Lesson Writing 2 Faculty: Mohammad khan Firoz Developing your text Using description Description is writing about the

way things appear, the way they are constructed or the way the y act. Description usually takes one of three forms: External, analytical or technical. External description: An external description enables the reader to visualize and recognize the person, object, or scene described. In the passage below, the writer surveys the scene in a park, recordings sights and sounds: On a warm spring day, people in Washington, La., are sitting on their front stoops listening to zydeco or gospel and eating ham sandwiches and drinking bottles of Turbo Dog. Its spring, and its so green you cant believe it: there are tendrils of lacy light green Spanish moss, thick patches of overgrown grass, rubber leaves, shiny dark green magnolias the color of English club leather, vines growing around vines growing around thick lichen trunks. Analytical or technical description: Analytical or technical description enables the reader to udnerstnd the structure of an object: Example: The pandas thumb is not, anatomically, a finger at all. It is constructed from a bone called the radial sesamoid, normally a small component of the writs. In pandas, the radial sesamoid is greatly enlarged and elongated until it almost equals the metapoidal bones of the true digits in length. The radial sesamoid underlies a pad n the pandas forepaw; the five digits form the framework of another pad, the palmar. A shallow furrow separates the two pads and serves as a channel-way for bamboo stalks. The language in above paragraph is precise, objective, technical ( Readial seamoid), metapoidal bones), and above all analytical. He focuses not on the furry surface of the pandas paw but on the framework of thumb and finger bones that underlie it. Describe anyone of the following: A motorcycle A hair dryer A book bag Evocative Description Evocative description re-creates the impression made by an object or a scene. Such a description can appeal not just to the eye but also to other senses: The church I attended as a child still stands. It is small, almost tiny, and made of very old, silver-gray lumber, painted white couple of decades ago, when an indoor toilet was also added. It is simple, serene, sweet. It used to nestle amid vivid green foliage at a curve in a sandy dirt road; inside, its rough-hewn benches smelled warmly of pine. Its yard was shaded by a huge red oak tree, from which people took bits of bark to brew a tonic for their chickens. I remember my mother boiling the bark shed cut from the tree and feeding the reddish brown tea to her pullets (chicken), who, without it, were likely to cannibalize each other. The county, years later, and without warning, cut down the tree and straightened and paved the road. In an attempt to create a tourist industry where none had existed before, they flooded the surrounding

countryside. The fisher people from far away who whiz by in their pickup trucks today know nothing about what they see. To us, they are so unconnected to the land they appear to hover above it, like ghosts. Compare the following two descriptions and explain what makes the second more evocative than the first: I couldnt sand Palatka. It was poor, seedy, smelly, and ugly, and the weather was always bad. I couldnt relate to the people either. My stay there was a nightmare. Situated on the banks of the St. Johns River, Palatka was surrounded by dense tropical foliage in limitless swamps. It was always hot, and it rained daily. The towns main street, made of bricks, was called Lemon Street. Weeds grew out of the spaces between the bricks and out of the cracks in the sidewalks and at the bottom of the concrete buildings, so that to a stranger the vegetation appeared to be strangling the town. There was a paper mill in town. It supplied most of the blacks and poorer whites with employment. Each morning at six they were summoned to work by a whistle that woke the entire area. Shortly thereafter Palatka was blanketed by a lavender haze and filled with a terrible stench. Write an evocative description of a place you lived or visited as a child. Narration Narration is telling about a sequence of events. Like description, narration calls for authorial choice at every stage. Stories do not tell themselves; events become a story only when a writer has chosen, arranged, and linked them in a series.. Chronological narration: The simplest kind of narration follows chronological order, the order in which the narrated events actually the narrated events actually occurred or could have occurred: American feminism has along history in a country with a short history. From the official birth of organized feminism in 1848 at a village chapel in Seneca Falls, New York, American feminists undertook a protracted struggle in defense of womens rights to education, work, and political power, culminating in the conquest of their right to vote in 1920. Then, afterwards, for almost half a century, feminism was kept in the backstage fo the American scene. Not that woman ceased to fight. In one of the most noted expressions of womens struggles, the 1955 bus boycott n Montgomery, Alabama, that arguably ushered in the civil rights movement in the South, and changed American history for ever, was enacted predominantly by African-American women organizing their communities. A short chronological narrative, or anecdote, can readily serve an explanatory aim. The following anecdote helps to explain how Harry Houdini used the police to publicize his prowess: When he arrived in London in 1900 the twenty-six-year-old magician did not have a single booking. His news clippings eventually inspired an English agent, who had Houdini manacled to a pillar in Scotland Yard. Seeing that Houdini was securely fastened, Superintendent Melville of the Criminal Investigation Department said he would return in a couple of hours, when the escapist had worn himself out. By the time Melville got to the door, the magician was free to open it for him. The publicity surrounding his escape from the prestigious police force in the world opened up many another door for him. Narrating a conflict Using chronological order, write a brief narration of a conflict or misunderstanding you have seen or experienced. Chronological narration

