Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences
Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
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It is important to remember that writers plan their texts deliberately to make the reader respond in certain ways, and think and feel certain things. This task in Question 5 asks you to think about how you can effectively engage your reader and produce a cohesive piece of creative writing.
When you reach Question 5, you will already have read an example of creative writing. You can use the ideas and structure to inform your answer. You should spend some time thinking about the question: not only the content, but also the order of your ideas. An effective piece of creative writing considers plot, setting and characterisation .
In your answer you must:
Question 5 tests your ability to create a text which is constructed in an appropriate manner.
The creative writing question assesses your skill in crafting a convincing piece of creative writing or short story. The question will be worded according to a specific task, for example:
It is worth remembering that you will be given a choice of two tasks in the exam: one will be a creative writing task, and the other will be a descriptive writing task. One will also give you a picture as a prompt for your piece of writing, but this could be to write a story or a description, so it is important that you read both options carefully.
Below are some points on how you might approach the task “Write a story with the title ‘Abandoned’”. It is divided into plot, setting and characterisation.
This task asks you to write a short story. This means you are required to plan your response carefully as you have limited time to create a cohesive plot. It is best to plan how your story will end before you begin writing so that you are in control of your story. Writing a response which has not been planned is likely to have an abrupt ending, or no ending at all, which does not satisfy readers or get you high marks. Your character development will lead the plot; you should decide if your story ends with a clear resolution or with a cliffhanger. Your resolution could be happy, or you can create a tragic ending.
There are lots of different narrative structures or arcs you could use to plan your story. Bearing in mind you only have 45 minutes, including planning time, your story needs to be controlled and concise. One of the easiest ways to achieve this is to consider Freytag’s Pyramid:
| Stick to one main setting and start at the location: |
Hook your reader: | |
Decide which narrative perspective and tense you are going to write your story in: | |
Employ the five senses to create an atmosphere: | |
This paragraph could end with an “inciting incident”, which prompts the rising action and moves the story forward | |
| This paragraph should build tension, drama or interest: |
This paragraph should also develop your character(s): | |
This is the turning point of your story: | |
Your protagonist could face an external problem, or an internal choice or dilemma: | |
You should vary your sentence structure, length and language here for dramatic effect | |
What happens in this paragraph should be as a direct result of the climax paragraph: | |
It also should focus on your characters’ thoughts and feelings as a result of the climax of the story: | |
You can choose to resolve your story, or end on a cliff-hanger: | |
Your setting and atmosphere could reflect a change from the setting or atmosphere you established in your opening paragraph: |
As this task assesses the ability to communicate clearly, effectively and imaginatively, it is important to consider how to use language constructively in a short story to convey an atmosphere or mood. Building an effective setting is key as it contributes to atmosphere and mood.
Remember, Question 5 requires an extended written response. Therefore, the most effective stories will demonstrate a well-planned response which has considered what information is relevant to the reader and the most effective way to order and structure the narrative.
This question asks you to create a short story and therefore you will need to build some elements of detailed characterisation. This means you need to consider what your character(s) represent. They may represent an idea, such as being the victim of abandonment, or as a villain to represent injustice or evil. It is best to limit yourself to two characters in the time you have.
Well-rounded characters are taken on a journey in which a character undergoes some form of development or change. The mark scheme rewards answers which clearly and effectively convey ideas, meaning that you need to consider the most effective ways of building a character in a short piece of writing. Ideally, you should focus more on indirect characterisation than direct characterisation:
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Here, we will consider how to effectively plan your character(s) to engage your reader. This is what the examiner is looking for in your answer:
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| Your character’s appearance may not always be relevant: , remember that it is rare we describe our own appearance perspective can describe appearance more effectively |
| One of the most effective ways to describe a character is through their movements: and can be used to effectively build characterisation |
| If you use the perspective, a monologue helps readers engage with the character: will help your reader understand your character better |
| Dialogue can convey the relationships between your characters and provide insights into what other characters think about each other: |
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Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.
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Update, Feb. 15, 2019: Learn more about how to use our 1000s of writing prompts by watching our free on-demand webinar: “ Give Them Something to Write About: Teach Across the Curriculum With New York Times-Inspired Daily Prompts. ”
This school year we added a new feature to our daily lineup of student activities. Called “ Picture Prompts ,” these short, accessible, image-driven posts feature photographs and illustrations from The Times, and invite a variety of written or spoken responses — from creative storytelling to personal narrative to constructing an argument or analyzing what a work of “op-art” might be saying.
