good gcse creative writing ideas

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.

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.

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Recent Posts

• Example English Literature Essays For Oxbridge Applications and Coursework
• What is Pathetic Fallacy? Simple Explanation for GCSE, IGCSE, and Common Entrance
• Writing to Describe Photographs of Interesting Places
• Storm on the Island Heaney: Context, Interpretation and Annotation Analysis
• The Prelude, Wordsworth: Context, Analysis, Annotation and Likely Exam Questions GCSE Poetry Exam

Recent Comments

Miss Huttlestone's GCSE English

Because a whole class of wonderful minds are better than just one!

2 Grade 9 Creative Writing Examples

I recently asked my year 11s to pen a piece of description and/or narrative writing for their mini assessment. I gave them the following prompts:

Your school wants you to contribute to a collection of creative writing.

EITHER: Write a short story as suggested by this picture:

OR: Write a description about a person who has made a strong impression on you.

The following were two COMPELLING and CONVINCING examples of the second choice – one pupil taking ‘you’ as a fictional invitation, the other as a biographical one:

EXAMPLE ONE:

Gradually, I awake and open my eyes only to see the cracked white ceiling which greets me every day. Here I sit, slumped in the bed with the scratchy white sheets hugging me and muffled beeping noises jumping into my ears. Rubbing the sleep crust from my bloodshot eyes, I observe the scene before me. The sound of footsteps overlapping as nurses rush from bed to bed; the metallic tang from stainless steel invading my nostrils; the cold metal bed rail imprisoning and mocking me; the pungent scent of antiseptic troubling me and the blood-curdling cries and moans utterly terrifying me. Using all my strength, I try to imagine I am somewhere else, anywhere else but here.

Crowds, signs, roars: it was 1903 and the suffragette movement had begun. It was a crisp night, refreshing almost and I had taken to the streets. It was like I was possessed by something that night, some urge and deep desire within me that had led me there, surrounded by women like myself. I stood clueless and lost in the crowd; the women yelling ‘Deeds not words’ in unison; passionately parading with large wooden signs and viciously shattering windows with bricks and stones. Despite the violence that was displayed before me, I was not afraid of what was happening and I didn’t deem it unnecessary or improper, in fact I wanted the same as these women, I wanted equality. Abruptly, all of the roars and cheers became muted and faint, one woman walked slowly towards me, her hair messily swooped into an updo, her clothes somewhat dirtied and her chocolate brown corset slightly loosened. There was a glimmer in her eyes as tears seemed to swell within their hazel pools, she seemed inspired, hopeful. After reaching me in the crowd, she held out her hand, gently passing me a sign. Immediately, I clasped it and the yelling and chanting rang loudly in my ears once more. My journey had begun.

Here however, is where it ends. I am aware I do not have much time left, as the doctors have told me so, and spending my last moments in this hospital room is not optimal. However, as I look around I can see beauty within a room which at first glance seems void of it. The hollow medical tubes by my side remind me of the awful act of force feeding I have faced in the past; the shrieks and bawls of patients reflecting the pain women had felt in my time and the bed bars mirroring the prisons we were thrown into and the gates we would chain ourselves too. I know these things may seem far from beautiful, but I can see my past within this room, the power I possessed and the changes I have contributed to today. I know now that I can leave this earth having had an impact. Slowly I close my eyes, I can see her, the women who changed my life many years ago, her name, Emmeline Pankhurst.

EXAMPLE TWO:

I will never forget that day. The hazel pools of her eyes glazed over, and hands delicately placed at her sides. Nobody in the room could quite grasp the fact that this was happening. The crowds of black attire row on row seemed to mimic the thing she loves most in life, the piano. However, this time she had taken the ivory natural keys with her and left everyone else with the sharp tones. You needed both to create beautiful symphonies but all that filled the room was the excruciating silence of her absense. Even the metronone like ticks of the clock seemed to come to a standstill.

It had all began that day, she seemed to open up this whole new world for us to explore together as she placed my fingers onto the keys for the first time. I knew that this was what I was meant to do. She was the most passionately beautiful pianist I had ever seen in my life. Often, I would peer round the oak doorway before my lessons just to catch a glimpse at her. It seemed like nothing in the world mattered to her at the time.

As the years progressed, so did the scope of this world we were exploring. Each sheet of lovingly handwritten sheet music was like a new section of the map we were slowly creating together. Each of her students had their own map. Each as beautiful and each as unique as the pianist. The crotchets and quavers that adorned the staves directed the different paths we could take as my fingers graced the keys. This may not have been a beautiful ballet routine, but this was our dance and it had been carefully choreographed just for us.

That piano room was the safest place in the world. Every inch of it her: the potent scent of her floral perfume; shelves full of scruffy and well loved sheet music; rows upon rows of framed photos of her and her students; the vintage piano which she always kept in tune, it was home. I couldn’t bear the

idea that someone else was going move in and rip away the music room without a second thought. It was her music room.

It was up to me now. Up to me to finish this journey we had begun together.

She may not be with me in person anymore, but she will always live within the world we built together and nothing could ever change that. For she could never truly be gone since she left a piece of her within every one of her students; the passion for piano.

Share this:

Published by.

gcseenglishwithmisshuttlestone

Secondary English teacher in Herts. View all posts by gcseenglishwithmisshuttlestone

2 thoughts on “2 Grade 9 Creative Writing Examples”

This has helped me a lot, I myself am preparing for a narrative test like this and these prompts and descriptive short stories are marvellous! Thank you for sharing this! 🙂

My pleasure!

