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GCSE English language: 10+ tips for creative writing

On paper creative writing should be one of the easiest parts of the English language GCSE but you're not alone if you're finding it tricky.

Creative Writing in GCSE exams can take various forms: You may have to tell an entire short story or you could be asked to write a description of a picture.

Here's some top tips when it comes to dealing with your creative writing headaches...

Understanding the Exam Format

First and foremost, it's essential to familiarise yourself with the GCSE English Language exam format. Creative writing usually forms a significant part of the assessment, often as part of a coursework component or in a specific section of the exam. Knowing what is expected in terms of length, format, and content can significantly boost your confidence and performance.

Reading Widely

One of the best ways to enhance your creative writing skills is to read a diverse range of literature. This exposure helps you understand different writing styles, narrative techniques, and genres. By reading extensively, you can develop a sense of what makes a story engaging and learn how to incorporate these elements into your own writing.

Practising Writing Regularly

Consistent practice is key in improving your writing skills. Try to write something every day, whether it's a short story, a descriptive piece, or even just a diary entry. This not only helps improve your writing style and vocabulary but also keeps your creative juices flowing.

Answer The Question

Read it VERY carefully because your answer will only be marked in the context of what was actually asked in the first place, regardless of how well written your piece may have been. Pay special attention to the type of creative writing you're asked to come up with and it's audience (see more below).

Developing Strong Characters and Settings

In creative writing, characters and settings are the heart of your story. Spend time developing characters who are believable and relatable. Similarly, create settings that are vivid and contribute to the mood of the story. Using descriptive language and sensory details can bring your characters and settings to life.

READ MORE: > 10+ GCSE creative writing ideas, prompts and plot lines

Mastering Narrative Structure

A good story has a clear structure - a beginning, middle, and end. The beginning should hook the reader, the middle should build the story, and the end should provide a satisfying conclusion. Think about the plot and how you can weave tension, conflict, and resolution into your narrative.

Showing, Not Telling

'Show, don’t tell' is a golden rule in creative writing. Instead of simply telling the reader what is happening, show them through actions, thoughts, senses, and feelings. For example, rather than simply telling the reader a character is tall, show them that in your writing: "He towered above me like a skyscraper." This approach makes your writing more engaging and immersive.

Take Inspiration From Real Life

Write more convincingly by taking inspiration from your real life experiences and feelings, embellishing where necessary.

Go Out of This World

If you're given a prompt to write the opening of a story involving a storm, it doesn't need to be a storm on earth. Going out of this world allows you to be really descriptive in your language and paint a picture of a completely unique world or species.

Varying Sentence Structure and Vocabulary

Using a range of sentence structures and a rich vocabulary can make your writing more interesting and dynamic. Avoid repetition of words and phrases, and try to use descriptive language that paints a picture for the reader. Consider the senses such as what you might hear, smell, feel or taste.

Don't Leave The Ending To The, Well, End

Some pieces will lend themselves to a nice, easy ending - and in some questions, the ending may even be provided for you - but other times it's not so simple to stop. When it comes to fictional stories, it may well be easier to plan your ending first and work backwards, you don't want to end on a whimper, in a rush or with leftover loose ends from the plot.

Editing and Proofreading

A vital part of writing is reviewing and refining your work. Always leave time to edit and proofread your writing. Look out for common errors like spelling mistakes, grammatical errors, and punctuation issues. Also, consider whether your writing flows logically and whether there's anything you can improve in terms of language and style.

Seeking Feedback

Don’t be afraid to ask teachers, friends, or family members for feedback on your writing. Constructive criticism can provide new perspectives and ideas that can help you improve your writing significantly.

Staying Calm and Confident

Lastly, it's important to stay calm and confident during your exam. Stress and anxiety can hinder your creativity and writing ability. Practice relaxation techniques and believe in your preparation to help you stay focused and composed during the exam.

Remember, creative writing is an opportunity to express yourself and let your imagination run wild. With these tips and consistent practice, you can excel in your GCSE English Language creative writing exam look forward to results day and enjoy the process of crafting your own unique stories.

Thomas Brella is the founder of Student Hacks, starting the website in 2013 while studying at the University of Brighton to share tips and tricks on life as a cash-strapped student. He's now spent over 10 years scoping out the best ways to live on a budget

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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:

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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gcseenglishwithmisshuttlestone

Secondary English teacher in Herts. View all posts by gcseenglishwithmisshuttlestone

2 thoughts on “2 Grade 9 Creative Writing Examples”

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!

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AQA GCSE English Creative Writing: Descriptive + Narrative Prompts

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

29 February 2024

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These questions are suitable for students and writers of all levels; they are intended to help individuals to explore a range of possible scenarios and environments. They are tailored towards GCSE AQA English students, but suitable for other GCSE and iGCSE exam boards.

