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描写文Description
描写文常与叙述文连用，而称之为描述文(Description and Narration) 。人门总是对自己周边的人物或环境感到兴趣，特别是对人物的兴趣尤超过对事物。当我们叙述人物或事物时，必将我们视察所得来的细节说出来，这种说出来的方法不是叙述便是描绘。人们喜欢加以述说，这种述说的方式在写作上就靠作者运用文字，藉文字来描写人物或事物便称之为描述文。而描述的内容在日常生活中俯拾皆比的是，例如说，阳光的强弱，水的冷暖，东西摸在手里的感觉，飞机飞过头顶时的尖锐声音所舍人难受的感觉或印象，都是日常生活的经 验中所可以得到的描述题材。
当我们描述一个人物时，我们会将他的高度，体态，脸型，肤发的颜色，嘴角的表情，甚至他的眼神等等都要详加述说，并且要正确。不但要详细要正确，有时为了趣味或为了加强读者的印象，还要尽量的渲染一番。总之，细节的描述不管是对人物或事物都一样，愈详尽愈能给予读者深刻的印象；对地方的描写，有时不是要描写其美丽风景，而是在记述这个地方的特征。这地方可能又窄又脏又乱，人们穿梭其间有若蝼蚁，或谓此地贫瘠，述说其干旱惨状，或谓此地曾为王公贵族的楼台阁榭，如今时过境迁，荒芜无以名状，并托以感伤词句，以给读者极深刻之印象。这样一来，详细资料之搜集是很重要的。但短文又不容许有太多的呆板资料，否则，就会使读者读起来乏味。
人物的素描可分为两个大纲进行，一为外貌，一为个性。当然，一般情形是什么长相就会有什么个性，例如说，三角头的人在性格上多诡诈，圆颅方顶的人多不太灵活，方脸大耳的人多为大智若愚状，但非机智者。性情外向的与性情内向的，或说好动的与好静的，并非有截然不同的外貌，还需要提供详细的资料加以衬托，方可说明其个性。个性之描述大概可从四方面加以述说：㈡家庭背景；㈡学校背景；㈢社会背景；(四) 时代背景。当然这样就涉及到说明文了，然而短的描述文在这一方面就不可过于详细。
一般说来，描写是用文字画一幅图画。它的对象有时是感官的印象--视觉上的、嗅觉上的、触觉上的，或味觉上的；有时候是情感和感觉--喜、怒、哀、乐。描写的内容不外乎人物(persons)，地方(places)，及事物(things)。
描写可以分成两种：一种叫客观描写(objective description) ，一种叫主观描写(subjective description) 。
客观描写有时又称physical description或scientific description它是将对象的外型冷静、客观地记录下来，要求准确、清楚，不含任何情感成份或主观成份在内。
主观描写又称imaginative description或impressionistic description。它和主观描写不同，并不太注意外在细节的准确，而要求表达一种气氛，一种情绪。因此它是主观的、抽象的。 这两种描写，一种客观的一种主观的，并不是截然分开的，它们也不互相排斥，反而往往是相辅相成的。主观的描写必须以客观的细节做基础、客观的描写里，细节的选择本身也必然会表达某种态度和信念。
描写应注意下列三点：
(1)主要印象(Dominant impression)应加强说明或描绘。
(2)具体的细节(Concrete details)要写得生动明快。
(3)合理发展(Logical development)是指观点(Point of View) 与描写程序的合理性而言。 合理发展里最重要的还是观点问题，因为它决定整篇描写的顺序。观点分两种：一个是
[外在的观点] (physical point of view)，一个是『内在的观点』 (mental point of view)。
『外在的观点』也就是作者所站的地方；例如描写一间屋子，作者是站在进门口处呢? 还是站在房间中央? 他是面朝东边还是西边? 者所站的位置和他的描写顺序，远近距离等都
有直接的关系。
[内在的观点]比较微妙，是指作者的心情、态度及眼光。例如一片广场、一个偶而路过的人和一个初次回家乡的游子描写起来就完全不同；一个十岁的小孩和一个成熟的中年人描写起来也会完全不一样。
作者一旦选定了他的观点，不管是外在的和内在的，以后就不能随便无缘无故的加以更改；需要变动时，也得先向读者交代清楚，以避免混乱。
除了观点以外，作者还必须考虑细节大致的顺序；一般说来，这个顺序有三种：(a)从远到近，或近到远；(b)从上到下，或下到上；(c)从左到右，或右到左。
顺序决定以后必须保持一贯，不要随便变更，除非是有特殊的理由，或为达到某种效果。
My Schoolhouse
My first glimpse(1) of the White Star School in its weed-grown(2) and treeless yard facing north On the south side of a shallow basin is an indelible(3) memory. The building was alone on the prairie(4), a little gray, white-trimmed(5) peaked-roof(6) schoolhouse with two windows on the east and two on the west, fronted by an enclosed entry(7) with a shed roof(8).A white star was painted on the gable(9) of the building; a short flagpole(10) was fastened above that to the ridgepole(11). Back of this were two other buildings, an open shed for children to tie their horses in if they rode to school, and the coal house with the boys' toilet on one end and the girls' on the other. In the yard was the pump(12).