Leave a comment Cancel reply

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Copy shortlink
• Report this content
• View post in Reader
• Manage subscriptions
• Collapse this bar

• Student Hacks
• Studying & Revision
• Work & Jobs

GCSE English language: 10+ tips for creative writing

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

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

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

Understanding the Exam Format

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

Reading Widely

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

Practising Writing Regularly

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

Answer The Question

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

Developing Strong Characters and Settings

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

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

Mastering Narrative Structure

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

Showing, Not Telling

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

Take Inspiration From Real Life

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

Go Out of This World

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

Varying Sentence Structure and Vocabulary

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

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

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

Editing and Proofreading

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

Seeking Feedback

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

Staying Calm and Confident

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

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

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

Follow on Twitter

Like on facebook.

• Creative Writing /

Writing prompts for English Language GCSE

Below I have shared 5 different types of writing prompts for you to use this week with your classes! If you are preparing your classes for GCSE English Language, or any type of creative writing, then these writing will be great for you to use!

Writing a room

Choose one room in your house and list everything that can be: seen, smelt, heard, felt (and tasted).

Write 100 words describing this room using only sensory imagery .

When you have finished writing, ask yourself this question – were you able to create a sense of the room with this tightly controlled word count? If not, consider why? Look at your nouns and adjectives, are they specific and precise? Did you waste words? Make just 5 changes and see if this improves your writing.

Slow your writing down

Both of these writing prompts are great for s-l-o-w writing . Slow writing is the opposite of a quick write. The idea is to write slowly , precisely , carefully , selecting each word intentionally . Slow writing can take 5 minutes with one sentence and 30 minutes with a paragraph.  Write these  moments of action  (or inaction), imagine them in slow-motion . Try and recreate this in your description.

• Imagine your family is eating a meal together. Someone knocks over a drink and it spills across the table. Describe this moment.
• You are waiting . Probably bored . Perhaps a bit annoyed . Walk your reader through the tick, tick, tick of your watch as you wait. It is sunset and you are waiting for your friends, who are late. Describe the setting as the day moves towards darkness.

Writing character

• Sit somewhere public (the cafeteria at school is perfect for this).
• Describe the faces of 5 strangers, show personality through expressions and gestures .
• When you have your 5 descriptions, create some conflicts between them. One character bumps into another character. Or one character asks another for help .  How would your character react based on the personality you created for them?
• Find a picture of a new-born baby . Describe in detail its face and features.
• Write a precise description of the feeling of grass beneath bare feet .
• Write a precise and detailed description of a seashell . Ensure every shape and ridge is defined.

12 writing tasks in 12 days

This one is super easy. You can just click here and download the free PDF – inside you will find 12 descriptive writing tasks for your students to complete over 12 days!

So you can download this free one-page worksheet of writing tasks here !

If you love these writing prompts, then sign up for my weekly “Writing on Wednesday” email. Each week I send out fresh and fun writing prompts to all my email friends! Just sign up below.

Love Creative Writing in your classroom!

Are you ready for dynamite descriptive writing in your classroom download your free 3-step guide now.

*I send emails with teaching tips, tricks, and free resources to my subscribers regularly. I value your privacy and you can learn more about how I handle your data in our private policy . You can unsubscribe at any time.

Click Here to Leave a Comment Below

Leave a Reply:

Save my name, email, and website in this browser for the next time I comment.

• Previous post

• Free Taster Sessions
• Free Consultation
• One-to-One Tuition
• 11+ Mock Exams
• 11 Plus Booster Courses
• GCSE Maths Booster Courses
• Seven Kings (ilford) Tuition Centre
• Loughton Tuition Centre
• Free Resources
• Redbridge Publishing
• Our Processes
• Our Mission – to empower children through education
• Testimonials
• Bancroft’s School
• Beths Grammar School
• Bexley Grammar School
• Chigwell School
• Chislehurst and Sidcup Grammar School
• City of London School for Boys
• City of London School for Girls
• Forest School
• Haberdashers’ Boys’ School
• Ilford County High School
• King Edward VI Grammar School
• The Latymer School
• Woodford County High School
• 11+ Booster Courses
• Exam Preparation
• Free Taster Session in Seven Kings
• Seven Kings Timetables
• Free Taster Session in Loughton
• Loughton Timetables
• Loughton Price List
• Levelled Reading List
• Student Booklist
• Accessories

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.

Master creative writing with our Ultimate Creative Writing Workout!

The Ultimate Creative Writing Workout!

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.

Want a free consultation?

Why not share this post, what our parents and children say.

Just want to use this opportunity to extend my gratitude to Mrs Rupa and the Redbridge Tuition team for the work done with my daughter.…

My daughter has been coming here for 3 weeks now for Key Stage 4 GCSE Maths. All the staff are really friendly and informative and…

Never in a million years did we ever think Mollie would ever achieve one of the ‘top Academic Scholarship Award’ at one of our two chosen…

Just a quick email to say a huge thank you and to show our appreciation for your excellent tuition and the tailored support that you…

Nadein Grey

Thanks to you and your tutors for the confidence you instilled in my daughter to believe in herself. Her maths has improved so much that…

Silo Endeley

My daughter started her 11 plus prep with Redbridge Tuition exactly 1 year prior to the exams. I just wanted to convey my thanks and…

They are a very resourceful team, who structure the activities very carefully and execute it to perfection…

K. S. Kumar

I was over the moon when Nayla’s results arrived as she has managed to secure a place at Woodford County High School. It was no…

Neepa Chowdhury

Thanks for the support given to Konrad last year. He passed his Kent exams with 400 points and his Medway exam with 630 points. He…

The Full Guide to CSSE Continuous Writing: How to Gain Top Marks (With Examples)

Introduction The CSSE continuous writing section is a part of the  11 plus exam where many students struggle. Creative writing can be a challenging area…

The Art of Writing: Why It’s Important

Introduction This article will reveal why writing is still an important skill for anyone to improve and master. The Importance of Basic Writing Skills Acquiring…

7 Best Maths Resources for Secondary Students

Introduction This blog delves into the seven indispensable resources tailored for secondary students, encompassing both free and paid options that can significantly enhance a student’s…

• 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!