This digital + printable pdf resource includes the following: HOW TO APPROACH THE QUESTION TIMINGS DESCRIPTIVE WRITING PROMPTS PHOTO IMAGE PROMPTS (DESCRIPTIVE) NARRATIVE WRITING PROMPTS MARK SCHEME BREAKDOWN

Please review our content! We always value feedback and are looking for ways to improve our resources, so all reviews are more than welcome.

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AQA English Language Paper 1 - COMPLETE BUNDLE

A mega bundle of 18 AQA GCSE English Language Paper 1 resources, made by an AQA examiner and teacher. Suitable for teachers and students, available at a discount of 50%! If you're looking for the [LANGUAGE PAPER 2](http://https://www.tes.com/teaching-resource/resource-12530173) bundle, click here. This bundle covers everything you need to teach or learn the AQA Language Paper 1: Explorations in Creative Reading and Writing to a high level. Contains both **example answers of varying levels** by students, and **full mark example answers** by an examiner. Try a resource for free to see whether this bundle is right for you: [AQA English Language Paper 1: Descriptive Writing Full Mark Answer A*/L9 Grade - Hot Air Balloon](http://https://www.tes.com/teaching-resource/resource-12791828) This bundle contains **digital + printable pdf resources** that cover the following: OVERVIEW - An introduction to the paper + SECTION A RESOURCES: - Section A: Breakdown - Section A: Q1 + Q2 Example answers - Section A: Q3 Full Mark Answer + Examiner Feedback - Section A: Q4 Breakdown + High Grade Essays - Section A: Full Mark Answers + SECTION B RESOURCES: - Section B: Breakdown - Section B: Creative Writing Practise Questions - Section B: Q5 Creative Writing Plan - Section B: Descriptive Writing B/L6 Answer (Storm) - Section B: Descriptive Writing B / L6 Answer (Island) - Section B: Descriptive Writing A*/L9 Answer (Hot Air Balloon) - Section B: Descriptive Writing Full Mark Answer (Pyramids) - Section B: Narrative Writing A*/L9 Answer (Old Man) - Section B: Narrative Writing A*/L9 Answer (Lake Narcissus) - Section B: L8 / A* Grade Student Response *BONUS MATERIAL: - Full Mock Paper 1: The Old Curiosity Shop - Creative Writing Practise Questions: Descriptive + Narrative Prompts - AQA English Language Grade Boundaries: Explained - Argumentative Essay Example Answers + Feedback - Grade Boundaries Explained for Students Enjoy! If you need further help, please take a look at our English Language and Literature [VIEW OUR SHOP HERE](https://www.tes.com/teaching-resources/shop/ntabani)

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Creative Writing: How to Sculpt My Narrative Vision?

Creative writing traditionally stands in opposition to technical writing, so named because it is used to differentiate imaginative and particularly original types of writing from more rigid types. However, creative writing is just as technical, and difficult, as these other types. The assumption is often made that creative writing is a talent – “can I really learn how to write creatively?” – but the true keys to creative writing, whether writing for your own enjoyment, preparing for a school or GCSE exam, are imagination, content, and organisation .

What do these three things mean?

Imagination – the GCSE prompts are usually very open-ended and broad, remind yourself that broad questions are not restrictive, and allow your mind to explore all caveats of the question, and take the reader on a truly original journey

Content – to showcase your ideas you need to be able to show your skill with tone, style, and vocabulary; we will touch on just how to do this later!

Organisation – planning the structure of your answer is key, even though creative writing can be seen as ‘looser’, remember that a good structure is a good way to ensure you are staying in control of the piece. We will touch on how to plan effectively later too!

Focussing on the ‘how’ and developing it:

It can be very daunting when you are presented with a vague prompt to think about how you might achieve all of these things, now we know what they mean let’s look at how we might break them down with an example.

Take the prompt: ‘ Think about a time you were afraid ’.

1) Imagination – where are you going with this? The prompt allows a lot of scope for you as a writer to take this piece wherever you want. You want to plan a piece you are excited by, that you are confident writing, and that is a little bit ‘outside the box’.

We can anticipate many students’ answers describing a spooky forest or a secluded house at night-time; if you are pushing for the higher boundaries, you want to write something that will make the examiner notice you.

Think about the last time you were afraid – how likely is it that you found yourself in a horror-film-esque eerie setting? Perhaps you want to describe the time you auditioned for the school talent show, or your first trip into the dentist alone. You don’t have to be totally avant-garde but remember a skilled writer can create a sense of unease using literary technique alone – don’t rely on a traditional ‘spooky setting’.

