HABITS OF WRITING

FOR LEADERS

Grade 6 Q2

Name: _________________________________

Class: _________________________________

Teacher: _______________________________
 Created by Habit 9

 Leadership and Writing

Writing is an important leadership skill that is often overlooked. It is unlikely that you will ever
see writing at the top of any list of important leadership skills. For a leader to be e ective they
must communicate their outlook, vision and worldview to the people they are leading. A leader
who cannot communicate well using written words is going to be severely handicapped.

Another reason leaders need to write is to help them develop and clarify their ideas. Much
of what makes someone a good leader is his or her viewpoint and perspective. Someone who
makes good decisions usually does so because of how they look at problems. Someone who
instinctively does the right thing will often have a di cult time explaining their decision-making
process to others.

A leader who doesn’t take the time to develop and re ne ideas and viewpoint can still be
successful. But they will have a di cult time replicating their skills in others.

Leading Through Communication

It is possible for a leader to lead without using written communication. We have examples of
many leaders who were unable to read or write. However, leadership greatly depends on
communication and in modern times much of our communication is written. Written
communication gives people a source to refer back to. If you only communicate verbally, there is
no real standard to refer to if someone has a question.

It is also much easier to hold people accountable for something that you’ve communicated in
writing. By putting your thoughts into words you give people a concrete standard that they can
reference. Making your thoughts concrete can help align everyone’s e orts toward the same
goal.

Clarifying Your Thoughts

Writing also gives you the opportunity to clarify your thoughts and better understand what you
really think in your subconscious. Writing gives a leader the chance to privately develop their way
of looking at problems in a way that can be communicated to others. In this sense, writing gives
leaders a method for organizing and clarifying their thoughts. It allows them to take what they
know instinctively and make it something concrete that can be conveyed to others.

This clarifying process can be immensely helpful in explaining strategy. Often a good leader will
know what to do instinctively. Writing down the thoughts behind your instincts can allow you to
replicate your skills in others. The writing process can help you understand your decision-
making methods in a deeper way. This makes it easier to teach your way of doing things to
others. Often it will provide you with deeper insights into how you can make better decisions as
well.

Habit 9 students will develop their writing skills through the four major types of essays.

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 Four Major Types of Essays
Distinguishing between types of essays is simply a matter of determining the writer’s goal. Does
the writer want to tell about a personal experience, describe something, explain an issue, or
convince the reader to accept a certain viewpoint? Each quarter will focus on one of the four
major types of essays.

Quarter 1
Narrative Essays: Telling a Story

In a narrative essay, the writer tells a story about a real-life experience. While telling a story may
sound easy to do, the narrative essay challenges students to think and write about themselves.
When writing a narrative essay, writers should try to involve the reader by making the story as
vivid as possible. The fact that narrative essays are usually written in the rst person helps
engage the reader. “I” sentences give readers a feeling of being part of the story. A well-crafted
narrative essay will also build towards drawing a conclusion or making a personal statement.

Quarter 2
Descriptive Essays: Painting a Picture
A cousin of the narrative essay, a descriptive essay paints a picture with words. A writer might
describe a person, place, object, or even memory of special signi cance. However, this type of
essay is not description for description’s sake. The descriptive essay strives to communicate a
deeper meaning through the description. In a descriptive essay, the writer should show, not tell,
through the use of colorful words and sensory details. The best descriptive essays appeal to the
reader’s emotions, with a result that is highly evocative.

Quarter 3
Expository Essays: Just the Facts
The expository essay is an informative piece of writing that presents a balanced analysis of a
topic. In an expository essay, the writer explains or de nes a topic, using facts, statistics, and
examples. Expository writing encompasses a wide range of essay variations, such as the
comparison and contrast essay, the cause and e ect essay, and the “how to” or process essay.
Because expository essays are based on facts and not personal feelings, writers don’t reveal
their emotions or write in the rst person.

Quarter 4
Argumentative Essays: Convince Me

While like an expository essay in its presentation of facts, the goal of the argumentative essay is
to convince the reader to accept the writer’s point of view or recommendation. The writer must
build a case using facts and logic, as well as examples, expert opinion, and sound reasoning. The
writer should present all sides of the argument, but must be able to communicate clearly why a
certain position is correct.

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 Quarter 2
The Descriptive Essay

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 The Descriptive Essay
What is a Descriptive Essay?

A descriptive essay is a piece of writing that must create a vivid picture in the mind of a reader. In
your text, you need to describe an event, thing, person or even a process, which impressed you. You
need to tell about your experience and thoughts in such a way that the reader gets really engaged.
The reader needs to be able to visualize a clear picture of what you wrote. Unlike a narrative
essay, which reveals meaning through a personal story, the purpose of a descriptive essay is to
reveal the meaning of a subject through detailed, sensory observation. The descriptive essay
employs the power of language and all the human senses to bring a subject to life for the reader.

How to write a Descriptive Essay

If you're going to write a descriptive paragraph or essay, there are a few things that you should keep
in mind when writing. The rst thing to do is to use your senses. Once you have selected a topic to
write about, it's important to start thinking about what sensory details you can include to help your
readers feel like they are experiencing what you are writing. To do this, it helps to ask yourself the
following questions:

LOOK : What does my topic look like?

If I drew a picture of it, what would I draw?

SOUND : What does my topic sound like?

What sounds do I think of when I think about my topic?
What sounds would be found near my topic?

SMELL : What does my topic smell like?

What smells would be found near my topic?

TASTE : What does my topic taste like?

If I had to describe my topic as a taste, what would it be?

FEEL : What does my topic feel like?

What feelings do I think of when I think about my topic?

Descriptive Essay Structure

Introduction
Start your descriptive introductory paragraph with a hook. Provide some background information
and end the introduction with a thesis.

Body
Create your body paragraphs. The length of your essay may vary depending on your topic. Begin each
paragraph with a topic sentence which presents the key point, add supporting points and include
sensory details appealing to all human senses. Use vivid gurative language to make your essay
spicy.