The inside of the schoolhouse was calcimined(13) a pale blue with a whitish ceiling. The floor was a worn gray. Desks and seats were scattered(14) about, the kind that are usually screwed(15) to the floor, with iron grill(16) work on the sides and legs. There was a small teacher's desk, an old round coal stove in the middle of the floor with a pipe going up then back to the chimney(17) at the south end, a water cooler on a stand, a large wooden cupboard where books and supplies(18) were kept, a glove hanging from one corner of the ceiling on a pulley, a map case. There was a blackboard across the front of the room, a kerosene(19) lamp in a bracket(20) on the wall, no blinds(21) at the windows, a picture of Lincoln and another of Washington on the back wall. A dusty American flag was fastened above the blackboard. There was also the flagpole outside, a prow(22) on the front gable. There was a windup phonograph(23) with six records, an organ(24) rendition(25) of "Always", the "William Tell Overture", a record to teach the identification(26) of various instruments(27), and three lesser numbers. The school smelled of stale(28), locked-in(29) air, as distinctive(30) an oder(31) as that of a beer parlor(32).
The school and its yard were haunted(33) with echoes(34) from a quarter century's children, their pulses(35) and shapeless(36) dreams. It was worn, tragic(37), a country school on the first day following a summer's glad forgetfulness by its young. It had been patient and deserted then but for rare derisive(38) forays(39) made by passing youngsters all through the heat of June, July and August. The building stood there. It did not sit. It stood as the wooden weapon against ignorance(40) and defeat(41), the house of community hope and of the future. It stood alone on the high upland prairie, braving cold and heat, a land ship on a motionless voyage of discovery into human possibility. It was wholly inspiring(42). Only in separated views was it de-pressing(43). At nineteen, scared(44) as I was, I felt how, above all, upright(45) it was. I was at
last a teacher housed in my own school.
语汇说明
本文为华格纳(Vern Wagner)所作，就描述地方而言是此类文章最佳范例之一。第一段写外观，
第二段写内部情形，第三段写感想。
(1)glimpse： 一瞥 (24)organ：风琴
(2)weed-grown: 杂草丛生 (25)rendition：此处为奏鸣曲
(3)indelible： 难忘的 (26)identification：辨认
(4)prairie： 大草原 (27)instruments：乐器
(5)white-trimmed： 有白边的 (28)stale：空气不新鲜
(6)peaked-roof： 尖顶(屋) (29)Lcked-in：封闭的
(7)entry： 入口 (30)distinctive：特别刺鼻的
(8)shed roof： 棚盖 (31)oder：气味
(9)gable： 三角形墙面 (32)beer parlor：啤酒吧
(10)flagpole:旗竿 (33)haunted：常至；常访；常有
(11)ridgepole: 边椽木 (34)echoes：回声；回响
(12)pump:水帮浦 (35)pulses：脉搏
(13)calcimine: 粉刷 (36)shapeless：无形的
(14)scatter: 散置 (37)tragic：悲剧的
(15)screwed: 用螺丝钉钉住 (38)derisive：可笑的
(16)grill: 架子 (39)forays：蹂躏
(17)chimney: 烟囱 (40)ignorance：无知
(18)supplies:日常用品 (41)defeat：败北
