A Boat Trip that did not go as Planned

Hello everyone, welcome to an episode of Jill's Room. This digital story was created on the 24th of November, 2025. I hope you enjoy it.  

 

Exposure, Practice, Execution (E.P.E) : DESCRIPTIVE WRITING

Show, Don't Tell: The Magic of Revision and a Second Chance

 Hello again!

Just when I thought I had some level of mastery in descriptive writing, our lecturer circled back for a follow-up class. We were given the opportunity to revisit our original piece or begin anew with one clear reminder: our descriptive should “Show the reader, not just tell.” Hearing that as a student, while revisiting my own draft, gave the phrase a whole new meaning. My first piece described a serene natural setting in my parish, but it told the reader it was peaceful and beautiful instead of showing why.

This time, I had to think like a filmmaker, not a reporter. Instead of writing “It was peaceful,” I asked myself, what does peace look or sound like? Maybe it’s the gentle ripple of water against smooth stones or the soft rustle of leaves swaying in the morning breeze. That shift from judgment to sensory detail transformed my writing from a statement into an experience.

As Anton Chekhov famously said, “Don’t tell me the moon is shining; show me the glint of light on broken glass.” That quote perfectly captured what our lecturer wanted us to understand: good writing invites readers to see and feel the moment for themselves.

As a teacher, I’ll carry this forward by helping my students move beyond describing to truly showing. I’ll create space for revision, use sensory “camera lens” exercises, and remind them that writing isn’t about rushing to the final draft, it’s about discovery. When students slow down, observe, and revise, their words begin to paint the scene, not just explain it.

The Magic of Descriptive Writing

 

Have you ever read a story that felt so real you could almost smell the chocolate cake, hear the rain tapping on the roof, or feel the sand between your toes? That is the power of descriptive writing, it shows you what is happening instead of simply telling you. It turns plain sentences into living pictures that dance in your mind. As a teacher, I want my students to see that writing is not just about words on a page, it is about using their senses and imagination to make readers feel like they are right there in the story.

Descriptive writing is like painting with words, it does not tell you the picture; it shows it right before your eyes. Instead of saying, “The classroom was messy,” imagine writing, “Pencils lounged across the floor like lazy sunbathers, and a forgotten sandwich sat on a desk, quietly growing its own rainforest.” Now that is a scene your reader can smell, unfortunately!

In my classroom, I plan to make descriptive writing an adventure. Picture this: students close their eyes while I drop mystery items into a “feely box.” They must describe what they touch using only sensory clues: texture, temperature, shape, maybe even smell (though I promise to avoid anything too suspicious). Words like “soft,” “rough,” and “spiky” will soon evolve into “as smooth as melted butter” or “as prickly as a porcupine.”

Next, we will play the “Show, Do Not Tell” game. I might say, “Show me someone who is tired,” and instead of writing “He was tired,” students might write, “His eyes drooped like heavy curtains, and his yawn swallowed half the classroom.”

Finally, we will turn our classroom into a “Descriptive Café.” Students will describe their favorite foods, but without naming them. Can anyone guess the dish from its description? It will be a delicious exercise for both the mind and imagination.

Descriptive writing is not just about adjectives, it is about awakening the senses and breathing life into ideas. When students learn to show rather than tell, their writing will sparkle, their readers will smile, and their stories will leap off the page, just like that rainforest sandwich.

From the Student's Desk: What Writing Slowly Taught Me About Teaching

 Thinking back to last week LIT 102 class, I was reminded what it feels like to be a student again. Our lecturer asked us to do something simple yet profound: select a topic and write a descriptive piece by following the writing process in forty minutes. No shortcuts, no rushed drafts just the quiet, sometimes messy, journey from idea to finished product.

As I worked through each stage, I couldn’t help but think back to my past classroom, when I often hurried my students to finish their writing pieces within a single lesson. Operating under the tyranny of the clock. I had units to cover, deadlines to meet, and a finished product to grade. I now realize that by doing so, I was unintentionally limiting my student's creativity and depth of expression. 

Writing isn’t about producing a perfect final piece it’s about giving students the space to explore ideas, make mistakes, and refine their thoughts. Each stage had a purpose: brainstorming helped me find my voice, revising taught me to refine my ideas, and editing reminded me of the importance of clarity. Listening to my colleagues share their pieces in class also helped me appreciate how different writers can bring unique perspectives to the same task. This is the experience I want to give to my students.

Now I know better, I intend to do better. So, in my future teaching, I want to create an environment where students can move through the writing process at their own pace, enjoying each step without feeling rushed. Even if we only complete part of the process in one lesson, I want them to experience the satisfaction of growing as writers. This experience reminded me that when we slow down and let students find their rhythm, their writing and confidence truly blossoms.

Descriptive World Through The Hands of Writing

 

This week in LIT class, we visited the world of descriptive writing, and I had the chance to experience it in a way that was both exciting and on the spot. The task was clearly stated. I had to choose a topic of interest and write about it within forty minutes. When I heard that I had only 40 minutes, my mind froze for a moment, and I attempted to multitask between different activities. With my head down, I struggled to discover the right words. Aha, but I soon discovered what I wanted to write about. I started sketching my web organizer to help me focus my thoughts and ideas for the writing piece. I tried my best to capture all the moments from my memories, feelings, and experiences that allow the reader to live it through my lines.

I decided to write about a memorable trip or vacation that impacted me. Before I began writing, mapping out my ideas supported and guided me to see the bigger picture as I moved from one detail to another. What I noticed, almost immediately, was how the ideas started to flow smoothly when writing about something you genuinely loved. Therefore, interest in a topic fuels descriptive writing.

The web greatly aided me in my writing process. The process itself proved to be both challenging and enlightening. I found myself rereading, revising, and editing far more than I expected. Every sentence required meticulous attention; I had to take into account the clarity, imagery, and the way my words evoked a picture for the reader. It was tedious at times, but in those moments, I truly understood the importance of giving writing time. Writing is not something you rush; writing evolves. I also saw firsthand how crucial it is to expose students to reading different genres of books to foster a love for reading, because reading shows what effective writing looks like and builds vocabulary with new words that can be used to improve your writing. Therefore, a competent writer not only reads but also writes effectively. These traits are guides that can help your writing gain depth and precision.

This experience was an “aha” moment for me. It reminded me that the challenges I faced while writing, struggling to identify the right words, revising endlessly, searching for clarity are experiences that students, too, encounter. Gave a deeper understanding of how writing requires three essential elements: patience, persistence, and practice. It is not always easy, but it is always worth it.

By the end of the session, I felt the words of this song: "Walk a mile in my shoes." I have not only written a piece about a favorite place; I have also explored my relationship with writing and discovered that the process is messy, challenging, and iterative, making it just as important as the final product.