creative writing coursework gcse

Insider GCSE creative writing tips + 106 prompts from past papers

by Hayley | Mar 9, 2023 | Exams , Writing | 0 comments

Are you feeling a little bit twitchy about your child’s English GCSE writing task?

Sciences and humanities – although sometimes daunting in their content – seem a fair bet as ‘revisable’ topics. But the creative writing element of the English Language GCSE is less knowable and ultimately more of a frightening prospect for a student keen to do well.

Preparing for the GCSE writing task? You don’t need to do it alone.

We run a weekly online writing club which prepares students to write high-scoring content. Our “Higher” level club is designed to transform your writing so that you can ace the GCSE language paper.

What is the GCSE writing element of the GCSE Language Paper?

There are 5 key GCSE exam boards: AQA , OCR , Pearson Edexcel , WJEC Eduqas and CCEA . Each board sets their own papers which may appear much the same at first glance (bizarrely they all have a similar front cover layout and fonts). Certainly there is plenty of overlap between their mark schemes and the comments and tips they share in their Examiner Reports.

However, as with all your child’s other subjects, it is essential to know which exam board they are preparing for. You may be surprised to discover that schools pick and choose boards by subject, perhaps choosing AQA for chemistry and OCR for mathematics. Individual school departments have their own preferences. My brother teaches at a school where their English Literature and English Language exams have been split between two different boards. This is unusual though, not the norm!

What forms (question formats) can the test take?

It varies by board.

The AQA board has a writing task in their Question Paper 1 called Explorations in creative reading and writing . Students are given two prompts to choose between. The AQA board also has a second persuasive writing task in Paper 2 called Writers’ viewpoints and perspectives.

Jump ahead to AQA creative writing and persuasive writing prompts from past GCSE papers

The Pearson/Edexcel international iGCSE favoured by many UK private schools has two prompts to choose between for each section. The student is asked to complete a piece of transactional writing (perhaps a persuasive speech or an advertisement leaflet) and additionally a piece of imaginative writing.

Jump ahead to Pearson/Edexcel transactional writing and imaginative writing prompts from past GCSE papers

Interestingly, the WJEC Eduqas board favours non-fiction writing. 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

The OCR board offers two prompts to choose between. One might be a talk for other students and the other might be a letter on a difficult subject .

Jump ahead to OCR creative writing prompts from past GCSE papers

The CCEA board has a writing task in called “ Writing for Purpose and Audience and Reading to Access Non-fiction and Media Texts” and a second writing task which offers a choice between personal writing and creative writing.

Jump ahead to CCEA persuasive writing, personal writing, and creative prompts from past GCSE papers

How long do students have to craft their piece of writing?

Creative writing tests are timed at either 45 minutes or 1 hour. The last thing your child will need is to prepare to write for an hour, only to find they have just three-quarters of an hour on the day. If in doubt, insist that they check with their teacher.

AQA students are given 45 minutes to produce their writing response. The introduction advises: ‘ You are reminded of the need to plan your answer. You should leave enough time to check your work at the end.’ What this means is that 30–35 minutes max is what’s really allowed there for the writing itself.

Pearson/Edexcel allows 45 minutes for each of the two writing tasks.

OCR students are given an hour to complete this section of their exam. The introduction states: ‘You are advised to plan and check your work carefully,’ so they will expect the writing itself to take 45–50 minutes.

How long should the completed GCSE writing task be?

Interestingly, although the mark schemes all refer to paragraphingthey don’t state how many paragraphs they expect to see.

‘A skilfully controlled overall structure, with paragraphs and grammatical features used to support cohesion and achieve a range of effects’ (OCR)

‘Fluently linked paragraphs with seamlessly integrated discourse markers’ (AQA)

Why? Because management of paragraph and sentence length is a structural technique available to the student as part of their writers’ toolkit. If the number of optimal paragraphs were to be spelled out by the board, it would have a negative impact on the freedom of the writer to use their paragraphs for impact or to manage the pace of the reader.

For a general guide I would expect to see 3 to 5 paragraphs in a creative piece and 5 paragraphs in a persuasive piece. Leaflets have a different structure entirely and need to be set out in a particular form to achieve the top notes of the mark scheme.

What are the examiners looking for when they are marking a student’s creative writing paper?

There are two assessment objectives for the writing itself:

• It has to be adapted to the form, tone and register of writing for specific purposes and audiences.
• It has to use a range of vocabulary and sentence structures, with appropriate paragraphing, spelling, punctuation and grammar.

As a GCSE English nerd, I really enjoy delving deeper into the Examiner Reports that each board brings out once the previous cohort’s papers have been marked. They are a fascinating read and never disappoint…

Within their pages, examiners spell out the differences they have spotted between the stronger and the weaker responses.

For example, a creative task set by the AQA board was to describe a photograph of a town at sunset. The examiners explained that some of the strongest responses imagined changes in the scene as darkness descended. They enjoyed reading responses that included personification of the city, and those that imagined the setting in the past, or the weariness of the city. Weaker candidates simply listed what was in the picture or referred directly to the fact it was an image. This chronological-list approach weakened the structure of their work.

No surprises that some weaker students relied heavily on conversation. (As an exam marker myself, I dreaded reading acres of uninspiring direct speech.)

Pearson/Edexcel explain that weaker persuasive pieces (in this case on the value of television) simply listed pros and cons rather than developed ideas fully to clarify their own opinions. The higher-level responses here were quirky and engaging, entertaining the reader with a range of appropriate techniques and making the argument their own.

What accommodations are possible for students who have specific learning difficulties?

The UK Government’s Guide for Schools and Colleges 2022: GCSE, AS and A Levels includes information about changes to assessments to support ‘disabled students.’ Their definition of disabled includes specific learning difficulties (dyslexia, dyspraxia, ADHD, ADD, ASD etc).

Exam boards can make a wide range of adjustments to their assessments. Some of the most common adjustments are:

• modified papers (for example, large print or braille exam papers)
• access to assistive software (for example, voice recognition systems or computer readers)
• help with specific tasks (for example, another person might read questions to the student or write their dictated answers)
• changes to how the assessment is done (for example, an oral rather than a written assessment, word-processing rather than hand-writing answers)
• extra time to complete assessments
• exemptions from an assessment

The exam board will expect paperwork to be in place where your child’s specific needs are formally reported by an appropriate professional (Educational Psychologist, Clinical Psychologist, Consultant). The report needs to be recent, but how recent is difficult to confirm.

If your child is likely to need adjustments to their access arrangements you will need to discuss this with their school in plenty of time before the exam itself.

A close friend of mine realised in the final few weeks before her son’s GCSE exams that his tinnitus would have a negative impact on his performance. She approached the school to ask if he might take his exams in a separate room to minimise noise disturbance. Unfortunately, it was far too late by then to apply, and her son was denied the request.

Your child’s school will explain the process for applying for special arrangements and will be able to advise you on what your expectations should be. Never presume your child will be given what they need – but plenty of requests are successful, so stay positive and make sure your paperwork is in order beforehand.

Tips and strategies for writing a high scoring GCSE creative writing paper:

1.         learn the formats.

Know the different formats and conventions of the different GCSE writing tasks. There is a standard layout for a leaflet, for example, where including contact details and a series of bullet points is part of the mark scheme. Not knowing these conventions will knock back a student’s score.

2.         Plan ahead

Prepare a planning structure for each of the written forms you might encounter during the exam. It may need to be flexed on the day, but it will banish fear of the blank page and allow you to get started.

3.         Prepare sentence-openings

Familiarise yourself with appropriate sentence-openings for each type of GCSE writing task. Fronted adverbials of time and place will improve the quality of a creative piece, whereas access to varied and specific conjunctions might push up the mark of a transactional piece.

4.         Check your speaking

Ask your family to check your speech at home. Every now and then try to flip a sentence into formal language, using more interesting synonyms for your usual spoken vocabulary. This will help you to write formally on paper, avoiding colloquialisms.

5.         Forget finishing

Finishing is less important than you might imagine. Sloppy, hurried work is your enemy. GCSE examiners will follow your clear planning and mark you accordingly, even if you’ve not managed to complete that final paragraph.

6.         Note the details

The question often gives additional information the examiner would like to see included. Note it in your plan to make sure it doesn’t get forgotten.

7.         Start strong

Use your best sentence-opener at the start of each paragraph. It will set you up as someone to be taken seriously.

8.         Cut back dialogue

Keep dialogue contained in a single paragraph. Focus on description of the speaker and their actions before noting the second character’s reply.

9.         Revise

Do this by prepping work as above. Nothing beats it.

Would you like me to transform your child’s writing in my higher writing club?

Each week in my higher writing club , we spend 20 minutes on Zoom together. After the task has been introduced, the students write for 15 minutes. Next, they upload their work for 1:1 video marking.

There is no point prepping essays/creative pieces for the GCSE English Language exam if your child’s writing is poor. First, their scruffy presentation, attention to detail, punctuation, grammar and vocabulary need to be addressed.

After 2 months in the higher writing club your child’s written technique and fluency will be transformed by our 1–2-1 video marking system (consistent messaging is achieved by matching your child with their own teacher).

Each weekly activity is drawn directly from the GCSE English Language Subject Content and Assessment Objectives , published by the English Department of Education.

Here’s an example of a student’s writing, BEFORE they joined our club:

It is chaotic, poorly-presented and nonsensical. Letter-sizing is confused and the student is clearly anxious and repeatedly scribbling through small errors.

Below is the same student 2 months later:

Observe the rich vocabulary, authorial techniques (the jagged rocks are ‘like shards of broken glass’) and general fluency and sophistication.

Real and recent GCSE example questions/prompts from each of the 5 key exam boards

Aqa english language gcse questions, paper 2 writers’ viewpoints and perspectives:.

• ‘Our addiction to cheap clothes and fast fashion means young people in poorer countries have to work in terrible conditions to make them. We must change our attitude to buying clothes now.’ Write an article for a magazine or website in which you argue your point of view on this statement. ( Source )
• ‘People have become obsessed with travelling ever further and faster. However, travel is expensive, dangerous, damaging and a foolish waste of time!’ Write an article for a news website in which you argue your point of view on this statement. ( Source )
• ‘Cars are noisy, dirty, smelly and downright dangerous. They should be banned from all town and city centres, allowing people to walk and cycle in peace.’ Write a letter to the Minister for Transport arguing your point of view on this statement. ( Source )
• ‘All sport should be fun, fair and open to everyone. These days, sport seems to be more about money, corruption and winning at any cost.’ Write an article for a newspaper in which you explain your point of view on this statement. ( Source )

Paper 1 Explorations in creative reading and writing:

• A magazine has asked for contributions for their creative writing section. Either write a description of an old person as suggested by the picture below or write a story about a time when things turned out unexpectedly. ( Source )

• Your school or college is asking students to contribute some creative writing for its website. Either, describe a market place as suggested by the picture below or write a story with the title, ‘Abandoned’. ( Source )

• Your local library is running a creative writing competition. The best entries will be published in a booklet of creative writing. Either, write a description of a mysterious place, as suggested by the picture below or write a story about an event that cannot be explained. ( Source )

• A magazine has asked for contributions for their creative writing section. Either, describe a place at sunset as suggested by the picture below or write a story about a new beginning. ( Source )

OCR English Language GCSE questions

Paper: communicating information and ideas.