2) Content – how are you going to take us there? You want to ensure your communication is convincing and compelling. This means your need to maintain style and tone throughout.

Make a decision about the characteristics of who is narrating your story early on and stick with it (it will often be directed at you, but the examiner doesn’t know you as a person – be creative! If it suits your story to make yourself smarter, more anxious, quieter etc, then do it). Let’s look back to our prompt above. Perhaps you make the decision that you’re writing the piece as you, and you’re incredibly forgetful. This might mean you ask short questions throughout the piece, raising the tension. Maybe you feign confidence and so while the speech of the piece seems assured and at ease, the internal monologue is vastly different, throwing a sense of unease to the narrative early on.

Be ambitious with your vocabulary! Vocabulary is a great way to help set the tone of a piece. Likewise, explore a wide use of linguistic devices (metaphor, simile, imagery, personification, repetition, symbolism – we will come back to these later!)

3) Organisation – how can you plan effectively? When writing a creative piece, first and foremost, you want to ensure you have a varied use of structural features within your paragraphs.

As a rule of thumb, each new paragraph should aim to develop the story and either bring a new idea into the story or develop a previous one. Within each paragraph, aim to show the examiner that you are capable of developing your idea (i.e. continuing the narrative and plot), but also that you are able to detail this from a different perspective.

An effective way to do this is with a structural feature: pick an interesting way to start a new paragraph, focus on contrast, play around with repetition (if you can, play around with the pace of the writing too – see below!), withhold information, use dialogue, experiment with different sentence structures and paragraph lengths, etc.

Some specifics on: ‘linguistic devices’ and ‘structural features’

Linguistic devices and structural features, when used well, can help to make your writing incredibly compelling. Let’s look at some specifics on how we can play around with these and incorporate them into our writing.

1) Linguistic devices

Metaphor and simile – metaphors and similes are both ways to introduce comparisons into your work, which is a good way to bring some variety when describing something instead of just listing off more adjectives. Similes are used specifically with the words ‘like’ or ‘as’ (“life is like a box of chocolates”); metaphors are a direct statement of comparison (“life is a rollercoaster”).

o   How can you use these originally? When using these, we want to showcase not just our ability to use them, but also our imagination and vocabulary. With both of these, think of appropriate comparisons which develop the tone of your piece. For example, if you are writing a piece about happiness – ‘his smile was like that of a child at Christmas time’ (simile), or, if you are writing a piece about loneliness – ‘loneliness was a poison’ (metaphor). See how both comparisons match the tone – when writing a happy piece, we use specific things about happiness (e.g. Christmas), when writing a sadder piece, we use sadder objects for comparison (e.g. poison). This will help develop tone and showcase originality.

Imagery – this is used to develop key motifs within the mind of the reader; again, this is a tool for comparison whereby we are comparing something real with something imagined or ultimately non-literal.

o   A good way to think of imagery is to appeal to the reader’s senses: how can you create a sensory world for them? Take the brief above once more. We could say “I was afraid when I left the house”, or, we could appeal to sensory imagery: “I pulled my auburn hair into my mouth to chew it as I closed the door to the house. Thud. The air was cold on my cheeks, and my pink nose stood out against the grey sky and grey pavement.” Here, we paint a far richer picture, even though we don’t necessarily develop the story.

Personification - when a personal nature is given to a non-human object. This can be useful when you are faced with long descriptive paragraphs as it serves as another way to break up boring adjective listing.

o   Be imaginative and try and include this once in every piece if you can. Remember to tie it in with developing the tone of the piece! I.e. if you are writing a happy piece: “the sun smiled down on me, and I beamed back with gratitude” – this sentence creates an immediately positive atmosphere. However, the sentence: “the wind whispered quietly through the long grass” creates a sense of uncertainty. NB: notice how the weather is an easy and subtle way to help develop a ‘feeling’ throughout your writing.

Repetition – a word or phrase is repeated in order to achieve a certain desired effect. We can use different types of repetition to remain original and keep our writing sophisticated:

o   Try repeating only the last few words of a line – “If you don’t doubt yourself, and you can keep a clear head, then you can do it. You can do it.”

o   Try repeating the same phrase at the end of following sentences – “On the fields there was blood, in the sea there was blood, on the sand banks there was blood, on the ships there was blood…”

o   Try repeating the same words in a new sense to reveal information in a new light – “I don’t dance because I am happy, I am happy because I dance”

2) Structural features

Openings – you want to make sure the start of your text entices the reader, so you may want to start with a very developed complex sentence, with heaps of sensory imagery that immediately immerses the reader in the world of the piece; alternatively, or you may wish to grab their attention in a more direct way – “Bang! Oh god, how was I going to get out of this?”

