{"id":3791,"date":"2025-08-19T15:44:39","date_gmt":"2025-08-19T14:44:39","guid":{"rendered":"https:\/\/www.cambridgewriters.org\/?p=3791"},"modified":"2025-10-13T09:54:44","modified_gmt":"2025-10-13T08:54:44","slug":"creative-writing-practice-with-hannah-hooton","status":"publish","type":"post","link":"https:\/\/www.cambridgewriters.org\/?p=3791","title":{"rendered":"Descriptive Writing"},"content":{"rendered":"\n<h3 class=\"wp-block-heading\">Welcome to part one of a <strong>Creative Writing Blog Series with Hannah Hooton<\/strong>\u00a0<\/h3>\n\n\n\n<h2 class=\"wp-block-heading\">Descriptive Writing<\/h2>\n\n\n\n<p><strong>Types of descriptive writing:<\/strong>&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Descriptions of people and places&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Remembrances&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Observations&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Vignettes (a single moment in the writer\u2019s life)<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<p><strong>What<\/strong> do you want to describe?&nbsp;<\/p>\n\n\n\n<p><strong>Why<\/strong> do you want to describe it? (Emotional motivation \u2013 don\u2019t just describe what your grandfather looks like \u2013 describe his kindness and say why you admire him)&nbsp;<\/p>\n\n\n\n<p>How do you intend to <strong>organise<\/strong> it? (spacial, temporal or thematic)&nbsp;<\/p>\n\n\n\n<p>What <strong>dominant impression<\/strong> do you want to give?&nbsp;<\/p>\n\n\n\n<p><strong>Dominant impression<\/strong>&nbsp;<\/p>\n\n\n\n<p>Focus on selecting details that help your readers <strong>see what you see, feel what you feel, and experience what you experience<\/strong>. Your goal is to create a single dominant impression, a central theme or idea to which <strong>all the details relate<\/strong> \u2013 for example, the liveliness of a street scene or the quiet of a summer night.&nbsp;<\/p>\n\n\n\n<p>This dominant impression <strong>unifies the description<\/strong> and gives readers an <strong>overall sense<\/strong> of what the person, place, object, or scene looks like (and perhaps what it sounds, smells, tastes, or feels like). Sometimes \u2013 but not always \u2013 your details will <strong>support a thesis making a point<\/strong> about the subject you are describing.&nbsp;&nbsp;<\/p>\n\n\n\n<p><strong>Use:<\/strong>&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Sensory language&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Specific language&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Figurative language&nbsp;<\/li>\n<\/ul>\n\n\n\n<p><strong>SENSORY LANGUAGE<\/strong>&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"318\" height=\"186\" src=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image.png\" alt=\"\" class=\"wp-image-3792\" srcset=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image.png 318w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-300x175.png 300w\" sizes=\"auto, (max-width: 318px) 100vw, 318px\" \/><\/figure>\n\n\n\n<p>What are our <strong>FIVE<\/strong> senses?&nbsp;<\/p>\n\n\n\n<p>Why is it a good idea to use senses in creative writing? It <strong>brings a scene to life<\/strong>. It helps you to <strong>show and not tell<\/strong>.&nbsp;<\/p>\n\n\n\n<p>We are going to look at how imagery is not just about what we <strong>see<\/strong>, but what we <strong>hear, smell, touch <\/strong>and<strong> <\/strong><strong>taste<\/strong>.&nbsp;<\/p>\n\n\n\n<p>When describing abstract or inanimate things, <strong>channel its effects through a living thing<\/strong> in order to better enable the reader to relate to it. This is because we <strong>cannot empathise with an inanimate object<\/strong>.&nbsp;<\/p>\n\n\n\n<p>If you see a street is damp, you can assume it has been raining, but you feel nothing for the dripping lamppost or the puddles on the sidewalk. It is more effective if a character is seen drenched to the skin and squelching in his shoes with cold rain dripping down his neck.&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Name all the senses you can think of relating to the scene in the picture below (hint: some sensory items might not be visible in the picture).