The Paragraph 1

Alice Savage
Masoud Shafiei

OXFORD
UNIVERSITY PRESS
Descriptive Paragraphs

Unit Goals
Rhetorical Focus
• descriptive organization

Language and Grammar Focus

• specific language
• adjectives in descriptive writing
• be to define and describe
~ . I
'iJrl:
t;'.Jli) Writing Process Step 1 Stimulating Ideas

In a descriptive paragraph, the writer uses words that create an image. The writer
helps the reader see, touch, feel, smell, or taste the topic. In this unit, you will write
a descriptive paragraph about a special possession.

Exercise 1 Thinking about the topic

----------
Discuss the picture with a partner.
• How is the woman dressed?
• Where is she?
• What do you think she is thinking?
• Do you think this picture was taken long ago or recently? Explain your answer.
• Have you ever seen someone dressed this way? If so, where?

30 Unit 2 I Descriptive Paragraphs

Exercise 2 Reading about the topic

Anthropologists often study objects and their use to leam about cultural beliefs.
Prapulla is a young Indian bride. She and her husband, Shekar, are moving to
New York. Prapulla must decide how she will dress in her new country. Why is
her traditional Indian sari so special to Prapulla?

Sari of the Gods

En route to New York on the jumbo, Shekar had discreetly opened up the conversation
about what she'd wear once they were in America. At the mention of skirts she had flared up
so defiantly he had to leave the seat. For Prapulla, it was not convenience but convention that
made the difference. She had always prized her saris, especially on the occasions when she
wore her wedding sari with its blue, hand-spun silk and its silver border on which images of
the gods had been embroidered.

She remembered the day she had shopped for the sari. It had been a week before her
wedding. The entire family had gone to the silk bazaar and spent the day looking for the
perfect one. They had at last found it in the only hand-spun sari shop in the market. The
merchant had explained that the weaver who had knitted the gods into its border had died
soon after, taking his craft with him. This was his last sari, his parting gift to some lucky bride.

Adapted from Chandra, G. S. Sharat Sari of the Gods. Minneapolis: Coffee House Press, 1989.

en route: o n the way silk: an expensive, soft, smooth fabric

jumbo: a large ai rplane border: the edge of som ething
convention: a trad itional way of embroidered: decorated with sm all stitches
behaving or doi ng something bazaar: an open market with many shops and stalls
prized: considered very valuable craft : ability or skill
hand-spun: woven by hand

Exercise 3 Understanding the text

Write T for true or F for false for each statement.

1. Prapulla went shopping for her wedding sari with her family.
2. Prapulla's wedding sari was made by hand.
3. Prapulla's wedding sari was white.
4. The man who wove Prapulla's wedding sari told her she was lucky.
5. The sari was the last one in the store.

Writing Process Step 1 31

 Exercise 4 Responding to the text
- --------------
Respond to the questions and statements below.
1. Circle the sentence that describes Prapulla's reaction to the idea of wea ring skirts.
2. Underline once the sentence that tells the reader how the wedding sa ri looked.
3. Underline twice the sentence that tells the reader what was different about the sari
shop where Prapulla found her wedding sari.
4. Prapulla and her husband don't agree about how Prapulla should dress in America.
Why do you think Prapulla feels strongly about wearing a sari? Why does her
husband disagree? -- - -- - -- - - - - - - - - - - - - - - -

5. Who do you agree with? Why? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Exercise 5 Freewriting

Write for ten minutes in your joumal. Choose from topics below or an idea of
yom own. Express your thoughts and feelings. Don't worry about mistakes.

• Prapulla feels strongly about her wedding sari. Write about a piece of
clothing or a possession (something you own) that is special to you.

• vVhy do people feel more strongly about some possessions than

about others?
• What item of clothing represents your culture? How?
• Are connections with possessions important? Why or why not?
• Describe a time when you wanted to do something, but someone else
wanted you to do something differently. What happened?

• learn about descriptive organization.

• brainstorm ideas and specific vocabulary to use in your writing.
• determine the audience and purpose for your descriptive paragraph.
• create an outline for your paragraph.

32 Unit 2 I Descriptive Paragraphs

'
(J}I!
t'J'4-' Writing Process Step 2 Brainstorming and Outlining
'

WRITING TASK In this unit, you will write a descriptive paragraph about a special possession. Describe
the possession including how it looks and feels. Express your feelings about it. Explain why this possession is
meaningful to you. Go to the Web to use the Online Writing Tutor.

