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Creative writing coursework!!!
Snow day to remember!
By shahzaib abbasi!
A snow day to remember
“Wake up J, wake up J, come on J time for school darling,” was all I could hear from my mum, her persistence felt like Michael Schumacher repeatedly racing his Ferrari into my ear. You would think I would be use to this daily torture, but NO!, without fail everyday this agony feels just as bad. Slowly but surely I crept out of my bed and slowly made my way to the bathroom. 30 seconds into brushing my teeth, all I could hear was “Get out J, get out, I need to use the bathroom,” screamed my sister, Sam, sweet 16? I don’t think so in her case its sickening 16. As the seconds ticked, her screams got louder and louder, but I stood my ground and carried on brushing my teeth.
It was now 8.30am, as I quickly ate my cereal, and left for school. As I walked out the house, I saw the streets which looked as if someone had come over night and poured milk on them, it had been snowing all night. The snow had brought some light to my day, could it be, could it be SNOW DAY? If this was the case then there would be no school. It seemed too good to be true so I made my way to school, hoping that this possibility of a day off school would become reality. Snow fight, was the thought that occupied my mind as I strolled to school. Finally I made it to the torture chamber, they call school, as I entered the gates children and their mothers were walking out of the school, instead of into it, the possibility of snow day, became more of a reality. Finally it was confirmed, as Steve, my best friend said enthusiastically “Schools closed today, because of the snow,” these words sounded as if they came straight from an angel. As soon as he finished his sentence a snow fight kicked off. Snow balls were flying through the air at high speed, as if a hundred comets were coming towards Earth at the same time.
After being at the receiving end of twenty odd snow balls, I decided to fight back. I chased Steve down the road with my football sized snow ball. Five minutes and two streets later, I was within reaching distance of my target, it was inevitable I would succeed in my mission to get my opponent in this fierce snow fight. Finally I released my bullet, the snow ball whizzed through the air at soaring speed. Excitement rushed through my body as the snow ball was just about to hit Steve, suddenly Steve ducked down and the snow ball zoomed past him and hit Tyson. Tyson, the school bully stood along the road with his puppets, who he called his friends. As Tyson wiped the snow from his coat, the excitement in my body had turned into fear. My mind and senses had froze, Tyson and his gang started to approach me and Steve, as we stood tight in our places as if we were statues waiting to be demolished. Ten seconds later I and Steve were hanging in the air, as Tyson’s puppets had us on their shoulders. We helplessly tried to escape, but were unsuccessful. “Let’s take these two losers to old Mary’s haunted house,” commanded Tyson to his gang. The word ‘haunted’ kept to recurring in my head. Me and my unlucky pal Steve screamed for help as our doom came closer and closer.
Tyson and his gang ultimately got to the house, in which we would meet our end. Steve and I pleaded with Tyson, but no he would not listen and, within a second we found ourselves on the floor of old Mary’s haunted house. The laughs of Tyson and his friends became lower and lower as they walked away from the house, whilst Steve and I lay on the floor of this pitch black, abandoned school. We both lay silently on the floor, as the squeaks of the rats, which were creeping around, tormented us.
This is a preview of the whole essay
Suddenly the lights turned on. “Who-whose there?” was the trembling sound that came out of Steve’s mouth, but there was no reply. We could now see where we were, we were on the floor, of what seemed to be a school canteen. The tables and seats, covered in cob webs and dust looked as if they had been lying there unused for centuries. I tried to open the door, from which we entered the school, hoping that we would be able to make an escape, but we weren’t this lucky, as hard as we tried the door would not open. There was a eerie vibe, surrounding this canteen, which added to the fright we were experiencing. All of a sudden we could hear a strange sound, it sounded like something out of the x files. We couldn’t help ourselves, as we were drawn by this unusual sound. We didn’t know why but we both started to walk towards this gleaming white door which was at the end of the canteen, it was as if we were hypnotized by the eerie rhythm. As we came closer and closer to the white door the tune became louder and louder. We now stood right in front of the door as if we were expecting it to open for us.