&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"822\" height=\"462\" src=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-6.png\" alt=\"\" class=\"wp-image-3798\" srcset=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-6.png 822w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-6-300x169.png 300w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-6-768x432.png 768w\" sizes=\"auto, (max-width: 822px) 100vw, 822px\" \/><\/figure>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Read\/Listen to the <em>Percy Jackson and the Lightning Thief<\/em> and highlight every time a sense is used.&nbsp;<\/p>\n\n\n\n<p>\u201cWhat ho, Percy!\u201d Mr Brunner shouted, and tossed a pen through the air.&nbsp;<\/p>\n\n\n\n<p>Mrs Dodds lunged at me.&nbsp;<\/p>\n\n\n\n<p>With a yelp, I dodged and felt talons slash the air next to my ear. I caught the ballpoint pen, but when it hit my hand, it wasn\u2019t a pen anymore. It was a sword \u2013 Mr Brunner\u2019s bronze sword.&nbsp;<\/p>\n\n\n\n<p>Mrs Dodds spun toward me with a murderous look in her eyes.&nbsp;<\/p>\n\n\n\n<p>My knees were jelly. My hands were shaking so bad I almost dropped the sword.&nbsp;<\/p>\n\n\n\n<p>She snarled, \u201cDie, honey!\u201d and flew straight at me.&nbsp;<\/p>\n\n\n\n<p>I swung the sword. The metal blade hit her shoulder and passed through her body as if she were made of water. <em>Hisssss<\/em>!&nbsp;<\/p>\n\n\n\n<p>Mrs Dodds was a sand castle in a power fan. She exploded into yellow powder, vaporised on the spot, leaving nothing but the smell of sulphur and a dying screech in the air.&nbsp;<\/p>\n\n\n\n<p>By the end of that exercise, the entire passage should be highlighted! Every single sentence uses sensory language to help envelope the reader in the scene.&nbsp;<\/p>\n\n\n\n<p>When it\u2019s done well, the reader won\u2019t even realise you have used sensory language as a technique. All they will know is that they have been <strong>transported into the story and have experienced it first-hand.<\/strong>&nbsp;<\/p>\n\n\n\n<p>Great descriptive writing combines <strong>all of the senses<\/strong>. It transports your reader to a place where they can <strong>feel<\/strong> the place and <strong>see<\/strong> the characters.&nbsp;<\/p>\n\n\n\n<p>The key to doing this, and doing it well, is to <strong>combine a variety of sensory imagery<\/strong> in your writing.&nbsp;<\/p>\n\n\n\n<p>You <strong>don\u2019t necessarily need to include each<\/strong> <strong>of the senses every time<\/strong> you go to describe something, but it\u2019s fun to view the world through the vivid lens of your senses.&nbsp;<\/p>\n\n\n\n<p><strong>Sight \u2013 words relating to visual perception<\/strong>&nbsp;<\/p>\n\n\n\n<p>\u201cThe color is repellant, almost revolting; a smouldering, unclean yellow, strangely faded by the slow-turning sunlight. It is a dull yet lurid orange in some places, a sickly sulphur tint in others.\u201d \u2013 <em>The Yellow Wallpaper<\/em>, Charlotte Perkins Gilman&nbsp;<\/p>\n\n\n\n<p><strong>Brightness:<\/strong> Light\/bright\/shiny\/sparkly or dark\/dim\/tarnished&nbsp;<\/p>\n\n\n\n<p><strong>Size:<\/strong> Large\/enormous\/immense\/gigantic or tiny\/small\/miniature\/little&nbsp;<\/p>\n\n\n\n<p><strong>Colour density: <\/strong>Vivid\/vibrant\/rich\/intense or pale\/washed-out\/dull\/faded&nbsp;&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Copy this image into a separate document and describe it in three sentences, focusing your attention on the use of sight.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"378\" height=\"552\" src=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-1.png\" alt=\"\" class=\"wp-image-3793\" srcset=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-1.png 378w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-1-205x300.png 205w\" sizes=\"auto, (max-width: 378px) 100vw, 378px\" \/><\/figure>\n\n\n\n<p><strong>Sound \u2013 words relating to auditory cognizance<\/strong>&nbsp;<\/p>\n\n\n\n<p>\u201cOnce Dora forgot her shyness, and when Ronald said something, she laughed in reply. How sweet and pure that laughter was\u2212\u2212like a soft peal of silver bells! When Ronald Earle went to sleep that night, the sound haunted his dreams.