english lang creative writing revision booklet

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4 Level 5 Level Level 1 Level 2 Mark 0 1-4 Level 5 5-9 10-14 15-19 20-24 0 1-3 4-6 Level 3 7-9 Level 4 10-12 13-16 The candidate: provides no rewardable material offers a basic response, with audience and/or purpose not fully established • expresses information and ideas, with limited use of structural and grammatical features shows an awareness of audience and purpose, with straightforward use of tone, style and register . . . selects material and stylistic or rhetorical devices to suit audience and purpose, with appropriate use of tone, style and register • develops and connects appropriate information and ideas; structural and grammatical features and paragraphing make meaning clear . . . Mark The candidate: AO5 expresses and orders information and ideas; uses paragraphs and a range of structural and grammatical features . ● organises material for particular effect, with effective use of tone, style and register manages information and ideas, with structural and grammatical features used cohesively and deliberately across the text shapes audience response with subtlety, with sophisticated and sustained use of tone, style and register manipulates complex ideas, utilising a range of structural and grammatical features to support coherence and cohesion. |. A06 provides no rewardable material uses basic vocabulary, often misspelled uses punctuation with basic control, creating undeveloped, often repetitive, sentence structures writes with a range of correctly spelt vocabulary, e.g. words with regular patterns such as prefixes, suffixes, double consonants uses punctuation with control, creating a range of sentence structures, including coordination and subordination uses a varied vocabulary and spells words containing irregular patterns correctly uses accurate and varied punctuation, adapting sentence structure to contribute positively to purpose and effect uses a wide, selective vocabulary with only occasional spelling errors • positions a range of punctuation for clarity, managing sentence structures for deliberate effect uses an extensive vocabulary strategically; rare spelling errors do not detract from overall meaning • punctuates writing with accuracy to aid emphasis and precision, using a range of sentence structures accurately and selectively to achieve particular effects. Section B Imaginative Writing Answer ONE question. You should spend about 50 minutes on this section. EITHER Write about a time when you, or someone you know, were lonely. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) OR Look at the images provided. (REMEMBER THESE IMAGES ARE FOR INSPIRATION. DO NOT FEEL YOU HAVE TO BASE YOUR NARRATIVE ON THESE.) Write about a lonely experience. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) Section B Imaginative Writing Answer ONE question. You should spend about 50 minutes on this section. EITHER Write about a time when you, or someone you know, had hidden something. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) OR Look at the images provided. (REMEMBER THESE IMAGES ARE FOR INSPIRATION. DO NOT FEEL YOU HAVE TO BASE YOUR NARRATIVE ON THESE.) Write about a time when you had to keep a secret. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) Section B Imaginative Writing Answer ONE question. You should spend about 50 minutes on this section. place. EITHER Write about a time when you, or someone you know, explored an unusual Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) OR Look at the images provided. (REMEMBER THESE IMAGES ARE FOR INSPIRATION. DO NOT FEEL YOU HAVE TO BASE YOUR NARRATIVE ON THESE.) Write about visiting a new place. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) Your examiner will have read hundreds of exam papers before they get to yours. If you begin your paper with... Last summer, me and my friend got lost in the woods ...then you have already lost them on some level! You need to stand out from the crowd. We are going to try three different techniques to help you. Technique 1: Create a character Begin your story with a lengthy, detailed description of a particular character as though you were looking at them through a microscope. Ingredients of character description • Zooming in on body parts: the bristles in their nose; the long yellow, curling fingernails; the bloodshot eyes Similes and/or metaphors: his hands were like dustbin lids Other senses: how they smell, how they sound What they're wearing/doing AVOID THE FOLLOWING WORDS: tall, short, fat, thin, ugly, pretty, beautiful CHALLENGE: Could your perspective change as you get closer? ● Openings ● ● Looking at her, you got the feeling that this was someone who could bend iron bars and tear