Conclusion
Craft a concluding paragraph. Restate your thesis and underline the signi cance of your topic.

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 Three Step Method for Writing Descriptive Essays
Organize your thoughts and prepare to write
First, choose a topic that stands out in your mind. The more vivid your memory of a certain place is,
the easier it will be for you to describe that place to others. Look through some old travel photos if
you like and pick one that stands out.
Make a list of all the things that immediately pop into your head when you think of this place. Then
dig deeper for the ner details and make a note of those too. The longer you make your list at this
stage, the less you'll have to add to your paper.
Next, create a rough outline—nothing formal. Of course, you always want to include an introduction
and conclusion. Include as many paragraphs in the body of your essay as you need to describe the
place thoroughly and meet your assignment requirements.

Let Your Descriptors Flow as They Please

Now, it's time to start writing. Many types of writing call for conciseness. But with a descriptive
essay, you have more freedom to add adjectives, adverbs, and owery phrases to convey a visual
image.
It may be easier to begin with the body of the essay: the actual description. Close your eyes and
remember this place with all ve senses. Take your time. Do you recall:

• the scent of charcoal in the air when you visited Haiti?

• the sounds of birds at the shore?
• the feel of the cold stones in those European castle walls?
• the taste of the fresh fruit you bought from a street vendor in Mexico?
• the look of the sun shining on the snow in the mountains?

Include as many senses as you can to give your reader the full picture. Use a thesaurus to nd
strong words. When you're describing something, the more words you use, the better. Look at the
following examples and notice the di erence.

BEFORE: Many car horns sounded loudly at once.

AFTER: Like a gaggle of angry geese, the cars honked continuously until the irritating tones blended into a sort
of white noise.

BEFORE: My treehouse was higher than the house I actually lived in.
AFTER: When I was in my treehouse, I could look down on my residence and pretend I was a king on his
throne.

Generally, you'll want to start each paragraph with an overview of some aspect and then lay on more
detail. Not every sentence has to sound like a line of poetry, but injecting some longer phrases and
exciting language will captivate your audience.

Finish it and Polish it to Perfection

The last thing you need to do is add your introduction and conclusion. Be sure you explain why
you've chosen this place to write about. End the paper with an explanation of how this place made
an impact on you, whether you'll return, and so forth.
After you've written your draft, step away from the assignment and come back to it later. Read the
essay with a fresh mind and see if it truly recreates that place you had in mind. Ask a friend to read
your essay—but delete any speci c references to the location. See if he or she can guess the place
you're describing.
If your rst e ort doesn't do it, simply add more text or cut unnecessary words to tighten the picture.
Remove cliches and slang, and be sure to explain any foreign words. Be sure your paper has a
logical ow and isn't just a mishmash of random thoughts.
If you follow these guidelines, you'll be able to turn out an excellent descriptive essay in no time. You
may even be inspired to do further creative writing—or plan another trip so you'll have a new place
to write about!

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 Developing a Strong Thesis Statement
Thesis Statements
Writing in often takes the form of persuasion—convincing others that you have an interesting, logical
point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily
life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to
vote for your favorite candidate or policy. You are asked to convince your reader of your point of
view. This form of persuasion, often called academic argument, follows a predictable pattern in
writing. After a brief introduction of your topic, you state your point of view on the topic directly and
often in one sentence. This sentence is the thesis statement.

What is a thesis statement?

A thesis statement:
• tells the reader how you will interpret the signi cance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of
the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or
subject, not the subject itself.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the
rst paragraph) that presents your argument to the reader. The rest of the paper, the body of
the essay, gathers and organizes evidence that will persuade the reader of the logic of your
interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to
convey that position or claim in a thesis statement near the beginning of your draft. When in doubt,
ask your teacher if the assignment requires a thesis statement. When an assignment asks you to
analyze, to interpret, to compare and contrast, to demonstrate cause and e ect, or to take a stand
on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively.

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Before you develop an argument on any topic,
you have to collect and organize evidence, look for possible relationships between known facts
(such as surprising contrasts or similarities), and think about the signi cance of these relationships.
Once you do this thinking, you will probably have a “working thesis” that presents a basic or main
idea and an argument that you think you can support with evidence.

When reviewing your rst draft and its working thesis, ask yourself the following:
• Do I answer the question? Re-reading the question prompt after constructing a working
thesis can help you x an argument that misses the focus of the question.
• Have I taken a position that others might challenge or oppose? If your thesis simply states
facts that no one would, or even could, disagree with, it’s possible that you are simply
providing a summary, rather than making an argument.
• Is my thesis statement speci c enough? Thesis statements that are too vague often do not
have a strong argument. If your thesis contains words like “good” or “successful,” see if you
could be more speci c: why is something “good”; what speci cally makes something
“successful”?
• Does my thesis pass the “So what?” test? If a reader’s rst response is likely to be “So
what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis speci cally and without wandering? If your thesis and the
body of your essay do not seem to go together, one of them has to change. It’s okay to
change your working thesis to re ect things you have gured out in the course of writing your
paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s rst response is “how?” or
“why?” your thesis may be too open-ended and lack guidance for the reader. See what you
can add to give the reader a better take on your position right from the beginning.

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 Writing a Good Paragraph
Step 1: Choose your topic
Look at the writing prompt or assignment topic. Before you start, make sure you think of the
following:
1. The writing topic
2. What you already know about this topic
3. What the topic means to you and if you have any experience(s) related to it

Step 2: Develop a hook and topic sentence

Before you start writing your paragraph, think about the topic and what you want to say about it.
After, you can develop a topic sentence. A good topic sentence should contain a topic and what you
think about it (controlling idea). A topic sentence is useful because your reader will know what to
expect and understand your ideas better. Always use a hook to lead up to your topic sentence.

Examples of topic sentences:

1. There are several advantages of learning a foreign language.
2. Dogs make wonderful pets because they help you live longer.

