Natalie Russell: Descriptive Writing for Developing Writers

[Natalie Russell]

Hi Everyone,

I am going to be researching and demonstrating on the teaching of descriptive writing for my lowest-level developmental class at TMCC. This class is two levels below transfer-level Freshman Composition and is taught in conjunction with a reading class. It's worth 6 credits, none of which count toward graduation, the students on average are about 8th grade reading and writing level, and we meet 2 1/2 hours, twice a week. The class is a wonderfully-diverse group of students--in age, academic background, culture, and abilities--which makes it a dynamic, interesting, and challenging class to teach.

 

I would like to know how to most effectively teach descriptive writing, especially of art pieces, helping the students to write complex, well-developed and grammatical sentences combined with vibrant style and voice as well as elements of figurative language. These descriptive art observation pieces of writing would be one or two extended paragraphs, or 1-2 double-spaced pages. I have received a wide variety of student samples for this assignment, ranging from the effective and detailed to the almost incomprehensible, so I'd like to figure out how to teach this assignment so that I receive more consistent student products. I think descriptive writing is a foundation for many other styles and purposes, and I love seeing the students develop their writers' voices through this style.

 

~Natalie

[Torrey Palmer]

Oh, Natalie! This sounds so interesting! Overall, are your students motivated to work on their writing, or is that part of the challenge?

We did a fabulous activity this year at the NNWP Poetry Festival, combining art and poetry/ descriptive writing. Everyone created an abstract water color painting, and then followed it with these writing activities based on writingfix lessons. We used My Many Colored Days and I Love your the Purplest. Both lessons have some great graphic organizers as well as lists of imagery. Now, while the student samples are mostly 6th grade and below, I as well as the other participating teachers, really enjoyed taking part in this lesson.

I think my point is that if you actually have your students create their own art, the writing really starts to flow... just an idea. (But don't feel that you have to use it!)

While this type of activity could be a springboard for your presentation/lesson, I'm sure there is lots of research about art & creative writing! Let me know if you are looking for ideas.

Also, Kim Polson, a writing project TC, is excellent at integrating art & creative writing-- I think she is quite brilliant and if you are looking for more ideas, I could certainly connect you via e-mail.

Looking forward to your presentation!
Torrey

[Melissa LiCon]

Hi Natalie:
I love this idea. The interplay of visual imagery and words is playful and powerful at the same time, and it could be a wonderful tool for developing each of your writer's confidence level. Perhaps having students start a "collection" of their favorite descriptive words in a journal and doing a little drawing or sketch (next to it) to express or represent that word would help them see the power of descriptive language. Giving each writer the freedom to choose a piece of art to respond to in writing will also be a great way to motivate them to really work at this assignment, and grow as writers.

[Nadyne Burra]

Natalie-
Many of your problems and diversities I meet in my special education classes in high school. I, like you want my students to develop into writers that can use complex sentence structure in their writing. I can't wait to see what you bring to the table for your demonstration.

[Kristina E. Wulfing]

Natalie,
This sounds like an intense class, how fun. I will be interested to see what you find out, especially in terms of research. Also, I am curious to see how your presentation will evolve.