\u201d \u2013 <em>Dora Thorne<\/em>, Charlotte M. Braeme&nbsp;<\/p>\n\n\n\n<p>Alternatively, the lack of sound is equally effective:&nbsp;<\/p>\n\n\n\n<p>\u201cHave you ever heard the wonderful silence just before the dawn? Or the quiet and calm just as a storm ends? Or perhaps you know the silence when you haven&#8217;t the answer to a question you&#8217;ve been asked, or the hush of a country road at night, or the expectant pause of a room full of people when someone is just about to speak, or, most beautiful of all, the moment after the door closes and you&#8217;re alone in the whole house? Each one is different, you know, and all very beautiful if you listen carefully.\u201d \u2013 <em>The Phantom Tollbooth<\/em>, Norton Juster&nbsp;<\/p>\n\n\n\n<p><strong>Volume:<\/strong> Loud\/deafening\/booming or quiet\/whispering\/rustling&nbsp;<\/p>\n\n\n\n<p><strong>Pitch:<\/strong> Shrill\/high-pitched\/falsetto\/piercing or deep\/low-pitched\/baritone\/bass&nbsp;<\/p>\n\n\n\n<p><strong>Rhythm:<\/strong> Repetitive\/metronome\/regular or varying\/intermittent\/erratic&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Copy this image into a separate document and describe it in three sentences, focusing your attention on the use of sound.&nbsp;<\/p>\n\n\n\n<p><strong>Touch \u2013 words relating to tactile sensations or the feel of things through our skin:<\/strong>&nbsp;<\/p>\n\n\n\n<p>\u201cHis fingers encountered stone: he followed the irregularity of the surface with his nails, feeling the dampness and roughness which told of age and neglect.\u201d&nbsp;<\/p>\n\n\n\n<p>\u201cThe sun had beaten the earth until it was hard and cracked, the dust powdery on top, crusty underneath, and the air so dry it seemed to suck the moisture from your skin.\u201d&nbsp;<\/p>\n\n\n\n<p><strong>Texture: <\/strong>Downy\/soft\/feathery or abrasive\/coarse\/rough&nbsp;<\/p>\n\n\n\n<p><strong>Pressure:<\/strong> Light\/gentle\/delicate or heavy\/harsh\/dense&nbsp;<\/p>\n\n\n\n<p><strong>Temperature: <\/strong>Burning\/scalding\/itching or freezing\/icy\/soothing&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Copy this image into a separate document and describe it in three sentences, focusing your attention on the use of touch.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"429\" height=\"429\" src=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-3.png\" alt=\"\" class=\"wp-image-3795\" srcset=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-3.png 429w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-3-300x300.png 300w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-3-150x150.png 150w\" sizes=\"auto, (max-width: 429px) 100vw, 429px\" \/><\/figure>\n\n\n\n<p><strong>Smell \u2013 words relating to olfactory reception<\/strong>&nbsp;<\/p>\n\n\n\n<p>\u201cThe smell of death hung heavy over the town, a sour, sickly smell that made you want to hold your breath.\u201d&nbsp;<\/p>\n\n\n\n<p><strong>Scent:<\/strong> Floral\/aromatic\/fragrant or odourless\/neutral\/unscented&nbsp;<\/p>\n\n\n\n<p><strong>Strength:<\/strong> Stinky\/pungent\/over-powering or insipid\/weak\/airy&nbsp;<\/p>\n\n\n\n<p><strong>Freshness:<\/strong> Musty\/stale\/decayed or paint-fresh\/clean\/hygienic&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Copy this image into a separate document and describe it in three sentences, focusing your attention on the use of smell.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"723\" height=\"501\" src=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-5.png\" alt=\"\" class=\"wp-image-3797\" srcset=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-5.png 723w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-5-300x208.png 300w\" sizes=\"auto, (max-width: 723px) 100vw, 723px\" \/><\/figure>\n\n\n\n<p><strong>Taste \u2013 words relating to gustatory response<\/strong>&nbsp;<\/p>\n\n\n\n<p>\u201cThe children bit into a piece of heaven, munching crispy crust, finding soft apple with a crunch of nut and sweet raisin. Cinnamon and sugary fruit oozed out of the pastry, making sweet puddles on the dessert plates.\u201d \u2013 <em>Summer at the Beechermans<\/em>, Ellen Buikema&nbsp;<\/p>\n\n\n\n<p>\u201cRoland didn\u2019t think revenge was sweet. It tasted more savoury, like the soft tangy flavour of cheese deliciously colliding with the tastebuds, followed only then by the springy sweetness of peppermint brushing over the tongue. Yes, sweet but also savoury. Either way, delicious.