Step 3: Provide details for your point

After your topic sentence, you need to provide information to prove your point.
These are some examples of information you can include in your paragraph:
1. Facts, details, reasons, examples
2. Information given in class
3. Paraphrases (summary) or short quotations
4. Statistics, polls, percentages, data
5. Personal experience or examples from your life

Step 4: Make sure your paragraph has content

After providing proof or examples to prove your point, you need to explain why the information you
have provided is relevant or important.
These are some things you should consider:
1. What the information means
2. How the information is related to your point or argument
3. Why the given information is important

Step 5: Conclude
Now, you need to add a concluding sentence. A concluding sentence is important when it comes to
written work since it provides a summary for your point. In addition, a concluding sentence can also
lead to a following paragraph.
These are some linking words you can use when writing a concluding sentence:
Therefore, Thus…
In short, To conclude, To sum up…

Step 6: Proofread your work

One of the most important steps in writing is proofreading your work. A good tip when it comes to
proofreading your work is to read your written work out loud to spot any errors.
Before you nalize your work, make sure to consider the following:
1. Whether your paragraph answers the question and supports your topic sentence
2. Whether your work makes sense and has been written in an academic manner (your work should
not include abbreviations or casual terms)
3. All of your paragraphs have a MINIMUM of 8 sentences.

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 13 Types of Hooks
Statistical Fact
Shocking facts on the topic of an essay your audience might not be aware of.
• Around 25% of dreams blind people have are nightmares compared to only 6% of nightmares
others have.
• According to the National Soft Drink Association, the annual consumption of soda by the U.S.
citizens is 600 cans.
• Even though we live in the 21st century, there still are around 3 billions of people living in poverty.

Meaningful Advice
Giving your readers a piece of advice is always bene cial. You get their attention and they get some
useful information.
• Don’t make decisions when you’re angry. Don’t make promises when you’re happy.
• Remember you’ll always regret what you didn’t do rather than what you did.
• Never make someone a priority who only makes you an option.

Contradictory Statement
Writing two facts that contradict each other will de nitely attract the attention of your readers.
• “All animals are equal, but some are more equal than others”. George Orwell
• “I must be cruel to be kind.” Hamlet, William Shakespeare
• I know one thing; that I know nothing. Socrates

De nition
This hook is widely used in scienti c papers. You simply give the de nition of a term or concept.
• A black hole is a place in space where gravity pulls so much that even light can not get out.
• Oxymoron is a combination of contradictory or incongruous words (such as cruel kindness).
• Altruism is the willingness to do things that bring advantages to others, even if it results in
disadvantage for yourself.

Strong Statement
Surprise your audience with something they don’t know yet.
• In just 10 years, we all will be able to have a pet bot with an arti cial intelligence.
• In the future, the arti cial intelligence will learn to write ction novels and creative posts that will
lead to people losing their jobs.
• There is a chance that by 2050, human and robot marriages will become quite widespread and
legal.

Anecdote
Start with a short funny story to break the ice. You can rely on your personal experience or that of
someone famous.
• It is very helpful when you don’t speak English and call the support department just to hear: “If you
understand English, press 1. If you do not understand English, press 2.”
• Tolstoy was a great paci st. He believed that people should not demonstrate any kind of violence
towards animals. Once during a lecture, he was asked what one should do if a tiger attacked him
on the woods. Tolstoy said, “Do the best you can. It doesn’t happen very often.”
• Albert Einstein’s parents were concerned about him not starting to talk when other kids of his age
already did. One day, during having a supper, Albert said: “The soup is too hot.” His parents then
asked him why had he kept silence up until then. He replied: “Because up to now everything was
in order.”

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 Dilemma
You present two options that are both not quite desirable.
• What would you choose to do if your best friend was about to marry someone you de nitely know is
not loyal? Would you ruin the happiness of your friend revealing the in delity or let them marry a liar?
• You see a man robbing a bank and then donating everything to an orphanage. You have the options
of going to police and remaining silent.
• If there is a way to save the lives of 4 people by not helping 1 individual to save his, would you do it?

Famous Quote
It’s simple. Just paste the quote of a famous person that ts the context.
• “The most di cult thing is the decision to act, the rest is merely tenacity.” – Amelia Earhart
• “Life is what happens to you while you’re busy making other plans.” – John Lennon
• “Strive not to be a success, but rather to be of value.” – Albert Einstein

Interesting Fact
If there is an exciting piece of information you’ve found during the research stage, turn it into a good
hook.
• There are more lifeforms on a human skin than there people on the planet.
• Otters sleep holding hands.
• One of Leonardo da Vinci’s talents was that he could write with one hand and paint with the other
simultaneously.

First person story

If there is something from your personal life that is relevant to the topic and you would like others to
know, make it your essay hook.
• When I was a little girl, I wanted to have a telescope more than anything. My family could not a ord
it so I had to become a scientist and get a job in an observatory.
• My grandmother died when I was 21. She was the one who raised me as my parents died in a car
accident when I was 6.
• I’ve worked in multinational companies and can say that they do not value their employees as much
as they should.

Humor
A joke or a pun can be a nice introductory sentence.
• How do you make holy water? You boil the hell out of it.
• Why the storm trooper had to buy an iPhone? Because he could not nd the droid he was looking
for.
• I never make mistakes. I thought I did once but I was wrong.

Question
Ask a rhetorical question that ts your topic. It should be one that makes people think and re ect.
• What are we all living for on this planet?
• What is love?
• What is the real meaning of kindness?

Metaphor
To paint a picture for a reader, use a metaphor.
• Her eyes were like two re ies mesmerizing me completely.
• As it turned out, her promise was a delicate ower.
• He was so funny as an abandoned house in the woods with no one around at night.

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 Finish with a Strong Conclusion
About Conclusions
Conclusions can be di cult to write well, but they’re worth investing time in. They can have a
signi cant in uence on a reader’s experience of your essay.

Just as your introduction acts as a bridge that transports your readers from their own lives into the
“place” of your essay, your conclusion can provide a bridge to help your readers make the transition
back to their daily lives. Such a conclusion will help them see why all your analysis and information
should matter to them after they put the essay down.