Contrast – highlighting the difference between two things is a compelling way to describe and develop ideas; we have talked in depth about ways to do this above (simile, metaphor, imagery, sometimes repetition for effect)

Pace – experimenting with the pace of the piece is a very sophisticated way to create a mood. For example, if it is a summer’s day and time does not seem to pass, find a way to highlight this using some of the techniques outlined above – “the sun sat high in the sky, unwavering, for what seemed like forever”, “the sounds of the crickets chirping and the birds merriment overpowered the sound of my watch – we felt truly timeless”. Equally, if you want to build tension, find a way to increase the pace; generally, this can be done by piecing together short, simple sentences: “I knew I had to move fast. Round the door. Up the stairs. Wait. Breathe. Move. Up the next flight. Clear. Move.” Etc, this helps immerse the reader in the mental world of the narrator and as a result they engage far more with the piece.

Dialogue – inserting dialogue into a piece can be a convincing way to introduce new information to a text, think of ways to be inventive with this: does our narrator talk to themselves? What information are we told about additional characters that are introduced? What new approaches have we learned to aid with describing these new characters – and remember – always choose these in line with developing a tone for the piece.

Withholding information – this can be a useful way to build a sense of uncertainty and unease into a piece. Perhaps the narrator is withholding information from other characters, perhaps the narrator is withholding information from the readers themselves! “I knew it had to be done. I didn’t have time to consider the what-if’s and the maybes of it. It had to be done. And it had to be done now.” How much more unsettling is that sentence when we don’t discover what the ‘it’ is – if we want to create humour for a light-hearted piece, perhaps it is getting a tooth removed; if the piece is darker, perhaps the ‘it’ is something far more sinister…

Sentence length – Play around with a variation of simple and complex sentences. Complex sentences can be difficult to construct at first. Remember a few key rules: they are either used effectively to develop one key motif: ‘the snow was white and fell down like tiny elegant dancers in the wind, until at just a moment’s notice, it would land and join a far larger flurry of white across a thousand snow-drenched fields’. Additionally, complex sentences can be used to introduce a lot of new information in one succinct way: ‘It was autumn when he last came, not that I had been counting, but when he last came my hair came only to my shoulders, and I was not yet tall enough to reach the apples on the tree – gosh, what would he think of me now’. The difference between the two is clear, one develops a singular motif and one introduces new ideas quickly – both are effective, and you should aim to be able to write both types well.

While creative writing can seem daunting at first, using the three keys to success (imagination, content and organisation) alongside these advanced linguistic devices and structural features is a great way to develop and succeed in the creative writing exam. Start to enjoy taking the reader on a journey, learn to navigate the realms of description, experiment with tone and you will be well on your way to success! 

“Write it like it matters, and it will.” – Libba Bray

By U2 mentor, Hazel (Philosophy & Theology, University of Oxford and a published poet!)

Looking for a Creative Writing tutor to develop written skills?

If you are interested in support for your GCSE English Language or Literature papers, or general Creative Writing endeavours, why not check out our offerings on the GCSE page and book a free consultation to discuss how we can boost your chance of success. We have a large team of predominantly Oxbridge-educated English mentors who are well-placed to develop students’ written skills, teaching how to structure writing, and the literary and rhetorical techniques that this requires.

The ELAT: Our Guide to the Oxbridge English Admission Test in 2024

How to write a formal letter (11+ to gcse).

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• Created by: rosiesull05
• Created on: 26-06-20 07:50

Describe a place you think is beautiful. 

(24 marks for content and organisation

16 marks for technical accuracy)

Plan: Calm semantic field, senses - sun, salt, crashing waves, icecream, sand, coral 

Start: on top of cliff peering down

Middle: describe details

End: bring back up to the cliff

The amazing, azure ocean ran further than my eye could see. Blue, indigo, teal, white: every type of blue was visible. Golden sand pristine as if it were untouched, lay bellowing for company. The white cliff face, turned grey with weathering, was covered in verdant moss abruptly cascaded below. Sun and sky, hand in hand, lit the sea and gave it a warm glow. 

Crashing against the shore, waves of all sizes washed the night's debris onto the land. Untouched golden sand covers the shore, way out into the distance. A gentle sea breeze slices through the air, giving a refreshing coolness to the otherwise …

• Creative writing

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This covers 11 plus descriptive, story and letter writing for all schools / levels

Creative writing, list of 11 plus creative writing topics, story titles, story template, story plan example - things to include, example of a good story, example of a bad story, example of a good letter, example of a good description, bad description, 11+ creative writing questions from real exams—non-fiction prompts, checklists for creative writing.

This article contains useful information that will help you to write good stories, description and letter in your 11 plus exam.