Recent Posts

7 Doubly Fun Things To Do in Half Term

GCSE English: Tips for ‘Macbeth’ Revision

How to Get the Best Marks in GCSE Chemistry

• Teaching & Learning

GCSE English: 3 tips to improve creative writing

Picture the scene: a published author sits down at a desk and knocks out a fully formed story with no prior planning. In 45 minutes. By hand.

It has all the components that make a story a story: interesting characterisation, rich and detailed description, a plausible plot.

It just wouldn’t happen. So why is it that we expect this of pupils?

At secondary school, the lower year groups have the luxury of immersing themselves in rich examples and then time to craft their narratives, honing their characterisation and playing with structure.

Ideas to boost GCSE English creative writing

In an ideal world, we would extend this to GCSE - but with 25 per cent of the final grade involving unseen story-writing or descriptive tasks, how can we best prepare students for success? Here are my favourite strategies:

1. Give students the steps in the story

Sending students into an assessment or exam in which they have no idea what they’re going to be faced with is counterproductive. As teachers, we know the structures required for success. In creative writing, the difference between a successful and an unsuccessful short story is a sense of a “complete” story - one that follows Freytag’s pyramid .

This is a good starting point for preparing students, as it lends itself to sections that can be included in a checklist or a structure strip. We can’t say what the topic or title of this story will be, but we can give students the bones of the story.

I like to ensure that students know that they need to write within a set of parameters: they need to describe a snapshot of a moment in time; there needs to be detailed description, a finite amount of characters and sparse dialogue (I suggest no more than three lines in the entire piece).

Writing to these “rules” is freeing, as it reduces the realm of possibilities and allows students to focus on the task at hand.

2. Steal a character from literature

JK Rowling is on the record as saying that Harry Potter “just sort of strolled into my head…fully formed”. This is not likely to be the case for students in the midst of an exam.

Authentic, sympathetic characterisation is difficult: we may identify character archetypes through the study of stories, but the creation of these under pressure, from scratch, is a big ask. We have to question what, realistically, the average 15- or 16-year-old can come up with.

Think of it like this: over their time at school, students have read, been taught or seen literally hundreds of stories, all with rich and varying characters whom they could incorporate into a story of their own.

By including or referring to a character from wider literature, they are showing the examiner that they can manipulate characters and events to create something new.

I have seen wonderful stories in which Jennet Humfrye from The Woman in Black has been transported to a modern-day black cab, her Gothic demeanour pervading the atmosphere around her, or a paranoid Macbeth has been seen, ranting to himself in an empty bus station.

3. Use film clips for inspiration

Another powerful way to stimulate story-writing is to get pupils writing from moving image. I have found that short clips in which there is no speech can often be the most powerful.

In the past, I have used the music video for City Girl  from the Lost in Translation soundtrack. The rich visuals of the Tokyo cityscape and the relative ambiguity of the female protagonist mean there is a lot to write about.

In a similar vein, a clip from 28 Days Later , in which the male protagonist finds himself alone in a seemingly abandoned London, provides much food for thought. The repetition of a single word - “Hello” - provides a recurring motif for pupils to structure their words around.

Another powerful clip is taken from the TV series Lost and starts with the snapping open of a human eye - a fascinating place to start and play with structure for students of all writing abilities.

Whichever you use, you’ll find that students respond positively to the movie providing them with ideas, and allowing their focus to be on using their writing skills.

Laura May Rowlands is head of English in a secondary school in Hampshire

You need a Tes subscription to read this article

Subscribe now to read this article and get other subscriber-only content:.

• Unlimited access to all Tes magazine content
• Exclusive subscriber-only stories
• Award-winning email newsletters

Already a subscriber? Log in

You need a subscription to read this article

Subscribe now to read this article and get other subscriber-only content, including:.

topics in this article

Beyond GCSE Revision

Gcse-grade revision from beyond, powered by twinkl, gcse creative writing tips.

GCSE creative writing is our favourite aspect of KS4 English here at Beyond. While it may be our favourite, we understand that it can be daunting for some students. To ensure everyone feels comfortable when expressing themselves, we’ve collated three top GCSE creative writing tips that are sure to coax out your inner author!

Show Not Tell

Your creative writing will be more engaging and sophisticated if you ‘show, not tell’.

But how do you do this?

• Vivid verbs – action or ‘doing’ words.
• Adventurous adverbs – words usually ending in ‘ly’ that tell us how the action has been done.
• Ambitious adjectives – describing words that add details about appearance, personality or condition.

GCSE Creative Writing Tip 1: Vivid Verbs

Describe the action using a vivid verb to make it interesting and give more information.

e.g. The crowd screamed Beyoncé’s name.

This adds extra information in a creative way. It tells us what the crowd was like and how they were feeling.

Your turn: think of as many as you can…

GCSE Creative Writing Tip 2: Adventurous Adverbs

Now, add some adventurous adverbs to add further detail and information.

e.g. Deafeningly, the crowd screamed Beyoncé’s name.