Teachers tell us they use these prompts to inspire student writing — whether in their journals , as a timed opportunity or to practice inferring meaning “without worrying about getting the right or wrong answer.”
They also use them with a variety of learners, from high school to middle or elementary school students to English Language Learners of all ages. As one teacher put it, she uses them “for helping teenagers to start talking to each other. ”
Below, we’ve categorized the 160+ prompts we published during the 2016-17 school year based on the type of writing they primarily encourage students to do. All are still open for comment. Plus, we have a lesson plan on how to teach with Picture Prompts, along with other Times images , in case you’re looking for more inspiration.
If you use this feature with your students, or if you have other ideas for how to use images and writing prompts with students, let us know in the comments section.
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Miss Huttlestone's GCSE English
Because a whole class of wonderful minds are better than just one!
I recently asked my year 11s to pen a piece of description and/or narrative writing for their mini assessment. I gave them the following prompts:
Your school wants you to contribute to a collection of creative writing.
EITHER: Write a short story as suggested by this picture:
OR: Write a description about a person who has made a strong impression on you.
The following were two COMPELLING and CONVINCING examples of the second choice – one pupil taking ‘you’ as a fictional invitation, the other as a biographical one:
EXAMPLE ONE:
Gradually, I awake and open my eyes only to see the cracked white ceiling which greets me every day. Here I sit, slumped in the bed with the scratchy white sheets hugging me and muffled beeping noises jumping into my ears. Rubbing the sleep crust from my bloodshot eyes, I observe the scene before me. The sound of footsteps overlapping as nurses rush from bed to bed; the metallic tang from stainless steel invading my nostrils; the cold metal bed rail imprisoning and mocking me; the pungent scent of antiseptic troubling me and the blood-curdling cries and moans utterly terrifying me. Using all my strength, I try to imagine I am somewhere else, anywhere else but here.
Crowds, signs, roars: it was 1903 and the suffragette movement had begun. It was a crisp night, refreshing almost and I had taken to the streets. It was like I was possessed by something that night, some urge and deep desire within me that had led me there, surrounded by women like myself. I stood clueless and lost in the crowd; the women yelling ‘Deeds not words’ in unison; passionately parading with large wooden signs and viciously shattering windows with bricks and stones. Despite the violence that was displayed before me, I was not afraid of what was happening and I didn’t deem it unnecessary or improper, in fact I wanted the same as these women, I wanted equality. Abruptly, all of the roars and cheers became muted and faint, one woman walked slowly towards me, her hair messily swooped into an updo, her clothes somewhat dirtied and her chocolate brown corset slightly loosened. There was a glimmer in her eyes as tears seemed to swell within their hazel pools, she seemed inspired, hopeful. After reaching me in the crowd, she held out her hand, gently passing me a sign. Immediately, I clasped it and the yelling and chanting rang loudly in my ears once more. My journey had begun.
Here however, is where it ends. I am aware I do not have much time left, as the doctors have told me so, and spending my last moments in this hospital room is not optimal. However, as I look around I can see beauty within a room which at first glance seems void of it. The hollow medical tubes by my side remind me of the awful act of force feeding I have faced in the past; the shrieks and bawls of patients reflecting the pain women had felt in my time and the bed bars mirroring the prisons we were thrown into and the gates we would chain ourselves too. I know these things may seem far from beautiful, but I can see my past within this room, the power I possessed and the changes I have contributed to today. I know now that I can leave this earth having had an impact. Slowly I close my eyes, I can see her, the women who changed my life many years ago, her name, Emmeline Pankhurst.
EXAMPLE TWO:
I will never forget that day. The hazel pools of her eyes glazed over, and hands delicately placed at her sides. Nobody in the room could quite grasp the fact that this was happening. The crowds of black attire row on row seemed to mimic the thing she loves most in life, the piano. However, this time she had taken the ivory natural keys with her and left everyone else with the sharp tones. You needed both to create beautiful symphonies but all that filled the room was the excruciating silence of her absense. Even the metronone like ticks of the clock seemed to come to a standstill.