• Either, Write a post for an online forum for young people about ‘A moment that changed my life’.
• Or, You are giving a talk at a parents’ information evening about why all children should study science at school. Explain your views. ( Source )
• Either, Write a letter to a friend to describe a challenging and unpleasant task you once had to do.
• Or, Write a short guide for new workers about how to deal successfully with difficult customers. ( Source )
• Either, “Was it worth it?” Write an article for a magazine to describe a time when you had to do something difficult.
• Or, Write a speech for an event to congratulate young people who have achieved something remarkable. ( Source )
• Either, Write the words of a talk to advise pet owners how to make life more enjoyable for their pet and themselves.
• Or, Write an article for a travel magazine to describe your dramatic encounter with an animal. ( Source )
• Either, ‘How I prefer to spend my time.’ Write the words of a talk to young people about your favourite activity
• Or, Write a magazine article to persuade parents to allow their teenage children more freedom. You are not required to include any visual or presentational features. ( Source )
• Either, Write a talk for other students about a person you either admire strongly or dislike intensely
• Or, Write a letter to a friend to explain a difficult decision you had to make. ( Source )

Paper: Exploring effects and impact

• Either, Hunger satisfied. Use this as the title for a story.
• Or, Write about a time when you were waiting for something. ( Source )
• Either, The Taste of Fear Use this as the title for a story.
• Or, Write about a time when you were exploring a particular place. ( Source )
• Either, Alone. Use this as the title for a story.
• Or, Describe a time when you found yourself in a crowd or surrounded by people. ( Source )
• Either, Land at Last. Use this as the title for a story.
• Or, Imagine you have visited somewhere for the first time and are now reporting back on your experience. ( Source )
• Either, The Playground Use this as the title for a story
• Or, Write about a memory you have of playing a childhood game. ( Source )
• Either, It seemed to me like I had been magically transported. Use this as the title for a story.
• Or, Describe a place where you have felt comfortable. ( Source )

Pearson Edexcel English Language iGCSE questions

Paper 1: transactional writing.

• Either, ‘In our busy twenty-first century lives, hobbies and interests are more important than ever.’ Write an article for a newspaper expressing your views on this statement.
• Or, ‘We are harming the planet we live on and need to do more to improve the situation.’ You have been asked to deliver a speech to your peers in which you explain your views on this statement. ( Source )
• ‘ Zoos protect endangered species from around the world.’ ‘No wild animal should lose its freedom and be kept in captivity. Write an article for a magazine in which you express your views on zoos.
• Write a review of an exciting or interesting event that you have seen. ( Source )
• Your local newspaper has published an article with the headline ‘Young people today lack any desire for adventure’. Write a letter to the editor of the newspaper expressing your views on this topic.
• ‘The key to success in anything is being prepared.’ Write a section for a guide giving advice on the importance of preparation. ( Source )
• You and your family have just returned from a holiday that did not turn out as you expected. Write a letter to the travel agent with whom you booked your holiday, explaining what happened.
• A magazine is publishing articles with the title ‘Friendship is one of the greatest gifts in life’. Write your article on this topic. ( Source )
• ‘Important lessons I have learned in my life.’ You have been asked to deliver a speech to your peers on this topic.
• Your local/school library wants to encourage young people to read more. Write the text of a leaflet explaining the benefits of reading. ( Source )
• ‘Most memorable journeys.’ A website is running a competition to reward the best articles on this subject. Write an article for the competition about a memorable journey.
• ‘Cycling is one form of exercise that can lead to a healthier lifestyle.’ Write a guide for young people on the benefits of exercise. ( Source )
• ‘Television educates, entertains and helps global understanding.’ ‘Television is to blame for society’s violence and greed and delivers one-sided news.’ You have been asked to deliver a speech in which you express your views and opinions on television.
• ‘Choosing a career is one of the most important decisions we ever make.’ Write the text of a leaflet that gives advice to young people on how to choose a career. ( Source )
• Write the text for a leaflet aimed at school students which offers advice on how to deal with bullying.
• A museum is planning to open a new exhibition called ‘Life in the Twenty-First Century’. ( Source )

Paper 2: Imaginative writing

• Write about a time when you, or someone you know, enjoyed success
• Write a story with the title ‘A Surprise Visitor’.
• Look at the two images below. Choose one and write a story that begins ‘I did not have time for this’ ( Source )

• Write about a time when you, or someone you know, challenged an unfair situation.
• Write a story with the title ‘Bitter, Twisted Lies’.
• Look at the two images below. Choose one and write a story that begins ‘It was a new day …’ You may wish to base your response on one of these images. ( Source )

• Write about a time when you, or someone you know, visited a new place.
• Write a story with the title ‘The Storm’
• Look at the two images below. Choose one and write a story that ends ‘I decided to get on with it.’ ( Source )

• Write about a time when you, or someone you know, saw something surprising.
• Write a story with the title ‘The Meeting’.
• Look at the two images below. Choose one and write a story that starts ‘Suddenly, without warning, there was a power cut.’ ( Source )

• Write about a time when you, or someone you know, went on a long journey.
• Write a story with the title ‘A New Start’
• Look at the two images below. Choose one and write a story that begins ‘I tried to see what he was reading. ( Source )

• Write about a time when you, or someone you know, felt proud.
• Write a story with the title ‘The Hidden Book’.
• Look at the two images below. Choose one and write a story that begins ‘It was like a dream’ ( Source )

• Write about a time when you, or someone you know, had to be brave
• Write a story with the title ‘Everything Had Changed’
• Look at the two images below. Choose one and write a story that begins ‘It was an unusual gift’. ( Source )

WJEC Eduqas English Language GCSE questions

Unit 2 reading and writing: description, narration and exposition.

• Write an account of a time when you enjoyed or hated taking part in an outdoor activity.
• “It’s essential that more people are more active, more often.” (Professor Laura McAllister, Chair of Sport Wales) Write an essay to explain how far you agree with this view, giving clear reasons and examples. ( Source )
• Describe an occasion when you did something you found rewarding.
• Famous chefs such as Jamie Oliver and Mary Berry have spoken of the need for better food and better education about food in schools. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an account of a visit to a dentist or a doctor’s surgery.
• NHS staff, such as doctors and nurses, provide excellent service in difficult circumstances. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an article for a travel magazine describing somewhere interesting that you have visited.
• You see the following in your local newspaper: ‘Young people are selfish. They should all be made to volunteer to help others.’ Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Describe an occasion when technology made a difference to your life.
• Write an account of a time you were unwilling to do something. ( Source )
• Describe a time when you faced a challenge
• Write an essay explaining why charity is important, giving clear reasons and examples. ( Source )
• Write an account of a time when you did something for the first time.
• “It’s time for us to start making some changes. Let’s change the way we eat, let’s change the way we live, and let’s change the way we treat each other.” Tupac Shakur Write an essay on the subject of change, giving clear reasons and examples. ( Source )
• “School uniform is vitally important in all schools.” Write an essay explaining your views on this, giving clear reasons and examples.
• Describe a time when you had to create a good impression. ( Source )

Unit 3: Reading and writing: Argumentation, persuasion and instructional

• Your school/college is considering using more Fairtrade items in its canteen. Although this will help to support Fairtrade farmers, it will mean an increase in the price of meals. You feel strongly about this proposal and decide to write a letter to your Headteacher/Principal giving your views. ( Source )
• Increasing litter levels suggest we have lost all pride in our beautiful country. Prepare a talk for your classmates in which you give your opinions on this view. ( Source )
• Write a guide for other students persuading them to stay safe when using social media and the internet. ( Source )
• According to your PE teacher, ‘Swimming is the very best form of exercise.’ You have been asked to prepare a talk for your classmates in which you give your views about swimming. ( Source )
• You read the following in a newspaper: ‘Plastic is one of the biggest problems faced by our planet. Why would we use something for a few minutes that has been made from a material that’s going to last forever?’ Write a letter to the newspaper giving your views on the use of plastic. ( Source )
• “People today never show enough kindness to one another. We must make more effort to be kind.” Write a talk to give on BBC Wales’ new programme Youth Views persuading young people to be kind to others. ( Source )
• ‘We have enough problems in the world without worrying about animals.’ Write an article for the school or college magazine giving your views on this statement.
• You would like to raise some money for an animal charity. Write a talk for your classmates persuading them to donate to your chosen charity. ( Source )

CCEA English Language GCSE questions

Unit 1: writing for purpose and audience and reading to access non-fiction and media texts.

• Write a speech for your classmates persuading them to agree with your views on the following issue: “Young people today are too worried about their body image.” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following question: “Should school uniform have a place in 21st century schools?” ( Source )
• Write a speech for your classmates persuading them to agree with your views on the following question: “Are celebrities the best role models for teenagers?” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following statement: “Advertising is just another source of pressure that teenagers don’t need!” ( Source )

Unit 4: Personal or creative writing and reading literacy and non-fiction texts

• Either, Personal writing: Write a personal essay for the examiner about what you consider to be one of the proudest moments in your life.
• Or, Creative writing: Write your entry for a creative essay writing competition. The audience is teenagers. You may provide your own title. ( Source )
• Write a personal essay for the examiner about an experience that resulted in a positive change in your life.
• Write a creative essay for the examiner. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a speech for your classmates about the most interesting person you have ever met.
• Creative writing: Write a creative essay for your school magazine. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a personal essay for the examiner describing your dream destination.
• Creative writing: Write a creative essay for publication in your school magazine. The picture below is to be the basis for your creative writing. You may provide your own title. (Source)

Get 1:1 support and personalized feedback on your GCSE creative writing practice

For 1–2-1 writing support for your pre-GCSE child, join the Griffin Teaching Higher Writing Club—online weekly writing classes specifically tailored to English GCSE creative writing preparation.

In just 20 minutes per week and their writing will be transformed.

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How to Structure Creative Writing for GCSE (Creative Writing Examples!)

Posted on August, 2022

Structure Creative Writing for Success

Having plenty of ideas for creative writing is one thing, but nailing down the right structure can be a bit more challenging.

There are several steps for children to think about before they begin writing, and that includes creating a structure or plan for how their story will flow.

Creative writing is all about grabbing the reader’s attention immediately, so children in their GCSE years need to understand the importance of structure when writing, in order to organise their ideas and make sure their work reads cohesively.

In this post, we will go through everything your child needs to know from paragraphing, to creating a satisfying ending, providing examples along the way to demonstrate the best way to structure their creative writing.

How Should I Structure Creative Writing?

There are several types of creative writing questions that could come up on the GCSE reading and writing exam. There will be the option to either write creatively based on an image, or a made-up scenario.

Having a solid structure for longer creative writing questions and exercises helps to ensure your child is prepared.

By using a structure that helps to organise your child’s ideas, it helps their writing to flow. It also allows your child to become more confident in their creative writing process.

Planning is more important than you might think, as mark schemes from most exam boards include ‘well-controlled paragraphs’ or something very similar within the top band of criteria for creative writing.

Therefore, children should practise planning out creative writing structures well before their writing exam. Planning gives them time to get into the habit of always providing themselves with a simple, but focused idea of what they are going to write.

Structure Creative Writing with Seven Story Archetypes

Introduction.

Understanding the fundamental structure of a story is crucial for crafting engaging narratives. Beyond basic sequences, story archetypes provide a deeper framework. Christopher Booker , a renowned scholar, identified seven main story archetypes.

Each archetype outlines a distinctive journey and the challenges faced by characters.

1. Overcoming the Monster

This archetype portrays an underdog’s quest to conquer a formidable evil. Examples include the epic tales of Harry Potter battling Lord Voldemort, the classic struggle in Jurassic Park, and the timeless narrative of Jack and the Beanstalk.

2. Rags to Riches

Embarking from a starting point of poverty or despair, characters rise to newfound wealth and success. Witness this transformation in stories like Slumdog Millionaire, The Pursuit of Happyness, and The Wolf of Wall Street.

3. The Quest

A hero’s journey to discover something, overcoming trials and tribulations along the way. Iconic examples include the Fellowship of the Ring’s quest in The Lord of the Rings, Marlin’s journey to find Nemo, and the epic adventures of Odysseus in The Odyssey.

4. Voyage and Return

Protagonists venture into unknown territories, facing adversity before returning home transformed. Dive into this archetype with examples like the curious escapades in Spirited Away, Bilbo Baggins’ journey in The Hobbit, and the enchanting Chronicles of Narnia.

Contrary to our typical perception of humour, this archetype involves destined lovers kept apart by conflicting forces. Delight in the comedic twists of relationships in classics such as 10 Things I Hate About You, When Harry Met Sally, and Notting Hill.

Protagonists with major flaws or errors leading to their inevitable downfall. Witness the unraveling of characters in tragedies like The Great Gatsby, Requiem for a Dream, and the Shakespearean masterpiece Othello.