All of a sudden the tune came to a halt. On the white door was a gold postcard. Steve read the postcard “To unlock the door find the gold in the mirror.” We both were baffled, “what gold in the mirror?” Steve asked me. For once in my life I did not have an answer. “Look there, there’s door with a big mirror on it,” I said to Steve in a worried tone.
“What you waiting for open it J” nervously said Steve.
“No you open it” said I.
“What if there’s a gho-gho” before Steve finished his sentenced I interrupted him and decided to open the glass door.
“This door with a giant mirror on it must be the ‘mirror’ in which the ‘gold’ is.” Whispered Steve. For once I agreed with him.
We both anxiously walked towards the door. As we approached the door we both said to each other at the same time “Are you sure you want to do this,” we both nervously smiled at each other and nodded our heads. This room was full or mirrors. As I turned the door knob it creaked as if it had not been used in years. ‘THUD,’ the door closed, without allowing Steve to come through. I ran back to open the door but it was locked, I cried out load Steve’s name but there was no reply. I repeatedly cried out his name, shouting ‘Ha Ha, this is very funny Steve, come into the door now, this isn’t no time for jokes.’ But still there was no reply, as I realised that Steve was not playing a silly trick on me. The terror that I felt before was nothing compared to what I was feeling right now. ‘What happened to Steve, is he dead?’ I tried not to think this but the same thought consumed my mind.
“Come here my child, don’t be scared” was the sound I heard. It was the voice of a woman.
“Who’s that?” I stuttered fearfully.
I was very frightened but also tempted to meet this person with a women’s voice for some reason. It was my only way out, I thought. As I walked through the mirrored room in search of the mysterious voice I saw a bright shiny golden key on the floor. At First I thought it was an illusion. But then I saw the key move further and further away from me. Than I realised this was reality. There was nothing I could do except follow the key and hope I was lead to day light. I was in pursuit for the key.
As I got closer and closer to the key, the laughter of the mysterious voice got louder and louder. I did not look up because I thought something was behind me. I had to face this fear. I moved my eyes of the key and looked around. There were millions and millions of them every where. It was a person dressed as a clown. This was what it seemed liked to me. This mysterious person had long curly green hair with a painted whit face and a red nose. The persons outfit resembled like what clowns wear. I had no no time to think because in this place was not trustworthy. I picked up the golden key and try to vanish from the clown’s eye.
I held tightly onto the key as if my life depended on it... Actually my life did depend on it. I ran through the mirrored room. Fear was rushing through my body and sweat dripping off it, as the evil clown chased me down hall, I was its prey and it would not rest until I was in its possession. To add to the terror, the clown’s horrific laugh was echoing throughout the glass room. I thought my fear had reached its peak but no! Suddenly an eerie smoke started to appear in the room, it was getting thicker by the second. My vision was getting blurred, but I carried on sprinting towards the exit door of this room.
As my destination got closer and closer, so did the evil clown. The laughing of the clown got louder and louder, and the smoke in the room got thicker and thicker. The clown would not let me go. My target, the exit door was now within reaching distance, hope started to restore into my heart, nevertheless the fear was still very present.
The evil clown was now about a meter away from its target (me), as I was too a meter away from my target (the exit door). The mirrored room was now pitch black. I reached the exit door but could not see a thing. "I've got you now, you little brat,” screamed the clown, as it grabbed onto my leg. I tried to fight it off, but its hold was as tight as handcuffs. The clown dragged me back down the mirrored room, i screamed for help but my screams were left unanswered.
Strangely the fear from my body had vanished, and instead I was consumed by anger. That’s it, I couldn't handle it anymore, finally it hit me, my life is being snatched away from me, and all I could do is cry like a baby, it was time to fight back. I head butted the evil clown, with all my power, as I did this amazingly the clown went flying into a mirror. The clown swept the shattered glass from itself, which resulted from the impact of the clown hitting the glass. An evil smirk appeared on the face of the clown, as it started to run towards me. We were back to square one, I was running towards the exit door and the clown was chasing me, but this time the clown was fuming with anger.
