978-1259989582 Chapter 6 Part 1

Chapter Six

Describing: Media and Popular Culture

Table of Contents

Brief Chapter Outline…………………………………………………………………2

Chapter Outline and Lecture Notes………………………………..…..…..…….4

Vocabulary Review………………………………..…..……..…..……..…..……...7

Class Activities and Sample Assignments…..……………………..….…..…...8

Connect Resources………………………………………..…..……..…..……..…11

Discussion Questions for Online/Hybrid Classes………………….……..…..13

Graphic Organizers…………………………………………...…..……..…..…….14

Organizing Your Ideas.……………………………………..…..….………………14

Details and More Details…………………………………..………….……..……15

Similies and Metaphors…………………………………………………...……….16

Teaching Tools………………………………………………………………………..17

Grading Rubric for Descriptive Essays………………………………………….17

Descriptive Peer Review Worksheet……….……………..…..……..…..…….18

Writing Topics…………………………………………………………………………19

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Chapter Six

Describing: Media and Popular Culture

Brief Chapter Outline

I. Learning Outcomes

In this chapter you will learn techniques for achieving these learning outcomes:

Identify real-world applications for writing a description.

Understand the qualities of effective description.

Interpret images and descriptive readings about media and popular culture.

Analyze the rhetorical star for description.

Apply the qualities of descriptive writing.

II. Real-World Applications for Describing

Learning Outcome 6-1: Identify real-world applications for writing a

description.

a. Writing descriptions in college

b. Writing descriptions in your daily life

c. Writing descriptions in your career

III. Qualities of Effective Description

Learning Outcome 6-2: Understand the qualities of effective description.

a. Begin by creating a dominant impression.

b. Use an objective or subjective approach.

c. Appeal to the senses.

d. Include similes and metaphors.

e. Organize your description logically.

f. End on a memorable note.

IV. Describing in the Context of Media and Popular Culture

Learning Outcome 6-3: Interpret images and descriptive readings about

media and popular culture.

a. Writing assignment options

b. Interpreting advertisements

c. Writing about an image

d. Media connection for describing

V. Analyzing the Rhetorical Star for Writing a Description

Learning Outcome 6-4: Analyze the rhetorical star for description.

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Chapter Six

Describing: Media and Popular Culture

a. Subject

b. Audience

c. Purpose

d. Strategy

e. Design

VI. Applying the Writing Process for Describing

 Learning Outcome 6–5: Apply the qualities of descriptive writing.

a. Discovering

b. Planning

c. Composing

d. Getting feedback

e. Revising

f. Editing

g. Proofreading

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Descriptive Writing in the Chapter

Career-Based Descriptive Writing:

“Exercise-Induced Asthma,” Source: Mayo Clinic (page 121)

School Discipline Form (page 122)

Reading and Reflection Descriptive Writing:

“How Urban Myths Reveal Society’s Fears” by Neal Gabler (pages 123-125)

“Rudeness at the Movies” by Bill Wine (pages 125-127)

“My Creature from the Black Lagoon” by Stephen King (pages 128-132)

“High Street: Hip Hop’s Boldest Choreographer” by Joan Acocella (pages 133-134)

“We Real Cool” by Gwendolyn Brooks (pages 134-135)

Student Writing:

“The Ring” by Danielle Malico (pages 135-136)

Chapter Six

Describing: Media and Popular Culture

Chapter Outline and Lecture Notes

I. Learning Outcomes

In this chapter you will learn techniques for achieving these learning outcomes:

Identify real-world applications for writing a description.

Understand the qualities of effective description.

Interpret images and descriptive readings about media and popular culture.

Analyze the rhetorical star for description.

Apply the qualities of descriptive writing.

II. Real-World Applications for Describing (pages 117-119)

Learning Outcome 6-1: Identify real-world applications for writing a

description.

a. In college, you may be required to describe an experiment, detail a field

trip in a journal, or create a written image for a psychology course.

b. In your daily life, you may need to describe your ideal home, medical

symptoms, or a product you wish to sell.

c. In your career, you may need to describe your accomplishments, write a

field observation, or describe a product or service.

III. Steps for Writing a Description (pages 119-122)

Learning Outcome 6-2: Understand the qualities of effective description.

a. Begin by creating a dominant impression.

i. Every detail should support the dominant impression.

ii. The dominant impression should remain consistent.

b. Use an objective or subjective approach.

i. Objective descriptions contain facts and no opinions or emotions.

ii. Subjective descriptions are sometimes imaginative and include the

writer’s interpretations and feelings.

iii. Subjective descriptions stir the reader’s emotions.

c. Appeal to the senses.

i. Capture the reader’s attention.

ii. Make the readers feel as if they are observing firsthand what is

being described.

iii. Avoid vague words by using precise terms to create strong images.

d. Include similes and metaphors.