Your conclusion is your chance to have the last word on the subject. The conclusion allows you to
have the nal say on the issues you have raised in your essay, to simplify your thoughts, to
demonstrate the importance of your ideas and to propel your reader to a new view of the subject. It
is also your opportunity to make a good nal impression and to end on a positive note.

Your conclusion can go beyond the limits of the topic. The conclusion pushes you to make
connections to other related things in our lives and further explain the “importance” of your
argument.

Most importantly, your conclusion should make the reader glad that they read your essay. They
should be able to take away some new value from your essay and ideally, enrich the reader’s life in
some way.

Strategies for Writing an E ective Conclusion

Use one or more of the following strategies to write an e ective conclusion:
1. Play the “So What” Game. If you’re stuck and feel like your conclusion isn’t saying
anything new or interesting, ask yourself, “So what? Why should anybody care?” Then
think about the question and answer it. By answering this question, you will have proven
the importance of your argument.
2. Return to the theme in the introduction. This strategy creates a completed connection. If
you start your essay with a question for a hook, answer that question in the conclusion.
3. Synthesize, don’t summarize. Don’t repeat anything you’ve written throughout your essay
in your conclusion. Instead, take those points and explain why they are meaningful.
4. Include a provocative insight or quote from any research or reading. A powerful message
that is summed up in a deep quote is inspirational and motivational. The reader will most
likely remember the main message for a longer period of time, which results in the
purpose of leaving a lasting imprint.
5. Propose a course of action, a solution to an issue, or ask more questions for further
study. This can in uence a reader’s thought process and enable them to make deep
connections with your essay to their lives.
6. Write an imaginary scenario of what would or would not happen by listening to your idea
or not. Showing the reader a fantasy world will help them picture your arguments more
clearly.

Strategies to avoid
1. Beginning with unnecessary, overused phrases such as “in conclusion,” “in summary,” or
“in short.”
2. Stating the thesis for the very rst time in the conclusion.
3. Introducing a totally new idea or topic in your conclusion.
4. Repeating any sentences you have written in your introduction and body paragraphs.
5. Making emotional remarks about the topic.
6. Putting evidence that should be in the body of your essay.

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 Essay #1
Writing Exercises

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 Thesis Statements
Remember: In a descriptive essay, your thesis statement plays a crucial role in guiding your
narrative. It should not only introduce the subject of your essay-a speci c person, place, object,
event, or experience- but also convey to the readers why this subject is signi cant or worth
describing. It could tell the readers why you've chosen a speci c person, place, object, event, or
experience to write about. Refer to page four "Developing a Strong Thesis Statement” for more
information on how to write a thesis statement.

Instructions: Refer back to your outline and identify who you will be discussing in your rst
descriptive essay. Write who the person is in the box below.

Now, as you think about that person, consider why you chose them to write about by answering
the questions below.

1) What's your relationship to this person? (role model, family member, friend, etc)

____________________________________________________________________________________
____________________________________________________________________________________

2) How do you feel about this person?

___________________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

3) Why is this person important to you? Have they changed you in any way?

_________________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

4) Why should others know about this person when getting to know you?

__________________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

___________________________________________________________

Let's now write your thesis for your essay. Accumulate your answers into one to two sentences
on why you've chosen this speci c person to write about for your essay with THREE reasons.

_________________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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 Topic Sentences
Remember: In a descriptive essay, each body paragraph covers the unique features, personal
connections, or the sensory and emotional impact of the subject chosen. By presenting the main
point or idea of the paragraph within the topic sentence, it guides the reader's understanding of the
progression that occurs in the story that the writer wishes to share. This approach ensures that the
reader can follow the narrative's intended ow and grasp the developments the writer is conveying.

Instructions: First, refer back to page 10, "Thesis Statements" and review the three reasons you
chose for writing about this person in your essay. They will serve as pillars for your topic
sentences as each reason will lead a body paragraph, setting a clear direction for the discussion.
Choose one reason and write a distinctive reason below. (Create your own after referencing the
examples below.)

Reason 1 I've chosen my mom because of her unwavering support and understanding,
especially when I have made mistakes that was hard for me to forgive myself._________________

Reason 2 _________________________________________________________________________________

Second, for each reason, think about the personal experience that illustrates it best. These
experiences will help to ground your topic sentence, providing a concrete example that you can
expand upon in your paragraph.

1. Once, at school, I was responsible for a group project but missed a crucial deadline due to
poor time management. This make led to my team receiving a lower grade. Instead of showing
disappointment, my mom calmly discussed strategies for better time management and
teamwork, helping me understand how to avoid similar mistakes in the future._________________

2. _________________________________________________________________________________________

Third, consider how this person made you feel and the overall impact they had on you through
that experience. These emotional and transformational elements can add depth to your topic
sentences.

1. This experience not only made me feel supported and loved despite my error, but it also
taught me a valuable lesson in responsibility and planning.____________________________________

2. _________________________________________________________________________________________

Now, with all these elements in mind, formulate the topic sentences! Aim for clarity and
succinctness, ensuring each sentence can stand as a strong introduction to the points and
evidence you will present in your paragraph.

1. My mom's empathetic guidance during my mishap with a school project not only reinforced
her unwavering support but also taught me a crucial lesson in responsibility.___________________

2.__________________________________________________________________________________________

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 Supporting Details
Remember: In a descriptive essay, each body paragraph plays a crucial role, as it is meant to
immerse the reader in the experience the writer is sharing by engaging the reader's senses and
emotions. Thus, providing vivid language, imagery, and sensory details is very important.

Instructions: Refer to page 11, titled 'Topic Sentences,' and review the topic sentence you have
created. Write three words to visually represent why you chose this speci c person, along with a
brief explanation of why each word relates to the person. (Turn to page ______ for a list of
descriptive and sensory words.)