Characters succumb to darkness but redeem themselves throughout the narrative. Experience the transformative journeys in stories like Atonement, American History X, and the animated Beauty and the Beast.

Application Across Mediums

Beyond literature, these archetypes seamlessly apply to filmmaking and photography. A well-crafted photograph or film can mirror the same narrative arcs, captivating viewers on a visual adventure akin to storytelling. Explore these archetypes to infuse depth and resonance into your creative endeavors.

Paragraphing for a Solid Creative Writing Structure

First of all, paragraphing is central to creative writing as this is what keeps the structure solid.

In order to stick to a creative writing structure, children must know exactly when to end and start a new paragraph, and how much information each paragraph should contain.

For example, introducing the main character, diving into the action of the story, and providing 10 descriptive sentences of the weather and location, could be separated and spread throughout for impact.

Structuring a creative writing piece also involves creating an appropriate timeline of events. Then, you must map out exactly where the story will go from start to finish. This is assuming the writing piece is in sequential order.

Occasionally, there may be a question that requires a non-sequential order.

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What does a Solid Creative Writing Structure look like?

This list below details every section in a creative writing piece and should look something like this:

• An engaging opening
• A complication
• The development
• The turning point
• A resolution or convincing close

With this structure, it is important to bear in mind that for the AQA GCSE English Language paper 1 reading and creative writing exam.

You can also use Freitag’s pyramid or a story mountain to help you understand the basic structure of a story:

Children will be expected to spend about 50 minutes on the creative writing section. It’s therefore vital to get them into the habit of planning their writing first. As with anything, practice makes perfect.

If you want to find out more about GCSE English Language papers 1 and 2, check out our blog .

We will dive deeper into the creative writing structure further on in this post, but first, let us go through the importance of paragraphing, and how TipTop paragraphs can help to improve children’s writing.

Paragraphing and TipTop Paragraphs

Before children begin to plan out the structure of their stories, it’s essential that they know the importance of paragraphing correctly first.

At this stage of learning, your child should be comfortable in knowing what a paragraph is, and understand that they help with the layout of their stories throughout the whole writing process.

Paragraphs essentially help to organise ideas into dedicated sections of writing based on your child’s ideas. For example, having a paragraph for an introduction, then another paragraph introducing the main character.

This means your child’s writing will be in a logical order and will direct the reader further on into the writing.

Be as creative as Kevin’s booby traps from “ Home Alone “.

To avoid your child straying from their creative writing structure and overloading paragraphs with too much information, there is a simple way to remind them of when they need to start a new paragraph.

TiPToP for a Clearer Creative Writing Structure

Using the TiPToP acronym is such an easy way for you to encourage your child to think about when they need to change paragraphs, as it stands for:

When moving to a different time or location, bringing in a new idea or character, or even introducing a piece of action or dialogue, your child’s writing should be moving on to new paragraphs.

During creative writing practice, your child can ask themselves a series of questions to work out whether they need to move onto a new paragraph to keep their story flowing and reach that top band of criteria.

For example:

• Is the story going into a new day or time period?
• Is the location staying the same or am I moving on?
• Am I bringing in a new idea that I haven’t described yet?
• Am I going to bring in a new character?

Providing opportunities to practise creative writing will help your child to get into the habit of asking themselves these questions as they write, meaning they will stick to the plan they have created beforehand.

Now it’s time to get into the all-important creative writing structure.

Structure Creative Writing: A Step-by-Step Guide

Producing a creative writing structure should be a simple process for your child, as it just involves organising the different sections of their writing into a logical order.

First, we need to start at the beginning, by creating an engaging opening for any piece of writing that will grab the reader’s attention. You might also be interested to check out this blog on story structure that I found in my research.

This leads us nicely onto step 1…

1. Creating an Engaging Opening

There are several ways to engage the reader in the opening of a story, but there needs to be a specific hook within the first paragraph to ensure the reader continues.

This hook could be the introduction of a word that the reader isn’t familiar with, or an imaginary setting that they don’t recognise at all, leaving them questioning ‘What does this all mean?’

It may be that your child opens their story by introducing a character with a description of their appearance, using a piece of dialogue to create a sense of mystery, or simply describing the surroundings to set the tone. This ‘hook’ is crucial as it sets the pace for the rest of the writing and if done properly, will make the reader feel invested in the story.

Read more about hooks in essays .

If your child needs to work more on description, I definitely recommend utilising the Descriptosaurus :

Additionally, it’s important to include a piece of information or specific object within the opening of the creative writing, as this provides something to link back to at the end, tying the whole storyline together neatly.

Engaging Opening Examples:

• Opening with dialogue – “I wouldn’t tell them, I couldn’t”
• Opening with a question – “Surely they hadn’t witnessed what I had?”
• Opening with mystery/ or a lack of important information – “The mist touched the top of the mountains like a gentle kiss, as Penelope Walker stared out from behind the cold, rigid bars that separated her from the world.”

2. Complication

Providing a complication gets the storyline rolling after introducing a bit of mystery and suspense in the opening.

Treat this complication like a snowball that starts small, but gradually grows into something bigger and bigger as the storyline unfolds.

This complication could be that a secret has been told, and now the main character needs to try and stop it from spreading. Alternatively, you could introduce a love interest that catches the attention of your main character.

In this section, there should be a hint towards a future challenge or a problem to overcome (which will be fleshed out in the development and climax sections) to make the reader slightly aware of what’s to come.

Complication Example:

• Hint to future challenge – “I knew what was coming next, I knew I shouldn’t have told him, now my secret is going to spread like wildfire.”
• Including information to help understand the opening – “Bainbridge Prison was where Penelope had spent the last 2 years, stuffed into a cell the size of a shoebox, waiting for August the 14th to arrive.”

3. Development

The development seamlessly extends from the previous section, providing additional information on the introduced complication.

During this phase, your child should consider the gradual build-up to the writing piece’s climax. For instance, a secret shared in the compilation stage now spreads beyond one person, heightening the challenge of containment.

Here, your child should concentrate on instilling suspense and escalating tension in their creative writing, engaging the reader as they approach the climax.

Development Example:

• Build-up to the challenge/ climax – “I saw him whispering in class today, my lip trembled but I had to force back my tears. What if he was telling them my secret? The secret no-one was meant to know.”
• Focusing on suspense – “4 more days to go. 4 more days until her life changed forever, and she didn’t know yet if it was for better or for worse.”

The climax is the section that the whole story should be built around.

Before creating a structure like this one, your child should have an idea in mind that the story will be based on. Usually this is some sort of shocking, emotion-provoking event.

This may be love, loss, battle, death, a mystery, a crime, or several other events.  The climax needs to be the pivotal point; the most exciting part of the story.

Your child may choose to have something go drastically wrong for their main character. They must regardless, need to come up with a way of working this problem into their turning point and resolution. The should think carefully about this will allow the story to be resolved and come to a close.

Climax Example:

• Shocking event: “He stood up and spoke the words I never want to hear aloud. ‘I saw her standing there over the computer and pressing send, she must have done it.’”
• Emotion-provoking event: “The prisoners cheered as Penelope strutted past each cell waving goodbye, but suddenly she felt herself being pulled back into her cell. All she could see were the prison bars once again.”

5. Turning Point or Exposition

After the climax, the story’s turning point emerges, crucial for maintaining reader interest.

During this post-climax phase, address and resolve issues, acknowledging that not every resolution leads to a happy ending.

Turning points need not be confined to the story’s conclusion; they can occur at various junctures, signifying significant narrative shifts.

Even in shorter pieces, introducing turning points early on can captivate the reader.

Creative writing allows for individual storytelling, and effective turning points may differ between your child and you.

Maintain suspense in this section, avoiding premature revelation of the ending despite the climax’s conclusion.

Turning Point Example:

• Turning point: “Little did they know, I was stopping that file from being sent around the whole school. I wasn’t the one to send it, and I had to make sure they knew that.”
• Turning point: “She forced herself through the window, leaving the prison behind her for good this time, or so she thought.”

6. A Resolution or Convincing Close

The resolution should highlight the change in the story, so the tone must be slightly different.

At this stage, the problem resolves (happily or unhappily) and the character/s learns lessons. The close of the story must highlight this.

The writer should also not rush the resolution or end of the story.

It needs to be believable for the reader right until the very end. The writer should allow us to feel what the protagonist is feeling.

This creates emotion and allows your reader to feel fully involved.

Remember the piece of information or specific object that was included in the story’s opening?

Well this is the time to bring that back, and tie all of those loose ends together. You want to leave the reader with something to think about. You can even ask questions as this shows they have invested in the story.

Resolution Example:

• Happy resolution: “He came up to me and curled his hand around mine, and whispered an apology. He knew it wasn’t me, and all I felt was relief. Looks like I should have told them right from the start”
• Unhappy resolution: “All she felt was separation, as she felt those cold, rigid prison bars on her face once more.”

How to Structure Your Creative Writing for GCSE (with Creative Writing Examples!)

To enhance your children’s GCSE creative writing skills, allocate time for practice.

Plan a structure for creative writing to guide children in organising their thoughts and managing time during the GCSE exam.

Apply this structure to various exam questions, such as short stories or describing events.

Focus each creative piece on a climactic event, building anticipation in the beginning and resolving it at the end.

Consider a tutor for GCSE preparation to help children focus on specific areas.

Redbridge Tuition offers experienced tutors for learning from KS2 to GCSE, providing necessary resources for your child’s success.

Get in touch to find out how our tutors could help.

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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).

• Apr 30, 2019

Creative Writing | GCSE English Revision Tips | General Advice

Updated: Aug 5, 2021

How to revise for Creative Writing in GCSE English Language.

With the GCSE language paper coming up, the creative writing element is one that can easily be overlooked. Perhaps you wonder whether you can really learn how to do well in this part of the section or if it is simply down to talent. However, the key to excellent creative writing exam answers is imagination – using your creativity to come up with things to write.

A struggle that students I teach often find with creative questions is that the prompts are typically broad, and image prompts can be sparse with little detail. Sometimes they might spark inspiration, but sometimes you might be looking at them in despair, wondering what on earth you could write about.

Now, one huge advantage of these open-ended questions is that they allow you to have the prerogative to take the answer where you want it to go; there is no way for them to catch you out for not knowing any information. The broad question or image should not be restrictive: for instance, in a description you do not have to stick exactly to describing what you see; using poetic licence to imagine what might be there is strongly encouraged.

General Hints and Tips for Creative Writing at GCSE

A general piece of advice that I give to my students is to plan the structure of your answer. When you hear “creative writing”, you may not think that a plan would be necessary. However, in the mark schemes of all exam boards, the phrase “well controlled paragraphs”, and “well-structured answer” almost always features in the top band. Of course, you do not need to plan out all your similes and metaphors, but setting yourself out a basic structure of what to say in each paragraph will help it to read more clearly.

A key way to make it clear to the examiner that you know what you are doing is through consistency . Ensure that you have the same tone throughout your creative piece, and that your narrative style and tense remains the same. This way, you can show to the examiner that your narrative choices have been deliberate, and based on the purpose and audience of the brief you have been given.

Each GCSE syllabus has a different way of assessing for the creative writing element. Find your exam board below for some tips on how to tackle the specific exam questions you will be presented with.

How to write a description or a short story - AQA exam board

For the AQA creative writing section in particular, you will be asked to write either a description based on an image, or a short story. For the image description, as well as having a good standard of language, your marks will lie within your ability to use a wide range of language techniques: think metaphors, similes, sensory language, imagery, alliteration etc.

A description of this kind requires you to be very imaginative. If you are stuck on where to begin, look at the image and think about what mood you could extract from it. Does it look spooky? Does it look dangerous? Once you have identified this, try to reflect this mood in the tone of your description.

Some advice that was offered in the November 2017 examiners' report was to ensure that your writing is not too formulaic. For instance, try not to write “I can see… I can smell…” just to ensure you are filling in sensory language: this applies to both the short story and the description. This is perhaps the hardest element of the AQA creative language question: fulfilling all the criteria while making it flow and work as a creative piece.

