Describing a person paragraph pdf

Continue Brahim has been a close friend of mine since we were in elementary school. He is a tall and slender young man with tanned skin and curly dark hair. He has brown eyes in the oval with a shiny face. He always wears casual clothes in a very messy way. Brahim is very sociable. He is an extrovert man who likes to have fun all the time. He has a great sense of humor and he always makes me laugh. Brahim is a very generous and sensitive person. However, it can be a bit stressful at times. For example, when someone crosses it, it suddenly becomes very grumpy and wild. Brahim is very passionate about the game, especially football. On weekends, he trains his football team for hours or watches matches on TV. He also loves to sing and dance as well, and he loves listening to pop music in particular. Everyone likes him for his modesty and sociability. Overall, I am satisfied with being such a good person as Brahim as a friend. I really like his company. I never feel bored or sad when I'm with him. I'm sure we'll always be close friends. Welcome to the 3rd week of this semester and your second writing assignment. I hope you all enjoyed writing and reading the last assignment. If you haven't received your text corrected by someone, please let me know. No texts should remain uncorrected! This week we will tturn our attention to another useful device used in artistic and non-fiction, descriptive techniques. As we have learned, narrative paragraphs describe the sequence of events or tell a story. The logical arrangement of ideas and sentences in the descriptive paragraph is chronological - in accordance with the order of time. But what if you are asked to describe what something looks like - a place, a thing, or a person? How do you organize your ideas and suggestions in this paragraph? Obviously, the order of time will not be logical. When you describe how something looks - its appearance - it's not time, but space, which is important. So you have to arrange your suggestions and details depending on where the objects described are located. This type of organization is called a spatial organization. In the descriptive paragraph, you need to be very clear about the location of the objects described. As literary students you may be asked to associate the role a character plays in a novel or as a design student you may be asked to associate the role a person plays in a successful design as a designer, for example. But how would you describe a man and his role? Depending on the subject or job, you can describe a person's appearance, behavior, inner thoughts, or the influence of a person on you or others. The appearance of a person can be described in different ways. You can tell about the style of human clothing, the manner of walking, color and style hair, face appearance, body shape, and expression or even the way a person speaks. Just what the writer chooses to describe depends on the writer's chosen theme and purpose. No matter what the theme, however, the writer is an artist with words, so the description should be vivid but also consistent - logically arranged - so that the reader can clearly imagine who is described. The following paragraph describes the face of a person with a spatial organization. Look at the following description and see if you can get a good picture of what Mary looks like: Mary is just as beautiful as a Hollywood star. Her thick, wavy, long black hair gracefully falls on her shoulders and surrounds her face in the shape of a diamond. A golden tan usually reveals her sleek, clear complexion and high cheek bones. Her slightly arched brown eyebrows accentuate her emotions by moving up and down as she reacts to her world around her. Her big deep blue eyes remind me of the lake on a stormy day. Her curved nose gives her little girl a look that makes me want to smile when she speaks. And her mouth is a small mouth, laid out by plump lips that she often accentuates with glossy pink lipstick. When she smiles that often, her well formed and even, white teeth brighten up her entire face. I think you can say that I am over my head healing in love with Mary. In this paragraph, the reader can not only tell what Maria looks like, but also what is the attitude of the author to her appearance. Last week I mentioned the subject of a sentence: the theme of the sentence summarizes the whole idea of the point the writer is bound in one short sentence. In the narrative the theme sentence often comes at the very end to build up the suspense for the reader. Generally speaking, however, in most academic writing, the topic of the sentence is the first sentence in the paragraph and summarizes the ideas that will follow. A good/clear sentence of the topic not only states the topic (in this case Maria), but also delivers strong control of the idea that reads how the writer feels about the topic. More often though, than just describing a person's appearance because a person loves a person, there is a deeper reason. The following point of a former OWC student describes a person, but the descriptions are only support behind the underlying political perspective the author wants to make. Jane Goodall had long been my idol before I had the opportunity to meet her in person. I have been a member of one of its international Jane Goodall Institutes (JGI) for several years. I've read some of her books and like her idea of teaching kids around the world about environmental protection and wildlife care so much that I hope to do it in person one day, too. As the world's greatest and most popular chimpanzee scientist and today, he is also an active member of the UN Security Council and Kofi Anana's friend, she