This adds extra information, building a clearer picture for the reader in just one word!

GCSE Creative Writing Tip 3: Ambitious Adjectives

Now, add some ambitious adjectives to add further detail and information.

e.g. Deafeningly, the large, boisterous crowd screamed Beyoncé’s name.

This builds upon the image, adding extra information to help the reader imagine what is happening.

Try changing these character descriptions from telling to showing:

• Jonathan had ginger hair. He was very tall. He was feeling happy because it was the end of term.
• Louise was dressed in a ball gown ready for the school prom. But she was feeling sad because her cat had died.

Beyond’s GCSE Creative Writing Resources

Now it’s time to put these GCSE creative writing tips to use! Below is a Beyond resource that you might find helpful!

GCSE Creative Writing: Vocabulary ‘Show Not Tell’ Lesson Pack

Everything else you might need can be found in our GCSE creative writing category . You can find our other GCSE English blogs here and don’t forget to  subscribe to Beyond  for access to thousands of secondary teaching resources. You can  sign up for a free account here  and take a look around  at our free resources  before you subscribe too.

Share this:

• Click to share on Twitter (Opens in new window)
• Click to share on Facebook (Opens in new window)
• Click to share on LinkedIn (Opens in new window)
• Click to share on Pinterest (Opens in new window)

Leave a Reply Cancel reply

Discover more from beyond gcse revision.

Subscribe now to keep reading and get access to the full archive.

Type your email…

Continue reading

• Become a Tutor
• Find a Tutor
• Why Choose a Tutor
• Subjects and Levels
• 11+ & entrance test tuition
• Maths tutor in Wilmslow
• Science tutor in Wilmslow
• English Tutors
• Language Tuition
• Online Tuition
• Areas Covered
• Altrincham Tutors
• Bramhall Tutors
• Cheadle Tutors
• Didsbury Tutors
• Knutsford Tutors
• Macclesfield Tutors
• Manchester Tutors
• Northwich Tutors
• Sale Tutors
• Stockport Tutors
• Warrington Tutors
• Wilmslow Tutors
• Safeguarding
• Testimonials

Tips and tricks for revision; catch up with the latest  news & more ...

• A level results (5)
• choosing A levels (8)
• T Levels (2)
• university admissions (12)
• which university? (6)
• Adjustment (1)
• Adult tutoring (2)
• Anxiety (5)
• Aptitude tests (2)
• Art and Design (1)
• Back at school (3)
• Back to school (4)
• Become a tutor (11)
• Business Studies (1)
• Careers (8)
• can a tutor help? (13)
• do I need a tutor? (15)
• what to look for in a tutor (8)
• Communication (2)
• Confidence (33)
• Curriculum matters (5)
• Dyslexia (1)
• English (7)
• grammar school entry (15)
• private school entry (6)
• A level results (7)
• A2 level results (6)
• AS level results (6)
• GCSE results (10)
• coping with exams (23)
• exam results (7)
• preparing for exams (31)
• General (87)
• high school (17)
• Holiday Tuition (12)
• Home Schooling (9)
• homework (3)
• Junior School (2)
• key vocabulary (1)
• Italian (1)
• Spanish (5)
• Learning Gaps (1)
• Dyslexia (5)
• learning terminology (1)
• Literacy (8)
• Mental Health issues (8)
• mind mapping (1)
• Mindfulness (9)
• Numeracy (4)
• Online tutoring (10)
• Personalised Learning (3)
• Primary (24)
• Problems at school (11)
• Reading (4)
• English (14)
• Geography (1)
• History (1)
• Languages (2)
• Religious studies (1)
• Physics (1)
• School entry (2)
• Just For Fun (1)
• Secondary school (10)
• Special Educational Needs (9)
• specific learning difficulty (2)
• Student stress (25)
• Success (4)
• Teacher Assessments (1)
• Teenage Issues (1)
• Tips on how to study (1)
• Tuition benefits (1)
• Tutoring jobs (4)
• University (11)
• Verbal Reasoning (1)
• Writing (4)
• Writing Skills (1)

Creative Writing Hacks to Impress GCSE Examiners

A whopping 25% of GCSE English Language marks are assigned to creative writing – such as a story or description in 45 minutes. Always a tall order as it needs to have all the right ingredients to WOW the examiner.

For starters, the question usually reads like this:

You have been invited to take part in a creative writing competition judged by people your own age. Write a description of this picture.

With just 45 minutes allocated time, you need to get your skates on fast.

Rule 1: PLAN IDEAS FIRST

• BRING THE PICTURE TO LIFE in your head as if it is a movie scene. Annotate the picture with sounds, sensations, light, moving things, noises from far away, weather outside. Something may feel physically hard or spiky underfoot; there might be a perishingly cold wind seeping through walls or window cracks.
• BOX OFF FOUR SECTIONS –  perhaps the panoramic scene/the background. Then zoom into two other areas as you approach the foreground: the walls, the window. ZOOM RIGHT IN: see the shards of glass on the floor, or curly moss stretching up the wallpaper etc. Then, perhaps cut to the foreground: the chair or the tunnel. These will help you to set the scene and establish atmosphere at the start.
• Focus on ACTION/SWITCH FOCUS/ZOOM IN ON SOMETHING NEW . Perhaps the focus switches to the darkened tunnel into the next room – add some movement.
• Next, ADD A TWIST/A CHANGE/A DISCOVERY/A FLASHBACK . Dialogue could work here if a new character enters the scene. It’s also an opportunity to change the atmosphere. If sun streamed though the window at the start, dark clouds could have darkened the room. Rain might start punching the window. Always great to pop some personification in there!
• WRAP IT UP. Short stories or descriptions can end on a cryptic note or a cliff-hanger. Perhaps an unexpected twist or narrator’s reflection on the scene.