It had all began that day, she seemed to open up this whole new world for us to explore together as she placed my fingers onto the keys for the first time. I knew that this was what I was meant to do. She was the most passionately beautiful pianist I had ever seen in my life. Often, I would peer round the oak doorway before my lessons just to catch a glimpse at her. It seemed like nothing in the world mattered to her at the time.
As the years progressed, so did the scope of this world we were exploring. Each sheet of lovingly handwritten sheet music was like a new section of the map we were slowly creating together. Each of her students had their own map. Each as beautiful and each as unique as the pianist. The crotchets and quavers that adorned the staves directed the different paths we could take as my fingers graced the keys. This may not have been a beautiful ballet routine, but this was our dance and it had been carefully choreographed just for us.
That piano room was the safest place in the world. Every inch of it her: the potent scent of her floral perfume; shelves full of scruffy and well loved sheet music; rows upon rows of framed photos of her and her students; the vintage piano which she always kept in tune, it was home. I couldn’t bear the
idea that someone else was going move in and rip away the music room without a second thought. It was her music room.
It was up to me now. Up to me to finish this journey we had begun together.
She may not be with me in person anymore, but she will always live within the world we built together and nothing could ever change that. For she could never truly be gone since she left a piece of her within every one of her students; the passion for piano.
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Secondary English teacher in Herts. View all posts by gcseenglishwithmisshuttlestone
This has helped me a lot, I myself am preparing for a narrative test like this and these prompts and descriptive short stories are marvellous! Thank you for sharing this! 🙂
My pleasure!
by melaniewp | Jun 23, 2013 | Creative Writing , English Language Exam , GCSE , IGCSE , Writing | 0 comments
[1] Old man loses his last picture of himself with his long dead wife. This could link to ‘Long Distance’ by Tony Harrison. Trying to find it, he goes through her things. This is one for flashback. He discovers secrets, or that she has left him a series of letters/notes for after her death. Start this when he realises he’s lost the picture.
[3] A woman’s (or man’s) jealousy of her (or his) best friend takes over their life . Could link to ‘Othello’ or ‘Medusa’. Think about why. Start this when the woman is with her friend in a frenzy of jealousy…
[4] A model who has always been obsessed with her looks has acid splashed in her face and is disfigured. Could link to ‘Les Grands Seigneurs’, or ‘Mirror’ by Sylvia Plath. Start this with her looking in the mirror then opening her front door… By the way, this story is true. The woman in the picture is called Katie Piper .
[5] Fear of heights : nine year old with family who are in visiting a famous tall tower for the first time. The rest of her family want to go up the tower, but if the child won’t go up, someone will have to stay behind with them. Start this at the foot of the tower…
Want more ideas? Get a complete set plus a teaching scheme with model essays and all resources on my TES Resources shop here .
[6] Small child really wants cake but has been forbidden from taking it down from the shelf. Start this story with the child lusting after the cake, which you should describe – baking, decorating etc – in delicious detail. [ read a short, very funny version of this here ]
[7] A man is obsessed with a woman who does not love him back (or the other way round) . Could link to ‘Havisham’ by Carol Ann Duffy, ‘Give’ or ‘Alaska’ by Simon Armitage or ‘The River God’ by Stevie Smith . Start this when he realises she doesn’t love him back or when he decides to do something about it – get a haircut, stop eating raw onions, go to the gym, pretend that he also loves ‘horoscopes’ and ‘shopping’…
[8] Dangerous Ambition (links to Macbeth). Want the lead role in the school play (or to be head girl/boy)? What will you do to get it? Start this when you realise the lead is up for grabs but you’re not the first choice.
Racing Car driver (motorcross, road or drag racer) is up against his old teammate, now his main rival. Driver needs to win this one or it’s the end of his career. He sees that one of the mechanics on his rival’s car has fixed something up wrong. What does he do?
[9] Jealous woman (or man) chases husband (wife) to find out where they’re going. Could link to ‘Medusa’, ‘Havisham’, or ‘Othello’. Start this story when they decide to chase / follow. Use flashback, or recollection to explain why.