------------------ -------------------------------------------------

Topic sentence My mom's empathetic guidance during my mishap with a school project not only
re i n f o rc e d h e r u n w a v e r i n g s u p p o r t b u t a l s o t a u g h t m e a c r u c i a l l e s s o n i n
responsibility._______________________________________________________________________________

Word 1 supporting

Explanation This word resonates with my mom because, instead of showing disappointment,
judgment, or frustration, she chose to focus on the solution and emphasized that this could be a
learning experience for me, rather than just a reminder of my mistake.

---------------------------------------------------------------------

Topic sentence 1____________________________________________________________________________

Word 1________________________________

Explanation ________________________________________________________________________________

____________________________________________________________________________________________

_____________________________________________________________________________________________

Word 2________________________________

Explanation ________________________________________________________________________________

____________________________________________________________________________________________

_____________________________________________________________________________________________

Word 3________________________________

Explanation ________________________________________________________________________________

____________________________________________________________________________________________

_____________________________________________________________________________________________

*You can incorporate the words and the explanation you wrote above for your actual essay.*

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 Essay #2
Writing Exercises

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 Thesis Statements
Remember: In a descriptive essay, your thesis statement plays a crucial role in guiding your
narrative. It should not only introduce the subject of your essay-a speci c person, place, object,
event, or experience- but also convey to the readers why this subject is signi cant or worth
describing. It could tell the readers why you've chosen a speci c person, place, object, event, or
experience to write about. Refer to page four "Developing a Strong Thesis Statement” for more
information on how to write a thesis statement.

Instructions: Refer back to your outline and identify which place you will be discussing in your
second descriptive essay. Write the place in the box below.

Now, as you think about the place, consider why you chose this place to write about by
answering the questions below.

1) Where is this place?

____________________________________________________________________________________
____________________________________________________________________________________

2) How do I know this place?

___________________________________________________________________________________________
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3) Why is this place important to me?

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4) Why do I want to share this place with my readers?

__________________________________________________________________________________________
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____________________________________________________________________________________

___________________________________________________________

Let's now write your thesis for your essay. Accumulate your answers into one to two sentences
on why you've chosen this speci c person to write about for your essay with THREE reasons.

_________________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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 Topic Sentences
Remember: In a descriptive essay, each body paragraph covers the unique features, personal
connections, or the sensory and emotional impact of the subject chosen. By presenting the main
point or idea of the paragraph within the topic sentence, it guides the reader's understanding of the
progression that occurs in the story that the writer wishes to share. This approach ensures that the
reader can follow the narrative's intended ow and grasp the developments the writer is conveying.

Instructions: First, refer back to page 14, "Thesis Statements" and review the three reasons you
chose for writing about this place in your essay. They will serve as pillars for your topic
sentences as each reason will lead a body paragraph, setting a clear direction for the discussion.
Choose one reason and write a distinctive reason below. (Create your own after referencing the
examples below.)

Reason 1 I've chosen Italy because I was able to experience stunning landscapes that I wasn't
able to experience in my hometown._________________________________________________________

Reason 2 _________________________________________________________________________________

Second, for each reason, think about the personal experience that illustrates it best. These
experiences will help to ground your topic sentence, providing a concrete example that you can
expand upon in your paragraph.

1. The moment that made me fall in love with Italy was when I rst saw the sunset over the
Tuscan countryside. The way the golden light bathed the rolling hills, vineyards, and ancient
farmhouses in a warm glow was magical._____________________________________________________

2. _________________________________________________________________________________________

Third, consider how this person made you feel and the overall impact they had on you through
that experience. These emotional and transformational elements can add depth to your topic
sentences.

1. This experience introduced me to traveling and my desire to travel all around to the world to
experience beautiful landscapes that I cannot witness in my hometown._______________________

2. _________________________________________________________________________________________

Now, with all these elements in mind, formulate the topic sentences! Aim for clarity and
succinctness, ensuring each sentence can stand as a strong introduction to the points and
evidence you will present in your paragraph.

1. Italy has awe-inspiring landscapes that sparked my love for travel and a yearning to explore
more of the world's breathtaking vistas that are beyond my local experiences.__________________

2.__________________________________________________________________________________________

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 Supporting Details
Remember: In a descriptive essay, each body paragraph plays a crucial role, as it is meant to
immerse the reader in the experience the writer is sharing by engaging the reader's senses and
emotions. Thus, providing vivid language, imagery, and sensory details is very important.

Instructions: Refer to page 15, titled 'Topic Sentences,' and review the topic sentences you have
created. Write three words to visually represent why you chose this speci c place, along with a
brief explanation of why each word relates to the place. (Turn to page ______ for a list of descriptive
and sensory words.)

------------------ --------------------------------------------------

Topic sentence Italy has awe-inspiring landscapes that sparked my love for travel and a
yearning to explore more of the world's breathtaking vistas that are beyond my local
experiences.________________________________________________________________________________

Word 1 majestic

Explanation This word resonates with Italy, especially the Tuscan country side with its rolling
hills, cypress trees, and old stone farm houses. It looks beautiful and peaceful, with golden light
that makes everything seem calm and full of history.__________________________________________

---------------------------------------------------------------------

Topic sentence 1____________________________________________________________________________

Word 1________________________________

Explanation ________________________________________________________________________________

____________________________________________________________________________________________

_____________________________________________________________________________________________

Word 2________________________________

Explanation ________________________________________________________________________________

____________________________________________________________________________________________

_____________________________________________________________________________________________

Word 3________________________________

Explanation ________________________________________________________________________________

____________________________________________________________________________________________

_____________________________________________________________________________________________

*You can incorporate the words and the explanation you wrote above for your actual essay.*

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 Essay #1

Topic:

Your hero

You may change the topic to a similar topic.

As a leader, you have total control of your own creativity.

If you have a better idea, use your idea.

Some examples:

Your amazing mother

The perfect teacher

Your role model

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 Descriptive Essay Sample #1

My Grandpa, Hero in Disguise

Introduction In a world lled with thrilling tales and incredible superheroes, my hero
holds a special place in my heart. He isn't from the pages of a comic book or
the scenes of a blockbuster movie. Instead, my hero is my grandfather, a
man who embodies strength, kindness, and wisdom in everything he
does. While he might not possess superpowers, in my eyes, he's more
heroic and in uential than any superhero imaginable. This essay is my way
of expressing how my grandpa is the true hero in my life, guiding me
through his actions and imparting valuable lessons every day.