Exercise 1 Brainstorming ideas

Think about a special possession that you have. Fill in the ovals below with words
or phrases that describe people, places, feelings, and other memories you associate
with the possession.

Exercise 2 Identifying audience and purpose

A. Examine the audience and purpose of the reading on page 31. Respond to the
questions and statements below.
1. Where would you expect to find this story? (Choose all that apply.)
a. in a newspaper
b. in a biography
c. in a professional magazine
2. What is the purpose of the reading?
a. to explain how Prapulla got to New York
b. to describe where Prapulla buys her clothes
c. to describe Prapulla's saris and why they are important to her

Writing Process Step 2 33

 B. Think about your audience (the people who will read your paragraph). Then
answer the questions below.
1. How well do your readers know you?

2. What will your readers need to know about the possession to understand why it is
important to you?

3. What do you want your readers to learn about you?

4. What do you want your readers to know about your special possession?

Exercise 3 Brainstorming vocabulary

Write an object for each description below. Then fill in the chart with adjectives
from the box to describe each object.

plastic metal wood silk ceramic

antique sleek hand made elaborate simple
smooth rough soft sharp heavy

1. an important cultural item

2. a useful tool

3. a family treasure

4. an electronic device

5. a well-loved toy

34 Unit 2 I Descriptive Paragraphs

 Rhetorical Focus

Descriptive Organization
• ~--------------------------------------

A descriptive paragraph describes a person, place, or thing so that readers can

almost see it in their minds.
Topic Sentence
• The topic sentence in a descriptive paragraph introduces the item that the writer
will describe.
• It may also include the writer's general feeling or opinion about the item.

Supporting Sentences
• The supporting sentences give background information about the item.
• The supporting sentences also give details to describe how the item looks, smells,
feels, sounds, or tastes.
• The supporting sentences may also describe how the writer feels about the item.
Concluding Sentence
• The paragraph ends with a concluding sentence. It restates the idea in the topic
sentence using different words.

Exercise 4 Reading a student paragraph

Read the paragraph. What does the writer plan to do with the car?

The Long Life of My Grandfather's Car

I own a car that has special meaning for me because it belonged to my
grandfather. When he was a young man, he saved money so he could buy
a beautiful car to use on trips around the country. He bought a Cadillac
convertible. It was white and blue with silver trim. There were white circles
on the tires. The car had a powerful horn that made people jump out of
my grandfather's way. The seats were also white, but the dashboard was
black. The steering wheel had a brown leather cover. The mats were gray
and always clean. My grandfather took very good care of his car. After my
grandfather died, my uncle gave the car to me. I am very happy because the
car still has the original motor, and the body is intact. If it has problems,
I will fix it myself. I plan to take very good care of my grandfather's car.
Someday I will use it to travel to all the states and cities that my grandfather
visited when he was a young man.

Writing Process Step 2 35

Exercise 5 Exam ining the stude nt paragraph

A. Answer the following questions about the student paragraph.

1. Which of the following sentences best describes the main idea of the paragraph?
a. The writer's grandfather traveled around the country in the 1950s.
b. The writer likes Cadillac convertibles.
c. The writer has strong feelings about his grandfather's car.
d. The writer will take good care of the car.
2. Which two of the following types of details did the author include in the paragraph?
a. appearance
b. smell
c. sound
d. feel
3. Why is the car important to the writer?
a. It connects the writer to his grandfather.
b. The writer likes old cars.
c. The writer likes to work on cars and repair engines.
d. The writer wants to travel around the country.

B. Examine the organization of the paragraph. Respond to the questions and

statements below. Compare your answers with a partner.
1. Underline the topic sentence in the paragraph twice.
2. Write the supporting sentence that tells why the writer's grandfather bought the car.

3. Underline two supporting sentences that tell what the car looks like.
4. Circle the phrases that tell how the car has been cared for.
5. This writer frequently uses colors to describe what different parts of the car look like.
Read the paragraph again and write the color of each part of the car.

trim - - - - - - - - - - - - - - - - - -- - - - - - - - -

circles on the tires - - - - - - - - - - - - -- - - - - - - --

seats _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ __

dashboard - -- - - - - -- - - - - - - - - - - - - - -
Inats _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ ___

steering wheel c o v e r - - - - - - - - - - - - - -- - - - - - - -

36 Unit 2 I Descriptive Paragraphs

 Exercise 6 Completing an outline

Look back at the paragraph on page 35. Then write the missing information into
the outline below.