(19)kerosene:煤气灯 (42)inspiring：有启导性的
(20)bracket: 托架 (43)depressing：不景气的：颓丧的
(21)blinds:窗帘 (44)scared：惊异
(22)prow:船首形状物 (45)upright：正直
(23)phonograph：唱机
播放全篇 暂停播放
描写文Description
描写文常与叙述文连用，而称之为描述文(Description and Narration) 。人门总是对自己周边的人物或环境感到兴趣，特别是对人物的兴趣尤超过对事物。当我们叙述人物或事物时，必将我们视察所得来的细节说出来，这种说出来的方法不是叙述便是描绘。人们喜欢加以述说，这种述说的方式在写作上就靠作者运用文字，藉文字来描写人物或事物便称之为描述文。而描述的内容在日常生活中俯拾皆比的是，例如说，阳光的强弱，水的冷暖，东西摸在手里的感觉，飞机飞过头顶时的尖锐声音所舍人难受的感觉或印象，都是日常生活的经 验中所可以得到的描述题材。
当我们描述一个人物时，我们会将他的高度，体态，脸型，肤发的颜色，嘴角的表情，甚至他的眼神等等都要详加述说，并且要正确。不但要详细要正确，有时为了趣味或为了加强读者的印象，还要尽量的渲染一番。总之，细节的描述不管是对人物或事物都一样，愈详尽愈能给予读者深刻的印象；对地方的描写，有时不是要描写其美丽风景，而是在记述这个地方的特征。这地方可能又窄又脏又乱，人们穿梭其间有若蝼蚁，或谓此地贫瘠，述说其干旱惨状，或谓此地曾为王公贵族的楼台阁榭，如今时过境迁，荒芜无以名状，并托以感伤词句，以给读者极深刻之印象。这样一来，详细资料之搜集是很重要的。但短文又不容许有太多的呆板资料，否则，就会使读者读起来乏味。
人物的素描可分为两个大纲进行，一为外貌，一为个性。当然，一般情形是什么长相就会有什么个性，例如说，三角头的人在性格上多诡诈，圆颅方顶的人多不太灵活，方脸大耳的人多为大智若愚状，但非机智者。性情外向的与性情内向的，或说好动的与好静的，并非有截然不同的外貌，还需要提供详细的资料加以衬托，方可说明其个性。个性之描述大概可从四方面加以述说：㈡家庭背景；㈡学校背景；㈢社会背景；(四) 时代背景。当然这样就涉及到说明文了，然而短的描述文在这一方面就不可过于详细。
一般说来，描写是用文字画一幅图画。它的对象有时是感官的印象--视觉上的、嗅觉上的、触觉上的，或味觉上的；有时候是情感和感觉--喜、怒、哀、乐。描写的内容不外乎人物(persons)，地方(places)，及事物(things)。
描写可以分成两种：一种叫客观描写(objective description) ，一种叫主观描写(subjective description) 。
客观描写有时又称physical description或scientific description它是将对象的外型冷静、客观地记录下来，要求准确、清楚，不含任何情感成份或主观成份在内。
主观描写又称imaginative description或impressionistic description。它和主观描写不同，并不太注意外在细节的准确，而要求表达一种气氛，一种情绪。因此它是主观的、抽象的。 这两种描写，一种客观的一种主观的，并不是截然分开的，它们也不互相排斥，反而往往是相辅相成的。主观的描写必须以客观的细节做基础、客观的描写里，细节的选择本身也必然会表达某种态度和信念。
描写应注意下列三点：
(1)主要印象(Dominant impression)应加强说明或描绘。
(2)具体的细节(Concrete details)要写得生动明快。
(3)合理发展(Logical development)是指观点(Point of View) 与描写程序的合理性而言。 合理发展里最重要的还是观点问题，因为它决定整篇描写的顺序。观点分两种：一个是
[外在的观点] (physical point of view)，一个是『内在的观点』 (mental point of view)。
『外在的观点』也就是作者所站的地方；例如描写一间屋子，作者是站在进门口处呢? 还是站在房间中央? 他是面朝东边还是西边? 者所站的位置和他的描写顺序，远近距离等都
有直接的关系。
[内在的观点]比较微妙，是指作者的心情、态度及眼光。例如一片广场、一个偶而路过的人和一个初次回家乡的游子描写起来就完全不同；一个十岁的小孩和一个成熟的中年人描写起来也会完全不一样。
作者一旦选定了他的观点，不管是外在的和内在的，以后就不能随便无缘无故的加以更改；需要变动时，也得先向读者交代清楚，以避免混乱。
除了观点以外，作者还必须考虑细节大致的顺序；一般说来，这个顺序有三种：(a)从远到近，或近到远；(b)从上到下，或下到上；(c)从左到右，或右到左。
顺序决定以后必须保持一贯，不要随便变更，除非是有特殊的理由，或为达到某种效果。
My Schoolhouse
My first glimpse(1) of the White Star School in its weed-grown(2) and treeless yard facing north On the south side of a shallow basin is an indelible(3) memory. The building was alone on the prairie(4), a little gray, white-trimmed(5) peaked-roof(6) schoolhouse with two windows on the east and two on the west, fronted by an enclosed entry(7) with a shed roof(8).A white star was painted on the gable(9) of the building; a short flagpole(10) was fastened above that to the ridgepole(11). Back of this were two other buildings, an open shed for children to tie their horses in if they rode to school, and the coal house with the boys' toilet on one end and the girls' on the other. In the yard was the pump(12).