[10] Small child really wants to go to another child’s birthday party but there’s a problem. He has to go to his dad’s that weekend/hasn’t been invited/has to go to the dentist instead. How does he deal with or solve it? Start this story at the moment where the child realises he can’t go. [ read a short, hilarious one here ] III Lost
[11] An old man, who has never cooked or cleaned for himself, has just got home after his wife died (of old age, in hospital). You could link this to ‘Old Age Gets Up’ by Ted Hughes. Now he has to try to do housework – cook, etc. Could be comic / tragic.
[12] You go for a forest walk (e.g. on a Geography trip or DofE) with someone you don’t like much from school and get lost. Could link to Robert Frost’s poem ‘The Road Not Taken’, ‘Storm in the Black Forest’ by D.H. Lawrence or ‘Wind’ by Ted Hughes. Start this story just before the main character begins to suspect they are lost. Start funny, ends up scary as it starts to go dark. Get describing words for a forest story here .
[13] Parent-Child: In a busy town centre, a mother loses her child who has previously been annoying her . Link this to ‘Mother A Distance Greater…’ by Simon Armitage, ‘Catrin’ by Gillian Clarke or ‘My Father Thought it Bloody Queer’. Start this with the child’s tantrum, mother’s thoughts then quickly move to realising the child is gone.
[14] World famous BMXer (or other sports person, footballer, skateboarder, surfer) is in a car crash – or other accident – and loses his leg. Will he ever ride again? This can link to ‘Out, Out-‘ by Robert Frost. For more on the guy in the photo see this video . Start this story when he wakes up in a hospital bed.
[15] A bsent father returns trying to spend time with his kids. How do they react to seeing him after so long? [this idea is done beautifully in the story, ‘Compass and Torch’ in the AQA anthology Sunlight on the Grass]. You could also link this to ‘Follower’ by Seamus Heaney. Start this when the re’s a knock at the front door.
[16] You win a million pounds on the lottery. Everyone you know wants some. What would you buy? Friendships are ruined. Then you are robbed… Start this when you check your bank balance and there are sooooo many noughts at the end it looks like a bank malfunction. IV Coming of Age
[17] Death of a pet. Ferociously funny, very short story about a girl and a fish [ here ]. Start this when you find the pet… dead, or just before. You can use flashback – when you first got the pet, etc.
[18] Learning a secret you wish you’d never found out – e.g. finding texts on your dad’s mobile from his girlfriend while your parents are still married – or learning that your mum is planning to secretly leave your dad. Start this when you’re just idly messing with the parent’s phone or laptop.
[19] falling in love for the first time , as in Romeo and Juliet. Start this when they see each other or their first proper meeting. Link this to ‘Sonnet 18 Shall I Compare Thee’, ‘Sonnet 116 Let Me Not’, ‘Quickdraw’ or ‘Hour’, by Carol Ann Duffy or ‘To His Coy Mistress’ by Andrew Marvell.
[20] The first time you have to do a really disgusting piece of housework / cook a meal for yourself and how you tackle it. Start this when you realise that no one else is going to do this foul job except you. Read a description of cooking a meal here .
V The Chase / Monsters
[21] You’re camping with your friend in the woods. Then you hear a noise outside (wolves, person, etc). Start this as you’re getting settled to go to sleep – then you hear snuffling (or whatever). Read Bill Bryson’s hilarious account of this exact event, and also an account of surviving a bear attack from the OCR exam paper here.
[22] You have something someone else wants – gold, diamonds etc. They chase you to get it. You choose the landscape: city, ruined derelict warehouses, Brazil, forest, cliffs etc. Start this at the moment you realise someone is following you. You can link this to the final chapter of Lord of the Flies .
[23] You are the last surviving human after the zombie/vampire apocalypse. Now they have found you. This is the plot of ‘I Am Legend’. You can link this to Edwin Muir’s post-apocalyptic poem ‘Horses’, ‘Wind’ by Ted Hughes or the final chapter of Lord of the Flies . Start this at the moment you (or the main character) realises someone is coming towards your hiding place.
[24] The King is a tyrant who has killed your family. Now you will take revenge . Start this story as you are just about to go through the city walls.
[25] You wake up and discover you have been turned into a giant insect. How does your family react? This is the plot of Kafka’s Metamorphosis. Read this here . Start at the point you wake up, and gradually realise what has happened.