RULE 2: ADD CREATIVE WRITING TECHNIQUES:

• USE MASSIVE DEVICES. Add: Metaphors, Adjectives, Senses, Superlatives, Imagery, Verbs, Emotion. Strong creative writing relies on you weaving a range of language techniques into your work to create different effects.
• VARY SENTENCE STRUCTURES.  Start sentences with: verbs, prepositions, adjective/noun combos. Follow a complex sentence with a short, punchy one to increase tension/change pace. 
• BE ORIGINAL . No fluffy clouds looking like sheep, or wooden doors that creak open. Instead practise metaphors/personification writing to achieve original effects. Clouds might look like a sea of metallic-grey mountains if a storm is on the way, for instance. Perhaps blackened soot might crawl its inky fingers across every particle of plaster. It’s ALL about the detail.

Of course, this is just the start to becoming a fabulous creative writer. Something our experienced English teachers here at 121 Home Tutors always advise is to read. As many different genres as you can.

Check out the BBC Sounds app too. There’s all sorts of novels, short stories and podcasts to listen to.

Be inspired … become a better writer

Ready to transform your writing capabilities? Please get in touch with our tutor team. With a fantastic mix of tutors local to Manchester and Cheshire, or tutors available online, we can help you not only achieve your target grades , but smash them.

Just drop us a line here to start the ball rolling.

Tags: annotate , creative writing techniques , English Language GCSE , English teachers , how to be a brilliant writer , online English tutor , original writing , personification , read more , sentence structures

This entry was posted on Sunday, January 23rd, 2022 at 7:06 pm and is filed under English , Writing . You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.

Comments are closed.

Copyright 121 Home Tutors 2009-2024

Website by NRTH Digital

How to get a grade 9 in GCSE English creative writing…

• January 29, 2024

A common mistake students make is TELLING the examiner how a character feels (e.g. ‘Johnny was scared) instead of SHOWING how they feel through descriptive language. 

But here’s the other thing…

Examiners aren’t looking for a really really interesting story – IN FACT – the boring storylines often perform best!

But a boring storyline – doesn’t mean a boring description.

And an interesting description – comes from SHOWING not TELLING. 

Because showing how the character feels – is much more engaging to read,

And this – is what helps students stand out to the examiner so they can reach a grade 9!

But what do we mean by showing instead of telling? How does this look in practice?

Let’s take a look at an example – where the plot of the story is the main character being chased through a haunted forest.

Here’s what a grade 9 answer would include 

Table of Contents

The key components of a grade 9 creative writing answer.

Picture your character being chased through a haunted forest. Instead of just saying they are scared (i.e. telling the examiner how they feel), let’s use simple yet effective techniques to bring the setting to life.

i. Descriptive Words…

 Using describing words to paint a picture of the eerie forest is one way you can show the character’s fear. 

Instead of saying ‘Johnny is scared’ – talk about the overbearing trees, or a spooky house in the distance, or describe the darkness within the forest etc.

These help paint a picture in the examiner’s mind – something which they are looking for from grade 9 students!

ii. Action Words… 

Focus on what Johnny does that shows they are scared. 

Describe HOW he runs away from something he sees in the forest, or the look on his face when he hears a noise, or the scream he makes when he sees something move! 

It doesn’t just have to be these – but anything that SHOWS the examiner what is going on in a descriptive and exciting way… 

Rather than just TELLING them this happened…then this…then this – because that’s just boring!

iii. Sensory Details… 

Engage the reader’s senses. 

For example – describe the sounds of a crow, the wind in the trees, or how the surroundings affect Johnny’s body as he runs. 

These details make the story more exciting. Essentially – they are the icing on the cake! 

They build on everything from before, and actually start to make the setting dynamic and alive.

Why Showing is Better Than Telling

Remember – this concept doesn’t just apply to being chased in a forest…

It goes for ANY storyline in creative writing.

If your character is relaxing on a beach – SHOW the examiner HOW they are relaxed – don’t just tell them that the character is relaxed!

If your character is playing football – SHOW the examiner HOW they feel while playing – don’t just tell them that the character is playing…

You get the idea!

Because rather than simply stating the character’s emotions – ‘Josh was happy to be playing football’ – showing allows us to explain why they feel a certain way – ‘The sun was beating down on the pitch, Josh had just scored a great goal and his massive grin let everyone know how happy he was as he wheeled away in celebration’ – I’m sure you can see which one is better!

Here are 2 more rules to keep in mind when doing this:

• Engaging the Examiner: 80% of the time – show the examiner instead of just telling – you won’t always be able to do it which is why we say 80%

But anything less than that and you run the risk of a much lower grade!

• Create a Memorable Scene: 

The scene itself doesn’t have to be very special or interesting – but you need to make it sound interesting.

It can be as simple as…someone’s house, garden, your local town, a forest, a beach etc. 

But you need to bring the place to life using all the points we mentioned above – in order to make an otherwise boring place, extremely interesting!

Let’s recap on what we mean by ‘descriptive language’

To further understand the importance of descriptive language, let’s break down the elements that contribute to creating an immersive scene…

• Visual : what can be seen that adds to how the character feels (e.g. the big trees representing fear, or the scorching sun representing happiness)
• Action : What is the character doing that shows how they feel (e.g. running away = scared, dancing = happy etc.)
• Sound : Engage the examiner’s ears with a description of sounds (e.g. the rustling of the trees, the cheering of a crowd, the loud traffic etc.)
• Sense : Talk about how the setting affects the characters body (e.g. shivering = cold, goosebumps = excited or scared), what can the character smell? Etc. 