My advice would be to read over your work after you have finished and try to imagine you are just reading this for fun, outside of the exam context. If it works as a piece of creative writing rather than just as an exam answer, you should be on the right track.

How to answer prompt-based questions - Edexcel exam board

The imaginative writing section of Edexcel requires you to take on a broad prompt, such as the 2017 question “write about a secret” with the aid of an image provided.

For this question, the mark scheme is fairly open as to the approaches you can take. It allows writing in the form of a description, an anecdote, a speech, or a narrative. The image is also only there to provide inspiration – you are not required to reference it directly in your answer if you do not wish to.

A good revision strategy for this question would be to pick a couple of forms that you want to focus on, and practice them before the exam. Then you could pick the form most suited to the question you chose in the exam, and you will be an expert in writing for this form: something that will immediately boost your marks.

A large part of fitting in with the mark scheme is “using appropriate techniques for creative writing”. This may include using a wide vocabulary, imagery, alliteration, similes and metaphors in order to describe and explain.

How to write for purpose – OCR exam board

For the OCR specification, the focus is on writing for purpose and audience . This is a large part of what you are being tested on, so you must always ensure that you identify these two things before you start writing.

In 2017, the options were to write a blog post describing how you successfully overcame a challenging situation, and to write a letter to an employer applying for a job you have always wanted. These two tasks clearly have significantly different purposes and audiences. A blog post would be for the general population, and the tone will need to be readable and informal, whereas the letter to the employer will need to be formal and tailored to the individual reader.

The mark scheme for these questions require you to cover the following areas: tone, style, register, and organisation. The first three in this list will need you to adapt for the purpose and audience. While going over past paper questions, if you’re unsure on how you should write, look up examples of that form online. For instance, looking for a letter to an employer online should give you some good examples, as would looking up examples of newsletter entries or blog posts.

My best piece of advice for OCR’s questions is to practise. Ask a parent or friend to come up with some different forms and audiences for you to write in, and practise adapting your tone, style and register for the different audiences.

OCR have also provided some helpful resources for creative writing (GCSE English Language 9-1 syllabus) .

Blog Post Crafted by Genevieve

Genevieve is currently working towards her bachelors in English Literature at the University of Warwick .

Born in Coventry, she now tutors English SATs and GCSE in her free time, as well as working for the university as an outreach ambassador in local schools.

She also enjoys playing piano and flute, and often performs as a backing singer at local gigs.

Whenever she has a moment to spare, you might find her driving to the beach or catching up on her reading!

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GCSE Edexcel 30/30 Creative Writing Coursework

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

29 March 2023

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This coursework showcases the author’s exceptional writing skills, vivid imagination, and ability to create compelling characters and settings - fulfilling all the AOs necessary to achieve the highest possible mark.

This resource is a great example of high-quality creative writing. The author’s use of descriptive language, vivid imagery, and creative use of structure showcase their writing skills and talent. This is a valuable resource for students, teachers, and anyone looking for inspiration and guidance on creative writing.

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GCSE English Language: Creative Writing in an Exam

BBC Teach > Secondary resources > English Language GCSE > GCSE English Language

Narrator: In this film, two professional writers have been brought together to answer a GCSE English Language question under exam conditions. Solomon OB is an Award Winning Poet and Musician.

Solomon OB: So like first exam since maybe like ten years ago.

Narrator: And.

Sophia Thakur: I am Sophia Thakur and I'm a Performance Poet and Storyteller. I'm a little bit nervous but, interested to see what will come out. Either write about a holiday that went wrong, you could write about a real experience or an imagined one.

Solomon OB: Or, describe a trip into the mountains, as suggested by the picture below. You could write about a real experience or an imagined one.

Sophia Thakur: So, I made sure that I read and re-read and re-read the question.

Solomon OB: Why does this feel like an actual exam? I'm on the spot.

Sophia Thakur: Solomon and I both decided to go for the mountain question. What can happen on a trip to the mountain that makes for a good story? Hmm.

Solomon OB: To be creative you have to allow yourself some thinking time, yeah, I try and find inspiration from anything or anywhere really like, even just looking around the room for little prompts to help guide the story.

Sophia Thakur: Before you start writing your story, its important to make a good plan. I put the word mountain in the middle of a mind map and then just drew stems from there and after every branch that came off, it sort of triggers new ideas.

Solomon OB: My plan was kind of built off of, I call um like little islands. In any piece of writing the first paragraph has a lot of work to do. I love it when a story really quickly pulls me into the world just through like, through its beginning. A cobbled street, black and white paved. Each slab laid with a question underneath, the answers he would find along the way.

Sophia Thakur: You engage the reader into the narrative straight away by introducing this idea of a street and then sort of a character playing this game, its really, its gripping. This is my first paragraph. Did you see that? Emerald asked Chantelle, or maybe she was talking to me, but at this point her never-ending questions had me fatigue. Maybe even more so than the hike.

Solomon OB: Yeah, I think the way you've laid it all out keeps me intrigued in the story and I want to know more of whats gonna happen. I would say beginning, middle and end in the story is like a skeleton to a body, it gives you places to be able to attach the details, the character dynamics, all that stuff on top of a strong foundation.

Sophia Thakur: Imagine you have a camera with a zoom lens, in your opening paragraph you can use an extreme close up, tell us the details of someone or something in your story then in each of the paragraphs that follow, you can zoom out a little more, giving us the bigger picture. Alternatively, you can start with the big picture and then zoom into the important details. If Sophia wants to ever return home, Sophia must play this game. Our cards have been dealt for us, these hills really had eyes. We pressed enter.

Solomon OB: I think in terms of structure, this story's kind of slowly pushing itself on, its like we're getting a little snippet of whats happening, more description of the characters, the world that they're actually in and then we get edged on even further, until we get to a bit of a climax. Well achieved.

Sophia Thakur: Thank you.

Solomon OB: He was asleep, but would awake in his own bed, as the stars carried him home.

Sophia Thakur: You closed the book, you sort of, it was a clear finish in terms of he left the scene, the stars left the scene, he was carried away, the reader now has to exit.

Narrator: There are lots of ways that we use language when we're writing, you'll find it helps to remember what some of them are.

Sophia Thakur: A simile is comparing one thing to another as a means to describe it.

Solomon OB: Alliteration is when you're using several words with the same letter at the start, like Solomon simply said.

Sophia Thakur: Onomatopoeia is.

Solomon OB: Like crash, bang and wallop, when like the sound, how do you, how do you describe that?

Sophia Thakur: The sounds that some things make so writing something like sizzle, or writing something like bang.

Solomon OB: The word sounds like the sound it represents, yeah LAUGHS

Sophia Thakur: Personification is giving a non-human object human or natural characteristics. So, describing lets say a chair as fleshy.

Solomon OB: He fell into bliss as the stars kissed his skin, and he floated upon the vapours of galaxies, drifting into an abyss.

Sophia Thakur: Your personification was just ridiculous, the way that you describe how the sort of clouds and the sky and the ocean and the land all work around this human in terms of folding and cracking and kissing and doing human things.

Solomon OB: It's worth remembering to show and not to tell, use descriptive words to describe an event, don't just state what happened. The stars dressed his pyjamas as they picked him out of the path of a black hole, he was asleep, but would awake in his own bed as the stars carried him home.

Sophia Thakur: You picked out the movement in what was happening, makes you feel like you were really there you know. Including the senses in your writing will help to engage your reader, when you refer to the sounds and smells of a place, as well as the sights, you create a fuller experience. Could she not feel the burn travelling up her Achilles, through her calf and dancing inside her hamstring?

Solomon OB: Well you jump back to a time when you had a similar sensation, usually like someone stepping on your heel when you're playing football or something, that's the point of sensory language and like it takes it off of just the page and it helps it to get into your body a bit more. Think about how you write your sentences and look at how you can make them different.

Sophia Thakur: So I did. Phone out of pocket, screen unlocked, maps open. Faint.

Solomon OB: Yeah, I think that verse is some of the longer more descriptive sentences, it just helps to push the story along and its just very like snapshot.

Sophia Thakur: Make sure you leave enough time at the end to read over your writing, check the basics, that you've used capital letters to start your sentences and there's a full stop at the end.

Solomon OB: Read once for making sense, making sure the sentences flow and the paragraphs in the right places, if you want to add a new paragraph, insert the symbol to indicate where you want the new paragraph to start. Then, read a second time, checking spelling and punctuation, read slowly to make sure you haven't missed out any important words. I think as an exercise, just being made to go from A to Z in like a 45 minutes space is really useful.

Sophia Thakur: No matter if you're doing it for it to be marked or to pass an exam, the pressure is always there when you're being timed, so I still had to tell myself, "Sophia, take it easy, 'cause if you rush it, its gonna show in your writing".

Narrator: Planning is an important part of the fiction writing process, you can draw a mind map, linking all your ideas together, or simply make bullet points, its much easier to write with a plan.

Solomon OB: Good luck to the teacher marking this.

Sophia Thakur: Honestly.

Video summary

Storyteller Sophia Thakur and performance poet Solomon O.B. sit a mock English language GSCE exam to demonstrate approaches to creative writing tasks.

Under exam conditions, Sophia and Solomon attempt a writing task.

They explain to students how to use thinking time to allow for creativity when it comes to story writing, and explain that planning is key at the start of an exam.

Sophia and Solomon read out and discuss their opening paragraphs with each other.

They move onto structure and examine techniques such as the zooming in, to explain to students how they might set out their stories.

Sophia and Solomon explain what similes, metaphors, personification and onomatopoeia are and apply these to the pieces that they have written during their exam experience.

At the end of the film Sophia and Solomon explain to students that they must check their grammar and spelling carefully and recommend that they give themselves plenty of time to read over their work both for clarity, accuracy and to make sure they haven’t missed anything.

This short film is from the BBC series, GCSE English Language.

Teacher Notes

Before watching

First, show your students the exam question used in the film and ask them to work in pairs to come up with ideas about how they might approach this question in an exam.

Encourage them to work individually to plan an answer using a mind-map, bullet points or other technique.

During viewing

• Watch the film together and see how students’ ideas compare with those of the professional writers.

Suggestions of Pause Points

Pause point: 0:53

• How would you approach this task? Which question would you choose? What would you do first?

Pause point: 02:52

• What do you think is effective about this writing? What is working well? What would you do to improve it?

Pause point: 03:36

• Try out this zoom technique in your own writing.

Pause point: 04:16

• What do you like about this final sentence? How effective is it as an ending?

Pause point: 05:18

• Which other examples of onomatopoeia can you think of?

Pause point: 05:41

• What technique is used here?

At the end of the film, ask students to make a 'how to' guide for their writing exam.

This short film should also help students think about the sorts of questions they may be asked during their exam.

They could invent potential questions of their own and challenge each other to respond to these new tasks.

This short film is suitable for teaching English language at GCSE in England, Wales and Northern Ireland and National 4 and 5 in Scotland.

More from this series

Analysing Fiction

Kathryn Evans and Theresa Lola discuss and analyse an extract from a fiction text.

Analysing Literary Non-fiction

Tim Moore and Anna James individually analyse non-fiction texts and explain how to plan an exam answer.

Comparing Texts

Presenter Kyle Walker compares two texts about Manchester and introduces helpful tools such as mind maps or Venn diagrams.

Osterley Education      Quality Tuition for all ages

Creative Writing Tips

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!

How to Pass The Creative Writing Section of Your English GCSE

The creative writing component of the English Language GCSE can leave most students petrified. Having not practiced writing creatively since a much younger age, the dive into creative writing, especially when students are hounded to write academically, can be a challenge.

Often the English Language creative writing component will be phrased as so:

'Write a story about a time you felt overwhelmed' or 'Write a story inspired by the picture below'.

All of the above instructions are relatively vague. For students who are used to being told what to do, and for the English Literature component, asked to explore only a very specific area of the text – the idea of writing free reign is enough of an overwhelming story.