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This collection doesn’t need much of an introduction from me… These are brilliant images to inspire brilliantly creative writing.
The questions are included because ‘reading and writing float on a sea of talk’ (Britton, 1983) – the quality ideas, language and structures come from a rich discussion of the picture and the possibilities for writing.
This sheet is a good starting point for generating ideas: See think wonder , and this one is great for collecting and developing vocabulary: Vocabulary builder .
Credit: Tim O’Brien
Credit: Erik Johansson
Credit: Franco Matticchio
Credit: Jakub Rozalski
Credit: Lena Gnedkova
Credit: Henrik Evensen
© Shaun Tan ‘The Arrival’ Lothian Books/Hachette Australia
Credit: Tyler Carter
Credit: Burda
Credit: Matt Dixon
Credit: Jen Betton
Credit: Matt Dixon
Credit: Borda
Credit: Ryan Lang
Credit: Jungho Le
Descriptive and narrative
GCSE Language
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Creative Writing Image Prompts. Uses support to help to develop pupil's responses, breaks the image down to encourage structural development. Uses Mrs Hallahan's sentence upgrade sheet.
June 30, 2020.
Subject: English
Age range: 14-16
Resource type: Worksheet/Activity
Last updated
16 August 2019
A picture handout and a task sheet that use the question words, who, what, where, when, why and how to support planning for a creative writing or non-fiction writing task.
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Osterley Education Quality Tuition for all ages
Here are our top tips for acing any creative writing exam!
1. HAVE A BANK OF STORY PLOT LINES READY
One of our top tips for any creative writing exam, is to have a bank of easily adapted plot ideas up your sleeve. Time is precious in an exam and you need to spend minimal time thinking, leaving you with the maximum amount of time to crack on with your writing!
2. DON'T MAKE YOUR PLOT LINES COMPLICATED
Don’t make your plot too complicated- only one thing needs to happen- just DESCRIBE ONE TEN MINUTE MOMENT. If your story was turned into a film, it would be a 10 minute scene, not a 2 hour film! Keep it simple!
3. DESCRIBE DON'T EXPLAIN
This point carries on from point 2. When you have a complicated plot then you end up explaining and summarising. What any teacher or examiner wants to see in a story is description. One moment described very slowly, in lots of detail.
4. DON'T BE AFRAID TO 'MAGPIE' IDEAS
'Magpieing' is a phrase that teachers use to describe using other people's ideas for story writing. Authors do it all the time! Nothing needs to be original! If you hear a great phrase in a book that you are reading, use it in a story!
5. SHOW DON'T TELL
'Show don't tell' is phrase that teachers use all the time, when teaching creative writing. It means, don't TELL me that the character is nervous; SHOW me that they are nervous by describing their sweaty palms and butterflies flutterin g in their tummy.
6. PAINT A PICTURE IN THE READER'S MIND
If you write a simple sentence such as, 'The man walked down the road', you will conjure up different images in different reader's minds! Is it a tall man or a short man? Is he walking angrily or happily? Add description to paint the same picture in the reader's mind, as you have in your own!
7. USE POWERFUL VERBS
The difference between an ok story and a great story, usually comes down to verb choices. Every sentence must contain a verb, so why not use powerful verb choices! For example, 'said' is a boring verb. Swap it for a verb such as 'mumbled' or 'screeched' to add more description!
8. PERSONIFICATION
Personification is a writing technique, where an object is described like a person. The effect is that it tells you the mood of the story- how the characters are feeling. In a happy story, the sun might be smiling but if the mood of the story is angry, the sun might be scowling!
9. SIMILES AND METAPHORS
Similes and metaphors are both types of comparisons. We use these comparisons to exaggerate a quality. Similes use the word LIKE or AS- ' He ran as fast as a racing car' or 'He zoomed like a racing car'. A metaphor does not contain like or as- 'He was a racing car zooming.'
10. ALLITERATION
Alliteration is when words near or next to each other start with the same sound. An alliterative phrase like, 'flickering, firey flames' is effective because the repetition of the F sound emphasises the sound of the fire. This is a great way to add marks in an exam!
11. ONOMATOPOEIA
We always want to describe using our senses, and onomatopoeic words describe sounds. Using sounds as verbs in a sentence, for example, BANGING, CRASHED, RUSTLING, SCREECHED, is a great way to add extra marks in a creative writing exam.