When it comes to developing creative writing topics and tasks, it's helpful to focus on core themes and emotions that often appear in stories. Here are some areas to consider when building your descriptions:

• Animals - You can use literary devices like personification, exaggeration, and similes to bring your descriptions of pets or favorite animals to life, or even animals that frighten you.
• Emotions and feelings - Many stories require descriptions of emotions like fear, joy, or the experience of being lost or alone. Titles like "My Brilliant Day" or "Lost!" and "Alone!" can provide a clear direction for your writing.
• Enjoyable activities - Describing the activities you love, from mountaineering to gardening, is an opportunity to convey both the activity itself and the emotions it elicits.
• The natural world - Whether it's hills, mountains, rivers, streams, or weather phenomena like lightning, rain, and sunshine, describing the natural world can add depth and richness to your writing.
• The built environment - From houses and office blocks to cottages, castles, roads, bridges, churches, and sheds, it's useful to develop a vocabulary for describing the built environment.

Some examples of story titles are given below:

• The Day Trip
• The Broken Window
• The Abandoned House
• The Voice in the Darkness
• Alone - Craft a story with the title "Alone," where you suddenly realize that you are on your own. Your story can be true or entirely made up. Ensure that it includes your thoughts and feelings, as well as what happened.
• Visiting Relatives - Write a story, whether true or made up, about a visit you make to some of your relatives.
• Cousin's Visit - Compose a letter to a cousin inviting them to stay with you. In the letter, try to interest them in some of the varied and unusual activities they can participate in.
• Magical Moment - Describe a situation you've experienced that might be considered a "Magical Moment." Show what your thoughts and feelings were during that experience.
• Animal Description - Provide a detailed description of an animal you know well. Be sure to include what it does, how it behaves, and what it looks like.
• I prefer Winter to Spring
• The door and what was behind it.
• Ash on an old man’s sleeve.
• The Prince of Darkness is a Gentleman.
• Write a story that begins with the phrase – I had been waiting for such a long time for this to happen.
• Write a description of someone you admire.  (You may choose someone you actually know, or someone you have never met.  Describe them and explain why you admire them).

It was a calm day as I ______

The sun was smiling in the ______________

I felt ______________ because ___________

After I ________, I _________

The ____ was like  a _________ because _______

There was an atmosphere of __________

Suddenly, _____________

My heart was filled with _________

Unless I ________, I would surely _________

Thankfully, ________

I managed to _______ because _______

After ________, I ______

I learned that ___________

In future I would be more careful of ________

Happily, I went off to ________

onomatopoeia

sense language

personification

parentheses

exclamation mark

check SPAG - spelling, punctuation and grammar

Write a story where a character goes into a shop and finds something unexpected

Rosie strolled happily into the pristine store; today was her birthday and her heart was bursting with expectation. It was time to receive the gift her parents had promised her: a new phone. The atmosphere in the store was bustling as the Saturday shoppers streamed in out of the sunshine.

As Rosie was browsing she noticed an odd looking man lingering near the back of the store. She didn’t pay him much attention but this discovery was soon to have devastating consequences. Rosie was gleefully talking to one of the staff members when caught a movement out of the corner of her eye….

“Everyone get down!” screamed the man, his face red with fury. “I want everyone’s phones and valuables on the floor. If you refuse you will regret it!’ Everyone scattered through the shop, tripping in panic. The man was a stealthy lion prowling among his prey. Rosie’s heart was filled with fear and horror - she would have to relinquish the phone she had just paid for. The cruelty of the situation twisted her stomach like a razor ripping into her flesh. The man had begun to grab the valuables in a dirty looking backpack and was about to confidently exit the store…..

Suddenly there was an explosion of movement outside the shop on the busy street. Fortunately, a local police car had been patrolling outside and the officers had caught a glimpse of the man’s odd behaviour. They had sprung into action! Grabbing the man boisterously, they took him to the floor and confiscated the precise valuables. Rosie breathed a sigh of relief - her phone was saved.

Eventually, order was restored as the sun smiled overhead. Shocked onlookers relayed the story to one another. Everyone graciously thanked the police for their brave intervention. Rosie now knew to expect the unexpected after her unpleasant discovery….

Write a story about a childhood experience 

The pensive sky was filled with rushing grey clouds, illuminated by the lights of the fun fair below. I stood wearily in the bitter cold, flanked by my shivering parents as we stood in the cramped queue.

Winter Wonderland was the highlight of the festive season; families and tourists flocked eagerly from all over London, sampling the seasonal delights and treats, marvelling at the whirling dervish of colours and excitement. This year, 1999, was bigger than ever – it seemed as if the fair was engulfing the whole of Hyde Park, growing onwards as if greedily consuming the whole city in celebration.