However, students shouldn’t be scared. English is nothing but the study of stories – and while you may feel left in the proverbial dark, actually stories are weaved into your every day life. From posts on social media, to newspaper articles and the texts you study for English Literature. So, there’s nothing daunting. You can weave a narrative just as succinctly and easily.

Here are some tips to consider:

Read anything and everything.

Well, start with novels. When you turn 16, there’s no novel too detailed for you to explore and while I’m not saying you should start off reading War and Peace, you should be reading literature that excites and interests you. Whether it’s The Hunger Games, 1984 or Pride and Prejudice - all of these texts are filled with exciting stories for you to think about. Ask yourself: how does the author create suspense? What about the character is intriguing to you? For example, in The Hunger Games, Katniss Everdeen sacrifices herself for her sister – while she acts bravely, the author still indicates that she is frightened and overwhelmed. There is an internal conflict here that makes the character fascinating.

Be varied in your vocabulary

Words like “nice” and “said” are a bun with no burger, relish or cheese… bland! So, take a look at the example below so you can see for yourself why:

“Good to see you,” she said.

“Likewise,” John said.

Now take a look at the same examples with the “said” removed and some more detail added.

Lucy finished walking her bike up the hill. Drenched and exhausted, she extended a sweaty arm. “Good to see you,” she panted.

“Likewise,” replied John, who shook her outstretched hand lightly and then proceeded to wipe the remains on his tweed trousers.

See the difference?

The five senses rule

When writing creatively, especially when you are being asked to write in the first person, you can describe the immediate area drawing on your five senses; taste, touch, sight, sound and smell.

If in the English GCSE exam, you were presented with a picture of a crowded market place and asked to write a story revolving it, you could open with the following (bonus points if you can spot any literary techniques):

The food market was a buzzing hive; its occupants busying themselves with the buying and selling of sweet smelling delicacies sourced from Toulouse to Timbaktu. I caught a whiff of Jasmine on the wind and was delighted to find a pastel painting of Turkish Delight, coated with a light dusting.

“You like?” cried the seller, ignoring the three other customers in the queue and trying to entice me in. I waved an apologetic hand and squeezed my way deeper into the market.

I was trying to remember to the words for ‘excuse me’, but had forgotten the teachings of the busboy at the hotel. The noise built into crescendos at every stand, with gossip, commands and bartering taking place in a rich dialect I couldn’t comprehend. Each and every direction I turned, I was jagged with an elbow or forced to fake-interest in a stall in which I had none. I was becoming overwhelmed, so I stole into a small crevice on the side of the market to seek respite.

Obviously, you will need to write more than this. But try to make your language as rich and engaging as possible.

Make sure to reread your work

Your creative writing component will be judged on spelling, grammar and punctuation, so make sure that you read your work once you’re done to iron out any potential mistakes.

If you want a little bit more help, Tutor House offers world-class English GCSE tutors. To find out more, or to book your tutor today, call 0203 9500 320

Alex is the founder and director of Tutor House and has a degree in Psychology. He has worked in the educational industry for 14 years; teaching Psychology for 8 years at a school in London. He now runs Tutor House, after setting it up in 2012. Alex still tutors every week, he writes for the Huffington Post and has appeared on the BBC and ITV to discuss educational topics. Alex is an educational consultant and UCAS expert, he’s worked with hundreds of students over the years. He’s obsessed with squash, but is distinctly average.

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Creative Writing: Everything You Need to Know

Introduction

In the heart of every storyteller lies the vibrant pulse of creative writing, a world where imagination reigns and where emotions, thoughts, and ideas find their voice. But what exactly is creative writing? At its core, creative writing is an art form that revolves around expressing oneself through narratives, poetry, scripts, and other forms of literature. It’s not just about stringing words together, but about crafting worlds, moulding characters, and eliciting emotions, all from the power of the pen (or keyboard).

The importance of creative writing stretches beyond the pages of a novel or the verses of a poem. Creative writing cultivates cognitive development , fosters empathy, and offers a therapeutic escape. Whether you’re penning an epic tale, jotting down a heartfelt poem, or expressing your thoughts in a personal diary, you’re delving into a form of self-exploration. Additionally, in the academic world, initiatives like the 11+ creative writing and A-level creative writing emphasise the pivotal role this skill plays in shaping young minds, boosting their analytical thinking, and enhancing their linguistic abilities.

With this guide, we hope to unravel the many facets of creative writing, from its foundational elements to the benefits it offers and how you can master it. Whether you’re a budding writer a seasoned author, or simply a student looking to learn, there’s always something to discover in this expansive world of creativity. 

The Foundations of Creative Writing

Creative writing, much like any art form, has its foundational principles that guide and enrich the craft. Whether you’re preparing for 11+ creative writing or diving into A-levels, understanding these foundations is crucial.

The 4 Types of Creative Writing

    1. narrative fiction.

This involves storytelling, and it’s what most people think of when they hear “creative writing.” Examples include novels, short stories, and novellas.

    2. Poetry

A rhythmic and metaphorical form of writing, poetry allows writers to express feelings, thoughts, and stories in a condensed and poignant manner.

    3. Drama

 Written to be performed, drama includes scripts for movies, plays, and television shows.

    4. Creative Non-Fiction

 This merges the truth and the artistic flair. Memoirs, biographies, and personal essays fall under this category. 

The 5 Genres of Creative Writing-Breaking down the Differences

    1. fantasy.

A genre that uses magic and other supernatural elements as main plot elements, themes, or settings.

    2. Mystery

 This centres on a mysterious event, often a crime, exploring the solution and the circumstances around it.

    3. Romance

A narrative driven by a relationship, exploring the nuances of love and connection.

    4. Horror

Aimed at evoking fear and excitement in the reader, it often delves into the supernatural and unknown.

    5. Science Fiction

 Utilising futuristic settings, advanced technology, space exploration, and often commenting on the state and direction of society.

The 6 elements of creative writing: What makes a story resonate?

    1. plot.

 The sequence of events or the main story arc.

    2. Characters

The individuals who move through the narrative, driving and being affected by the plot.

    3. Setting

 The time and place where the story unfolds.

    4. Theme

The central idea, message, or lesson that’s conveyed.

    5. Point of View

 Through whose eyes or perspective we understand the narrative.

    6. Style/Tone

 The manner in which a story is told can dramatically affect its reception and impact.

Whether for GCSE creative writing exercises or other creative writing courses, always remember the power and impact of these foundational principles. They serve as the backbone of compelling narratives and resonate deeply with readers.

Education and Creative Writing

Creative writing, while inherently artistic, is also deeply rooted in the educational fabric. Through structured courses and examinations, students are offered an avenue to hone their skills, understand key techniques, and showcase their abilities. Two critical facets in the UK’s education system that emphasise creative writing are the GCSEs and 11+ exams .

GCSE Creative Writing Learning from Real-world Samples.

Many students often wonder how to write creative writing in English for the GCSE or how to get an A in English GCSE creative writing. One of the best ways to grasp the expectations is to analyse real-world samples. By understanding the structure, tone, and content of top-scoring pieces, students can identify the qualities that examiners look for. 

    How to Get an A in English GCSE Creative Writing

 Achieving a top grade requires a combination of factors:

        1. Understanding the Prompt

Ensure you’ve fully grasped the theme or topic.

        2. Planning

 Before diving into writing, structure your thoughts, plot, and character arcs.

        3. Using Varied Vocabulary

 Showcase your linguistic prowess without overcomplicating the narrative.

        4. Engaging the Reader

The opening should hook the reader, and the narrative should maintain interest throughout.

        5. Editing and Refining

Always review and revise. It’s at this stage that good writing often becomes great.

11+ Creative Writing

The 11+ examination , aimed at students transitioning to secondary education, places a significant emphasis on creative writing. The 11+ creative writing segment tests a student’s ability to construct a coherent narrative, use varied vocabulary, and demonstrate grammatical prowess. 

Why is it Essential?

The 11+ creative writing not only evaluates a student’s writing capabilities but also their cognitive abilities like imagination, logical structuring, and time management . High-quality 11-plus creative writing examples showcase a blend of creativity and structured thinking, essential skills for further education and life in general.

Incorporating the educational aspects into your creative writing journey can seem challenging, but remember, every exam and grade is merely a stepping stone. What truly matters is the continuous growth, learning, and love for the craft.

The Career of a Creative Writer

Choosing a career path often involves aligning one’s passion with practicality. For those drawn to the art of storytelling and expression through words, creative writing emerges as a captivating choice. But is it a viable profession? What does the day-to-day life of a creative writer look like? Let’s delve into these queries.

Is Creative Writing a Good Major? The Pros and Cons

 advantages.

       1. Passion for Profession

For those who have an innate love for writing, this major allows them to pursue what they genuinely love.

       2. Versatility

 A degree in creative writing isn’t just limited to penning novels or poetry. Graduates can venture into journalism, content creation, advertising, scriptwriting, and more.

       3. Skill Development

Beyond writing, this major hones skills like critical thinking, communication, research, and more, which are valuable in numerous professions.

       4. Networking

 University programs often provide opportunities to meet authors, agents, publishers, and other industry professionals.

  Disadvantages

       1. Job Market Competition

While there are opportunities, the writing domain can be competitive, with many vying for the same positions.

      2. Income Variability

Unlike some professions, writing may not always offer a stable monthly income, especially for those freelancing or looking to publish.

       3. Subjectivity

 Writing is subjective. What one editor or publisher loves, another might reject. This can be challenging for emerging writers to navigate.

What Do Creative Writers Do? An Overview of the Profession

At the core, creative writers craft stories, narratives, poems, articles, and content that resonate with readers. Their days might be spent:

      Brainstorming Ideas

This is where every piece begins—finding a theme, message, or story worth sharing.

      Researching

Especially crucial for genres like historical fiction or specific articles. Research ensures accuracy.

      Writing and Re-writing

Crafting the initial draft and then refining it multiple times to ensure it aligns with the desired quality.

      Pitching and Submitting

For those looking to publish, a significant time might be spent pitching to agents, editors, or publishers.

      Continuous Learning

Like any profession, trends and techniques in writing evolve. Writers often attend workshops, seminars, or courses (like online creative writing courses) to enhance their skills.

In conclusion, the life of a creative writer is multifaceted. It’s a blend of creativity, determination, continuous learning, and, at times, resilience in the face of rejection. But for those truly passionate, the joy of creating worlds with words and impacting readers is unparalleled.

Starting with Creative Writing

Diving into the vast ocean of creative writing might seem overwhelming at first, especially for those new to the craft. It’s like staring at a blank canvas, waiting for that first brushstroke of inspiration. But fear not, every writer, renowned or budding, has been there. With the right guidance and techniques, that daunting blank page can turn into a canvas filled with words, stories, and imagination.

Creative Writing Ideas-Where They Come From and How to Cultivate Them

   observation.

Everyday life is brimming with stories. Observe people, places, and situations. Ask yourself, “What if?”.

   Reading

Books , articles, blogs – they all can spark an idea. Notice what intrigues you in others’ writings.

   Dreams

Our subconscious mind can be a treasure trove of bizarre, exciting, and unique ideas.

    Mind Maps

Start with a central theme and branch out with related concepts, characters, conflicts, and backgrounds.

  Current Events

News stories can provide a backdrop for a timely and relevant narrative.

Creative Writing Exercises

   free writing.

Set a timer (maybe 10 minutes) and write without stopping or editing. Let your thoughts flow onto the page.

   Word Association

Begin with a word and jot down everything it makes you think of. It can lead to unexpected connections and ideas.

   Character Development

Invent a character from scratch. Consider their background, fears, dreams, and quirks, and then place them in a situation.

   Image Inspiration

 Look at a photograph or artwork and craft a story around it.

   Story Prompts

There are countless prompts available online. They give a starting point, and you take it from there.

There will be moments of uncertainty, thrill, discovery, and enlightenment. But with the right tools and mindset, the process can be incredibly rewarding. So, grab your pen or keyboard and let the stories unfold.

Benefits of Creative Writing

Creative writing, often viewed as a whimsical hobby or a tool for academic enhancement, harbours a depth of benefits that many overlook. Its impact resonates not just in the literary world but also in our cognitive and emotional development.