Topic Sentence
Item the author describes: a Cadillac convertible car
The author's general feeling about the item: _ _ __ _ __ _ _ __ _

Supporting Sentences
Background information about the item: _ _ __ _ __ _ __ _ __ _

Descriptive details about the item: - - -- -- - - - -- - - - - -

Details about the author's feelings: _ __ _ _ __ __ _ __ _ __

Concluding Sentence
Restated idea: - -- - - - -- - -- -- -- - -- - -- - -

Exercise 7 Writing an outline

Review your brainstorming ideas and the information on organizing a

descriptive paragraph. Then go to the Web to print out an outline template
GO ON LitlE
for your paragraph.

• learn to use specific language in your writing.

• write a first draft of your descriptive paragraph.

Writing Process Step 2 37

rl . I
IJII:
~Jli'! Writing Process Step 3 Developing Your Ideas
•

Exercise 1 Reading a student paragraph

Read the paragraph. How does the author feel about the abacus?

An Abacus
I have an ancient abacus from my mother's village. In the old days,
people used them for business, and children used them to learn math.
My abacus has a wooden frame, beads, and ten metal bars. The beads
slide across the bar. The first row shows the numbers 1 to 10. The second
row shows the numbers 11 to 20, and the third row shows the numbers
21 to 30. The rows continue to 100. The beads along each row are a
separate color to make it easier to understand the numbers. The round
beads click as they hit each other. One, click, two, click, three, click.
Each click puts emphasis on the numbers counted. It is more advanced
than just counting on fingers. Now my children use a calculator.
Calculators are faster, but they only show a number on a screen. With
an abacus, my children touch the beads and can see why the answer
is correct.

Exercise 2 Examining the student paragraph

A. Respond to the questions and statements about the student paragraph.

1. What does an abacus do? _ __ _ _ _ __ __ _ _ _ _ _ __ _ _

2. Have you ever seen or used an abacus? Describe your experience.

3. What do you think children should use: a calculator or an abacus? Why?

38 Unit 2 I Descriptive Paragraphs

B. Examine the organization of the paragraph. Respond to the questions and
statements below.
1. Underline the topic sentence.
2. Which sentence explains the order of description in the paragraph?
a. First the writer describes who used an abacus. Then she describes what the
abacus sounds and looks like. She concludes by telling about her own abacus.
b. First the writer introduces the abacus. Then she tells what the abacus looks like.
Then she describes what it sounds like. Finally, she concludes by telling why an
abacus can help a child learn through touch and seeing.
c. First the writer describes what an abacus is used for. Then she describes who
uses abacuses. Finally she concludes by telling how the calculator has replaced the
abacus.
d. First the writer describes what an abacus is used for. Then she explains that the
computer has replaced the abacus. She concludes by telling how useful
the abacus is.
3. Write some of the words and phrases that the writer uses to describe the abacus.

• how the abacus l o o k s - - - - - - - - - - - - - - - - - - - -

• how the abacus s o u n d s - - - - - - - - - - - - - - - - - - - -

• other descriptive words/phrases - - - - -- - - - - - - - - - -

Using Specific Language

Using specific language in descriptive writing helps give the reader a dear image
of what something looks, feels, sounds, tastes, or smells like. Read the following
examples. Which set of sentences provides a dearer picture?
General Sentences Sentences with Specific Language
He bought a car. He bought a shiny, new sportscar.
We heard a noise. We heard the sound of breaking glass.
Sudden ly, I smelled food . Suddenly, I smelled steak and onions.

In the first column, the words are general. They could be used to describe a variety
of cars, noises, or food. In the second column, the writer has replaced the general
terms with more specific words. These changes make the topic specific and clearer
for the reader.

Writing Process Step 3 39

Exercise 3 Identifying specific language

Read the following pairs of sentences. Put a check (.1) next to the sentence
that is more specific.
1. a. I like to wear my grandmother's jewelry.
_L_ b. I like to wear my grandmother's pearl necklace.
2. a. My best friend gave me a novel by Chang-Rae Lee.
b. My best friend gave me a book.
3. a. Someone lent her an umbrella.
b. Her father lent her a large umbrella.
4. a. I inherited some furniture.
b. I inherited my grandmother's rocking chair.
5. a. Hassan has a new widescreen laptop.
b. Hassan has a new computer.