Finally, we crossed the threshold. The murmuring of the masses filled my ears like chanting. My nose was smothered with the sweet smells of candy floss and waffles. Drunken tourists stumbled blindly from bar to bar, eagerly gulping down glass after glass of beer and blood red mulled wine.

I tugged at my mother’s arm and pointed. Past the roller coasters and cafes the lake shone like an icy lance of steel, cutting cleanly through the park. Jubilant children rushed backwards and forwards, skimming over its surface like polished stones.

“Are you sure, dear?” enquired my mother. “The lake looks very cold. We wouldn’t want you to fall in or have an accident”. She frowned nervously but could see the resolute expression on my face; my mind was made up! Moments later I was in the queue, looking out over the vast tapestry of the lake, framed by trees and illuminated by the faint moon.

My breath fogged like steam around me as the lake attendant fixed my boots on. They sternly clamped my feet; all of a sudden my limbs became turgid lumps of rock, pulling me into the ground. My mother and father laughed at my fumbling.

“We’ll be watching dear. Try not to fall over!” said my father. He tried to smile but a hint of nervousness crept into his face. After all, I was being pushed out into the great unknown of the lake, with only my fellow skaters for company.

Once I was on the lake, my stiff limbs scampered with short, awkward steps. I briefly lost my balance, grasped at the empty air and then corrected myself. In a few moments I was gliding effortlessly through the darkness, faster and faster, the children around me brief shadows that flitted from side to side. As I flew through the night the chilled air stung my face but I couldn’t help grinning.

A noise distracted me. I was far from the shore now – the dark of the park and surrounding trees had swallowed me, the twinkling beacons of the fair were a distant memory. It sounded like a shout but it was muffled by the piercing wind. I could see the faint outline of two figures. Were they my mother and father? I couldn’t see in the gloom, but their faces wore an expression of panic, for the ice had begun to crack near the shore. Within a few moments all the skaters might be plunged hopelessly into the icy depths, with no hope of rescue. At this stage I knew nothing of the danger, and continued to loop and spin through the air.

It was only when I got closer to the shore that I heard another sound. This was definitely one of fear. A young blond child was crying, tears streaming down her red face. Her mother was hugging her and shouting violently at the members of staff. I now knew something was terribly wrong.

It was then that I heard the first sound, like a faint clicking or scratching. Then through the gloom, I could see a faint line growing beneath me, tracing its way between me and the shore. The ice was breaking! I had no time to think and so just reacted, making my way to the nearest section of shore, stumbling spasmodically. With relief I grasped the rough branches of the hedge and could see, through sweat drenched eyes, my parents rushing along the bank side.

“That was a lucky escape, son” gasped my father. A few more seconds and we might have lost you.

“You’re never going skating again!” screamed my mother.

We made our way solemnly back along the banks of the river, eyeing the contrite staff who were being questioned by security.

As the gloom darkened into thick night, I looked back on the pristine lake and marvelled on how lucky I was to escape with my life……….

The Accident 

I woke up. I walked down the road to get some food. I was tired.

I was hungry so I went to a Mcdonald’s. The queue was very very very big.

I didn’t want to wait so I went to the toilet. Inside the toilet it smelled very very bad. When I flushed the toilet the water came out and I was sucked into the toilet. I was being sucked into the toilet! I was sad.

A couple of hours later, someone heard me crying from in the sewer and helped me out. I smelled bad.

In future, I learned not to be flushed down the toilet.

Ealing High School

Uxbridge Road

23rd June 2012

Dear Head teacher,

I am writing this letter because I believe that more equipment is needed for the school gym. I hope you will consider my point of view. The most important items we need are running machines and a trampoline.

The first reason I believe this is because exercise makes a big difference to the way that people feel. 80% of students have said that exercise makes them happier and gives them more energy. Surely you can see why more equipment is a good idea?

The second reason I believe this is because lots of young people are overweight these days. For example, 1 in 4 young people in the UK are obese. This is a clearly a disgrace - getting more exercise at school would be an ideal way of tackling this problem.

It is true that some people disagree with me. They say that the new equipment will cost a lot of money, and that the school could use this money to buy more computers or books. However, this is not correct. If the students aren’t feeling happy and healthy then it doesn’t matter what other resources they have. They won’t be motivated to use them – that’s why the gym equipment is more important!

In conclusion, gym equipment is a priority for the school. I know that many other students feel the same. I hope that you will consider this letter when you look at the spending budget for the school.

Yours sincerely,

(Student name)

Carefully choosing their places among the sea of sunbathers, the new arrivals to the beach lay down their towels on the glistening sand as a red-faced toddler chants, "I want ice cream, I want ice cream!" as he passes the multicoloured van with his already exasperated mother.