\u201d \u2013 <em>Zombie Talisman<\/em>, Kati Coolidge&nbsp;<\/p>\n\n\n\n<p><strong>Sweet vs sour: <\/strong>sugary\/saccharine\/sickly or tart\/unsweetened&nbsp;<\/p>\n\n\n\n<p><strong>Flavoursome vs bland:<\/strong> meaty\/umami\/spicy\/herby vs mild\/bland\/tasteless&nbsp;<\/p>\n\n\n\n<p><strong>Texture:<\/strong><strong> <\/strong>lean\/crisp\/crusty or oily\/greasy\/buttery&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Copy this image into a separate document and describe it in three sentences, focusing your attention on the use of taste.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"495\" height=\"495\" src=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-2.png\" alt=\"\" class=\"wp-image-3794\" srcset=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-2.png 495w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-2-300x300.png 300w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-2-150x150.png 150w\" sizes=\"auto, (max-width: 495px) 100vw, 495px\" \/><\/figure>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Read the poem below. Notice how the poet uses senses.&nbsp;&nbsp;<\/p>\n\n\n\n<p><strong>Wings<\/strong>&nbsp;<\/p>\n\n\n\n<p>If I had wings, I would touch&nbsp;<\/p>\n\n\n\n<p>The frail fingertips of clouds.&nbsp;<\/p>\n\n\n\n<p>If I had wings, I would taste&nbsp;<\/p>\n\n\n\n<p>A chunk of sun, as hot as peppered curry.&nbsp;<\/p>\n\n\n\n<p>If I had wings, I would listen&nbsp;<\/p>\n\n\n\n<p>To the clouds\u2019 soft breath.&nbsp;<\/p>\n\n\n\n<p>If I had wings, I would smell&nbsp;<\/p>\n\n\n\n<p>The scent of fresh raindrops.&nbsp;<\/p>\n\n\n\n<p>If I had wings, I would gaze&nbsp;<\/p>\n\n\n\n<p>As the people who cling to the earth\u2019s crust.&nbsp;<\/p>\n\n\n\n<p>If I had wings, I would dream of swimming the deserts&nbsp;<\/p>\n\n\n\n<p>And walking the seas.&nbsp;<\/p>\n\n\n\n<p><em>Pie Corbett<\/em>&nbsp;<\/p>\n\n\n\n<p>The poet has used his senses to write about what he could touch, taste, hear, smell and see.&nbsp;&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Write your own 5-stanza poem to talk about senses.&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Read the following passage and highlight every time a sense is used.&nbsp;<\/p>\n\n\n\n<p>Noa noticed the change in atmosphere as soon as she stepped through the door. Spock whined beside her and his rough scratchy fur grazed her leg.&nbsp;<\/p>\n\n\n\n<p>\u2018Shhh.\u2019 Her fingers clamped tighter around the cold metal leash. The soft tinkle of the chain links broke the eerie silence. Her eyes darted from one dim deserted corner of the room to the next, hearing the abandonment rather than seeing it, but feeling the presence of someone, of being watched despite the boarded-up windows.&nbsp;<\/p>\n\n\n\n<p>A thin cold whisp of air floated by her. At first, she couldn\u2019t place the odour, then she realised with a half gag that it smelt exactly like a butcher\u2019s shop. It smelt like blood, of meat, of death.&nbsp;<\/p>\n\n\n\n<p>Noa\u2019s knees trembled and she was tempted to follow Spock, who was pulling on his leash to go back outside, but she\u2019d promised Vivienne she would investigate her disappearance if she should ever go missing. She took another step into the room. Grit and cement crumbs crunched beneath her shoe.&nbsp;<\/p>\n\n\n\n<p>Another draft of air whispered past and this time Noa heard the faint echoes of someone crying: a lonely pitiful cry that floated through the air like a thin violin chord.&nbsp;<\/p>\n\n\n\n<p>\u2018H-hello?\u2019 she called. Her fear echoed around the building. The further she ventured inside, the colder it became until she clutched her arms and rubbed her sleeves. \u2018Vivienne? Are you here?\u2019&nbsp;<\/p>\n\n\n\n<p>The shadowy corners suddenly lit up in a blinding light. Noa threw her arms over her eyes and stumbled backwards. But the door slammed behind her with a loud and threatening clang.&nbsp;<\/p>\n\n\n\n<p>Great descriptive writing combines <strong>all of the senses<\/strong>.&nbsp;<\/p>\n\n\n\n<p>It transports your reader to a place where they can <strong>feel<\/strong> the place and <strong>see<\/strong> the characters. The key to doing this, and doing it well, is to combine a variety of sensory imagery in your writing.