12. AVOID REPETITION
Avoid repetition! Make sure that you vary the first word in every sentence- sometimes start with a verb, sometimes start with a preposition, sometimes sart with an adverb... Do NOT always start with He/ She/ The! Also, vary your sentence length- some short, some medium, some long.
13. GREAT WAYS TO START A STORY
Think carefully about the first sentence in your story, and more importantly the first WORD! Do not start with ‘Once upon a time’ or ‘One day’. Starting with a subordinating conjunction like ‘As’ or ‘While’, is a great way to open a story as you are instantly giving the reader additional information to paint a picture of the scene in their minds.
14. PREPOSITIONS
Use prepositions in your sto ry- particularly at the start of sentences. Prepositions are words that tell us WHEN or WHERE. Prepositions that show where, are particularly good when describing a setting. It allows you to be precise and to paint a picture in the reader's mind.
15. AVOID DIRECT SPEECH
Do not overuse direct speech- it tends to explain rather than describe. Direct speech can be a great way to start a story and it is effective in establishing relationships between the characters- but use it no more than twice. You will get a mark for correct punctuation but don’t waste dozens of lines on one mark!
16. USE THE ACRONYM MAPSO
Use the acronym MAPSO as a checklist to ensure that you have used a variety of techniques in your story. There are lots of acronyms out there, but I like MAPSO the best- it’s short, easy to remember and covers the 5 most important techniques- Metaphor, Alliteration, Personification, Simile, Onomatopoeia.
17. DESCRIBE ACTIONS NOT FEELINGS
Avoid using these phrases in a story- they FELT, they THOUGHT, they WONDERED, they REALISED, they DECIDED… all of these phrases TELL the reader and what we want to do is SHOW. The reader is able to work out for themselves what the character is thinking and feeling from the description of their ACTIONS.
18. WHO/ WHERE/ WHEN/ WHAT/ WHY/ HOW
By the end of the first paragraph, make sure that the reader has an idea of WHO your character is, WHERE they are, WHEN it is (time of day/ season), WHAT they are doing when the story begins, HOW they are doing it (the mood) and WHY (it does not matter what order you put this information in).
19. PLANNING
The key thing is to keep your plan short- spend no more than 2 minutes- it doesn’t matter if your plan is messy and you shouldn’t write in full sentences. A five part plan is ideal (just a few words for each section) as 5 paragraphs is about the right length for a story written in a half hour exam.
20. CHECK SPELLING AND PUNCTUATION
Always leave yourself a few minutes at the end of the exam to check for silly mistakes!
IMAGES
VIDEO
COMMENTS
Unit 2 Reading and Writing: Description, Narration and Exposition gives two prompts to choose between, for an account and an essay perhaps, and Unit 3: Reading and Writing: Argumentation, Persuasion and Instructional sets up a letter, or similar. Jump ahead to WJEC Eduqas non-fiction writing prompts from past GCSE papers.
Descriptive Writing Write a description of a wood as suggested by this picture: REMINDER You must include: • a range of linguistic devices • a range of punctuation • ambitious vocabulary • varied structural features. Plan before you write. Consider what you need to include (specifically) and where you will include it; create a tick list.
Visual writing prompts help young writers generate new ideas and overcome writer's block. We've put together 70 picture prompts for creative writing that you can use for morning work or in your writing centers or lesson plans to get your students' creative juices flowing.
How to use image prompts for writing: Take a good look at the image. An interesting photo, or the one that is deceptively simple - is an inspiration. This could literally be any photo that catches your eye - whether you found it online or in your personal belongings. Take a few moments to absorb the details in the photo.
In Paper 1 Question 5 you will be presented with a choice of two writing tasks and a stimulus image. One task will ask you to write descriptively, most likely based on the image, and the other question will ask you to write a story, based on a statement or title. The task requires you to write for a specific purpose and in a specific form.
Retold Fable. Prompt: Modernize a classic fable or story, such as the Boy Who Cried Wolf, in a contemporary setting. Potential Story Directions: The story could be set in a modern city, exploring current social issues. It might be told from a different perspective, offering a fresh take on the moral of the story.
