Writing to Inform Purpose of Writing

by itself and convey any of the five sense sight, hearing, touch, smell, and taste. 20 Besides, a descriptive paragraph explains what something looks, sounds, feels, smell, or tastes like. 21 According to Langan ―the main purpose of a descriptive essay is to make readers see--or hear, taste, smell or feel –what you are writing about. 22 Fink, et.al give the opinion about function of descriptive itself, whereas, the purpose of description is to present the reader with a picture of a person, subject, or setting. Therefore, as a reader of description, we should take a note of some elements of description as follows 23 : 1. Concrete details. A concrete detail is a specific description that supports, reflects, or expands a writer’s attitude or purpose. 2. Images. An image is a concrete, literal real and actual description of a person, physical object, or sensory experience that can be known through one of the five senses sight, sound, taste, smell and touch. 3. Similes. Simile is a comparison, using like or as, between two objects. The comparison is between two things essentially different yet similar in one aspect. 4. Metaphors 5. Connotative Language

3. Kinds of Descriptive

Descriptive writing will be written if they want to describe something such as places, people, or other objects 24 . Related to the differences of the objects that the writer wants to describe about them, Ellis classifies three different kinds of descriptive writing. 25 20 S.H. Burton, J.A. Humphries, Mastering English Language, New York: Palgrave, 1992, p. 180. 21 Barbara Fine Clouse, The Student Writer, New York: McGraw Hill, 2008, p. 40. 22 Langan, Jhon, College Writing skill, New York: McGrawHill, 2005, p. 174. 23 Lila Fink, et al. A Text for Writing and Reading, Boston: Little, Brown and Company, 1983, p. 41. 24 Sandra McKey, Fundamental of Writing for a Specific Purpose, London: Prentice Hill, 1983, p. 17. 25 Barbara Lenmark Ellis, How to Write Successfully in High School and College, Fourth Edition, New York: Barron’s Educational Series, 2005, pp. 32—37.