Although short narrative can follow chronological order with good results, strict adherence to chronological order in an extended narrative can lead to a bring succession of and thens. to keep the story lively and to clarify its meaning, you may need to depart from chronological order, moving backward to explain the cause of a particular event or jumping forward to identify its ultimate effect: (Writer begins story of what happened n 1964.) In June 1964-----two Italian fishing boats, working in tandem with a crew of 18, were dragging their nets along the bottom of the Adriatic. Toward dawn, as they pulled up the nets after a long trawl, the fishermen realized their catch was unusually heavy-----When they finally swung the nets inboard they saw an ungainly, prehistoric-looking figure missing both feet. It was, in fact, a 500-pound Greek statue covered with early 2000 years of sea encrustations. Writer flashes forward to 1977 and then flashes back to ancient times. In November 1977, this life-size bronze fetched the highest known price ever paid for a statue ----3.9 million pounds. The work is attributed to the fourth century B.C. Greek artist Lyspippus..Professor Paolo Moreno of Rome University, author o two books on Lysippus, identifies the statue as the portrait of a young athlete after victory and suggests that I may have been plundered by ancient Romans from Mount Olympus. The ship bearing the statue was probably sunk in a storm and there may well have been other treasures on board. Pliny the Elder tells us Lysippus made more than 1500 works, all of them bronze, but it was doubted that any of the originals had survived-----until this one surfaced. Writer resumes story of what happened in 1964. The fishermen stealthily unloaded the barnacle-covered masterpiece in Fano, near Rimini, and took it to the captains house, where it was put on a kitchen table and propped up against a wall.

Combining description and narration Description and narration usually go hand in had. In the narrative below, Rosa Parks tells of her refusal to comply with the Alabama law that in 1995 required African Americans to give up their bus seats to whites. Having to take a certain section (on bus) because of your race was humiliating, but having to stand because a particular driver wanted to keep a white person from having to stand was, to my mind, most inhumane. Over the years, I had had my own problems with bus drivers. In fact, some did tell me not to ride their buses if I felt that I was too important to go to the back door to get on. One had evicted me from the bus in 1943, which did not cause anything more than just a passing glance. On December 1, 1955, I had finished my days work as a tailors assistant in the Montgomery Fair department store and I was on my way home. There was one vacant seat on the Cleveland Avenue bus, which I took, alongside a man and tow women across the aisle. There were still a few vacant seats in the white section in the front, of

course. We went to the next stop without being disturbed. ON the third, the front seats were occupied and this one man, a white man, was standing. The driver asked us to stand up and let him have those seats, and when none of us moved at his first words, he said, You all make it light on yourselves and let me have those seats. And the man who was sitting next to the window stood up, and I made room for him to pass by me. The two women across the aisle stood up and moved out. When the driver saw me still sitting, he asked if I was going to stand up and I said, No, Im not. And he said, We, if you dont stand up, Im going to call the police and have you arrested. I said, You may do that. He did get off the bus, and I still stayed where I was. Two policemen came on the bus. One of the policemen asked me if the bus driver had asked me to stand and I said yes. He said, Why dont you stand up? And I asked him, Who do you push us around? He said, I don not know, but the law is the law and youre under arrest. By carefully describing how passengers were seated on the bus and how one event led to another, Parks helps eh reader understand the injustices that brought about eh civil rights movement. Using examples: You can develop almost any point by using examples. The author of the following paragraphs uses a series of examples to show how law-abiding Canadians are: When the great cattle drives of the American Midwest flowed north to railheads in Canada, cowboys adjusted to the shock of being asked to surrender their guns to the single policeman who met them at the border. One Mountie rode into Sitting Bullss camp a few days after the Battle at Little Big Horn, noted fresh American scalps and horse with U.S cavalry brands, and advised Sitting Bull to obey Canadian laws or he, the Mountie, would deport the whole tribe. And sitting Bull nodded. During the Klondike gold rush of the nineties, the American town of Skagway in the Alaskan panhandle was run by a ruthless American gangster and gunfights in the streets were common. Across the border in Canada, Yukon mining towns were so law-abiding that a miner safely could leave his poke of gold in an unlocked cabin. Stating the Point made by examples: Each of the following passages offers at least one example to explain or illustrate a point. State the point in a single short sentence and briefly explain how the examples support it.

1. A hockey player rushing up ice travels at more than twenty-five miles an hour; a slap shot hurts a frozen rubber disc toward a goalie at one hundred miles an hour. Everything that happens in hockey---passing, stick handling, checking, shooting---happens fast Using analogy An analogy is a statement linking tow things that were normally put in different categories. Here are examples: The surface of the Earth is like the skin of an orange, which cannot be spread out flat unless it is torn into strips,. That is whey flat maps of eh whole Earth always distort its appearance. Starting college was like being a child in eh middle of a candy store. Everywhere I turned I found a exotic treat, something I wanted to taste. But I couldnt taste everything, much less consume it all. A child who eats too much candy develops a stomachache. A college student who joins too many clubs has too little time for course work, and must eventually suffer the pain o flow grads. So I had to learn how to resist the sweet temptations of college life.

Agreement of the verb 1.My friend, guide and benefactor --------------------come. 2. The principal and chairman------------present at the meeting. 3. Bread and butter --------------good for breakfast. 4. The horse and carriage -----waiting a the door. 5. Slow and steady -----------------------the race. 6. Every boy and girl ------------Know/s this. 7. Each age and each society --------------------------have/has its special problem. 8.Neither sorrow nor joy -------------------affect/affects him. 9. Either Roni or Joni ----------------have/has done that. 10. Roni or his friends -------------have/ has done that. 11. Either he or his friends -----------are/ is guilty. 12.Either you or I----------(be) happy. 13. He or they --------(be) guilty.

14. The committee ----------is /are unable to agree on this question. 15. The news -----is/are true. 16. Five dozen -----------have/has cost me fifty taka. 17.I along with my friends -----was/were present in the meeting. 18.She, together with her teachers, intend/intends to visit us. 19. Roni,as well as his brothers, deserve/deserves praise. 20.I who ------am/is your friend will guard your interests. 21. More than one boy -----------was/were present there.