is very busy and always travels, so the opportunity to see her is quite rare. It was two years ago that Jane Goodall came to the German JG Institute in Munich to give a lecture, and so I took a flight to Munich to see her. It didn't look like I expected a popular world-renowned scientist to look like. Although she was born in the UK in April 1934, she had nothing typical of British behaviour about her. She was wearing blue jeans, trainers and a cotton blouse. She looked like an ordinary and modest woman you would meet in a supermarket. And she didn't even look like a woman over 50, even though her long hair, tied in a ponytail, was gray. Her face was smooth and in a very mysterious way looked carefree, as the child's face was doing. There was a very lively as well as a wise expression in her eyes, but the most impressionable was the deep love and peace they passed on to everyone when she spoke to the audience. She lived for more than 30 years next to chimpanzees in the rainforest, studying and learning from them, she said. You could see the traces of this life as her whole body seemed to speak with peace and wisdom and was in shape like that of a young woman in her mid-twenties. And while she has been returning to the civilized world for many years, where she teaches at many universities and fights against politicians, businessmen and other strong opponents to get protection for chimpanzees and other monkeys, she must have done so with those very calm gestures that are more convincing than any powerful and eloquent conversations. I think that made her so successful because when you watch it you can't help but agree with her. And her most important message to us was that the love of beings could be more powerful than all the weapons in the world if we just let it. Judith Burgdorfer Now it's your turn to think about the person you admire and describe the impact he/she has had on you or on the world. Try using very descriptive adjectives and maybe look at some in either the dictionary or translator to add them to your active vocabulary. KisD students should describe a famous designer. Try writing at least four hundred words this time. If you want to describe your personality from two perspectives, such as external and internal, then you need to be sure and divide your text into different paragraphs with different sentences of the topic. Make sure, however, that your paragraphs actually look like paragraphs with one sentence theme. Academic writing is much more structured than e-mail or writing, so everything that belongs to each other stays together. In other words, your paragraph should look like a box when you're finished, not like a lot of little paragraphs. Have fun! Ps shouldn't be as sappy as the author of Mary was but you can be, of course! Does your homeschool teen know how to describe a person using Vocabulary? Because students can struggle with good surveillance skills or calling an arsenal of strong words, describing can be challenging! In Prince and the Beggars, Mark Twain paints the word depicting King Henry VIII using descriptive language: in front of him, a short distance away, a very large and very fat man, with a broad, fleshy face and a stern facial expression. His big head was very gray; and his moustache, which he wore just around his face as a frame, were gray as well. His clothes were rich things, but old, and slightly worn out in places. One of his swollen legs had a pillow underneath him, and was wrapped in bandages. This sternly disabled man was the dreaded Henry VIII. Similarly, in Bronze Onion, Elizabeth George Spear describes a young Roman soldier with vivid words: When he straightened again, the Roman was taking off his helmet, revealing crisp blond hair. He wiped the back of his hand through a wet forehead where the metal left an uncomfortable looking crease. With shock Daniel saw that he is very young... The beardless cheeks and chin barely needed a razor. His skin was white, mottled and peeled from the sun's influence, so he could not see the service long under the Galilee sky. The eyes that looked back at Daniel were clearly bright blue. He looked like he was about to speak. Descriptive writing tools Can your homeschool high school students describe a person using great details like the above examples? Can they describe their subject in detail without turning it into a narrative or a story? When I taught homeschool writing classes, it was a difficult concept for my students to understand. Even with careful guidelines, many still end up focusing on what the person is doing rather than how they looked. Use the following tips as teaching tools in one of two ways: Discuss many ways to describe a person before allowing students to brainstorm freely; OROnce they wrote and edited their rough project, give this list of ideas to stimulate creativity and help them write a meaty revision. In any case, whether you're working on a better brainstorm or focusing on more polished changes, improving the description will lead to this. How to teach narrative writing for young children How to describe a person is good to have your teens struggling with the initial writing process. When they struggle with ideas and words, it reminds them why it is important to brainstorm carefully and effectively. The following word lists will help them improve their descriptive paragraphs as they think of more specific ways of describing a person's appearance. Tip: Don't expect students to include every descriptive item listed below. Rather, a few well-chosen will have a great relationship with bringing their subject to life. The shape of the face SquareOvalRoundTriangularHart- shapedThinWideChiseled