Mastering the Craft of Creative Writing

Creative writing in GCSE English isn’t about coming up with the most interesting storyline. 

They’re not looking for you to come up with the next Harry Potter or Lord of the Rings in your exam!

They just want you to pick a boring storyline – and make it interesting for the examiner to read!

Exactly how we did above with Johnny being chased in the forest.

Because is being chased in the forest a new, or really exciting idea? Not really. 

But can we make it interesting to read? Of course!

So if you’re a student currently struggling with creative writing – make sure to read through this again so you’ve understood it all!

And if you’re a parent – make sure to forward this to your child so they can see what it takes to reach a grade 9!

And Lastly, if you wanted to attend a free, live grade 9 secrets MasterClass (for parents and students) where we’ll be going through other revision methods that helped over 400 of our students reach a grade 9…

Just click here to learn more: https://jpwtutors.com/register-grade-9-secrets-org

I hope this helps and hopefully we’ll see you soon in one of our free classes!

• Jacob Williams

Jacob Williams is the founder of JPW Academy and the creator of the English Excellence method, which helped over 400 students reach a grade 9 last year. After graduating from Oxford and teaching at a private school, he made a commitment to help as many students as possible reach top grades. He has published a revision guide, Mastering Macbeth, which is a #1 Amazon bestseller.

Related Posts

Reach a Grade 9 in GCSE English by Analysing Literature More Effectively 

• June 26, 2024

How to Get a Grade 9 in GCSE English Creative Writing (Detailed)

• June 20, 2024

Top 5 Ways to Revise for GCSE English Over the Summer

• June 12, 2024

• How to write a story
• How to write a novel
• How to write poetry
• Dramatic writing
• How to write a memoir
• How to write a mystery
• Creative journaling
• Publishing advice
• Story starters
• Poetry prompts
• For teachers

44 Short Story Ideas

Here are lots of short story ideas that you can use as writing prompts. Any of these ideas can be used either humorously or dramatically... or you can try both. Have fun!

Story ideas - 3 elements

Choose a set of three elements and write a story that contains all three of them! Extreme challenge: combine three of the elements with one of the other short story ideas on this page.

• A stolen ring, fear of spiders, and a sinister stranger.
• A taxi, an old enemy, and Valentine's Day.
• Identical twins, a party invitation, and a locked closet.
• A broken wristwatch, peppermints, and a hug that goes too far.
• Aerobics, a secret diary, and something unpleasant under the bed.
• An ex-boyfriend, a pair of binoculars, and a good-luck charm.
• An annoying boss, a bikini, and a fake illness.
• The first day of school, a love note, and a recipe with a significant mistake.
• A horoscope, makeup, and a missing tooth.
• A campfire, a scream, and a small lie that gets bigger and bigger.

More short story ideas

Challenge: 4 stories in 4 weeks using these short story ideas. Are you up to it? Extreme challenge: Why not write a book of short stories? Choose seven or eight short story ideas to get started.

11. A babysitter is snooping around her employer's house and finds a disturbing photograph...

12. At a Chinese restaurant, your character opens his fortune cookie and reads the following message: "Your life is in danger. Say nothing to anyone. You must leave the city immediately and never return. Repeat: say nothing."...

13. Your character's boss invites her and her husband to dinner. Your character wants to make a good impression, but her husband has a tendency to drink too much and say exactly what's on his mind...

14. It's your character's first day at a new school. He or she wants to get a fresh start, develop a new identity. But in his or her homeroom, your character encounters a kid he or she knows from summer camp...

15. Your character has to tell his parents that he's getting a divorce. He knows his parents will take his wife's side, and he is right...

16. At the airport, a stranger offers your character money to carry a mysterious package onto the plane. The stranger assures your character that it's nothing illegal and points out that it has already been through the security check. Your character has serious doubts, but needs the money, and therefore agrees...

17. Your character suspects her husband is having an affair and decides to spy on him. What she discovers is not what she was expecting...

18. A man elbows your character in a crowd. After he is gone, she discovers her cell phone is too. She calls her own number, and the man answers. She explains that the cell phone has personal information on it and asks the man to send it back to her. He hangs up. Instead of going to the police, your character decides to take matters into her own hands...

19. After your character loses his job, he is home during the day. That's how he discovers that his teenage son has a small marijuana plantation behind the garage. Your character confronts his son, who, instead of acting repentant, explains to your character exactly how much money he is making from the marijuana and tries to persuade your character to join in the business...

20. At a garage sale, your character buys an antique urn which she thinks will look nice decorating her bookcase. But when she gets home, she realizes there are someone's ashes in it...

Learn to make your story a page-turner with our online course Irresistible Fiction.

Even more short story ideas

21. Your character starts receiving flowers and anonymous gifts. She doesn't know who is sending them. Her husband is suspicious, and the gifts begin to get stranger....

22. A missionary visits your character's house and attempts to convert her to his religion. Your character is trying to get rid of him just as storm warning sirens go off. Your character feels she can't send the missionary out into the storm, so she lets him come down into her basement with her. This is going to be a long storm....

23. Your character is caught shoplifting. The shop owner says that she won't call the police in exchange for a personal favor....