I was rushing towards the exit door, when all of a sudden I stopped. I knew what I had to do, the clown would not let me go, so I decided that I would have to fight it. It was desperate measures, all my logic was replaced by anger and desperation. "Hey you, if you want me, come get me" I shouted at the clown. The clown sniggered, clinched its fists and started to walk towards me. As it approached me I rushed towards it and furiously started to hit it with combinations of punches and kicks. With every blow struck I could see the clown was getting weaker and weaker. But I would not let it go, it was as if the devil had possessed me.
"Okay J, stop now, I can't take it anymore,” the clown said to me, but the clown sounded like Steve. This made me curious, and all was revealed as the 'clown' started to peel of its skin, and Steve’s face appeared. Was this all a joke? Was this torture not real? These were the thoughts rushing through my head. "Steve is that you?"
"Yes its me, we were playing a trick on you” Steve said to me.
One half of me was relieved to see Steve, the other half wanted to kill him. "That wasn't very funny, you know I thought you were dead you fool." I explained to him.
"We got you good though, for a second there I thought you would start crying, but nevertheless i paid for tricking you, you beat me up good, you know J, you should become a kick boxer, you've got a good left hook." said Steve as he joked with me.
I was still shocked that this was all a joke. "Steve you keep on saying 'we' tricked you, who's we?" I asked Steve. Steve replied "Come with me and I will show you." I followed him as he went through the exit door of the mirrored room. He took the gold key from me, as we went back into the school canteen. We were now back at the gleaming white door, which we first saw when we were locked in the school. Steve used the gold key to open the gleaming white door. As he did this we entered a pitch black room. I could not see a thing.
"Surprise" everyone shouted as the lights came on. All my friends and family were here, even Tyson and his gang of idiots were here. They all said "Happy Birthday,” oh my god because of all the chaos that occurred today, I had forgotten that it was my birthday. I was so relieved to find out that none of this was true. Everyone requested me to make a speech. So I did. "Well first of all I would like to say ha ha very funny, you lot got me well. I must say though you lot have all got a twisted sense of humour, I could have died of shock you know. But well done to you all it was a great stunt you all pulled. But I have one question... Who was behind the voice of the woman saying 'come here, my child don't be scared,' because that really scared me. I bet it was you mum."
At once everyone replied by saying "What woman?" As they said this, the lights in the room went off...
- Word Count 2478
- Page Count 5
- Subject English
Creative Writing Coursework
Coursework Assignment: Creative Writing
Grade 9/A* GCSE English Language Creative Writing Essay #3
Below is Issue #3 of my Creative Writing pieces which secured me a grade 9/A* in GCSE English Language. I hope you find value in this post and take away some tips + tricks to achieve your own success in this subject. Personally, it’s an element of English I quite enjoyed.
Grade 9 English Language Creative Writing/Descriptive Writing (With a 40/40 Example!)
Beep-Beep, a noise reverberated in my head
All around me was the tranquility of nature; the birds in the canopy, chirping and twittering in distant melodies to their kin- yet the only birdsong that echoed in my mind was her laughter; the faint scurrying of rodents through the dense foliage- yet the only crunch i heard was her gentle footsteps on the fetid earth; the whistle of the wind carrying the pungent aroma of the rotting pine bark, yet all i remember is the sweet scent of her alabaster skin sprayed with a tinge of lavender. A place of such serenity but why is my mind so disturbed by echoes of a distant past.
Beep-Beep, it was getting louder
She had an insatiable love for Mother Nature, a thirst for discovery. I could see it in her rippled eyes, which reflected the lustre of the rays of mellow sunlight which filtered in through the verdurous woodland, making her eye shine an emerald glow.
