Here is a list of descriptive essay topics we have written for our clients:. Even though descriptive essays are usually more artistic or imaginative than other types of essays, they must still comply with essay structures i.
You may ask your tutor to provide you with at least one descriptive essay example to help you figure out what is expected from you. The more you demonstrate as a writer that you understand given conventions, the more effective your essay will be. In addition to having good writing skills, you must be able to portray your topic in a way that engages your reader without boring them with too many details. The most common descriptive essay definition is as follows:.
A descriptive essay is a written work that is meant to encourage a student to explain the details of or describe something. It can be an object, experience, emotion, person, etc. They should create a meaningful and visual experience for the reader.
Skills in writing are a gift that not everyone can easily possess. These skills need to undergo process to develop and improve. Every good writer has gone lots of experiences that contribute to the mastery of the art of writing.
Thus, an exceptional descriptive essay writer:. The ability to describe something does not come easily for a lot of people. Usually, writers need to have a lot of experience and practice to effectively write this type of essay.
The best descriptive essay writers:. We understand that not all people have exceptional writing skills, and we want to help you with your assignment by ensuring it appeals to your audience. We have carefully studied thousands of descriptive essay examples, so we know how to craft an amazing descriptive essay.
We ensure all our writing is original, articulate, and that it transcends your reader to another world that is filled with stimulating visual writing and vivid descriptions.
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Hard work and dedication must be paid off, thus we offer our writers the best rates in the industry! In this case her students had been studying sea life. She asked them to brainstorm language related to the sea, allowing them time to list appropriate nouns, verbs, and adjectives. The students then used these words to create phrases and used the phrases to produce the poem itself.
As a group, students put together words in ways Fleer didn't believe many of them could have done if they were working on their own, and after creating several group poems, some students felt confident enough to work alone.
Douglas James Joyce, a teacher-consultant with the Denver Writing Project , makes use of what he calls "metawriting" in his college writing classes. He sees metawriting writing about writing as a way to help students reduce errors in their academic prose.
Joyce explains one metawriting strategy: After reading each essay, he selects one error that occurs frequently in a student's work and points out each instance in which the error is made. He instructs the student to write a one page essay, comparing and contrasting three sources that provide guidance on the established use of that particular convention, making sure a variety of sources are available.
Glorianne Bradshaw, a teacher-consultant with the Red River Valley Writing Project North Dakota , decided to make use of experiences from her own life when teaching her first-graders how to write. For example, on an overhead transparency she shows a sketch of herself stirring cookie batter while on vacation.
She writes the phrase "made cookies" under the sketch. Then she asks students to help her write a sentence about this. She writes the words who , where , and when. Using these words as prompts, she and the students construct the sentence, "I made cookies in the kitchen in the morning.
Next, each student returns to the sketch he or she has made of a summer vacation activity and, with her help, answers the same questions answered for Bradshaw's drawing.
Then she asks them, "Tell me more. Do the cookies have chocolate chips? Does the pizza have pepperoni? Rather than taking away creativity, Bradshaw believes this kind of structure gives students a helpful format for creativity. Stephanie Wilder found that the grades she gave her high school students were getting in the way of their progress. The weaker students stopped trying.
Other students relied on grades as the only standard by which they judged their own work. She continued to comment on papers, encourage revision, and urge students to meet with her for conferences. But she waited to grade the papers. It took a while for students to stop leafing to the ends of their papers in search of a grade, and there was some grumbling from students who had always received excellent grades. But she believes that because she was less quick to judge their work, students were better able to evaluate their efforts themselves.
Erin Pirnot Ciccone, teacher-consultant with the Pennsylvania Writing and Literature Project , found a way to make more productive the "Monday morning gab fest" she used as a warm-up with her fifth grade students.
She conceived of "Headline News. After the headlines had been posted, students had a chance to guess the stories behind them. The writers then told the stories behind their headlines. As each student had only three minutes to talk, they needed to make decisions about what was important and to clarify details as they proceeded. They began to rely on suspense and "purposeful ambiguity" to hold listeners' interest. On Tuesday, students committed their stories to writing.
Because of the "Headline News" experience, Ciccone's students have been able to generate writing that is focused, detailed, and well ordered. Slagle, high school teacher and teacher-consultant with the Louisville Writing Project Kentucky , understands the difference between writing for a hypothetical purpose and writing to an audience for real purpose. She illustrates the difference by contrasting two assignments. Write a review of an imaginary production of the play we have just finished studying in class.
They must adapt to a voice that is not theirs and pretend to have knowledge they do not have. Slagle developed a more effective alternative: Authenticity in Writing Prompts. Mark Farrington, college instructor and teacher-consultant with the Northern Virginia Writing Project , believes teaching revision sometimes means practicing techniques of revision. An exercise like "find a place other than the first sentence where this essay might begin" is valuable because it shows student writers the possibilities that exist in writing.
In his college fiction writing class, Farrington asks students to choose a spot in the story where the main character does something that is crucial to the rest of the story. At that moment, Farrington says, they must make the character do the exact opposite. Bernadette Lambert, teacher-consultant with the Kennesaw Mountain Writing Project Georgia , wondered what would happen if she had her sixth-grade students pair with an adult family member to read a book. She asked the students about the kinds of books they wanted to read mysteries, adventure, ghost stories and the adults about the kinds of books they wanted to read with the young people character-building values, multiculturalism, no ghost stories.