24. Your character is visiting his parents over a holiday. He is returning some books to the library for his mother and is startled to notice that the librarian looks exactly like him, only about thirty years older. He immediately begins to suspect that his mother had an affair at one time and the librarian is his real father...

25. Your character picks up a hitchhiker on her way home from work. The hitchhiker tries to persuade your character to leave everything and drive her across the country...

26. Your character has to sell the house where she grew up. A potential buyer comes to look at it and begins to talk about all of the changes she would make to the place. This upsets your character, who decides she wants to find a buyer who will leave everything the way it has always been....

27. A bat gets in the house. Your character's husband becomes hysterical, frightened that it might be rabid. In his panic, he ends up shutting the bat in a room with your character while he calls an exterminator from a safe place in the house. His behavior makes your character see her husband in a new way....

28. Your character changes jobs in order to have more time with his family. But his family doesn't seem interested in having him around...

29. Your character develops the idea that she can hear the voices of the dead on a certain radio channel. She decides to take advantage of this channel to find answers to some questions that are bothering her about her dead parents....

30. Your character's dream is to be a professional dancer. At a party, she mentions this dream to a stranger, who says that he has contacts in the dance world and gets her an audition for a prestigious dance troupe. One problem: your character doesn't know how to dance. Your character decides to accept the audition anyway and look for a solution....

And still more short story ideas

31. Your character thinks her boss is looking for an excuse to fire her. She decides to fight back....

32. Your character goes out for dinner on a date and becomes attracted to the waiter or waitress....

32. Your character notices that a stranger is following her. She pretends not to notice. The stranger follows her home and watches her go inside. Then when he leaves, your character turns the tables and starts to follow him....

34. A child moves into a new house and finds out that the other kids in town think it's haunted. She begins to invent ghost stories to tell at school in order to get attention. But the more stories she tells, the more frightened she becomes of the house...

35. Your elderly character escapes from the retirement home where his or her children have placed him or her....

36. Your character gets cosmetic surgery in an attempt to make her boyfriend love her more. But then she worries he only loves her for her looks....

37. Your character is a writer. But his new neighbors are so noisy that he can neither work nor sleep. He decides to take action....

38. Your character's mother-in-law comes to visit for a week, and your character suspects she is trying to poison him. He shares his suspicion with his wife, who says he's always hated her mother but this accusation is going too far. Meanwhile, your character has stomach cramps, and his mother-in-law is downstairs making breakfast again....

39. It's a freezing cold night. Your character finds a homeless family on his doorstep and invites them into his home to sleep. But in the morning, the family doesn't leave....

40. Your character has recently married a man with two teenage children. The children resent her, and she tries to avoid them altogether. Then her new husband (their father) disappears suddenly, leaving only a short good-bye note....

Story ideas: personal creative writing challenges

41. Make a list of five things you're afraid of happening to you. Then write a story in which one of them happens to your character..

42. Think of a big problem that one of your friends had to face. Then write a story in which your character battles with that problem..

43. What is one of your bad habits? Invent a character who has the bad habit, but a much worse case of it than you have. Write a story where this habit gets your character into trouble.

44. What is one of your greatest strengths? Invent a character who doesn't have this strength. Create a situation in which having this strength is very important for your character. What does your character do? Write the story.

Keep the short story ideas flowing

• If you're looking for more detailed story ideas , you'll find them here.
• Our 8-week course will show you how to write an unputdownable story .
• Browse more creative writing prompts .
• Short Story Ideas

© 2009-2024 William Victor, S.L., All Rights Reserved.

Terms -  Returns & Cancellations - Affiliate Disclosure  -  Privacy Policy

Paper 1 Question 5: Creative Writing ( AQA GCSE English Language )

Revision note.

Paper 1 Question 5: Creative Writing

In Question 5, you will be set a question that asks you to write either a piece of creative writing or a piece of descriptive writing. Here, we will focus on the creative writing task, which is often structured like a short story, under the following sub-topics (click to go straight to that sub-topic):

Overview of Paper 1 Question 5

How to approach paper 1 question 5, characterisation, steps to success for question 5, exam tips for question 5.

Paper 1 Question 5 is the writing question. It asks you to apply what you know about imaginative and creative fiction writing, such as in the text you read in Section A, and use these same techniques in your own writing. AO5 rewards you for your ideas, as well as the style and the fluency of your writing. As this task is worth 50% of the paper, it is worth making sure you set aside enough time to answer it well. You should allow 45 minutes for this task.

The Assessment Objectives for Question 5 are AO5 and AO6:

It is important to remember that writers plan their texts deliberately to make the reader respond in certain ways, and think and feel certain things. This task in Question 5 asks you to think about how you can effectively engage your reader and produce a cohesive piece of creative writing. 

When you reach Question 5, you will already have read an example of creative writing. You can use the ideas and structure to inform your answer. You should spend some time thinking about the question: not only the content, but also the order of your ideas. An effective piece of creative writing considers plot, setting and characterisation .

In your answer you must:

• Plan your writing and order the information into roughly five to seven paragraphs
• Consider the relevant information you need to give in order to create engaging characters
• Plan your setting to create an effective mood
• Use language techniques relevant to the style of writing

Question 5 tests your ability to create a text which is constructed in an appropriate manner.

The creative writing question assesses your skill in crafting a convincing piece of creative writing or short story. The question will be worded according to a specific task, for example:

It is worth remembering that you will be given a choice of two tasks in the exam: one will be a creative writing task, and the other will be a descriptive writing task. One will also give you a picture as a prompt for your piece of writing, but this could be to write a story or a description, so it is important that you read both options carefully.

