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

Revision note.

Paper 1 Question 5: Creative Writing Model Answer

In Paper 1 Question 5 you will be presented with a choice of two writing tasks and a stimulus image. One task will ask you to write descriptively, most likely based on the image, and the other question will ask you to write a story, based on a statement or title. 

The task requires you to write for a specific purpose and in a specific form. It is important you write in the correct format and use the conventions of this form, as the mark scheme mentions adapting your tone, style and register for different forms, purposes and audiences. 

This means: 

• The tone (sound of the narrator’s ‘voice’) is appropriate and convincing 
• The register (vocabulary and phrasing) is suitable for the purpose
• The style of the writing (sentence structure and overall structure) is dynamic and engaging

Below you will find a detailed creative writing model in response to an example of Paper 1 Question 5, under the following sub-headings (click to go straight to that sub-heading):

Writing a GCSE English Language story

Structuring your story, ao5: content and organisation, ao6: technical accuracy, question 5 level 4 model story, why would this story achieve top marks.

Remember, Paper 1 Question 5 is worth 40 marks, broken down into two Assessment Objectives:

When planning your response, it is a good idea to keep the tone, style and register in mind, as well as the conventions of the form. Here, we will consider how you can produce an effective story with these devices in mind:

Story writing should develop a sense of character as well as mood. This means you should consider how your narrator or characters would behave and sound.  

In order to craft a tone which builds characterisation and mood, consider: 

• The perspective from which your story will be told: 
• First-person characterisation can include monologues which express the narrator’s thoughts and feelings 
• Third-person characterisation will generally include a description of the character’s appearance and movements
• Choose verbs and adverbs carefully to ‘show’ the character’s reactions
• If you use a third-person omniscient narrator , you can advise the reader of the character’s thoughts and feelings
• Consider how you can use sentence lengths and types in monologue and dialogue, as well as description of setting:
• Short sentences reflect tension and unease, e.g. ‘No sound could be heard’
• Longer sentences and listing can create a sense of being overwhelmed, or of abundance, e.g. ‘The table was laden with apples, grapes, oranges, loaves of bread, chunks of cheese and an array of colourful vegetables’
• Rhetorical questions can suggest confusion, e.g. ‘Would I ever get it right?’

Style and register

The style of your story writing is closely related to the language you use. For example, in a creative writing response, the best answers show evidence of careful word choice and linguistic techniques.

Creative writing helps the reader to visualise the person, place, or situation being described with word choice and linguistic techniques, as well as being taken on a journey.

The best way to do this is to: 

• Use vocabulary which is useful to the reader:
• For example, describing something as ‘great’ or ‘amazing’ is telling rather than showing 
• Use sensory language to bring the scene to life:
• For example, a deserted park at night requires a completely different description from a busy park during the daytime
• Emphasise key ideas or impressions using language techniques and imagery:
• For example, you could use a simile to create associations about size or colour
• Personification is a useful technique when describing weather or objects 
• Ensure you describe the important details:
• For example, you do not need to describe every inch of a person or scene bit by bit, but instead focus on key, interesting features that develops the story or the sense of character

Creative story writing develops an idea to a conclusion. This means your story should have cohesion by planning an ending with a resolution (you should plan whether your story will end happily or not). In the exam, it is best not to plan a complex story which takes place over a long period of time, employs multiple characters and has more than one setting or plot twist.  

In order to adhere to the conventions of story writing, it is best to: 

• Plan your writing in an order which takes your character (and reader) on a clear journey:
• The best way to do this is to plan one main event
• Consider employing structural techniques such as a flashback:
• This can give background information to the reader and provide context
• Ensure you use past-tense verbs for this
• Develop your characters:
• Consider essential narrative characterisations, such as villain, victim, hero etc.
• Decide on how your characters fit this description 
• When describing people, focus on relevant details only:
• You could focus on their body language or movements
• If using dialogue, how your characters speak can reveal more about them than what they say, e.g. “shrieked”, “mumbled”, “whispered”
• It is effective to repeat ideas related to colour
• You can repeat ideas for emphasis, for example, black and grey or green and blue

Below is an example of the type of creative writing you may be asked to write in Question 5. This is taken from Language Paper 1 June 2019:

This task asks you to write a story with the title ‘Abandoned’. This means you are required to construct a story based around this idea. The mark scheme rewards original ideas, but the most successful answers are those which develop an idea effectively and engage the reader in a compelling story. 

Crafting a story plot which conveys a complex and original idea does not need to include multiple characters or take place over a long period of time. Consider the short story as a ‘scene’ in a film. It is not necessary to know everything about your characters, but better to immerse the reader with vivid ‘showing’ techniques, such as sensory imagery, movements and dialogue.