Lounging on their luxurious houseboats, the wealthy residents of the marina gaze out to sea, watching the gentle waves move against weathered rocky outcrops.  On one of the larger houseboats, a family of five dine on a bronzed lobster talking happily to each other.

Scuttling along the sea-stained sand, crabs of all shapes and sizes frantically make their escape from determined rock poolers.

Wielding her flimsy pink net, a young girl of around five perches on a boulder, laughing joyously as she scatters shrimp and prawns alike. Staring happily at his collection of shells, a young boy laughs as the waves lap at his feet.

Ice cream in hand, his mother watches him lazily from under the cheap, colourful umbrella.  As if on a mission, a younger boy of around three digs at the sand, sweating as the sun beats down on him.

On a cliff, high above the beach, stands an aged man, grimacing at the inferior beings below.  Clad in a huge overcoat, heavy black boots and a scarf wrapped around his neck, the greying individual turns and begins his journey home. Carelessly floating on a pair of lilos, two teenagers talk ceaselessly - breaking out in laughter and falling off their bright pink lilos every so often.  The scent of hotdogs makes them hungry as they drag their lilos to the shore, intent on coercing their parents into

opening their wallets. Rain begins to fall on the beach, awakening sunbathers and scattering beach goers.   As people start to pack up and leave, the rain grows heavier, causing bikini-clad girls to scream and take cover under umbrellas and food stalls.  Engines roar in to life, and the beach is completely empty.

A busy airport 

Shops and cafes filled everywhere. People were very busy and noisy. I was hungry but didn’t know where to go. A woman was running around screaming, saying I want a burger!  Outside a plane roared by, like a fish. The toilets were full of people. In a cafe some children were playing football and annoying everyone. Outside the plane crashed - boom! The woman came to talk to me saying she was lost, but she still needed a burger. The day was hot and sticky. Lots of flashing lights lit up the departure gate like a christmas tree. There was the smell of smelly chickens and burning burgers.

• Write a thank you letter for a present you didn’t want.
• Write a thank you letter for a holiday you didn’t enjoy.
• Describe a person who is important to you.
• Describe your pet or an animal you know well.
• Write a letter of complaint to the vet after an unfortunate incident in the waiting room.
• Write a set of instructions explaining how to make toast.
• You are about to interview someone for a job. Write a list of questions you would like to ask the applicant.
• Write a letter to complain about the uniform at your school.
• Write a leaflet to advertise your home town.
• Describe the room you are in.

Checklist for story writing

• SAMOSAP BBUPRE
• make sure you answer the question

Checklist for letter writing 

• Letter heading
• complex sentences
• ESCAPE Paragraphs
• formal tone / language

Checklist for descriptive writing 

Checklist for continuing the story 

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I am passionate about travelling and currently live and work in Paris. I like to spend my time reading, gardening, running, learning languages and exploring new places.

AQA/WJEC GCSE Poetry

Language and structure – non-fiction, responding to non-fiction texts, punctuation, speaking and listening, personal presence, purpose and audience: non fiction texts, writing fiction – aqa, writing non-fiction, using language effectively, organising information and ideas, how to compare texts, gcse english language revision: responding and interacting, english literature, ‘mars water’ passage analysis, ‘hawk roosting’ by ted hughes, an effective reading of ‘macbeth’, macbeth’s soliloquy act 1 scene 2, gcse essays about lady macbeth as a powerful character, a gcse essay about mr hyde as a frightening character, ‘an inspector calls’ by j.b priestley, gcse-‘refugee blues’ by w.h auden, synonym cards, communication in waiting for godot, a view from the bridge, critical vocabulary useful for english literature essays, writing and understanding non-fiction texts, analysing non-fiction and media texts, poetry analysis guide, how a poem’s title can unlock its meaning, iambic pentameter: iambic what, themes in jb priestley – inspector calls, truth or lie riddle, a christmas carol characters, a christmas carol themes, a christmas carol language, a christmas carol plot, great expectations characters, great expectations language, great expectations themes, great expectations plot, the strange case of dr. jekyll and mr. hyde plot, the strange case of dr. jekyll and mr. hyde characters, the strange case of dr. jekyll and mr. hyde language, gcse english: jane eyre plot, gcse english: jane eyre characters, gcse english: jane eyre themes, gcse english: frankenstein plot, gcse english: jane eyre language, creative writing 11 plus – stories, descriptions and letters, improve your writing grades with: punctuation, discursive writing topics, past papers, answering q4 in paper 2 (eng lang gcse) – perspectives, past exam questions: the crucible (wjec), past exam questions: to kill a mocking bird (aqa), 50 common english phrasal verbs, cancel reply.

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Thank you, this really helped my child! He is now in Reading Boys!!!