Below are some points on how you might approach the task “Write a story with the title ‘Abandoned’”. It is divided into plot, setting and characterisation.

This task asks you to write a short story. This means you are required to plan your response carefully as you have limited time to create a cohesive plot. It is best to plan how your story will end before you begin writing so that you are in control of your story. Writing a response which has not been planned is likely to have an abrupt ending, or no ending at all, which does not satisfy readers or get you high marks. Your character development will lead the plot; you should decide if your story ends with a clear resolution or with a cliffhanger. Your resolution could be happy, or you can create a tragic ending. 

There are lots of different narrative structures or arcs you could use to plan your story. Bearing in mind you only have 45 minutes, including planning time, your story needs to be controlled and concise. One of the easiest ways to achieve this is to consider Freytag’s Pyramid:

As this task assesses the ability to communicate clearly, effectively and imaginatively, it is important to consider how to use language constructively in a short story to convey an atmosphere or mood. Building an effective setting is key as it contributes to atmosphere and mood.

• Your setting should reflect your main character’s mood:
• You may know this as pathetic fallacy , which reflects the character’s mood in the environment, e.g., “the lonely road”
• As your setting reflects your character’s mood, your setting may change as the story progresses:
• Contrasting scenes is an effective way to convey ideas and engage your reader 
• For example, your story may have started on a sunny afternoon, but may end as the sun sets or as a storm approaches 
• Whatever way you decide to contrast the scenes, ensure it reflects your character’s mood
• The best answers have built a clear setting before introducing other information, such as introducing character:
• Describing setting is best done with sensory language as we experience places with our five senses
• This means you could describe the dark, light, colours, sounds, smells and weather
• The best way to clearly create setting is to allow an entire paragraph to describe the scene without confusing readers with other information like who is there
• Ensure all of your descriptive language builds the same mood and avoid mixing ideas. For example: “The graveyard was dark, cold and smelled like fragrant flowers” is confusing for your reader
• However, do not give too much away all at once!
• Keep your reader guessing and asking questions, such as “What is going on?”, “Why is this like this?” and “Who is this?”
• Think of establishing a setting a bit like the game “Taboo”, in which you have to describe something without stating explicitly what it is

Remember, Question 5 requires an extended written response. Therefore, the most effective stories will demonstrate a well-planned response which has considered what information is relevant to the reader and the most effective way to order and structure the narrative.

This question asks you to create a short story and therefore you will need to build some elements of detailed characterisation. This means you need to consider what your character(s) represent. They may represent an idea, such as being the victim of abandonment, or as a villain to represent injustice or evil. It is best to limit yourself to two characters in the time you have.

Well-rounded characters are taken on a journey in which a character undergoes some form of development or change. The mark scheme rewards answers which clearly and effectively convey ideas, meaning that you need to consider the most effective ways of building a character in a short piece of writing. Ideally, you should focus more on indirect characterisation than direct characterisation:

Here, we will consider how to effectively plan your character(s) to engage your reader. This is what the examiner is looking for in your answer:

• Read the two task options carefully:
• Highlight whether you are writing a story or a descriptive piece
• Spend five minutes planning your writing:
• Use a mind-map or a representation of Freytag’s Pyramid to plot out your story
• Plan your characters - who they are, what they represent and how you will convey this
• Decide on your narrative perspective - first or third person
• Write down some reminders of figurative language or literary techniques to include to add interest and detail to your writing
• Write your story, sticking to your plan
• Try to leave five minutes at the end to re-read your writing carefully, correcting any obvious mistakes you have made
• Avoid confusing ideas in a paragraph:
• Each paragraph should focus on one idea
• Ensure all words are chosen to contribute to the effect you want to create
• Do not confuse the tenses in a paragraph:
• If you use a flashback, ensure it is in the past tense
• If you use present-tense verbs for effect, ensure they are all consistently in present tense 
• Do not over-use dialogue:
• Only use dialogue if it drives forward the plot and you are able to punctuate it correctly
• The highest marks are awarded for students who use complex and sophisticated vocabulary

You've read 0 of your 0 free revision notes

Get unlimited access.

to absolutely everything:

• Downloadable PDFs
• Unlimited Revision Notes
• Topic Questions
• Past Papers
• Model Answers
• Videos (Maths and Science)

Join the 100,000 + Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Author: Sam Evans

Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.

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!

Paper 1 Q5 - Ideas

  focus: description / narrative                     marks: 40                           time: 45 mins.

Ideas for creative writing can come from various places.

The picture

There will always be a picture to inspire you. It could be linked to a description or a narrative. Remember that you can go beyond the picture and interpret it in any way you like. It's there to help you, not restrict you. For example, in the picture of the market in the example question  here  you could imagine people, food and objects that aren't in the picture. 

The reading source

The topics for the writing will be linked to the reading source, so you can get inspiration from it. In the example question we looked at  here, the story in Section A involved a girl being left on the roadside by her father. This might give you ideas for a story about being 'abandoned'.

Books/films/TV/games

It's fine to take ideas from other things you've seen or read, but try to make it your own. Change names -the examiner doesn't want to read about another Harry Potter or Luke Skywalker. Plots for whole films or books are far to complicated to reproduce in a short story. Just take a particular moment or scene for inspiration. For example, the moment a child finds out they have magical powers or when a young man finds out who his father is.​

​Using events from your own life is fine - just remember not to write it in a factual way. It needs to be full of descriptive language.

Get the Reddit app

r/GCSE is the place for tips, advice, resources and memes for your GCSE exams.

Any creative writing story ideas?

I have my mocks coming up and someone please give me creative writing ideas