Body 1 To start, my grandfather may not stand as tall as a basketball player, but
he's the bravest person I know. With hair as white as snow and a warm,
welcoming smile, he is the epitome of the perfect grandpa. What truly
makes him my hero isn't a cape or the power of ight, but rather his courage
and compassionate nature. As a retired re ghter, he used to rescue
people from res, demonstrating that true bravery involves helping others,
even in challenging circumstances. His tales of saving lives aren't merely
thrilling stories; they serve as lessons in courage and compassion.

Body 2 Additionally, my grandpa is not only brave but also incredibly wise and kind,
imparting valuable life lessons with patience and understanding. He
believes that intelligence is intertwined with caring for others, always offering
advice rooted in love and life experience. His kindness extends beyond our
family, impacting the community through his volunteer efforts and the
beautiful garden he tends, which he generously shares with everyone. He
serves as a mentor who blends wisdom with a generous heart, illustrating
the importance of giving back and making others feel valued and
cherished.

Body 3 Lastly, my grandfather's life serves as a powerful reminder that true heroes
are those who live with kindness, courage, and wisdom. He demonstrates
daily that heroism isn't about possessing superpowers; rather, it's about
making the world a better place through our actions and the love we share.
Inspired by him, I've learned that even the smallest acts of kindness can
leave a lasting impact. My aspiration is to emulate his example, spreading
kindness and lending a helping hand, just as he does.

Conclusion In conclusion, my grandpa is my hero for numerous reasons, and many

more beyond what I've mentioned here. While he may not don a superhero
costume, his actions and the love he radiates make him more heroic than
any character in a story. His bravery, kindness, and wisdom illuminate my
path, guiding me toward becoming a better person. My grandpa exempli es
that anyone can be a hero by leading a life lled with love, courage, and
concern for others.

*Bold & Underlined = Descriptive/Sensory Words

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 Descriptive Words

Here are some "descriptive" words (& de nitions) that you can use for your essay.
These words are related to the essay topic(s), so make sure you utilize some of them.

Brave: Showing courage and fearlessness.

Inspirational: Providing motivation and encouragement to others.
Compassionate: Showing sympathy and concern for others.
Dedicated: Committed and devoted to a cause or activity.
In uential: Having the power to affect others' actions, behaviors, or opinions.
Innovative: Introducing new ideas; original and creative in thinking.
Charismatic: Exercising a compelling charm that inspires devotion in others.
Resolute: Admirably purposeful, determined, and unwavering.
Empathetic: Showing an ability to understand and share the feelings of another.
Sel ess: Concerned more with the needs and wishes of others than with one's own.
Visionary: Thinking about or planning the future with imagination and wisdom.
Trailblazer: A pioneer; an innovator who makes a new track through wild country.
Noble: Showing ne personal qualities or high moral principles.
Generous: Showing a readiness to give more of something than is strictly necessary.
Patient: Able to accept or tolerate delays, problems, or suffering without becoming annoyed.
Dynamic: Characterized by constant change, activity, or progress.
Fearless: Lacking fear; bold or brave.
Wise: Having or showing experience, knowledge, and good judgment.
Authentic: Of undisputed origin and not a copy; genuine.
Transformative: Causing a marked change in someone or something.
Pioneering: Involving new ideas or methods.
Humble: Having or showing a modest or low estimate of one's importance.
Tenacious: Tending to keep a rm hold of something; clinging or adhering closely.
Altruistic: Showing a disinterested and sel ess concern for the well-being of others; unsel sh.
Energetic: Showing or involving great activity or vitality.
Supportive: Providing encouragement or emotional help.
Motivational: Providing reason for people to act in a certain way.
Insightful: Having or showing an accurate and deep understanding; perceptive.
Relentless: Oppressively constant; incessant.
Protective: Having or showing a strong wish to keep someone or something safe from harm.

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 Sensory Words

Here are some "sensory" words (& de nitions) that you can use for your essay.
Caution: Some of the words might not be suitable in portraying your hero or role model.

Sight (Visual)
Gleaming: Shining brightly, especially with re ected light.
Radiant: Sending out light; shining or glowing brightly.
Dazzling: Extremely bright, especially so as to blind the eyes temporarily.
Shadowed: Dimmed or shaded by shadows.
Bold: (In appearance) striking or conspicuous to the eye; showy.
Vibrant: Full of energy and life; bright or vivid.
Flickering: Shining unsteadily; varying rapidly in brightness.
Sparkling: Shining brightly with ashes of light.
Blurred: Unable to see or be seen clearly.
Shimmering: Re ecting light to seem sparkly; glimmering.

Sound (Auditory)
Whispering: Speaking very softly using one's breath without one's vocal cords.
Thunderous: Making a loud, rumbling noise like thunder.
Melodic: Pleasant-sounding; having a tune that is pleasant to hear.
Hushed: Very quiet; having a calm and still silence.
Echoing: A sound that is repeated because the sound waves are re ected back.
Resonant: Deep, clear, and continuing to sound or ring.
Muf ed: (Of a sound) not loud because of being obstructed in some way; muted.
Harmonious: Forming a pleasant or consistent whole; free from disagreement or dissent.
Piercing: (Of a sound) very loud and high-pitched.
Rhythmic: Having a strong beat with a pattern to it.

Smell (Olfactory)
Fragrant: Having a pleasant or sweet smell.
Stale: No longer fresh and pleasant to smell; smell of decay.
Crisp: Fresh and cool.
Pungent: Having a sharply strong taste or smell.
Aromatic: Having a strong and pleasant smell.

Touch (Tactile)
Silky: Smooth, soft, and glossy as silk.
Rough: Having an uneven or irregular surface; not smooth or soft.
Icy: Very cold; resembling ice.
Velvety: Smooth, soft, and somewhat luxurious.
Scorching: Very hot; burning.