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Short Story - Creative Writing

I peered into the light with difficulty. I was lying in a pool of blood, feeling the liquid seeping through my underwear. Opening my eyes was hard enough, but moving them, that was another story. But where was I? I panned across what looked to be a barren island, only to discover, dune after dune of sand. The ocean seemed to stare me in the face and looking at it gave me a headache. I noticed the waves breaking closer to the shore. In a hurry, I turned around and limped across the beach, in search of higher ground, with a trail of blood following me. I became drowsy as I stood upon the sandy island, only coming across the occasional palm tree. Dehydration had taken its toll, as I collapsed to the ground with my arms and legs aching. I discovered hints of blood trickling down my arms. The cuts were not deep, but the bleeding persisted.

After taking a moment to recuperate, I heard familiar voices behind me. There they were, taking cover under a leaf shelter. The taller man turned around, hearing the rattle I was making behind the bushes and without warning...I shot out, with my hands above my head. Oh my god! Could it be? It was Terrance! I ran up to him and hugged him as hard as I could, sending him to the ground, with an unexpected thud! After being taken to their make-shift hut, I was introduced to Terrance’s friend, Timothy.

He later explained to me that he and Timothy had scoured the island for any food or water. And in doing so, they had stumbled upon the abandoned helicopter. It was only around 100 yards from the hut and it seemed in pretty bad condition. It had taken a few hits to the body work and one of the wings was missing. Before nightfall, we all did our best to recover as many items from the chopper as possible. Darkness fell as we retreated to the hut.

This is a preview of the whole essay

That night I just could not sleep, repeatedly seeing a helicopter crashing in my dreams. It all started on a stormy night; flying over the ocean. The weather was terrible, and a lightning strike was inevitable. Suddenly the turbulence picked up, and the helicopter began shuddering. Bang! The tail was gone. The helicopter spun violently and we plummeted to the ground...I woke up in a cold sweat, only to discover Terrance and Timothy gazing dubiously at me.  

Another day dawned. Terrance had prepared breakfast, making use of last night’s scavenging. Disbelief grew inside me as resources ran low. However, going for a walk didn’t seem to cure anything with my arms and legs perilously aching again. As I panned across the area, a trail of empty chip packets caught me eyes, ones that I had salvaged! There he was, hiding in the distance, Timothy! The little bastard was munching away; he didn’t even notice me, gorging himself with food. I walked back in disgust, and confronted Terrance, informing him of the issue.

The days went on, and we were only left with two bottles of milk and a single Jar of Horlicks.  With no food and only water in abundance, I began to worry. Timothy was also beginning to behave strangely. I observed him closely, to discover he had chewed his fingernails away. There were also a numerous amount of distinctive blood stains on the sleeves of his, white jacket. Then it hit me, patches of skin missing on the arms...blood stains on the jacket...bite marks on the arms. It all connects! I walked off, in search of Terrance, and after discussing the matter, he too became concerned.

Time passed and another ghastly day went by. Five days had gone. Terrance and I were fine; it was only Timothy we were worried about. The sky was gloomier that day and we had not seen sunlight for days. The sky became much darker, and it was becoming harder to see. Timothy had marched off, and I began pacing from one side of the hut to the other...

Crunch. I heard the leaf litter around the bushes moving. The reflection from what looked to be a machete, dazzled my eyes. We huddled together, me and Terrance. I took another peek, and saw two white eyes ogling me. I could hear the blood rushing through my ears. The shadow scuttled behind the bushes. I began to hear a whistling noise. It’s just the wind, I told myself. It leapt out. Wielding the machete, it let out some ferocious swipes. One whisked past my ear, hearing the blade slicing through the air. My heart thumped, beating harder every second. Terrance tripped, taking me down in his crushing grip. It was all over. We couldn’t move. I closed my eyes...

I heard the machete dig into the ground, feeling a brightly coloured light burning against my eyelids. There he was, standing in front of us. Timothy, with the sun shining right into him. Petrified, Terrance bolted. I was left stranded in the sand, and immediately took hold of the machete. I saw Timothy fall to the ground with his hands clamped to his eyes. Light hadn’t been seen in days!

With Timothy back on his feet again, we followed the sun’s path across the island. We began to see life as we travelled across the island, first the occasional butterfly and then a flock of birds in full flight. Our spirits lifted as we saw the wildlife but then the sand became loose. The final dune was dreadful, as each footstep was engulfed by the dune. And then in the distance we heard it, a helicopter? Could it be? The noise became louder, as we progressed. We started climbing faster, hoping for the best and there it was, the icing on the cake, “UN Search & Rescue”. As the fluorescent helicopter hovered above the shore-line, two men leapt out, wrapped us in warm blankets and escorted us to safety.

Document Details

• Word Count 1011
• Page Count 3
• Subject English

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