I sat atop the treehouse we built. We would often come up here and watch the distant sunset in the horizon, hemmed into a streak of magenta. Rich crimson-red hues would grace the sky the colour of fire hearths. Just like her auburn hair which tousled into buoyant curls under the force of a gentle breeze. The clouds would be like cotton candy, blushed at the warm touch of the receding sun with the silhouettes of the birds soaring away in the distance.
Now, as I laid my weight upon the skeletal wood, it groaned with my weight. “Alex and Sierra” was engraved on the surface of the wooden boards, but Sierra’s name, just like her, was weathered by the lifeless days whch followed the incident, now barely visible. The rain now drizzled down which masked my bitter tears flowing down onto the eroded wood as i reminisced my time with her.
The only noise which reverberated around my mind was this beep. I tried to force it away from my mind, but i failed. I sat there vulnerable like an empty shell to the torrent of despondent memories The sheer thought of the day sent an ice-like poisoning chill down my spine, tranquilising each bone, nerve and muscle in my body , victim to the callous, echoing reminder that she was gone.
23rd March 2020, a date permanently engraved into my memory. I sat by her hospital bunk. As she lay on the cusp of death, the emerald glow in her eyes was replaced with a lifeless maroon. I took her hand, just like I did all those times in the woodlands. I held it to my chest, hoping for something. Anything. Perhaps, upon hearing the heavy beats of my heart, punctuating agaisnt my chest, it too could give her life. But it failed. As i watched her porcelain face go slack, and her body go limp, i let go. Let go of my love. Let go of my happiness. Let go of my Sierra. If anything we were like a pathetic version of Romeo and Juliet-star cross’d lovers- yes….never meant to be.
The beeping noise fell constant. She was gone
Check out other Grade 9 English Language Creative Writing Pieces:
Abandoned School Story
Rough Sea Story
Click the button below to gain access to 20,000+ pages of GCSE + A-Level resources, on-hand free help from subject experts (Harvard, Oxbridge students), and to join an ever-growing study community.
This really helped me, i went from a 7 in language year 10, to 9, in the recent year 11 mocks! Thankyou!
This is really good how many views does this have
That’s absolutely beautiful. May I know if we use excessive vocabulary and description just like this in a narrative essay is it okay?
Apologies for the late reply, but yes – as long as it flows with the rest of the text! Don’t intentionally make it hard to read for the examiner though – you will learn to find a balance with practice.
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How to Ace the UCAT and Score 3000+: Part 2
by Alwin Paul | Jul 6, 2022
Below is part 2 of my top tips + advice for prospective medical students sitting the UCAT. These revision methods and exam technique helped me score 3000 Band 1 on the UCAT, including 900 in Quantitative Reasoning. I hope you enjoy
Choosing a Career Path
by Kartik Nayak | Jun 29, 2022
Choosing a career is a big deal. In today’s world, there are a vast amount of career paths, and as students, it can seem intimidating. In this blog, we’ll discuss how to properly assess your choices, short-listing, and education required for major paths.
The Importance of Extracurriculars
by Kartik Nayak | Jun 27, 2022
“All fun and no play makes Jack a dull boy” – you’ve probably heard this proverb in the past. As students, our lives have mainly revolved around academics. However, everyone tends to lose interest when doing anything continuously. To counter this, we can take up...
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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:
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.
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.
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! 🙂
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How to Structure Your Creative Writing for GCSE (with Creative Writing Examples!)
Posted on August, 2022
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 to Structure Your Creative Writing
There are several types of creative writing questions that could come up on the GCSE reading and writing exam , and more often than not, there will be the option to either write creatively based on an image, or a made-up scenario.
Regardless of the question type, 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, and 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, giving them time to get into the habit of always providing themselves with a simple, but focussed idea of what they are going to write.
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 and mapping 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.
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 GCSE reading and creative writing exam , children will be expected to spend about 50 minutes on the creative writing section, so it’s vital to get them into the habit of planning their writing first; as with anything, practice makes perfect
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 childs 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.
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.
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.
- 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?
By providing opportunities to practise creative writing, this 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.
Creative Writing Structure
Producing a creative writing structure should be a simple and straightforward 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.