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 Brainstorming
Use the space provided below to plan your essay.
Take notes and write useful comments that will guide you.
You don’t have to write in complete sentences here.

Topic:

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 Outline
This will help you to organize your ideas.
Keep it simple with only keywords.

Introduction

Hook (# ):_______________________________________________________________________________

Thesis:___________________________________________________________________________________

Body 1

Topic:_____________________________________________________________________________________

Descriptive/Sensory Details

1)________________________________________________________________________________________

2)________________________________________________________________________________________

3)________________________________________________________________________________________

Body 2

Topic:_____________________________________________________________________________________

Descriptive/Sensory Details

1)________________________________________________________________________________________

2)________________________________________________________________________________________

3)________________________________________________________________________________________

Body 3

Topic:_____________________________________________________________________________________

Descriptive/Sensory Details

1)________________________________________________________________________________________

2)________________________________________________________________________________________

3)________________________________________________________________________________________

Conclusion

The topic is important because:______________________________________________________________

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 First Draft
Use the lines provided below for your essay.
Make sure to follow your outline as a guide.

Title: _____________________________________________________________

Introduction

(Hook):____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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(Background information):___________________________________________________________________
__________________________________________________________________________________________
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(Thesis):___________________________________________________________________________________
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Body 1

(Topic sentence):___________________________________________________________________________
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(Supporting points with descriptive/sensory details):____________________________________________
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(Concluding sentence):______________________________________________________________________
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 First Draft

Body 2

(Topic sentence):___________________________________________________________________________
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(Supporting points with descriptive/sensory details):____________________________________________
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(Concluding sentence):______________________________________________________________________
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Body 3

(Topic sentence):___________________________________________________________________________
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(Supporting points with descriptive/sensory details):____________________________________________
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(Concluding sentence):______________________________________________________________________
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 First Draft
Conclusion

(Restate main ideas):_______________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Signi cance of the topic):___________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Self Revision Checkbox (All checkboxes must be checked before handing your rst draft in)

I’ve followed my outline. I have a strong hook.

I’ve provided good sensory details. Each paragraph has smooth transitions.

Each paragraph has at least 8 sentences. My main point has been clearly explained.

Teacher’s Comments

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 Final Draft
Use the lines provided below for your essay.
Make sure to learn your mistakes.

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 Final Draft
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Self Re ection
What are some mistakes you’ve learned not to make after writing this essay?

Teacher’s Evaluation

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 Essay #2

Topic:

Take a look at this picture.

Your task is to make a topic based on your understanding of the picture.

Then, plan out your thoughts to make a descriptive essay about this picture.

Be deep, be creative, and be thoughtful.

Some examples:

My Favorite Place

What it means to have a good family

A precious moment

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 Descriptive Essay Sample #2

My Happy Place, My Grandparent's Place

In a big, exciting world full of adventures and stories, there's a special place that lls
Introduction
me with boundless joy – my grandparents' cozy house. Tucked away in a serene
spot, enveloped by towering trees that sway gently in the breeze and vibrant owers
that paint the landscape with hues of every shade, this magical abode holds a treasure
trove of memories. Let me invite you on a delightful journey to my cherished retreat,
my grandparents' house, where each visit unfurls as a new chapter in the saga of our
family's adventures.

Body 1 Upon stepping into the house, one is greeted by a warm embrace from the living room.
It's a vibrant space, brimming with the echoes of laughter and the cadence of
storytelling. Adorned with photographs capturing moments of familial bliss and
celebration, the walls serve as silent witnesses to the joyous tapestry of our shared
history. A crackling replace imparts cozy warmth, casting dancing shadows across
the room. Here, amidst the conviviality, my family gathers to weave new tales and
create cherished memories, infusing the room with an aura of love and camaraderie.

Body 2 A short stroll away lies the garden, a veritable paradise that metamorphoses with the
changing seasons. Tenderly tended by my grandparents, it burgeons into a
kaleidoscope of blooms and verdant foliage. My siblings and I revel in the boundless
wonders of this enchanted realm, chasing one another amidst the fragrant blossoms,
captivated by the iridescent dance of butter ies, and marveling at the celestial
spectacle of stars that adorn the night sky. The garden serves not only as a playground
but also as a classroom, imparting lessons on the marvels of nature and the cycle of
life, enveloping us in a sense of tranquility and wonder.

Body 3 The kitchen, meanwhile, emerges as a bustling hub of activity within the household. It
is here that my grandmother conjures culinary delights, drawing upon recipes steeped
in familial tradition and handed down through generations. The air resonates with the
symphony of clattering pots and pans, accompanied by the tantalizing aroma of
freshly baked cookies. Assisting my grandmother in her culinary endeavors is a
cherished privilege, a ording us the opportunity to partake in the rituals of cooking and
storytelling, forging bonds that endure beyond the con nes of the kitchen.

Conclusion In summation, my grandparents' house transcends the boundaries of mere bricks and
mortar. It stands as a testament to the enduring bonds of family, imbued with the spirit
of adventure and discovery. Within its hallowed con nes, cherished memories are
forged, lessons learned, and the ties of kinship forti ed. It serves as a gentle reminder
that amidst life's tumult, the most cherished sanctuaries are often found in the
embrace of loved ones. My grandparents' home, with its inviting chambers,
enchanting garden, and bustling kitchen, stands as a beacon of warmth and
happiness in a world fraught with uncertainty. It is here that I nd solace, joy, and the
enduring embrace of family.

*Bold & Underlined = Descriptive/Sensory Words

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 Descriptive Words

Here are some "descriptive" words (& de nitions) that you can use for your essay.
These words are related to the essay topic(s), so make sure you utilize some of them.

Tranquil: Free from disturbance; calm.