As this is a longer writing question, you can spend about 5 minutes planning your answer. 

Once you are sure of the form you will write in and you have considered how best to convey the mood and character development to your reader, you can begin to think about how you will order your ideas. 

Creative writing responses should be structured in five or six paragraphs. We have suggested basing your narrative structure on Freytag’s Pyramid:

Remember, each paragraph does not have to be the same length. In fact, better answers vary the lengths of their paragraphs for effect. What is important is to develop separate ideas or points in each paragraph, and avoid repeating the same descriptions throughout your response.

Keep using sensory language throughout, but adjust the focus and perspective as your paragraphs develop. Make sure you include description of movement and description of sound to effectively craft a mood.

Below is an example of a full-mark Level 4 model story:

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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.

5 Image-based Descriptive Writing Prompts

Need a better way to practise writing? Below, you’ll find 5 image-based descriptive writing prompts which are a great way to go! 

If you’re studying creative writing, you’ve probably heard of them and might have even used them by now! If you’re a non-fiction writer or just an everyday writer, especially if you’re just getting started, this might be a new thing for you – but it is definitely a thing! 

Every writer gets inspiration from different sources. It could be a neighbour, a friend, a local event, a tragedy, a painting, or even music and a particular song. It’s the same with images and photos – it can spark your creativity in no time! 

Before we get into how image-based descriptive writing works and give you a couple of assignments, make sure you check our online English school where you can find courses like these: 

Basic Descriptive Writing

Advanced Descriptive Writing 

AQA GCSE English Language Paper 2 

How to use image prompts for writing: 

• Take a good look at the image. 

An interesting photo, or the one that is deceptively simple – is an inspiration. This could literally be any photo that catches your eye – whether you found it online or in your personal belongings. 

• Take a few moments to absorb the details in the photo. 

What is the main focal point? Is it the background or foreground? What about colour, light, and all other small details? 

• Allow your senses to experience the photo and at the same time allow words to form in your head.

A story might start, whether it is just a couple of sentences or a few words. Try imagining you’re explaining that same photo to a friend, but the friend is unable to see it – what would you say to them? 

• Start writing, whether words form in your mind or not. 

In journalism, there is a “Five W’s + H” rule, meaning that you should answer these questions: who, what, when, where, why and how, and it can be really helpful if you don’t know where to start as this gives you a direction to follow. 

• What comes to mind for you will be completely different from others as it’s based on your own experience and beliefs. 

So, keep on writing and then edit later – it all depends on your purpose. If you think you’re onto something, keep going, see how the story develops. But even if you set it aside for another time, it’s a never wasted effort. 

Task: What can you see? What do you think has happened/is happening/will happen? Where did the house come from? How do you think it got here?  Why is it surrounded by all of the bricks? Who is the woman inside the house? Why is she looking out of the window? What might she be thinking?

There are so many ways to practise and improve your writing, so check our post on Descriptive Writing Prompts to get more ideas!

Task: Using the image above as an inspiration, write a creative piece in which you describe a day in nature.

Task: Who is this girl? How old is she? What is she doing, alone, in a cafe? Who do you think she’s texting? Does she look sad, or happy, or worried to you? 

Task: You’re sitting across this building. Imagine and create a life for a couple of people living there.

For the last task, pick a random photo from your phone or a computer; some that you’re fond of and describe what it is about. 

Do you want some tips on how to write more vividly? Check out this post that has all the answers you’re looking for!

Thanks for reading! If you found this useful, check our online English Language and Literature school where you can find a variety of courses that will help you enhance your English skills and grades!

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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)

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Descriptive and narrative

GCSE Language

Creative Writing Image Prompts

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Creative Writing Image Prompts. Uses support to help to develop pupil's responses, breaks the image down to encourage structural development. Uses Mrs Hallahan's sentence upgrade sheet.

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June 30, 2020.

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Describing an image: a waterfall and a night sky

Two scaffolded descriptive writing tasks based on natural images. The first task is structured and encourages students to practise using imagery and literary techniques including: 

• onomatopoeia
• personification
• list of three.

The second task allows students more freedom in describing a night sky, with a supporting word bank and sentence starters.

Designed for the AQA GCSE English Language Paper 1 writing task, using an image prompt.

An extract from the resource: 

Task 2 Now have a go at describing this image of a night sky. Use any of the techniques which worked well when describing the waterfall. Try to use interesting vocabulary as well. The word bank and sentence starters below might help you if you need some ideas.

incandescent: producing light

serene: peaceful

myriad: many

frigid: cold

Sentence starters

A myriad of stars …

They shine bright and incandescent …

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Descriptive Writing

Though there's no formula for great creative writing, there are some strategies you can use that will make sure you're able to cross the two biggest hurdles on the day: finding something to write about and writing about it in a way that actually engages your reader..