SquareOvalRoundTriangularHart-shapedThinWideChiseled Complex is a natural appearance and skin color, especially the face. For example, Maria's soft, creamy complexion radiated health and happiness. Wrinkled: covered with lines or loose folds of skin; often associated with age freckles: sprinkled or covered with light brown spots Ruddy: skin that has a reddish tint; May have the kind of sunburn Sallow: skin that has a yellowish tint; may be related to the disease: skin with a warm, golden-brown shade of Rosia or fresh-faced: pink-cheeked, fair complexion, which glows with a hint of pink Other adjectives related to the skin: pale, fair, flawless, silky, sleek, creamy, dewy, baby-soft, peaches and cream, glowing, paper thin or translucent (as with a very old man), loose, sagging, drooping, tanned, peeling, rough, callused, Shape, size and appearance: large, small, almond-shaped, round, squint-eyed, wrinkled, convex, heavy, hooded, deeply fitted, tightly set, Broadly installed, hollow, vacant, tear-ed ColorEye: black, brown, hazel, green, blue, purple, gray, amber Expression: piercing, mesmerizing, sad, haunted, gentle, sympathetic, warm, compassionate, expressive, bright, shimmering, sparkling, lively, laughter, shifty, honeycomb, , compressed (shrivelled up, as at concentration) Expressions of the mouth: laughter, smile, beam, smile, frown, sneer, sneer, curl, poutAdjectives of description of the mouth or mouth expression: toothy, toothless, ruptured jagged, kind, sweet, dim, relaxed, solid, serious, cruel, snarling hair color: black, brunette, brown, chestnut, brown, blonde, honey-blonde, ash-blonde, silver, white, salt and pepperTexture or appearance: thin, fuzzy, wavy, , wild, indomitable, unmanageable, straight, prickly, stiff, buzzing, shaved, trimmed, parted, neatly combed, tamed, cascading, long, short, cropped, boring, shinyHair styles: braids, tail, braids, bun, dirty bun, twist, bob, rings, flip, corneas, extensions, bangs, buzzing, layered, feathered, sliced, gel-like, spiked, slicked downlots of hair: thick, full, : thin, scraggly, fine, baby-thin, plump, thin, sluggish, flat, bald, bald, bald : perm, dyed, bleached, highlighted, woven, striped, colored, ombre facial hair hair: beard, beard, goatee, moustache stubble, designer stubble, five hours of shade (describes a new beard growth that's dark in appearance. More noticeable at the end of the day on the jaw, chin or cheek area, but some men intentionally grow designer stubble.) Adjectives: bearded, thick, stocky, bristle, spiky, unshaven, shaggy, mustachioed, clean-shaven, sleek, trimmed, neatly trimmed, pencil-thin body tip: choose strong, beardless, clean-cut, trimmed, pencil-thin body tip: choose strong, legless, tight- Assemblage: small, slender, light, thin, thin, willovy, skinny, angular, bony, small-bone, chunky, plump, large, tailor, plump, round, thick, plump, full-legged, broad shoulders, burly, Solid, muscularPosture: sit, slouch, flop, lean, recline, rest, reach, stretch, curl, roost, wriggle, arch, slump, slouch, bend, foreboding, scoot, walk, run, race, jog, skip cloth clothes: denim, denim, tulle, velvet, velvet, knitwear, corduroy, spandex, leather shoes: jeans, skinny jeans, cargo pants, yoga pants, pleated trousers, trousers, trousers, overalls, sweatpants, pants, whims, skirt, shorts, shorts, Bermuda shorts: sports shirt, shirt, polo shirt, shirt with buttons, shirt chambray, top, blouse, tunic, long sleeves, short sleeveless, sleeveless, collar, T-shirt, cardigan, sweater , robe, vest, jacket, jacket, coat, apron: socks, stockings, tights, shoes, slippers, sandals, flip-flops, mules, loafers, heels, pumps, boots, ankle boots, riding boots, slouch boots, sports shoes, sneakers, tennis shoes, gym shoes, runners, trainers, chakras Accessories: mittens, gloves, hat, cap, ring, earrings, cufflinks, clutch, purse, bag, tote, : stylish, natty, smart, chic, stylish, elegant, polished, draped, flowing, clean, casual, relaxed, carefree, starched, crisp, sharp, elegant, lace, shiny, sparkling, sloppy, torn, ripped, ragged, dishevelled, sleazy, tacky, unkempt, faded, spiky, worn out, : argyll, striped, solid, plaid, checked, gingham, ikat, paisley, dotted, polka dotted, floral, houndooth, herringbone, chevron, geometric offers Snacks Description Encourage your students to use the clothes of the homeschool. Boyko dressed in (the name of the clothes), the lawyer ... Accidentally dressed in (the name of the clothes) Woman... Fighting wildly, Tim and Ethan ripped holes in their (clothing name) when they... Elderly but spry, my grandfather wore (the name of the clothes) and (the name of the clothes)... Wearing (the name of clothing), detective ... Fast as a flash, the acrobat whipped off his (clothing name) and started... There are so many ways to describe people! What other words would you include? Do you need help with descriptive writing training for middle and middle school homeschoolers? WriteShop I provides a solid foundation in a specific description, teaching students how to describe an object, animal, person, food, season, and place. When students learn to choose strong words, they bring their subjects to life. WriteShop II continues by offering several lessons in advanced narratives where students weave a vivid description into a story or other narrative. TELL ME MORE ABOUT WRITESHOP I AND II II describing a person paragraph example. describing a person paragraph pdf. paragraph describing a good person. describing a kind person paragraph. sample paragraph describing a person. writing paragraph describing a person. example of descriptive paragraph describing a person. paragraph describing a person using adjectives

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