Using these suggestions for direction, Lambert developed a list of 30 books. From this list, each student-adult pair chose one. They committed themselves to read and discuss the book and write separate reviews. Most of the students, says Lambert, were proud to share a piece of writing done by their adult reading buddy.
Several admitted that they had never before had this level of intellectual conversation with an adult family member. Suzanne Linebarger, a co-director of the Northern California Writing Project , recognized that one element lacking from many of her students' stories was tension.
One day, in front of the class, she demonstrated tension with a rubber band. Looped over her finger, the rubber band merely dangled. It's the tension, the potential energy, that rivets your attention. It's the same in writing. Linebarger revised a generic writing prompt to add an element of tension. The initial prompt read, "Think of a friend who is special to you. Write about something your friend has done for you, you have done for your friend, or you have done together. Linebarger didn't want responses that settled for "my best friend was really good to me," so "during the rewrite session we talked about how hard it is to stay friends when met with a challenge.
Students talked about times they had let their friends down or times their friends had let them down, and how they had managed to stay friends in spite of their problems. In other words, we talked about some tense situations that found their way into their writing.
Moving From Fluency to Flair. Ray Skjelbred, middle school teacher at Marin Country Day School, wants his seventh grade students to listen to language. He wants to begin to train their ears by asking them to make lists of wonderful sounding words. They may use their own words, borrow from other contributors, add other words as necessary, and change word forms. Among the words on one student's list: Grammar, Poetry, and Creative Language. Kathleen O'Shaughnessy, co-director of the National Writing Project of Acadiana Louisiana , asks her middle school students to respond to each others' writing on Post-it Notes.
Students attach their comments to a piece of writing under consideration. While I was reading your piece, I felt like I was riding a roller coaster. It started out kinda slow, but you could tell there was something exciting coming up.
But then it moved real fast and stopped all of a sudden. I almost needed to read it again the way you ride a roller coaster over again because it goes too fast. Says O'Shaughnessy, "This response is certainly more useful to the writer than the usual 'I think you could, like, add some more details, you know?
Anna Collins Trest, director of the South Mississippi Writing Project , finds she can lead upper elementary school students to better understand the concept of "reflection" if she anchors the discussion in the concrete and helps students establish categories for their reflective responses. She decided to use mirrors to teach the reflective process. Each student had one. As the students gazed at their own reflections, she asked this question: Trest talked with students about the categories and invited them to give personal examples of each.
Then she asked them to look in the mirrors again, reflect on their images, and write. One of his strategies has been to take his seventh-graders on a "preposition walk" around the school campus. Walking in pairs, they tell each other what they are doing:. I walk among my students prompting answers," Ireland explains. Kim Stafford, director of the Oregon Writing Project at Lewis and Clark College , wants his students to discard old notions that sentences should be a certain length.
He explains to his students that a writer's command of long and short sentences makes for a "more pliable" writing repertoire. He describes the exercise he uses to help students experiment with sentence length. Just use 'and' when you have to, or a dash, or make a list, and keep it going. Stafford compares the first style of sentence construction to a river and the second to a drum. Joni Chancer, teacher-consultant of the South Coast Writing Project California , has paid a lot of attention to the type of questions she wants her upper elementary students to consider as they re-examine their writing, reflecting on pieces they may make part of their portfolios.
Here are some of the questions:. Why did I write this piece? Where did I get my ideas? Who is the audience and how did it affect this piece?
What skills did I work on in this piece? Was this piece easy or difficult to write? What parts did I rework? What were my revisions? Did I try something new? What elements of writer's craft enhanced my story? What might I change? Did something I read influence my writing? What did I learn or what did I expect the reader to learn? Where will I go from here? Will I publish it? Chancer cautions that these questions should not be considered a "reflection checklist," rather they are questions that seem to be addressed frequently when writers tell the story of a particular piece.
Nancy Lilly, co-director of the Greater New Orleans Writing Project , wanted her fourth and fifth grade students to breathe life into their nonfiction writing. She thought the student who wrote this paragraph could do better:. The jaguar is the biggest and strongest cat in the rainforest. The jaguar's jaw is strong enough to crush a turtle's shell.
Descriptive essay writing examples for college students 1. Descriptive Essay Writing Examples for College Students The goal of descriptive essays is to exactly and thoroughly describe a person, place or thing. Every essay consists of a basic format. You must have a Thesis, 3 .
Descriptive Essay Writing Topics Content of this article List of topics Download all topics Useful tool Tips on descriptive essay writing Samples First Second Students think that the descriptive essays are the easiest essays that could be given as a home task.
Practice writing about the sensory details that are most unforgettable about a favorite memory. People. Whether it is a biography, short story or novel, all good writing is filled with dynamic, multifaceted characters who become real people to readers. Many college English classes include an essay that profiles another person. Because writing a descriptive essay for college takes time, many students are not prepared to do the task on their own. The absence of basic information and abilities in writing are other reasons that make the crafting academic piece so terrifying.
Every student should know that writing is not an easy task, which is why they need to be particularly careful when writing a descriptive essay. As a writer, you need to make your reader feel attached to your essay in an emotional way. Descriptive essay for college Writing a descriptive essay is an inevitable part of the academic life of every student in high school, college or university. But not all of them are ready to cope with this task on their own, because they are busy as a bee.