1. Creating atmosphere

2: The Zonal System

3: Using the senses

4. The A-Z of Sentences

5: Bringing it all together

6. Pics and Last Tips

Examples from online..., there's loads of creative writing available online, and it's always a good idea to see what other people are doing and magpie ideas from them., and remember what the great 20th century artist picasso once said: "good artists copy, great artists steal", https://medium.com/@scrbblyblog/cie-cambridge-descriptive-writing-a-level-example-the-mountain-b4ead615951f.

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For all your gcse & a level english needs.

The November Resit 2021 – Creative Writing!

Exam Paper used: November 2021 English Paper 1 Resit (AQA)

Creative Writing

The insert and the question papers are now on the AQA website for all to download, so go ahead and do so, because the story used for the insert is brilliant; moving, eerie and very well written. If the rest of her novel is half as good, it will be well worth the buying of the book. 

And so, when you look at the question paper, you get the usual questions. 

• Select 4 things about Rosie – so easy it is meant to get you started. 
• Use of LANGUAGE in a section of the text.
• Use of STRUCTURE in the text. 
• An opinion question, based on what you think of the opinion. 

All of those are relatively easy, apart from the middle two, because for those, you need BIG answers using those dreaded PEED chains . 

But you have done them well before now (type in PEED into the search bar on this website and see) so all should be well. 2 pages for questions 2, 3 and 4 should be enough, or more if you can do it. Less would mean a low score and final grade. 

Then you get to section B and the creative writing bit. Here it is below and what a corker it is too! Again, you get a choice. It is an either/or question, so do not do both! 

That would be foolish! 

Section A has all been about what we think is a ghost story, or some sort of vision, whereby we see through Rosie’s eyes, as she sees a mysterious young girl appear and through trickery of her language used, we suspect that the little girl is a ghost, or an echo of another little girl, possibly even an ancestor (left handed like she was) who has lived in that house before now and is playing in the garden. 

So section B continues (as always) with the same theme and asks you to have a go at writing the same. Your teacher, if s/he is any good, should have asked you to write such as this in class, or for homework, before now, so this should be straightforward. 

But just in case, here are a few pointers….

• This is only meant to be a description, not a story (2-3 sides A4 needed here)
• It can have the movement of a story, but keep to the description as much as you can
• Use the picture!!! I cannot stress this enough. 
• It is like a time portal to me (sci-fi fan here) used on Star Trek, so time travel comes to my mind immediately
• Perhaps it lights up so you can see something the other side
• Perhaps it is a portal to the afterlife
• There are hundreds more ‘perhaps’ in your heads
• Use the colours; greys, mist swirling, iron gates (typical ghost story starter)
• The weeds, the trees, the branches, how they are eerily shaped, “like fractured arms set off at different angles, mangled by the evil of time.” (my words)

Those are just some of the ideas from my head but I am sure you have a few more. 

Now, you have to plan the thing. 

So, use the Power of Y (into the search bar at the top if not sure) to get you from the usual 4 or 8 things to write about up to about 24 things or more you could write about. 

Then plan it as shown in that blog piece. 

The planning should take no more than 10 minutes! Remember that!

Section B (other choice)

Then you get this choice…. Do not forget, you do one OR the other. 

They usually give you an either/or and I will always tell my students to use the one with the picture because when you get stuck, you can look at the picture and get another idea and then continue writing, but let’s say you are the brave type and want to do this one. 

How do you do it? 

Write about an event that cannot be explained! (40 marks) (2-3 sides A4)

• THINK – What cannot be explained? 
• Supernatural things?
• Things that happen that do not go as planned, or as you’d expect
• Demons? 
• Ghostly stories? 
• Aliens maybe? 
• Car crashes where someone survives when they should not
• Moments where we get a sense of heaven when we die, only to be yanked back by God or paramedics? (this happened to me in 2010) 

Whatever the choice is, the preparation is the same as the one with the picture. 

Plan it using Power of Y and then write it, making sure you do the following: (for whichever you choose, the one with the pic, or not): 

• New subject = new paragraph
• Movement in time = new paragraph
• Speech on its own line for each thing said
• Lots of description
• Above all, whatever you have found in Section A (simile, repetition, metaphor, alliteration etc) use plenty of that in your piece, so you can show you know what it is and how to use it yourself! 

Happy writing! 

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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!

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AQA GCSE English language writing

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

1 June 2020

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This is a collection of GCSE English language paper 1 writing resources. These are assessment style activities, developing a students creative writing skills by drawing on their experience of unusual times and challenging circumstances. Channel your students creativity by using these resources to discuss their experiences and develop them into something more spectacular, which they can relate to the skills required for the GCSE English language paper 1 exam.

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