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 on.
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.
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.”
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 who 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.
- 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.”
The development leads on from the last section well, as it adds a little bit more information onto the complication that has just been introduced.
This section is when your child should start to think about the slow build-up to the climax of the writing piece. For example, the secret that was passed on in the compilation stage, has now been passed to more than just one person, making it more difficult to contain.
This is where your child should really focus on creating suspense in their creative writing and build up the tension to keep the reader’s interest as they move closer to the climax section of the storyline.
- 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, which is usually some sort of shocking, emotion-provoking event.
This may be love, loss, battle, death, mystery, crime or several other events that the story can be built up to, but this needs to be the pivotal point and the most exciting part of the story so far.
Your child may choose to have something go drastically wrong for their main character, but they equally need to come up with a way of working this problem into their turning point and resolution sections, so the story can be resolved and come to a close.
- 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
Now that the climax is over and the problem or shocking event has been revealed to the reader, this section becomes the turning point of the story, and is essential in keeping the reader’s interest until the very end.
If something has gone wrong (which it usually does within the climax), this is the time to begin resolving it, and keep in mind this does not always have to result in a happy ending.
It’s important to remember that turning points can equally come at other points during the creative writing piece, as it signifies a moment of major narrative shift.
So, even in shorter creative writing pieces, turning points can be included earlier on to keep the reader engaged.
The whole premise of creative writing is for your child to create a story on their own terms, so their idea of an effective turning point may be different to yours.
However, it’s important not to lose the suspense in this section, as although the climax is over, it can be easy to give away the ending too soon.
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 is resolved (happily or unhappily) and lessons are learnt. It’s important this bittersweetness is highlighted in the close of the story.
It is also essential that the resolution or end of the story isn’t rushed, as it needs to be believable for the reader right until the very end. The story should be rounded off in a way that allows the reader to feel exactly how the protagonist is feeling, as this creates emotion and allows your reader to feel fully involved and remain interested.
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, and perhaps even asking questions as this shows they have really invested in the story..
- 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.”
In order to better prepare your children for creative writing in their GCSE years, providing allocated time to practise is essential.
Planning out a structure for any piece of creative writing helps to ensure children know exactly how their piece will flow, and how they can manage their time within the reading and writing GCSE exam.
This creative writing structure can be used for the various creative writing questions that may come up on the exam, from short stories, to describing an event or a story behind an image.
Each creative writing piece should be focused around the climactic event, which is built up to in the beginning and resolved in the end.
When it comes to preparing for their GSCE’s, having a tutor can be a huge advantage as it allows children to focus more on specific areas.
At Redbridge Tuition , our tutors are experienced in learning from KS2 to GCSE, and we can provide the resources your child needs to flourish.
Get in touch to find out how our tutors could help .
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English Language (9-1) Creative Writing Examples!
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Get GCSE Creative writing coursework!!! Coursework, Essay & Homework assistance including assignments fully Marked by Teachers and Peers.
This post is an exemplar GCSE English Language Creative Writing piece that scored 30/30. Use this example to hone the craft of storytelling.
Miss Huttlestone's GCSE English ... 2 Grade 9 Creative Writing Examples ... wants you to contribute to a collection of creative writing.
155K views 8 years ago GCSE English Language ... achieve perfect marks in any creative, descriptive or narrative story writing task- enjoy!
Creative Writing Structure · 1. Creating an Engaging Opening · 2. Complication · 3. Development · 4. Climax · 5. Turning Point or Exposition · 6. A
Students and GCSE coursework writing are associated as a pair of scissors, hand and watch, man and woman and many other couples that are strongly linked to
Further guidance on how to write the commentary is available on the website in. 'Paper 3 Coursework: Commentary Writing Support Pearson Edexcel. International
Unit 3 creative writing gcse research paper gcse english language writing 9gag for creative and cars – the writer step-by-step. Tough gcse english coursework
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A piece of personal and imaginative writing. • The assignment may encompass a wide range of possible types of writing including autobiographical, creative