Exercise 4 Adding specific details

Rewrite the following sentences. Replace the underlined words and phrases
with words that are more specific.

1. I bought a pair of shoes.

I bought a pair of running shoes.

2. Maria found some jewelry in the basement.

3. My mother gave me some money.

4. I like my desk.

5. My father enjoyed making things.

6. My grandparents collected souvenirs.

7. We always have vegetables with dinner.

40 Unit 2 I Descriptive Paragraphs

~xercise 5 Edit ing a paragraph for specific la nguage
A. Read the following paragraph. Underline five more words or phrases that could
be more specific. For each underlined word or phrase, write one question that
you could ask the writer to help her be more specific.

My Lost Treasure Box

When I left my home town, my relative gave me a special box. She said
I could use the box to keep my treasures. The box was made of a special
materiat and it was painted a bright color. When I opened it, it played a
pretty song. I kept this box on my dresser, and I used it to store my things.
Unfortunately, I lost my beautiful box when I moved to a different city. I will
always remember the box and the relative who gave it to me.

1. What town did you come from?

2. ____________________________________________________

3. ____________________________________________________

4. ____________________________________________________

5. ____________________________________________________

6. ____________________________________________________

B. Rewrite the paragraph. Change the underlined words and phrases to make
them more specific. Compare your paragraph with a partner.

Writing Process Step 3 41

Exercise 6 Writing a first draft

Review your outline. Then write the first draft of your descriptive paragraph
about a possession that is important to you. Go to the Web to use the Online
GO OlllltiE
Writing Tutor.

Exercise 7 Peer editing a first draft

A. After writing a first draft, it is helpful to get feedback on your ideas.

Exchange paragraphs with two other people. For each paragmph you read,
answer the Peer Editor's Questions on a separate piece of paper. Then
discuss your responses.

Peer Editor's Questions

GOOII UIIE
1. What do you like most about the paragraph?
2. What possession is the paragraph about?
3. What details does the writer provide to help you imagine how the
possession looks, feels, sounds, tastes, or smells?
4. What memories does the writer associate with the possession?
5. Why is the possession important to the writer?
6. Where does the paragraph need more details?

Go to the Web to print out a peer editor's worksheet.

B. Review your feedback and the organization guidelines on page 35. Make notes
for yom revision. In this step, you may add, remove, or rewrite information to
clarify your ideas.

• learn to use adjectives in descriptive writing.

• learn to use the verb be to describe and define.
• edit your first draft and write a final draft.

42 Unit 2 I Descriptive Paragraphs

 Now that you have written a first draft, it is time to edit. When you edit, you make
changes that will improve your writing and correct mistakes.

Using Adjectives in Descriptive Writing

GO OllliHE Adjectives are words that describe nouns. Writers use adjectives to give the
reader a more complete picture of the people, places, and things they want to
describe. Compare the following pairs of phrases. Notice how the adjectives help
you "see" the object.
a bicycle a racing bicycle
a desk a large, metal desk
An adjective often comes before a noun. If the noun is singular, use a, an, or the
before the adjective.
I own an antique violin.
My mother gave me a big hug.
Adjectives have only one form. Use the same adjective with singular and
plural nouns.
a lovely bracelet
two lovely bracelets
An adjective can come after be. When two adjectives come after be, separate them
with and.
These shoes are comfortable.
My father's expression is wise and serious.
Nouns can also function as adjectives. In the following examples, the first
noun describes the second noun.
a rose garden
a pocket knife

When a noun functions as an adjective, it is always singular.

two kitchen tables
X two kitchens tables (INCORRECT)

Writing Process Step 4 43

Exercise 1 Ident ifying adjectives

Underline the adjectives in the following sentences.

1. I take care of my sturdy, old bicycle.
2. I am fond of my house plant.
3. It has broad, green leaves and delicate, white flowers.
4. I bought a straw hat at a music festival.
5. It was not expensive, but I liked it because it was practical and attractive.
6. I bought my mug at a small tourist shop at the Lima airport.
7. We planted a vegetable garden behind the house.
8. Friendly people are usually happy.
9. She has a different idea.
10. My favorite books are historical novels.

Exercise 2 Using adjectives

Add two or three adjectives to each sentence to improve the description.

1. My umbrella is like a friend.

My big . black umbrella is like an old friend.