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Chapter Six

Describing: Media and Popular Culture

i. Use figurative language to enhance your descriptions.

ii. Avoid clichés.

e. Organize your description logically.

f. End with something memorable.

i. Remind your reader of the dominant impression you created.

ii. Close with a vivid image.

IV. Describing in the Context of Media and Popular Culture (pages 122-138)

Learning Outcome 6-3: Interpret images and descriptive readings about

media and popular culture.

a. Writing assignment options

i. Choose a topic and write a descriptive essay.

ii. Consider your rhetorical star and the qualities of an effective

narration.

b. Interpreting an advertisement

i. Determine the message of the advertisement.

ii. Write a descriptive essay about this ad.

c. Writing about an image

i. Describe the image.

ii. Explain the connection to popular culture.

iii. Make personal connections.

d. Media connection for describing

i. Explore different media to help better understand methods for

describing.

ii. Consider writing about one or more of the media suggestions.

V. Analyzing the Rhetorical Star for Writing a Description (page 139)

Learning Outcome 6-4: Analyze the rhetorical star for description.

a. Choose a subject that catches your attention and can be observed

firsthand.

b. Consider your audience when selecting your subject and details.

c. Remain focused on your purpose as you write your description.

d. Choose your strategy or strategies carefully.

e. Have a clear design in mind that won’t overshadow your words.

VI. Applying the Writing Process for Describing (pages 140-141)

 Learning Outcome 6–5: Apply the qualities of descriptive writing.

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Chapter Six

Describing: Media and Popular Culture

a. During the discovering step, consider finding ideas in the chapter or from

scenic locations.

b. During the planning step, create a list of adjectives you would like to use,

and determine the order you want to use to present the details.

c. During the composing step, keep in mind the six steps for writing a

descriptive essay.

d. Make sure to get feedback from at least one individual.

e. During the revising stage, use the feedback you received, and check to

make sure your dominant impression is maintained throughout the essay.

f. During the editing stage, read your description again, and focus on

grammar, punctuation, and mechanics.

g. During the proofreading stage, read your essay one last time, checking

carefully for any missed errors.

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Chapter Six

Describing: Media and Popular Culture

Vocabulary Review

Dominant impression: the overall mood or feeling you want your readers to

experience (LO 6.2)

Objective description: a factual approach to descriptive writing, without emotion or

personal opinion (LO 6.2)

Subjective description: descriptive writing that includes the writer’s feelings and

interpretations with a creative approach (LO 6.2)

Vivid description: a description that evokes an image in the readers’ minds (LO 6.5)

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Chapter Six

Describing: Media and Popular Culture

Class Activities and Sample Assignments

1. As a class, talk about current popular culture. Next, break into groups. Have each

group investigate the popular culture of various time periods (e.g., 60’s, 70’s, 80’s,

and 90’s). You may want to send the groups to the library to find specific details. Tell

students to consider clothing and hair styles, media choices, games, and other

trends. Have each group describe their findings to the class. Encourage students to

use visual aids while sharing their findings. (LO 6.1 and LO 6.3)

2. With students working in pairs, take each vague word below and write two examples

of more vivid words that would create a stronger image for a reader. Try to select

words different from those used by other classmates. Compare answers and

consider compiling a list to use in future writing assignments. (LO 6.2)

1. pretty

2. nice

3. strong

4. happy

5. like

6. good

7. kind

8. said

9. walk

10. big

11. small

12. mad

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Chapter Six

Describing: Media and Popular Culture

3. Write new versions of each clichéd expression in the list below. (LO 6.2)

Cliché New Version

Smart as a whip

Hot as fire

Pretty as a picture

Quick as a flash

Dumb as a doornail

Hold your horses

Sly as a fox

Faster than a speeding bullet

Hard as a rock

Light as a feather

Good as gold

Cold as ice

A chip off the old block

Cool as a cucumber

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Chapter Six

Describing: Media and Popular Culture

4. Label each statement as objective (O) or subjective (S). Rewrite the objective

statements by turning them into subjective statements.

1. _____ According to Mom, Michelle did not clean the kitchen very well.

2. _____ The new medical assistant must take accurate vital signs for all patients.

3. _____ The moon is full, so people are acting very strangely tonight!

4. _____ The scenic mountain trail curled through the silent forest and ended by a

glittering stream.

5. _____ My friend Robin is a paralegal, and she was totally drowning in her paperwork

last week.

6. _____ It must be 100 degrees in this room, and I feel like I’m wilting!

7. _____ The fresh salad contained vibrantly colored vegetables.

8. _____ The criminal justice student spent the week shadowing a police officer on

patrol for a class assignment.

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