&nbsp;&nbsp;<\/p>\n\n\n\n<p>You don\u2019t necessarily need to include each of the senses every time you go to describe something, but it\u2019s fun to view the world through your senses.&nbsp;<\/p>\n\n\n\n<p><strong>Smell<\/strong>&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Read the following passage\u2026&nbsp;<\/p>\n\n\n\n<p>\u201c\u2026Jack sniffed the air. He ignored the scents that had come into the room with him, dismissed the scents that he could safely ignore, honed in on the smell of the thing he had come to find. He could smell the child: a milky smell, like chocolate chip cookies, and the sour tang of a wet, disposable, nighttime diaper. He could smell the baby shampoo in its hair, and something small and rubbery \u2013 <em>a toy<\/em>, he thought, and then, <em>no, something to suck<\/em> \u2013 that the child had been carrying.\u201d \u2013 <em>The Graveyard Book<\/em>, Neil Gaiman&nbsp;<\/p>\n\n\n\n<p>\u2026 now choose one memory and describe it starting with your sense of smell.&nbsp;<\/p>\n\n\n\n<p><strong>\u2026<\/strong>&nbsp;<\/p>\n\n\n\n<p><strong>Sound<\/strong>&nbsp;<\/p>\n\n\n\n<p>We can often identify where we are by the sounds we hear. For example, close your eyes. What can you hear around you right now? These are sounds that you might hear often, but don\u2019t pay close attention to. As a writer, using these small sounds adds detail and a realistic touch to any setting.&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Put your character into a dark place. What do they hear? How do they respond to the noises? How do the sounds inform the reader of the setting? Write 8-10 lines.&nbsp;<\/p>\n\n\n\n<p>\u2026&nbsp;<\/p>\n\n\n\n<p>Sometimes, we have to be creative with our senses in order to make the reader understand what it is really like to be right there in the scene, especially if the story features made-up animals and other things, because they don\u2019t know what an alien smells like or a flying panda sounds like. To help them, we compare them to things they DO know. So we would say \u201cthe alien smelt like vanilla ice-cream and wet dog\u201d or \u201cthe flying dinosaur squealed like a baby elephant trumpeting.\u201d&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Each of the following sentences is very basic. Think of what you might see, hear, smell, feel and touch in each sentence. Then rewrite it, changing or adding sensory detail. The first one has been done for you.&nbsp;<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>I sat on the sofa. (sight, smell)&nbsp;<\/li>\n<\/ol>\n\n\n\n<p>I sank down onto the threadbare sofa, burying my face in its faded brown fabric, where I could very faintly smell yesterday\u2019s dinner, and the dog, and my father\u2019s cologne\u2026 all mingling together into a single scent called <em>home<\/em>.&nbsp;<\/p>\n\n\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li>We enjoyed the meal. (?,?)&nbsp;<\/li>\n<\/ol>\n\n\n\n<p>\u2026&nbsp;<\/p>\n\n\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li>The stadium was packed. (?,?)&nbsp;<\/li>\n<\/ol>\n\n\n\n<p>\u2026&nbsp;<\/p>\n\n\n\n<ol start=\"4\" class=\"wp-block-list\">\n<li>The pathway was dark. (?,?)&nbsp;<\/li>\n<\/ol>\n\n\n\n<p>\u2026&nbsp;<\/p>\n\n\n\n<ol start=\"5\" class=\"wp-block-list\">\n<li>It began to rain. (?,?)&nbsp;<\/li>\n<\/ol>\n\n\n\n<p>\u2026&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Write a story (8-10 lines long) around the picture below that uses sensory language. Here, you will have to use comparisons to imagine what the dragon sounds\/smells\/looks like.&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<p>Use <strong>four<\/strong> words from your vocabulary builder in your piece.&nbsp;<\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"795\" height=\"393\" src=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-4.png\" alt=\"\" class=\"wp-image-3796\" srcset=\"https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-4.png 795w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-4-300x148.png 300w, https:\/\/www.cambridgewriters.org\/wp-content\/uploads\/2025\/08\/image-4-768x380.png 768w\" sizes=\"auto, (max-width: 795px) 100vw, 795px\" \/><\/figure>\n\n\n\n<p><strong>\u2026<\/strong>&nbsp;<\/p>\n\n\n\n<p>As well as a structural plan, it\u2019s also a good idea to take a couple of minutes and think of instances when you might use sensory language.