Bustling: Full of energetic and noisy activity.
Serene: Calm, peaceful, and untroubled.
Nostalgic: A sentimental longing or wistful affection for the past.
Cozy: Giving a feeling of comfort, warmth, and relaxation.
Radiant: Sending out light; shining or glowing brightly.
Lush: (Of vegetation) growing luxuriantly.
Quaint: Attractively unusual or old-fashioned.
Blissful: Extremely happy; full of joy.
Harmonious: Forming a pleasing or consistent whole.
Vibrant: Full of energy and enthusiasm.
Idyllic: (Especially of a time or place) like an idyll; extremely happy, peaceful, or picturesque.
Soothing: Having a gently calming effect.
Majestic: Having or showing impressive beauty or scale.
Secluded: Not seen or visited by many people; sheltered and private.
Sprawling: Spreading out over a large area in an untidy or irregular way.
Invigorating: Making one feel strong, healthy, and full of energy.
Cherished: Protected and cared for lovingly.
Endearing: Inspiring love or affection.
Rustic: Relating to the countryside; rural.
Ethereal: Extremely delicate and light in a way that seems too perfect for this world.
Timeless: Not affected by the passage of time or changes in fashion.
Picturesque: Visually attractive, especially in a quaint or pretty style.
Wholesome: Conducive to or suggestive of good health and physical well-being.
Enchanting: Delightfully charming or attractive.
Unwavering: Steady or resolute; not wavering.
Stalwart: Loyal, reliable, and hardworking.
Heartwarming: Emotionally rewarding or uplifting.
Spectacular: Beautiful in a dramatic and eye-catching way.
Captivating: Capable of attracting and holding interest; charming.

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 Sensory Words

Here are some "sensory" words (& de nitions) that you can use for your essay.
Caution: Some of the words might not be suitable for your topic.

Sight (Visual)
Glimmering: Re ecting light with a shimmering effect.
Vivid: Producing powerful feelings or strong, clear images in the mind.
Dappled: Marked with spots or rounded patches.
Twinkling: Shining with a gleam that changes from bright to faint.
Shadowy: Full of or shaded by shadows.

Sound (Auditory)
Murmuring: A soft, indistinct sound made by a person or group of people speaking quietly.
Rustling: A soft, muf ed crackling sound like that made by the movement of dry leaves or paper.
Echoing: A sound that is repeated or reverberates after the original sound has stopped.
Melodic: Pleasant-sounding; containing or constituting a pleasing succession of sounds.
Cacophony: A harsh, discordant mixture of sounds.

Smell (Olfactory)
Fragrant: Having a pleasant or sweet smell.
Aromatic: Having a strong and pleasant smell.
Musty: Having a stale, moldy, or damp smell.
Pungent: Having a sharply strong taste or smell.
Earthy: Resembling or suggestive of earth or soil; musty.

Touch (Tactile)
Velvety: Smooth, soft, and somewhat luxurious when touched.
Prickly: Causing a sensation of slight sharp pain or discomfort.
Silken: Soft, smooth, and glossy as silk.
Icy: Very cold to the touch.
Tepid: Moderately warm; lukewarm.

Taste (Gustatory)
Savory: Pleasantly salty or spicy, not sweet.
Bitter: Having a sharp, pungent taste or smell; not sweet.
Succulent: Juicy and tender.
Tangy: Having a strong, piquant avor or smell.
Zesty: Having a strong, pleasant, and somewhat spicy avor or smell.

General Sensory
Suffused: Gradually spread through or over.
Resonant: Deep, clear, and continuing to sound or ring.
Luminous: Full of or shedding light; bright or shining, especially in the dark.
Crackling: A series of small, sharp sounds made when something is being heated or is burning.
Muf ed: Not loud because of being obstructed in some way; softened.

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 Brainstorming
Use the space provided below to plan your essay.
Take notes and write useful comments that will guide you.
You don’t have to write in complete sentences here.

Topic:

33


 Outline
This will help you to organize your ideas.
Keep it simple with only keywords.

Introduction

Hook (# ):_______________________________________________________________________________

Thesis:___________________________________________________________________________________

Body 1

Topic:_____________________________________________________________________________________

Descriptive/Sensory Details

1)________________________________________________________________________________________

2)________________________________________________________________________________________

3)________________________________________________________________________________________

Body 2

Topic:_____________________________________________________________________________________

Descriptive/Sensory Details

1)________________________________________________________________________________________

2)________________________________________________________________________________________

3)________________________________________________________________________________________

Body 3

Topic:_____________________________________________________________________________________

Descriptive/Sensory Details

1)________________________________________________________________________________________

2)________________________________________________________________________________________

3)________________________________________________________________________________________

Conclusion

The topic is important because:______________________________________________________________

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 First Draft
Use the lines provided below for your essay.
Make sure to follow your outline as a guide.

Title: _____________________________________________________________

Introduction

(Hook):____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
(Background information):___________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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(Thesis):___________________________________________________________________________________
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Body 1

(Topic sentence):___________________________________________________________________________
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(Supporting points with descriptive/sensory details):____________________________________________
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(Concluding sentence):______________________________________________________________________
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 First Draft

Body 2

(Topic sentence):___________________________________________________________________________
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(Supporting points with descriptive/sensory details):____________________________________________
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Body 3

(Topic sentence):___________________________________________________________________________
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(Supporting points with descriptive/sensory details):____________________________________________
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(Concluding sentence):______________________________________________________________________
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 First Draft
Conclusion

(Restate main ideas):_______________________________________________________________________

__________________________________________________________________________________________
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(Signi cance of the topic):___________________________________________________________________
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__________________________________________________________________________________________

Self Revision Checkbox (All checkboxes must be checked before handing your rst draft in)

I’ve followed my outline. I have a strong hook.

I’ve provided good sensory details. Each paragraph has smooth transitions.

Each paragraph has at least 8 sentences. My main point has been clearly explained.

Teacher’s Comments

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 Final Draft
Use the lines provided below for your essay.
Make sure to learn your mistakes.

Title: _____________________________________________________________

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 Final Draft
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 Final Draft
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Self Re ection
What are some mistakes you’ve learned not to make after writing this essay?

Teacher’s Evaluation

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We Change Habits and Design Life through English Learning