Does Creative Writing Make You Smarter?

Contrary to the isolated image of a writer lost in their imagination, creative writing demands a lot from our brains. It sharpens our cognitive abilities, enhancing analytical thinking, vocabulary, and understanding of complex concepts. Storytelling requires a blend of logic and imagination, thus exercising both the left and right hemispheres of the brain. So, while it might not raise your IQ overnight, it undeniably sharpens your mind and hones your critical thinking skills.

How Creative Writing Helps Students: Academic and Personal Advantages

Beyond the realms of grades and classroom performance, creative writing offers students a unique set of advantages:

  Academic Growth

It improves vocabulary, grammar, and writing structure, which are vital across various subjects.

  Enhanced Empathy

Crafting stories allows students to step into different characters’ shoes, fostering a deeper understanding of human emotions and perspectives.

   Boosted Creativity and Imagination

Regular writing can expand a student’s horizon, encouraging them to think outside the box.

   Problem-Solving Skills

Developing plots and resolving story conflicts cultivate a student’s ability to tackle real-life challenges.

   Self-expression and Confidence

Creative writing provides an outlet for emotions, ideas, and opinions, boosting self-worth and confidence.

Creative Writing and Mental Health

The intertwining of pen, paper, and emotions runs deep. Creative writing is more than an art form; for many, it’s a lifeline.

Does Creative Writing Help Depression?

While creative writing isn’t a replacement for professional treatment, many individuals battling depression have found solace in the written word. Writing allows a release of pent-up emotions, creating a safe space for expression without judgment. Narrating their experiences provides a form of self-reflection and understanding, offering a means to navigate their feelings and potentially find a path towards healing.

How Creative Writing Helps Mental Health and Provides Therapeutic Value?

  catharsis.

Writing about traumatic or emotional events can serve as a release, helping individuals process their feelings.

   Mindfulness

The act of writing focuses the mind, keeping it in the present moment, similar to meditation.

   Sense of Accomplishment

Completing a piece, regardless of its length, provides a boost of self-worth and achievement.

   Reduction in Stress

Translating thoughts into words has been shown to lower anxiety levels, promoting a state of calm.

   Enhanced Self-awareness

It offers insights into one’s own emotions, behaviours, and triggers, promoting personal growth.

In conclusion, creative writing is a multifaceted tool that enriches our minds, enhances academic prowess, and offers therapeutic value. Whether pursued as a profession, hobby, or therapy, its benefits are profound and far-reaching.

Online and Traditional Creative Writing Courses

Creative writing in education has seen a significant transformation in recent years. With the rise of digital platforms and the ever-evolving nature of traditional institutions, aspiring writers are now spoilt for choice. Let’s delve into the contrasts and benefits of both.

Where to Learn Creative Writing: Physical Institutions vs. Online Platforms

Traditionally, universities and colleges have been the primary source for structured creative writing programs. These institutions offer comprehensive curriculums, renowned faculties, and the immersive experience of a classroom setting. Engaging directly with professors and peers can be invaluable, fostering a sense of community and providing hands-on feedback.

On the flip side, the digital era ushered in online learning platforms that break geographical boundaries. Online courses offer flexibility, allowing learners to progress at their own pace and often at a fraction of the cost of traditional programs. Whether you’re a working professional, a parent, or someone who resides in a remote location, online platforms can make learning accessible.

Online Creative Writing Courses: The Digital Learning Revolution

The proliferation of online courses has revolutionised how we perceive education. Platforms like Coursera, Udemy, and MasterClass, among others, have democratised access to top-tier instructors and curriculums from around the world. From beginner workshops to advanced storytelling techniques, there’s a digital course for every level of writer.

Another advantage is the myriad of formats available: video lectures, webinars, interactive assignments, peer reviews, and more, catering to diverse learning styles.

Advantages of Online Learning and Where to Find the Best Courses

    Flexibility and Convenience

Study anytime, anywhere. This adaptability is especially beneficial for those juggling multiple responsibilities.

    Diverse Course Offerings

With no physical constraints, online platforms can offer a broader range of courses, from niche genres to unique writing techniques.

    Cost-Effective

Without the overheads associated with physical institutions, online courses often come at a reduced price.

    Networking

Engage with a global community of writers. Online forums and discussion boards allow for networking opportunities that span continents.

    Up-to-date Material

Online platforms can quickly update their content, ensuring that courses remain current with evolving literary trends and technologies.

As for finding the best courses, thorough research is essential. Check for reviews, curriculum details, instructor qualifications, and any available trial periods or sample lessons. Edumentors is a great platform when it comes to online tutoring. They offer assistance from tutors from UK’s top universities-weather you’re a GCSE, A-level or 11-plus student looking for some guidance. With individually fitted assistance, you can be sure of a positive teaching experience.

In conclusion, whether you’re drawn to the allure of a traditional classroom or the flexibility of online platforms, the options for creative writing education are diverse and expansive. It’s a golden era for aspiring writers, with quality education just a click or a campus away.

Debates in Creative Writing

As with any art form or discipline, creative writing isn’t without its controversies and debates. At the heart of these discussions lie questions about the teachability of the craft and its influence on cognitive processes. Let’s delve into these topics.

Can Creative Writing Be Taught? Exploring Both Sides of the Argument

   the affirmative side.

Proponents of creative writing courses argue that while innate talent can’t be instilled, the skills and techniques that refine this talent can be imparted. They point to the structured environment of a class or workshop where students learn about plot development, character arc, pacing, and other foundational elements. Further, a guided environment can provide feedback, enabling budding writers to identify their strengths and areas of improvement.

  The Skeptical Side

 Detractors, on the other hand, believe that writing, especially its creative facet, springs from personal experiences, innate talent, and individual interpretation of the world. They assert that while techniques can be learned, genuine creativity cannot be taught. Moreover, they warn against the risk of homogenising voices, where students might end up emulating the style of their instructors or popular trends rather than finding their unique voice.

Regardless of where one stands on this debate, the surge in creative writing courses, both online and offline, suggests a significant demand and belief in the merits of guided learning.

For many, creative writing becomes a sanctuary—a space free from the confines of reality, where thoughts, emotions, and experiences metamorphose into stories, characters, and worlds. It provides a canvas for our deepest fears, joys, dreams, and hopes. As writers shape narratives, they’re not just building stories; they’re often reconstructing their understanding of life and their place in it. This continuous process of introspection and externalisation fosters personal growth, making creative writing an invaluable tool for self-awareness and development.

With the plethora of resources available today, from online courses to local workshops, there’s a platform for everyone. But the most crucial tool in your arsenal will always be your unique perspective and voice. Nurture it, believe in it, and let it resonate.

In the final reckoning, creative writing isn’t just about producing literary masterpieces. It’s about evolution, both personal and societal. It’s about finding clarity amidst chaos and deriving meaning from the mundane. So, as you close this blog and ponder over the world of creative writing, remember it’s a journey, and like all journeys, it’s best enjoyed one step, or in this case, one word at a time.

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10+ GCSE creative writing ideas, prompts and plot lines

Getting a good GCSE creative writing plot going can be difficult, here are some ideas to help you out.

Ahead of your exams, here are a selection of GCSE creative writing ideas and prompts to hopefully provide some inspiration.

The Lost Timepiece

Prompt: In an old, dusty attic, a teenager discovers a mysterious pocket watch that doesn’t seem to tell the correct time.

Potential Story Directions:

• The watch could transport the teenager to different moments in history whenever it's wound.
• The watch might belong to a long-lost relative, leading to a family mystery.
• The watch could be counting down to a significant event, and the protagonist must figure out what is about to happen.

The Secret Garden Door

Prompt: Behind the overgrown ivy in the school's garden, a student finds a door that wasn't there before.

• The door could lead to a magical world, offering an escape from everyday life but with challenges of its own.
• It might be a portal to the past, showing the school's history and secrets.
• The door could be a metaphorical passage to self-discovery, revealing hidden aspects of the character’s personality.

The Last Message

Prompt: A character receives a mysterious message in a bottle on the beach, written in a cryptic language.

• Deciphering the message could lead to an adventure, perhaps a treasure hunt or a rescue mission.
• The message might be from a distant land or time, offering insights into an ancient or futuristic world.
• It could be a personal message from someone significant in the character’s past, triggering a journey of emotional growth.

Midnight at the Museum

Prompt: A night guard at a museum notices that the exhibits come to life after midnight.

• The guard could interact with historical figures, learning about history firsthand.
• There might be a plot to steal an exhibit, and the living exhibits help to thwart it.
• The phenomenon could be linked to a supernatural event or an ancient curse that needs resolving.

The Forgotten Melody

Prompt: A pianist discovers an old, unplayed piano in a neglected music room that plays a melody no one seems to recognize.

• The melody could be a key to unlocking forgotten memories or a hidden past.
• It might be a magical melody, having various effects on listeners.

Each of these prompts offers a starting point for creative exploration, allowing students to develop their storytelling skills in imaginative and engaging ways.

Galactic Storm

Prompt: Astronauts on a mission to a distant planet encounter a bizarre, otherworldly storm.

• The storm could have strange, mind-altering effects on the crew.
• It might be a living entity, communicating in an unprecedented way.
• The crew must navigate through the storm to discover a hidden aspect of the universe.

Unearthed Powers

Prompt: A teenager suddenly discovers they have a supernatural ability.

• The power could be a family secret, leading to a journey of self-discovery.
• It might cause conflict with friends and society, forcing the protagonist to make difficult choices.
• The ability could attract unwanted attention, leading to a thrilling adventure.

Reflections of Reality

Prompt: A story that mirrors a significant real-life experience involving friendship or a pet.

• The story could explore the depth of human-animal bonds or the complexities of friendship.
• It might involve a heartwarming journey or a challenging ordeal.
• The protagonist learns valuable life lessons through these relationships.

Chronicle of Times

Prompt: A character discovers a way to travel through time.

• Traveling to the future, they encounter a radically different world.
• In the past, they might inadvertently alter history.
• The story could explore the moral and emotional implications of time travel.

Apocalyptic Event

Prompt: A natural disaster of unprecedented scale threatens humanity.

• The story could focus on survival, resilience, and human spirit.
• It might involve a journey to avert the disaster.
• The narrative could explore the societal changes that occur in the face of such a disaster.

The Unsolved Case

Prompt: A detective starts investigating a complex and mysterious murder.

• The investigation uncovers deep secrets and conspiracies.
• The detective's personal life might intertwine with the case.
• The story could have a surprising twist, challenging the reader's expectations.

Retold Fable

Prompt: Modernize a classic fable or story, such as the Boy Who Cried Wolf, in a contemporary setting.

• 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.
• The narrative could blend the original fable with current events, creating a powerful commentary.

Forbidden Love

Prompt: Two characters from vastly different worlds fall in love, against all odds.

• Their love could challenge societal norms and expectations.
• The story might explore the sacrifices they make for each other.
• It could be a journey of self-discovery and acceptance in the face of adversity.

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Scoring Creativity: Decoding the Rubric for Creative Writing

My name is Debbie, and I am passionate about developing a love for the written word and planting a seed that will grow into a powerful voice that can inspire many.

Picture this: a blank page, waiting eagerly for you to fill it with words, with ideas, with a world of your very own creation. Whether you’re a seasoned wordsmith or just beginning to dip your toes into the vast ocean of creative writing, there’s no denying the thrill and challenge that comes with transforming a nebulous concept into a tangible piece of art. But how do we measure this artistry? How can we capture the essence of creativity and quantify it in a way that not only recognizes talent but also provides valuable feedback for improvement? Enter the rubric for creative writing – a powerful tool that unlocks the secrets to scoring creativity. In this article, we will embark on a journey to decode this mysterious rubric, demystifying its components and shedding light on how it can elevate your writing to new heights. So, grab your favorite pen and get ready to uncover the hidden treasures within the intricate world of scoring creativity.

