofmeinthecorridor.“Agoodguy.”Isaidtomyself.“Iwillmakefriendswithhim.”Ihurriedandcaughtupwithhim.Questionsfortheessay:1.Howmanypartsarethereintheessay?2.Whatiseachparagraphaboutinthebody?Ⅰ.DefinitionDescriptionispaintinginwordsofaperson,place,object,orscene.ⅡStructure1.Introductionlead-inthesisstatement2.body---includingoneormoreparagraphs---Eachparagraphdescribesonepoint.3.conclusionrestatethemainimpressionanddrawasummaryⅢDescribingaperson1.writeaboutoneortwoaspectsofapersonSample1:Mysisterisaboyishgirl./Herhairisshortandstraightjustlikeaboy’s.shedoesn’tlikebrightcolorssuchasred,yellow,pinkandgreen,butlikeswhite,blackandgreybest.Nevercaringforskirts,stockingsandstylishshoes,sheloveswearingjacketsandjeans.Apairofwhitesneakersarealwaysonherfeet.Sometimesshewearsamen’ssuitandapairofmen’sleathershoesasifshewereagentleman./Basketballandfootballareherfavoritesports.ShealsoenjoyswatchingboxingandwrestlingonTV.Shealwaysshoutsandcheersexcitedlywhensheiswatchingafootballmatch.Whensheiswithherfriends,sheoftensays“Ladiesfirst”toothergirls.Themostinterestingthingisthatshehasbeenmistakenforaboymanytimes.Andsheisverypleasedwiththat.ShealwayssaysthatMommadeamistakeandsheshouldhavebeenaboy.2.WriteinspatialorderWhenwedescribeaperson’sappearance,weshouldfollowacertainroutee.g.Top→bottom(hair→mouth)bottom→topfront→backback→frontright→leftleft→rightNotes:◆appearance---character◆Don’tjumprandomlyallovertheplace.Itwillbeverydifficultforreaderstofollowyou.3.WritespecificallyUsespecificdetailstosupportcentralimpression---descriptivedetailsSample2:OnewilleasilynoticeMary'sshynessatthefirstglance.Wheneveryouseeherintheclassroom,youfindhershelteringherselfinacornerandreadingabook.Puttingthebookonherthighs,sheburiesherheadcompletelybehindthedeskasifsheisallergictolight.Whenyoucallherbyname,shelooksupandthenimmediatelydropsherbig,darkeyesagaintoavoidmeetingyourgaze.Nevertheless,youcanstillseeherfaceturningredbeforeshebeginstospeak.Thequiet,timedtoneofhervoiceissosoftthatyouhavetostrainyourearstocatchhermurmur.Andshehastheirritatinghabitofbitingherlowerlipandatthesametimefidgetingwithherfingernailswhenspeakinginclass.Sometimes,youevencannothelpfeelingsorryforbeingthecauseofherblushesandself-consciousness.ThisiswhyI,ashyboymyself,alwaysgetcoldfeetgettingclosetoher,theshyestgirlintheclass.◆Manystudentshavetheproblemdescribingapersonbecauseoflackofwidevocabulary.Formoredescriptivewords,refertop34Differencebetweendescriptionandnarration◆Narrationistotell“whathashappened”◆Descriptionistoshow“whatitis”;◆Narrationwritingisalwaysheavilyloadedwithdescriptivewordsofcharactersandsettings.TheStampIncidentIcanneverforgetthestampincidentwhichhappenedwhenIwasaprimaryschoolpupil.MybestfriendwhosenicknamewasApplewasastamp-collector.Hetriedeverywaytogetstampsandspenteverypennyhehadonthem.Onceheobtainedabeautifulorpreciousstamphewouldbemorethanhappy.Iwasalwayshiscompanioninhissearchforstamps.OnedayApplewhisperedtomemysteriouslythathehadfoundamostwonderfulstamponaletteraddressedtoouryoungmathteacher,whowasaveryprettyandkind-heartedgirl.Applewantedthatstampsobadlythathesaidifhecouldn’tgetit,hewouldn’tbeabletoeatorsleep.Thentheideaofstealingoccurredtohim,andhecouldn’tgetridofit.Iwasfrightenedandbeggedhimnottodothat.Heshowedsignsofmuchhesitation,too.Withoutsayinganymorewords,heleft.Thateveninghehurriedtomyhomeandalmostdraggedmeoutofthehousetothecornerofastreetandshowedmealetter.Itwasinaman’shandwriting.IntheletterthemanimploredourteachertoforgivehimandaskedhertomeethimatthegateofShanlinParkateightthatevening.Ifnot,he’dtakeitthatshewouldneverforgivehim,anditmeanttheendoftheirrelationship.“Theteacheraskedmeiftherewasanyletterforherthisafternoon.Yousee,sheknowsIamastamp-collectorandalwayswanderabouttheplacewherelettersaredelivered.WhenIsaid‘No’,shelookedrathersad,”AppletoldmeafterIhadreadtheletter.Wewerecompletelyataloss.Toofrightenedtogototheteacher,wedec