2. I love my bicycle.

3. No one understands why I still wear my jeans.

4. Ifl could only save one thing from a fire, it would be my chair.

5. The piano in my parents' house is located in the room.

6. My mother gave me her ring.

7. I have a plant and a cat.

8. There is a tree next to the house.

44 Unit 2 I Descriptive Paragraphs

GO OIILIJIE
Language and Grammar Focus
Using Be to Describe and to Define
•-----
Use the verb be to describe the subject of a sentence. You can use either a noun
or an adjective after be.
You can use be + adjective to describe conditions, physical characteristics, age,
and personality.
Physical
Condition Characteristic Age Personality
He is ready. I am strong. My daughter is six. Gabriela is gracious.
You can use be+ noun (or noun phrase) to identify or define something. You can
also use it to describe occupations and relationships.
Identifying Objects Describing Occupations Describing Relationships
It is a map. He is a waiter. We are classmates.

In academic writing contractions of the verb to be are not acceptable. Use the full forms of
the verb in both affirmative and negative sentences.
The marmoset is a small mammal.
They are not responsible for the research.

BE WITH ADJECTIVES BE WITH NOUNS

SUBJECT BE ADJECTIVE SUBJECT BE NOUN PHRASE

j am
am not healthy. II I am
am not I an honest person.
He
She I isis not athletic. r She
He j is
is not a photographer.

You You
We I are young. We are
I brothers.
are not are not
They They

Writing Process Step 4 45

 Exercise 3 Using be with adjectives

Finish the sentences with a form of the verb be and one or more adjectives to
describe the following people.

1. My teacher _,_i,_
s"""'c"-'
re~a""t"'"i-'-'
ve""'.-------------------

2. My classmate s - - - - - - -- - -- - - -- -- - -- - - -

3. My parents-- - - - - - -- - - - -- -- -- - -- - - -

4. My cousins and I - - - - -- -- - -- - -- - - - -- - - -
5. ! _ _________________________________________________

Exercise 4 Using be wit h nouns

Finish each sentence below. Make sure there is a noun in your answer.

1. There are ...!b~o~o~k~s~-------- on my desk.

2. My father is _ __ _ _ _ __ _ __

3. Someone who writes novels is _ _ __ _ _ _ __ _ _

4. There are _ _ _ _ _ __ _ _ _ _ downtown.

5. Someone who designs houses is _ __ _ _ _ _ __ _ _

Exercise 5 Edit ing a paragraph

Read and edit the paragraph. There are four more mistakes with adjectives.

I have a new digital camera, and I am very excited about using it

useful features.
because it has so many-Feot~:~res-tJS-eftiL I do not need to spend a lot of

time focusing it. It has automatic focus. People do not have to wait a

long time for me to take their picture. In addition, its lens is powerful.
I can photograph a person and scenery. Both are clear when I print
the finals pictures. Another feature allows me to delete pictures blurry.

I save a lot of money because I do not have to print uglys pictures.

I am very excited about my new camera. It is easy, and I can take

interestings pictures with it. I expect to have a lot of fun with it.

46 Unit 2 I Descriptive Paragraphs

Exercise 6 Ed it ing your f irst draft and rew rit ing

Review your paragraph for mistakes. Use the checklist below. Then write a
final draft. Go to the Web to use the Online Writing Tutor.

Editor's Checklist
GO OIILIIIE
Put a check (.1) as appropriate.
CONTENT AND ORGANIZATION
0 1. Does your paragraph have a topic sentence that introduces the
item you are describing?
0 2. Did you provide background information about your possession?
0 3. Does your paragraph include supporting sentences that tell the
reader how your possession looks, feels, sounds, and smells?
0 4. Did you include a conclusion that restates your main idea?
LANGUAGE
0 5. Did you include adjectives in your sentences to give your reader
a more complete picture?
0 6. Did you use adjectives after articles and before nouns?

0 7. Did you use the verb be before adjectives and nouns?

0 8. Did you capitalize the first letter of each sentence and
use end punctuation?

Go to the Web to print out a peer editor's worksheet.

• practice using specific language in writing .

• practice using adjectives and the verb be in writing.

Writing Process Step 4 47

 In Putting It All Together, you will review what you learned in this unit.

Exercise 1 Using specific language

Rewrite the following sentences. Replace the underlined words and phrases with
words that are more specific.
1. I am reading a book.

