This article discusses the author's experience of using an activity to help English language students understand the difference between descriptive language and narrative language. He says that he does an activity with a magazine cover of a celebrity. He says that it helps if the celebrity evokes positive and negative responses from students. He tells students that they are going to brainstorm a list of words and phrases to describe the magazine cover face, and the words, which he writes in the middle of the chalk board, must appeal to the senses. Once the listing begins, students call out words which he lists on one side of the board. Visual details are listed on the other side of the board. He says that he asks the students to analyze each list to discover the organizing criteria. Students usually come to see that the descriptive details are indeed visual, but the narrative details describe the writer's feelings rather than the picture's characteristics. He adds that students can begin to see there are multiple ways to describe the same feature depending on their intentions.