A set of 22 vivid photographs to be used as inspiration for descriptive, narrative or discursive writing. The pictures are open to interpretation and can be used in multiple ways. The resource includes a brainstorming template for students to use to organise their initial ideas. The download includes both a PPT and PDF version of the images and ...
Write a short story, poem or memoir inspired by this illustration. Related Picture Prompt Glenn Harvey. Trapped Inside. Wilderness Wayfaring. Magical Chores. I'm Sorry. Dollar Bills. Dinosaurs ...
Slow your writing down. Both of these writing prompts are great for s-l-o-w writing. Slow writing is the opposite of a quick write. The idea is to write slowly, precisely, carefully, selecting each word intentionally. Slow writing can take 5 minutes with one sentence and 30 minutes with a paragraph. Write these moments of action (or inaction ...
Overview of Paper 1 Question 5. Paper 1 Question 5 is the writing question. It asks you to apply what you know about imaginative and creative fiction writing, such as in the text you read in Section A, and use these same techniques in your own writing. AO5 rewards you for your ideas, as well as the style and the fluency of your writing.
We also have over 1000 Student Opinion questions we've asked over the years, gathered together in two lists: 650 prompts for narrative and personal writing and 401 prompts for argumentative writing.
2 Grade 9 Creative Writing Examples. I recently asked my year 11s to pen a piece of description and/or narrative writing for their mini assessment. I gave them the following prompts: Your school wants you to contribute to a collection of creative writing. EITHER: Write a short story as suggested by this picture:
II. Desire. [6] Small child really wants cake but has been forbidden from taking it down from the shelf. Start this story with the child lusting after the cake, which you should describe - baking, decorating etc - in delicious detail. [read a short, very funny version of this here]
The Fiction Collection. This collection doesn't need much of an introduction from me…. These are brilliant images to inspire brilliantly creative writing. The questions are included because 'reading and writing float on a sea of talk' (Britton, 1983) - the quality ideas, language and structures come from a rich discussion of the ...
Image Prompts - Descriptive Writing - Language Paper 1, Q5. A set of 15 images each with adjectives, verbs, descriptive techniques and sentence starters to use. All images found via a Google image search and belong to their respective owners. Thank you!
Put your GCSE English Language students to the test with our Writing a Prompt lesson, the eighth in our series of Creative Writing lessons. In this lesson, students are tasked to plan short stories based on picture prompts with plenty of guidance. This is a great way to monitor how well students are progressing and highlight any potential areas worth revisiting. Take a look at our Writing to ...
I heard a butterfly say to a bee, You have no beautiful colours like me. #30 CREATIVE WRITING PROMPT Continue this opening with a poem, story or any type of writing you like! It can be based on your own life or entirely made-up! I heard a butterfly say to a bee, You have no beautiful colours like me. #TheRealm.
Creative Writing Image Prompts. Uses support to help to develop pupil's responses, breaks the image down to encourage structural development. ... Uses Mrs Hallahan's sentence upgrade sheet. TAGS. Descriptive and narrative. GCSE Language. Author Info. nsinclair View Profile. Download Info. Views Info 1191 views. Likes 1. File Size 27.35 MB. File ...
5.0 (9 reviews) Use Beyond's GCSE creative writing prompts in English lessons to help your students to move through any creative blocks that might be preventing them from writing. Including a range of GCSE creative writing prompt lessons, with a focus on titles, openings, endings and more, everything you need to break down creative writing ...
Gothic Myriorama Cards. Explore more than 258 "Pictures For Creative Writing GCSE" resources for teachers, parents and pupils as well as related resources on "Descriptive Writing Ks4". Instant access to inspirational lesson plans, schemes of work, assessment, interactive activities, resource packs, PowerPoints, teaching ideas at Twinkl!
A picture handout and a task sheet that use the question words, who, what, where, when, why and how to support planning for a creative writing or non-fiction writing. International; Resources; Education Jobs; Schools directory; News; Courses; Store; Chat ... Creative and non-fiction writing task GCSE and Functional English. Subject: English ...
1. HAVE A BANK OF STORY PLOT LINES READY. One of our top tips for any creative writing exam, is to have a bank of easily adapted plot ideas up your sleeve. Time is precious in an exam and you need to spend minimal time thinking, leaving you with the maximum amount of time to crack on with your writing! 2.