The inside of the schoolhouse was calcimined(13) a pale blue with a whitish ceiling. The floor was a worn gray. Desks and seats were scattered(14) about, the kind that are usually screwed(15) to the floor, with iron grill(16) work on the sides and legs. There was a small teacher's desk, an old round coal stove in the middle of the floor with a pipe going up then back to the chimney(17) at the south end, a water cooler on a stand, a large wooden cupboard where books and supplies(18) were kept, a glove hanging from one corner of the ceiling on a pulley, a map case. There was a blackboard across the front of the room, a kerosene(19) lamp in a bracket(20) on the wall, no blinds(21) at the windows, a picture of Lincoln and another of Washington on the back wall. A dusty American flag was fastened above the blackboard. There was also the flagpole outside, a prow(22) on the front gable. There was a windup phonograph(23) with six records, an organ(24) rendition(25) of "Always", the "William Tell Overture", a record to teach the identification(26) of various instruments(27), and three lesser numbers. The school smelled of stale(28), locked-in(29) air, as distinctive(30) an oder(31) as that of a beer parlor(32).
The school and its yard were haunted(33) with echoes(34) from a quarter century's children, their pulses(35) and shapeless(36) dreams. It was worn, tragic(37), a country school on the first day following a summer's glad forgetfulness by its young. It had been patient and deserted then but for rare derisive(38) forays(39) made by passing youngsters all through the heat of June, July and August. The building stood there. It did not sit. It stood as the wooden weapon against ignorance(40) and defeat(41), the house of community hope and of the future. It stood alone on the high upland prairie, braving cold and heat, a land ship on a motionless voyage of discovery into human possibility. It was wholly inspiring(42). Only in separated views was it de-pressing(43). At nineteen, scared(44) as I was, I felt how, above all, upright(45) it was. I was at
last a teacher housed in my own school.
语汇说明
本文为华格纳(Vern Wagner)所作，就描述地方而言是此类文章最佳范例之一。第一段写外观，
第二段写内部情形，第三段写感想。
(1)glimpse： 一瞥 (24)organ：风琴
(2)weed-grown: 杂草丛生 (25)rendition：此处为奏鸣曲
(3)indelible： 难忘的 (26)identification：辨认
(4)prairie： 大草原 (27)instruments：乐器
(5)white-trimmed： 有白边的 (28)stale：空气不新鲜
(6)peaked-roof： 尖顶(屋) (29)Lcked-in：封闭的
(7)entry： 入口 (30)distinctive：特别刺鼻的
(8)shed roof： 棚盖 (31)oder：气味
(9)gable： 三角形墙面 (32)beer parlor：啤酒吧
(10)flagpole:旗竿 (33)haunted：常至；常访；常有
(11)ridgepole: 边椽木 (34)echoes：回声；回响
(12)pump:水帮浦 (35)pulses：脉搏
(13)calcimine: 粉刷 (36)shapeless：无形的
(14)scatter: 散置 (37)tragic：悲剧的
(15)screwed: 用螺丝钉钉住 (38)derisive：可笑的
(16)grill: 架子 (39)forays：蹂躏
(17)chimney: 烟囱 (40)ignorance：无知
(18)supplies:日常用品 (41)defeat：败北
(19)kerosene:煤气灯 (42)inspiring：有启导性的
(20)bracket: 托架 (43)depressing：不景气的：颓丧的
(21)blinds:窗帘 (44)scared：惊异
(22)prow:船首形状物 (45)upright：正直
(23)phonograph：唱机