Descriptive techniques teachers notes These prompt cards are designed to encourage pupils to use a wide variety of techniques

s in their descriptive writing and to get away from just similes and alliteration. Two suggested activities: 1. Print and cut up the techniques, pin up around the class. Give pupils a title (eg. The Convict) and in pairs, pupils move around the room and write a phrase using each technique onto the actual paper showing the definition. 2. Print and laminate (if poss) then give one to each pupil. As the pupils start their descriptive writing, their first sentence must contain that technique. Then pass the techniques onto the next person (clockwise/anti-clockwise etc) and the second sentence must contain the next technique.

(describe an object as if it were something else, eg. The tree was an angry giant.)

Metaphor

(use the words as or like to compare two different objects or ideas, eg. She was as ugly as a witch.)

Simile

(Repeat the beginning sound of words next to each other, eg. Ben bumped backwards)

Alliteration

(Use describing words to draw a picture in your readers mind, eg. The monstrous, evil teacher shouted at her class)

Adjective

(use unusual and interesting verbs to show the reader action in your writing, eg. He galloped through the streets)

Verb

(use exciting adverbs to add drama to the action, eg. She fell awkwardly into the muddy puddle)

Adverb

(use words that create sounds for the reader, eg. In the distance an echoing boom sounded across the valley)

Onomatopoeia

(use different words with similar meanings to add variety to your vocabulary, eg. warm, hot, boiling, stifling, sweltering)

Synonym

(create drama by giving objects human characteristics, eg. The rain splattering mournfully.)

Personification

(repeat words or short phrases to emphasise an idea, eg. Thud, thud, thud, went the footsteps.)

Repetition

(use exaggerated language to create interest, eg. It was the most amazing, incredible, world beating banana milkshake!)

Hyperbole/ Exaggeration

(create an image for the reader of the smells in your writing, eg. The smell of disgusting, rotten apples blew into the room)

Smell images

(create contrast for reader by placing opposite words/ideas together, eg. Freezing warmth)

Oxymoron

(use words that appeal to the readers feelings, eg. She wept bitterly with lose and grief as he walked away)

Emotive language

(use speech to give your characters personality, eg. Im sure we are going the wrong way, moaned Susan)

Speech

(use informal language to give personality to your characters Oi, screeched the bus driver )

Colloquial language

(ask questions that do not require an answer, eg. How would you feel?)

Rhetorical questions

(create sentences of less than six words to add drama, eg. Bang. The door flew open. She stopped, terrified.)

Short sentences

(use unusual and striking details to add to your description, eg. The man sat back, scratching his white whiskers)

Unusual details

(create sentences that are full of detail, eg. He was an ordinary man, in his late fifties, wearing a navy jacket and a black scarf, there was nothing interesting about him at all.)

Long sentence with detail

(create a sentence that describes something in detail, using a list, eg. She was tall, red haired, with wide blue eyes, her face was happy above her cherry red jacket and blue wellies.)

Descriptive list

(use an embedded clause to add additional information, eg. Jack, who was the best in the team, beat the record by a mile)

Embedded clauses

(use an exclamation mark with a dramatic phrase to add interest, eg. Toilet! shouted the little girl)

Exclamation!

(add extra information in brackets to give your reader more details, eg. Tuesday (which was already pouring with rain) proved to be the worst day by far.)

Extra info in brackets

(use exciting dramatic language to create interest for your reader, eg. She wailed and thrashed and roared as she fought against having to tidy her room)

Dramatic Language

(create images for your reader so they can picture what you are describing, eg. Stretching out before him was a long, dusty road with no house or barn or person in sight.)

Sight images

(use words that create sounds to give the reader an idea of the action taking place, eg. The wind hummed quietly down the lane, almost silent but not enough to be safe)

Sound images

(create an image for your reader of the movement taking place, eg. The wave tumbled gently across the sandy beach.)

Movement Images

(give the reader an idea of the tastes your characters are experiencing, eg. She chewed slowly on the wet, soggy mixture trying to keep the smile on her face.)

Taste Images

(show the reader how the action is progressing by using time connectives, eg. Later on that day...)

Time connectives

(ensure every sentence starts with exciting vocabulary, eg. Suddenly...)

Sentence Openers