Key Elements of a Rubric for Creative Writing

Understanding the purpose and structure of the rubric, evaluating creativity and originality, exploring language use and style, assessing organization and structure, analyzing grammar and mechanics in creative writing, providing constructive feedback to foster growth and improvement, frequently asked questions, to conclude.

When assessing creative writing assignments, it is important to have a rubric that emphasizes the unique aspects of this genre. A well-structured rubric not only helps evaluate students’ work objectively but also provides clear guidelines for improvement. Here are the key elements to consider when creating an effective rubric for creative writing:

• Originality: Successful creative writing demonstrates a unique and imaginative approach. A rubric should prioritize originality, encouraging students to think outside the box and avoid clichés or common themes.
• Engagement: A captivating story or piece of creative writing should engage the reader from beginning to end. Assessing how well a piece holds the reader’s interest, creates emotional connections, or sparks curiosity is crucial in evaluating a student’s work.
• Structure and Organization: Despite its imaginative nature, creative writing should still exhibit a well-structured and organized composition. A rubric should consider the coherence of ideas, logical progression, and the use of literary devices to enhance the overall structure.

Moreover, a rubric for creative writing should not only focus on the final product but also evaluate the writing process. By considering these key elements, educators can provide meaningful feedback and empower students to develop their creativity and refine their writing skills. Remember that a well-crafted rubric not only provides a clear assessment framework but also encourages students to unleash their creativity and storytelling abilities, fostering growth and improvement.

The rubric is a valuable tool that helps teachers assess student work based on specific criteria. It provides a clear outline of expectations, allowing both teachers and students to understand the purpose and structure of the assessment. By breaking down the assignment into different categories and levels of achievement, the rubric ensures fairness and consistency in evaluating student performance.

The structure of a rubric typically includes criteria, descriptors, and levels of achievement. The criteria outline the specific skills, knowledge, or qualities that students are expected to demonstrate in their work. Descriptors provide detailed explanations or examples of what each level represents, helping students understand what is required to achieve a certain grade. These levels of achievement can be presented in different ways, such as a numerical scale, a letter grade, or even descriptive phrases.

• A rubric allows teachers to provide constructive feedback in a clear and organized manner. Students can easily identify areas where they excel and areas that need improvement, enabling them to focus on specific skills and make progress.
• By , students can effectively plan and organize their work. They can align their efforts with the criteria outlined in the rubric, ensuring that they address all the required components and meet the expectations set by the teacher.
• Rubrics promote transparency in assessment as the criteria and expectations are clearly communicated to both teachers and students. This transparency fosters trust and facilitates meaningful discussions about student performance and progress.

Overall, the rubric serves as a valuable tool for guiding and evaluating student work. Understanding its purpose and structure enhances communication, supports effective teaching, and empowers students to take ownership of their learning.

When it comes to , it’s essential to approach the process with an open mind and a willingness to explore new perspectives. In today’s fast-paced world , where innovation is key, acknowledging and celebrating these qualities can lead to breakthrough ideas and solutions in various fields. So, how can we effectively assess creativity and originality? Let’s dive in:

• Embrace diverse thinking: Creativity is not limited to a specific domain or a particular way of thinking. Encouraging diverse perspectives and welcoming ideas from various backgrounds fosters a rich and fertile ground for innovative thinking. By giving space for unconventional thoughts and perspectives, we can unearth hidden gems of creativity.
• Value experimentation: Creativity often thrives through experimentation. Encouraging individuals to try new approaches, take calculated risks, and test unconventional ideas can yield unexpected and groundbreaking results. Acknowledging the value of experimentation creates an environment that supports and nurtures creativity and originality.
• Promote a learning mindset: Creativity flourishes when individuals have a growth mindset and embrace continuous learning. Providing opportunities for personal and professional development, promoting curiosity, and supporting ongoing education empowers individuals to expand their horizons and think creatively in their respective fields.

Creativity and originality are invaluable assets in our ever-evolving world. By adopting an inclusive and open-minded approach, embracing experimentation, and promoting a culture of ongoing learning, we can create an environment that nurtures and celebrates innovative thinking. Let’s remember, true creativity knows no boundaries!

Language use and style are essential aspects of effective communication. They play a vital role in conveying meaning, eliciting emotions, and engaging the audience. By exploring different language use and styles, we can enhance our writing, speaking, and overall communication skills.

One fascinating aspect of language use is the choice of words and phrases. The words we select can shape the tone and mood of our message. For instance, using vibrant and descriptive language can paint a vivid picture in the reader’s mind, while using technical jargon may be more suitable for specialized audiences. It’s important to consider the impact of our word choices to ensure clarity and precision.

• Metaphors and Similes: These literary devices can add depth and creativity to our language use. They help us explain complex concepts by drawing comparisons to more familiar objects or actions.
• Analogies: Analogies are useful for making abstract ideas more tangible and relatable. By likening a new concept to something familiar, we help our audience better grasp the subject matter.
• Rhetorical Devices: Rhetorical devices, such as alliteration, repetition, and parallelism, add rhythm and emphasis to our writing. They can make our message more memorable and persuasive.

Additionally, understanding different writing and speaking styles allows us to adapt our communication to different contexts and audiences. From formal and academic writing to casual and conversational tones, each style serves its purpose. Adapting our style based on the audience’s expectations can build rapport and improve their overall experience with our message.

By continually , we can cultivate our communication skills and become more effective storytellers. Experimenting with different techniques and styles helps us discover our unique voice and develop a versatile approach to communication.

When evaluating an organization’s effectiveness, one key aspect to consider is its organization and structure. A well-organized and efficiently structured organization can greatly contribute to its overall success and productivity. Here are some factors to assess when evaluating an organization’s organization and structure:

• Clarity of Roles: It is crucial for all team members to have a clear understanding of their roles and responsibilities within the organization. This ensures that tasks are properly allocated and promotes accountability.
• Communication Channels: A strong organization fosters effective communication channels, both vertically and horizontally. Transparent and open lines of communication facilitate the flow of information, enhance collaboration, and minimize misunderstandings.
• Efficiency of Workflow: A well-structured organization streamlines workflow processes, reducing unnecessary delays and optimizing efficiency. Assessing how tasks are assigned and how information flows within the organization can help identify areas for improvement.

Furthermore, a clear hierarchy within an organization ensures that individuals and teams know whom to report to and seek guidance from. Roles such as managers, supervisors, and team leaders establish an accountability structure that promotes effective decision-making and problem-solving. Additionally, an organization’s structure should allow for flexibility and adaptability to meet changing business needs and respond to unforeseen challenges.

Understanding and perfecting grammar and mechanics in creative writing can greatly enhance the overall quality of your work. While creative writing is often seen as free-flowing and expressive, paying attention to the technical aspects can make a huge difference in how your message is conveyed.

To start analyzing grammar and mechanics in your creative writing, consider the following tips:

• Grammar Mastery: Develop a strong foundation in grammar rules, including verb tense, subject-verb agreement , and punctuation. This ensures that your writing flows smoothly and is easily understood by your readers.
• Consistent Voice: Maintain a consistent narrative voice throughout your piece. Whether it’s first-person, third-person limited, or omniscient, clarity in voicing will prevent confusion and keep your readers engaged.

Furthermore, it’s important to recognize the power of effective mechanics in creative writing. Here are some key aspects to consider:

• Punctuation and Sentence Structure: Experiment with different sentence lengths and punctuation marks to create a rhythmic flow in your writing. This can add variety and help maintain the reader’s interest.
• Word Choice: Be conscious of the words you use and their impact on the overall tone and mood of your writing. Employing descriptive and vibrant vocabulary can bring your story to life and captivate your audience.

By paying attention to grammar and mechanics in creative writing, you can effectively convey your message while showcasing your artistry and maintaining the reader’s attention. Embrace these techniques and watch your writing soar to new heights!

Constructive feedback plays a critical role in helping individuals and teams reach their full potential. However, giving feedback in a manner that encourages growth and improvement can be challenging. By following a few key principles, you can provide feedback that is both effective and supportive.

• Focus on specific behaviors: When offering feedback, it is important to pinpoint the specific behaviors or actions that need improvement. By being specific, you can help the recipient understand exactly what they can do differently.
• Use the sandwich technique: One way to make feedback more constructive is to employ the sandwich technique. Begin with positive reinforcement, then offer areas for improvement, and finally end on a positive note. This approach helps maintain a healthy balance and ensures that the feedback is not overly critical.
• Be objective and avoid personal attacks: Feedback should always be objective and focused on the task or behavior at hand. Avoid making it personal or attacking the individual’s character. By staying objective, you can keep the conversation focused on growth and improvement.

Moreover, when providing feedback, it is essential to be empathetic and understanding. Put yourself in the recipient’s shoes and try to see things from their perspective. This will help you deliver feedback with empathy, making it easier for the recipient to accept and act upon.

Q: What is creative writing?

A: Creative writing is a form of artistic expression that involves crafting original stories, poems, plays, and other literary works. It allows writers to explore their imagination and unique perspectives through compelling narratives or evocative language.

Q: Why is creative writing important and worth assessing?

A: Creative writing enhances critical thinking, communication skills, and imagination. Assessing creative writing helps recognize and develop the writer’s ability to effectively express ideas, emotions, and experiences. It also promotes individuality, literary analysis, and cultural exchange.

Q: What is a rubric for creative writing?

A: A rubric for creative writing is a scoring tool used to assess and evaluate written works based on specific criteria. It outlines the expectations and benchmarks for various aspects of the writing, such as plot development, characterization, language use, and overall impact. A rubric provides a standardized and transparent evaluation process.

Q: What are the main components of a rubric for creative writing?

A: The components may vary depending on the purpose and level of assessment, but common elements include plot and structure, character development, language and style, creativity, originality, and overall impact. Each component is further divided into specific criteria and assigned different levels of proficiency, usually represented by descriptive statements and corresponding scores.

Q: How does a rubric help both teachers and students in evaluating creative writing?

A: Rubrics provide clear expectations and guidelines for both teachers and students. For teachers, it offers a systematic and consistent method of evaluation, reducing potential bias. Students benefit from the rubric by understanding the grading criteria in advance, which enables them to focus on specific areas of improvement and self-assessment. It promotes a fair and transparent assessment process.

Q: How can a rubric be used to provide constructive feedback?

A: A rubric allows teachers to provide specific feedback based on established criteria, highlighting both strengths and areas for improvement. By referring to the rubric, teachers can offer targeted suggestions to enhance plot development, character portrayal, language use, or creativity in the student’s writing. This feedback helps students understand their progress and areas where they need more practice, leading to growth as writers.

Q: Can a rubric be adjusted or personalized for specific writing assignments or student needs?

A: Yes, rubrics can be modified based on the specific assignment requirements, classroom objectives, or individual student needs. Teachers may adapt the rubric to address unique elements or emphasize particular writing skills relevant to the assignment or curriculum. Personalization enables a more tailored, meaningful assessment and supports the diverse needs and strengths of students.

Q: How can students use rubrics to improve their creative writing skills?

A: Students can refer to the rubric before, during, and after writing to ensure their work meets specific criteria and expectations. By analyzing the rubric, they can identify areas that need improvement and focus their efforts accordingly. Frequent self-assessment using the rubric can ultimately help students achieve a higher level of proficiency in creative writing and guide their growth as competent writers.

Q: Are rubrics the only way to evaluate creative writing?

A: While rubrics provide a structured and objective evaluation method, they are not the only way to assess creative writing. Other assessment tools, such as teacher feedback, conferences, peer reviews, and portfolio assessments, can also complement rubrics and provide a more holistic evaluation of a student’s writing skills. It is crucial to employ multiple evaluation methods to obtain a comprehensive view of a writer’s abilities.

In conclusion, understanding the rubric for creative writing can help writers enhance their skills and meet the criteria for scoring creativity.

Escaping the Rut: How to Get Away From Writer’s Block

Mastering Creativity: Writers Block: How to Overcome

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Creative writing in GCSE and the challenges (Code: C1494)

This interactive course will explore ways to build learners' confidence and resilience around creative writing. It explores strategies for supporting learners to see themselves as writers, equipping them with the skills and knowledge to spark their creativity and imagination (especially when working with GCSE style picture and word prompts) and produce writing which consciously develops theme and narrative perspective.

