DESCRIPTIVE WRITING ASSIGNMENT

Diversity in America: Students should be able to evaluate, take and defend positions on issues regarding diversity in American life. Students should be able to evaluate, take, and defend positions on issues regarding the criteria used for naturalization. Personal rights: Students should be able to evaluate, take, and defend positions on issues regarding personal rights. California Standards for Principals of American Democracy12.3 Students evaluate and take and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society. 12.10 Students formulate questions about and defend their analyses of tensions within our constitutional democracy and the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; the relationship of religion and government.California Language Arts Standards
Research and Technology
1.4 Plan and conduct multiple-step information searches by using computer networks and modems.
1.5 Achieve an effective balance between researched information and original ideas.
Writing
1.0 Writing Strategies
Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
Organization and Focus
Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
1.2 Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes.
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. Terms Activities
I. The Story of Zeitoun

Descriptive Writing Assignment - Plymouth High School

Descriptive Writing Assignment - Campbellsville High School

Descriptive Writing Assignment: Descriptive Essay

Take pictures, put them on the bulletin boards, and have students write captions for them. Then design small descriptive writing assignments using the photographs of events such as the prom and homecoming. Afterwards, ask students to choose quotes from things they have read that represent what they feel and think and put them on the walls.

English I—Descriptive Writing Assignment

California Language Arts Standards
Research and Technology
1.4 Plan and conduct multiple-step information searches by using computer networks and modems.
1.5 Achieve an effective balance between researched information and original ideas.
Writing
1.0 Writing Strategies
Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
Organization and Focus
Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments.
1.2 Use point of view, characterization, style (e.g., use of irony), and related elements for specific rhetorical and aesthetic purposes.
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

Halloween Descriptive Writing Assignment - UNC A
Descriptive Essay Writing Assignments Descriptive essay writing assignments

descriptive writing assignments

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completing narrative, expository, persuasive, or descriptive writing assignments

Writing Workshop (in class): Descriptive Writing Assignments

Through a partnership with the English Education program at the University of Virginia, Young began to use an online portfolio tool with the students in this particular class to facilitate the teaching of writing and enhance the writing process and writing workshop. In addition to the excitement and enthusiasm the students expressed for being able to pilot new technology and to use the school's computer lab, they also responded by successfully engaging in drafting, conferencing, revising, editing, and publishing their writing. In effect, students could compose, share, provide feedback, revise and edit online spread out in the same computer lab without having to sit in groups in close proximity to one another. In addition to completing descriptive writing assignments, they also composed pieces in conjunction with their study of Romeo and Juliet. Young described the effects as such:

Write letters to friends on general news (or similar descriptive writing assignments)

This is through descriptive writing assignments from security

There are many ways to explicitly promote the development of correct geologic concepts in your elementary classroom. As you design your science unit, consider inviting a local geologist to speak to your class about how geologists observe, describe, and classify rocks and minerals. Brainstorm a list of characteristics (size, color, shape, weight) and discuss which ones are useful in identifying a particular specimen. Consider keeping creative and descriptive writing assignments separate from scientific activities (at least in this particular unit). There is some evidence that with explicit instruction, even elementary students can begin to differentiate between relevant and irrelevant properties.