&nbsp;<\/p>\n\n\n\n<p>For example, if you\u2019re writing a story about visiting a food market, you might include:&nbsp;<\/p>\n\n\n\n<p><strong>Sight<\/strong>: brightly coloured stalls, people, cheese, meats, blue sky&nbsp;<\/p>\n\n\n\n<p><strong>Smell<\/strong>: cooking onions, hamburgers, popcorn&nbsp;<\/p>\n\n\n\n<p><strong>Sound<\/strong>: people talking, yelling, popcorn popping, food sizzling&nbsp;<\/p>\n\n\n\n<p><strong>Touch<\/strong>: soft burger buns, hot popcorn, people brushing against me, hard coins to pay, sunshine&nbsp;<\/p>\n\n\n\n<p><strong>Taste<\/strong>: popcorn, hamburger&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Close your eyes and think of a recent memory that evokes strong sensory impressions (e.g., the beach, a forest, a kitchen).&nbsp;<\/p>\n\n\n\n<p>Jot down words or phrases that describe the sensory details associated with that place (sights, sounds, smells, tastes, and textures).&nbsp;<\/p>\n\n\n\n<p><strong>\u2026<\/strong>&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Now write a description of at least 5 lines describing that memory making the best use of all of your senses. For example, using at least one sense per sentence. Use all of your senses!&nbsp;<\/p>\n\n\n\n<p>\u2026&nbsp;<\/p>\n\n\n\n<p><strong>Exercise:<\/strong>&nbsp;<\/p>\n\n\n\n<p>Write a five-sentence description of each of the following in which a character is at the heart, and ensure each sentence represents a sense.&nbsp;<\/p>\n\n\n\n<p>An earthquake&nbsp;<\/p>\n\n\n\n<p>A dinosaur enclosure&nbsp;<\/p>\n\n\n\n<p>A storm&nbsp;<\/p>\n\n\n\n<p>A campsite&nbsp;<\/p>\n\n\n\n<p>A farmyard&nbsp;&nbsp;<\/p>\n\n\n\n<p><strong>For example:<\/strong> An old house \u2013&nbsp;&nbsp;<\/p>\n\n\n\n<ol start=\"1\" class=\"wp-block-list\">\n<li>A meandering odour of dust and mould curled around Nick\u2019s body and into his clothes as he stepped across the creaking floorboards of the old house.&nbsp;<\/li>\n<\/ol>\n\n\n\n<ol start=\"2\" class=\"wp-block-list\">\n<li>The further inside he went, the more difficult it became to see and the sheet-covered furniture seemed to change from sad abandoned lumps into crouching beasts, ready to attack him.&nbsp;<\/li>\n<\/ol>\n\n\n\n<ol start=\"3\" class=\"wp-block-list\">\n<li>Fear stewed in the back of his throat as he crept deeper into the caverns of the house, leaving a dry putrid taste in his mouth.&nbsp;<\/li>\n<\/ol>\n\n\n\n<ol start=\"4\" class=\"wp-block-list\">\n<li>Finally, he reached the staircase, though dusty and dull, still fanning grandly up into the eaves and Nick reached out and touched the smooth dark wood of the bannister\u2019s base rail and pressed down on the thistle-carved cap.&nbsp;<\/li>\n<\/ol>\n\n\n\n<ol start=\"5\" class=\"wp-block-list\">\n<li>A low rumble rolled beneath his feet and the house began to shake, rousing trillions of dust particles into flight like fairy dust.&nbsp;<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>Welcome to part one of a Creative Writing Blog Series with Hannah Hooton\u00a0 Descriptive Writing Types of descriptive writing:&nbsp; What do you want to describe?&nbsp; Why do you want to describe it? (Emotional motivation \u2013 don\u2019t just describe what your grandfather looks like \u2013 describe his kindness and say why you admire him)&nbsp; How do&hellip;&nbsp;<a href=\"https:\/\/www.cambridgewriters.org\/?p=3791\" rel=\"bookmark\">Read More &raquo;<span class=\"screen-reader-text\">Descriptive Writing<\/span><\/a><\/p>\n","protected":false},"author":62,"featured_media":245,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","cybocfi_hide_featured_image":"","footnotes":""},"categories":[11],"tags":[],"class_list":["post-3791","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Descriptive Writing - Cambridge Writers<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.cambridgewriters.org\/?p=3791\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Descriptive Writing - Cambridge Writers\" \/>\n<meta property=\"og:description\" content=\"Welcome to part one of a Creative Writing Blog Series with Hannah Hooton\u00a0 Descriptive Writing Types of descriptive writing:&nbsp; What do you want to describe?&nbsp; Why do you want to describe it? 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