The course activities give participants the opportunity to try out and evaluate suggestions for creative writing activities for themselves before using them with learners.

Pricing options

Prices start from £400 for an onsite group booking for one CPD module such as this advertised course. Discounts are available for packages of modules - contact us for details.

Who is this for?

Teachers of GCSE English

Training aim

To consider the challenges surrounding creative writing for GCSE resit learners and explore approaches to supporting them to generate and compose ideas in the examination.

On this course, you will:

• explore strategies to build learner confidence and spark ideas for creative writing
• explore how to support learners to plan and write effectively under exam conditions in response to textual and picture prompts
• consider how to support learners to approach creative writing with purpose and control, making decisions about theme and points of view/narrative perspectives

By the end of the course, you will be able to devise activities, using picture and word prompts, which give learners opportunities to try out different approaches to generating ideas, developing themes and deciding upon narrative perspective for creative writing.

If this course is not currently available at a suitable date/location, please register your interest and we will let you know about new events as they are announced.

If you have any questions, please contact: T: 0800 0 831 830 E: [email protected]

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Creative writing coursework!!!

Snow day to remember!

By shahzaib abbasi!

A snow day to remember

“Wake up J, wake up J, come on J time for school darling,”  was all I could hear from my mum, her persistence felt like Michael Schumacher repeatedly racing his Ferrari into my ear.  You would think I would be use to this daily torture, but NO!, without fail everyday this agony feels just as bad.  Slowly but surely I crept out of my bed and slowly made my way to the bathroom.  30 seconds into brushing my teeth, all I could hear was “Get out J, get out, I need to use the bathroom,” screamed my sister, Sam, sweet 16? I don’t think so in her case its sickening 16.  As the seconds ticked, her screams got louder and louder, but I stood my ground and carried on brushing my teeth.

        It was now 8.30am, as I quickly ate my cereal, and left for school.  As I walked out the house, I saw the streets which looked as if someone had come over night and poured milk on them, it had been snowing all night.  The snow had brought some light to my day, could it be, could it be SNOW DAY?  If this was the case then there would be no school.  It seemed too good to be true so I made my way to school, hoping that this possibility of a day off school would become reality.  Snow fight, was the thought that occupied my mind as I strolled to school.  Finally I made it to the torture chamber, they call school, as I entered the gates children and their mothers were walking out of the school, instead of into it, the possibility of snow day, became more of a reality.  Finally it was confirmed, as Steve, my best friend said enthusiastically “Schools closed today, because of the snow,” these words sounded as if they came straight from an angel.  As soon as he finished his sentence a snow fight kicked off.  Snow balls were flying through the air at high speed, as if a hundred comets were coming towards Earth at the same time.  

        After being at the receiving end of twenty odd snow balls, I decided to fight back.  I chased Steve down the road with my football sized snow ball.  Five minutes and two streets later, I was within reaching distance of my target, it was inevitable I would succeed in my mission to get my opponent in this fierce snow fight.  Finally I released my bullet, the snow ball whizzed through the air at soaring speed.  Excitement rushed through my body as the snow ball was just about to hit Steve, suddenly Steve ducked down and the snow ball zoomed past him and hit Tyson.  Tyson, the school bully stood along the road with his puppets, who he called his friends.  As Tyson wiped the snow from his coat, the excitement in my body had turned into fear.  My mind and senses had froze, Tyson and his gang started to approach me and Steve, as we stood tight in our places as if we were statues waiting to be demolished.  Ten seconds later I and Steve were hanging in the air, as Tyson’s puppets had us on their shoulders.  We helplessly tried to escape, but were unsuccessful.  “Let’s take these two losers to old Mary’s haunted house,” commanded Tyson to his gang.  The word ‘haunted’ kept to recurring in my head.  Me and my unlucky pal Steve screamed for help as our doom came closer and closer.

        Tyson and his gang ultimately got to the house, in which we would meet our end.  Steve and I pleaded with Tyson, but no he would not listen and, within a second we found ourselves on the floor of old Mary’s haunted house.  The laughs of Tyson and his friends became lower and lower as they walked away from the house, whilst Steve and I lay on the floor of this pitch black, abandoned school.  We both lay silently on the floor, as the squeaks of the rats, which were creeping around, tormented us.

This is a preview of the whole essay

        Suddenly the lights turned on.  “Who-whose there?” was the trembling sound that came out of Steve’s mouth, but there was no reply.  We could now see where we were, we were on the floor, of what seemed to be a school canteen.  The tables and seats, covered in cob webs and dust looked as if they had been lying there unused for centuries.  I tried to open the door, from which we entered the school, hoping that we would be able to make an escape, but we weren’t this lucky, as hard as we tried the door would not open.  There was a eerie vibe, surrounding this canteen, which added to the fright we were experiencing.  All of a sudden we could hear a strange sound, it sounded like something out of the x files.  We couldn’t help ourselves, as we were drawn by this unusual sound.  We didn’t know why but we both started to walk towards this gleaming white door which was at the end of the canteen, it was as if we were hypnotized by the eerie rhythm.  As we came closer and closer to the white door the tune became louder and louder.  We now stood right in front of the door as if we were expecting it to open for us.  

        All of a sudden the tune came to a halt.  On the white door was a gold postcard.  Steve read the postcard “To unlock the door find the gold in the mirror.”  We both were baffled, “what gold in the mirror?” Steve asked me. For once in my life I did not have an answer.  “Look there, there’s door with a big mirror on it,” I said to Steve in a worried tone.  

        “What you waiting for open it J” nervously said Steve.

        “No you open it” said I.

        “What if there’s a gho-gho” before Steve finished his sentenced I interrupted him and decided to open the glass door.  

“This door with a giant mirror on it must be the ‘mirror’ in which the ‘gold’ is.”  Whispered Steve.  For once I agreed with him.

We both anxiously walked towards the door.  As we approached the door we both said to each other at the same time “Are you sure you want to do this,” we both nervously smiled at each other and nodded our heads.  This room was full or mirrors.  As I turned the door knob it creaked as if it had not been used in years.  ‘THUD,’ the door closed, without allowing Steve to come through.  I ran back to open the door but it was locked, I cried out load Steve’s name but there was no reply.  I repeatedly cried out his name, shouting ‘Ha Ha, this is very funny Steve, come into the door now, this isn’t no time for jokes.’  But still there was no reply, as I realised that Steve was not playing a silly trick on me.  The terror that I felt before was nothing compared to what I was feeling right now.  ‘What happened to Steve, is he dead?’  I tried not to think this but the same thought consumed my mind.  

“Come here my child, don’t be scared” was the sound I heard.  It was the voice of a woman.  

“Who’s that?” I stuttered fearfully.

I was very frightened but also tempted to meet this person with a women’s voice for some reason. It was my only way out, I thought. As I walked through the mirrored room in search of the mysterious voice I saw a bright shiny golden key on the floor. At First I thought it was an illusion. But then I saw the key move further and further away from me. Than I realised this was reality. There was nothing I could do except follow the key and hope I was lead to day light. I was in pursuit for the key.

As I got closer and closer to the key, the laughter of the mysterious voice got louder and louder. I did not look up because I thought something was behind me. I had to face this fear. I moved my eyes of the key and looked around. There were millions and millions of them every where. It was a person dressed as a clown. This was what it seemed liked to me. This mysterious person had long curly green hair with a painted whit face and a red nose. The persons outfit resembled like what clowns wear. I had no no time to think because in this place was not trustworthy. I picked up the golden key and try to vanish from the clown’s eye.    

I held tightly onto the key as if my life depended on it... Actually my life did depend on it.  I ran through the mirrored room.  Fear was rushing through my body and sweat dripping off it, as the evil clown chased me down hall, I was its prey and it would not rest until I was in its possession.  To add to the terror, the clown’s horrific laugh was echoing throughout the glass room.  I thought my fear had reached its peak but no! Suddenly an eerie smoke started to appear in the room, it was getting thicker by the second.  My vision was getting blurred, but I carried on sprinting towards the exit door of this room.  

As my destination got closer and closer, so did the evil clown.  The laughing of the clown got louder and louder, and the smoke in the room got thicker and thicker.  The clown would not let me go.  My target, the exit door was now within reaching distance, hope started to restore into my heart, nevertheless the fear was still very present.  

The evil clown was now about a meter away from its target (me), as I was too a meter away from my target (the exit door).  The mirrored room was now pitch black.  I reached the exit door but could not see a thing.  "I've got you now, you little brat,” screamed the clown, as it grabbed onto my leg.  I tried to fight it off, but its hold was as tight as handcuffs.  The clown dragged me back down the mirrored room, i screamed for help but my screams were left unanswered.

Strangely the fear from my body had vanished, and instead I was consumed by anger.  That’s it, I couldn't handle it anymore, finally it hit me, my life is being snatched away from me, and all I could do is cry like a baby, it was time to fight back.  I head butted the evil clown, with all my power, as I did this amazingly the clown went flying into a mirror.  The clown swept the shattered glass from itself, which resulted from the impact of the clown hitting the glass.  An evil smirk appeared on the face of the clown, as it started to run towards me.  We were back to square one, I was running towards the exit door and the clown was chasing me, but this time the clown was fuming with anger.  

I was rushing towards the exit door, when all of a sudden I stopped.  I knew what I had to do, the clown would not let me go, so I decided that I would have to fight it.  It was desperate measures, all my logic was replaced by anger and desperation.  "Hey you, if you want me, come get me" I shouted at the clown.  The clown sniggered, clinched its fists and started to walk towards me.  As it approached me I rushed towards it and furiously started to hit it with combinations of punches and kicks.  With every blow struck I could see the clown was getting weaker and weaker.  But I would not let it go, it was as if the devil had possessed me.

"Okay J, stop now, I can't take it anymore,” the clown said to me, but the clown sounded like Steve.  This made me curious, and all was revealed as the 'clown' started to peel of its skin, and Steve’s face appeared.  Was this all a joke? Was this torture not real? These were the thoughts rushing through my head.  "Steve is that you?"  

"Yes its me, we were playing a trick on you” Steve said to me.

One half of me was relieved to see Steve, the other half wanted to kill him.  "That wasn't very funny, you know I thought you were dead you fool." I explained to him.

"We got you good though, for a second there I thought you would start crying, but nevertheless i paid for tricking you,  you beat me up good, you know J, you should become a kick boxer, you've got a good left hook." said Steve as he joked with me.

I was still shocked that this was all a joke.  "Steve you keep on saying 'we' tricked you, who's we?" I asked Steve.  Steve replied "Come with me and I will show you."  I followed him as he went through the exit door of the mirrored room.  He took the gold key from me, as we went back into the school canteen.  We were now back at the gleaming white door, which we first saw when we were locked in the school.  Steve used the gold key to open the gleaming white door.  As he did this we entered a pitch black room.  I could not see a thing.

"Surprise" everyone shouted as the lights came on.  All my friends and family were here, even Tyson and his gang of idiots were here.  They all said "Happy Birthday,” oh my god because of all the chaos that occurred today, I had forgotten that it was my birthday.  I was so relieved to find out that none of this was true.  Everyone requested me to make a speech.  So I did.  "Well first of all I would like to say ha ha very funny, you lot got me well.  I must say though you lot have all got a twisted sense of humour, I could have died of shock you know.  But well done to you all it was a great stunt you all pulled.  But I have one question... Who was behind the voice of the woman saying 'come here, my child don't be scared,' because that really scared me.  I bet it was you mum."

At once everyone replied by saying "What woman?" As they said this, the lights in the room went off...

Document Details

• Word Count 2478
• Page Count 5
• Subject English

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Creative Writing Coursework

Coursework Assignment: Creative Writing

25 Awesome Story Ideas for Creative Writing for GCSE English Language

by melaniewp | Jun 23, 2013 | Creative Writing , English Language Exam , GCSE , IGCSE , Writing | 0 comments

ALL ABOUT CHARACTER

[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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