As I moved through the planning questions for my descriptive piece, "What do I want to describe? What do I want the reader to feel?"—I found myself lingering longer than usual. Using similes, metaphors, and sensory details felt like learning to see again—not just the surface, but the emotion beneath it. That shift—from describing to evoking—was a turning point in how I understood my own teaching of writing.
And then came the guilt.
It crept in quietly, like a shadow at the edge of the page. I thought about all the times I had told my students, “Add more detail,” or “Use imagery so I can see it,” without truly modeling what that meant. I had asked for vulnerability without guiding them through it. That realization stung—but it also opened something.
As I revised my piece, I began to understand that good descriptive writing is not about piling on adjectives. It is about choosing words that carry emotional weight and invite the reader into a moment and about writing with purpose.
Later in the week, we explored narrative writing. Again, the content was familiar—plot, character, setting, conflict. But this time, I saw those elements not just as technical tools, but as emotional anchors. They were not just parts of a story, they were how we make sense of experience. That shift from structure to significance was subtle but powerful.
One of the most practical takeaways was the focus on organization. Whether using spatial order to describe a place or time order to narrate an experience, I saw how structure can support clarity without limiting creativity. It gave me confidence to take risks, knowing I had a framework to guide me.
If I could change one thing, I would ask for more opportunities to hear my colleagues’ writing. When someone shared their piece, I leaned in—not just to their words, but to their thinking. Their choices. Their voice. It reminded me how powerful the author’s chair can be, and how much our students need those spaces and opportunities too.
By the end of the week, I was not just revisiting old content. I was relearning how to write with intention. Every sentence, every detail, became a choice. And in making those choices, I was not just completing a task—I was expressing something real. For my past students writing narrative and descriptive pieces seemed confusing as they often confused one for the other. Here is a link to differentiate the two more distinctly. https://www.youtube.com/watch?v=LMfZZYzV5m8
Writing, as I have realized, is both craft and courage. And this week, I practiced both.
Anique, your reflection was thoughtful and inspiring. I appreciated how you described the shift from simply teaching descriptive and narrative writing to experiencing it more deeply. Your realization that descriptive writing is about evoking emotion rather than adding adjectives was powerful. I do share the same sentiment. For example, when students write about the sea, guiding them to describe the calm rhythm of the waves instead of saying “the sea is beautiful” helps them connect emotion to imagery.
ReplyDeleteYour honesty about modeling for students also stood out. I strongly agree. It reminded me that when teachers share their own drafts or revisions, students see that writing is a process, not a product. I also agree with your point about giving students opportunities to share their work. The author’s chair encourages confidence and helps learners appreciate different voices and styles.
Your reflection beautifully captured how writing involves both craft and courage. It encouraged me to approach my own lessons with greater intention and empathy.
Thank you for sharing this reflection ,it really spoke to me. I admire how honestly you described the shift from just teaching writing to truly reconnecting with it on a deeper, more emotional level. Your point about moving from “describing to evoking” was powerful, and I relate to the guilt of asking students for detail without fully modelling it. I also agree that hearing colleagues’ writing is so valuable. Thanks for the link as well it will really help with clarifying the difference for students.
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