2. In the photograph, the person is holding something.

3. Laura went to Central America for a while.

4. It is a picture of a monument.

5. The water flows through a forest.

6. Our room looked out over some scenery.

Exercise 2 Using adjectives

Rewrite the following sentences. Add two or three adjectives to each one.

1. My brother owned a car.

2. My friend has a sister.

3. The man was a teacher.

4. This object is actually a computer.

48 Unit 2 I Descriptive Paragraphs

 Exercise 3 Using b e with adjectives and no uns
---------

Finish the sentences with a form of the verb be and adjectives or nouns to describe
the following people and places.

1. My parent's home- - - - - - - - -- - - - -- - - - -- - -- -

2. My neighbors------- - - - - -- -- - -- -- -- - --

3. The buildings in my neighborhood _ __ __ __ __ _ __ _ __ _ __

4. My best friend - -- -- -- - -- -- - -- - - - - - - - - -

Exercise 4 Editing a paragraph

Read and edit the paragraph. There are five mistakes with adjectives.

My most valuable possession is a hand-made Persian carpet. My parents

gave it to me as a wedding gift right before 1 married my husband. This
carpet is made of wool and silk. It is rectangular, and it has a gold fringe
along the borders. The colors of my carpet are mostly clark red on a cream-
colored background, but there are also blue and browns designs woven into
it. In the center of the carpet, a round medallion is decorated with exquisites
lines and curves. The carpet is not thick soft, but it is lovely to look at.
I keep it in my living room because it reminds me of my parents wonderful,
and the country beautiful where it was made.

• practice writing with a time limit.

Review 49
r ." ,

~
1: ·~·~~-~.·-
.

~- -- ··
..
I'
' ....
Preparing for Academic Success

Practice your test-taking skills with the following practice topic. Read the
prompt. Then follow the steps below.

Write a descriptive paragraph of your favorite place to visit.

Where is it? What do you like most about it? What feelings
and memories do you associate with the place?

Step 1 BRAINSTORMING: 5 minutes

List interesting places you have visited. Write specific details about each place.
Then choose the place you would like to write a descriptive paragraph about.

Step 2 OUTLINING: 5 minutes

Fill in the chart with ideas for your description.

Topic and Importance

Introduce your place and state why it is special
to you.

Supporting Sentences
Backg round Information
Explai n where the place is and when you
visited it.

Detai Is
Provid e details that clearly explain the sights,
smells, sounds, and feel of the place.

Is
be your feelings about the place.

...
ll!tH:Ii:ID"'N 1r~l , roe~

Retell ing of the Topic Statement

Use different words to restate your main idea.
·- '-

50 Unit 2 I Descriptive Paragraphs

 Step 3 WRITING: 25 minutes
Use your brainstorming notes and outline to write your paragraph on a
separate piece of paper.

Step 4 EDITING: 10 minutes

When you have finished your paragraph, check it for mistakes. Use the
checklist below.

Editor's Checklist
GOOtllltlE
Put a check (.1) as appropriate.
0 1. Does the paragraph have a topic sentence that introduces the place?
0 2. Did you include background information about the place?

0 3. Did you include descriptive details about how the place looks, smells,
sounds, or feels?

0 4 . Did you include details about people and memories you have of
the place?

0 5. Did you explain why this place is important to you?

0 6. Did you use specific words as part of your description?

0 7. Did you use adjectives as part of your description?

0 8. Are adjectives used correctly?

0 9. Does your concluding sentence use different words to restate the idea
in the topic sentence?

Go to the Web to print out a peer editor's worksheet.

When you are describing something, remember your five senses: sight, sound, touch, smell,
and taste. Include sentences about as many of your senses as you can describe.

Timed Writing 51
 Topics for Future Writing

Write a descriptive paragraph on one of the following topics.

lirt: Describe a famous artist. Give background information about the person and his or her
work. What type of work does the artist do? Why is the artist famous?

Engineering: Describe a particular dam or bridge. When was it built? How does it work?
Why is it important?

History: Describe a famous historical figure. Where is the person from? Why is the person
important? Is the person still living? What are some of the person's accomplishments?

Literature: Describe a character from a book you have read. When and where does the
person live? What is his or her personality? How does the person dress and act? Why did you
choose this person?

Sociology: Describe a cultural tradition or celebration. Explain the tradition. Where is it

celebrated? Who celebrates it? Why is it important?

52 Unit 2 I Descriptive Paragraphs