telephone directories in half. Her face, I'm afraid, was neither a thing of beauty nor a joy for ever. She had an obstinate chin, a cruel mouth and small arrogant eyes. - Roald Dahl Technique 2: Create a setting Begin your story with a detailed description of a setting without any characters or action. • Ingredients of setting description ● Focus on colours of buildings/ sky/ nature: The sky was inky black Examine multiple senses: what can be seen, heard, smelt Similes 'the flowers turned their heads to the sun like a moth drawn towards ● a flame'/ metaphors - 'the sea was an angry dog'/ personification - the trees snatched and clasped at us'... be inventive with these- see below! The last time I saw her was red. The sky was like soup, boiling and stirring. In some places, it was burned. There were black crumbs, and pepper, streaked across the redness. Within minutes, mounds of concrete and earth were stacked and piled. The streets were ruptured veins. Blood streamed till it was dried on the road, and the bodies were stuck there, like driftwood after the flood. - Marcus Zusak Technique 3: Create a mood Use genre conventions to create a mood, perhaps scary for a gothic inspired horror story. Ingredients of horror fiction Start in the middle of the action (in medias res) ● Onomatopoeic words: 'thud', 'crunch', 'sludge' Single-word sentences Concentration on noises, emotions and bodily reactions to stress Longer descriptive sentences of a spooky setting: creaky floorboards, mothballs, flickering candles ect. • Something which is left unknown/ something the narrator delays telling us ● ● Have a go at a couple and see which you like best! Ⓒ 30 seconds of time strategy A useful writing technique that you could use in your language exam is the '30 second story'. If you limit your narrative to a 30 second time frame, you will be likely to include far more detail in your writing. Instead of having lots of action, show your examiner what is going on in lots of descriptions of senses and places. ● Think in-depth about the five senses: smell, sound, sight, touch and taste. Describe the effect of the situation/moment on the character's thoughts and emotions Break down a moment - explore a series of movements for effect 'I could feel the bead of sweat dribbling uncomfortably down my back' Focus on description rather than action Describe the things your character can see/ the room they are in Use flashback and flash-forward as a means of recounting events Ending: Your ending should have an intriguing final sentence and either wrap up your story or leave the reader wondering what will happen. It should flow into the opening. Resolution/flashback: When the problem or "narrative knot" is worked out and a solution/ development is dis- covered which moves the plot forward The circular plot structure Ending(back where the story started) Resolution/ Flashback Climax Opening Flashback Climax: the moment when the action or description reaches the most exciting, intense point within the nar- rative Opening: Create an opening where the reader is not sure what is going to happen next Flashback: Have the character imagine they were back at a moment in the past using lots of descriptions involving the senses Imagine a scene and try to think about how all five senses might react to it. How would it smell? How might the strength of the smell affect what you can taste? What can you hear? Sight Hearing Touch FIVE SENSES HEARING TOUCH O SIGHT Smell TASTE SMELL Taste HAVE A GO AT A CONCEPT MAP TO ORGANISE YOUR IDEAS AND TO INCLUDE AS MANY GOOD LANGUAGE CHOICES AS POSSIBLE SENSES EMOTIONS AND THOUGHTS VOCABULARY LINKED TO GENRE LANGUAGE DEVICES LATGA Goosebumps. Dison entated images of the carriage flying off the & tracks, death, ambulances and broken limbs embedded them selves into my. mind. No matter how houd... I tried to cleanse. myself with relaxing images, the petrifying. ones came rishing back with as much force as one of narve ⓇP. "greatest ware falls. How had I agreed to this? As the distang berween the ground and myself increased the newes did too. I tried to compel myself into thinking. of relaxing images of beautiful calm oceans. buy then the waves of 1 my subconcious. come crashing down, shipswrecking my mind in the land of horror. All I could do was curse myself for landing myself into this situation..... CAF ☆ ☆ ☆ ☆ I was feeling brave. The sun had taken its place, high in the sky, looking down of its sp kingdom. An unexplainable urge of spantainariy lugged at my mind. I had promised myself before the trip that I wouldn't go on any rides too. high due to my reasonable fear of heights. But looking at all the rides in all their glory and the delighted faces of children and aduls alike. I wasn't so sure reasonable as I had led myself fear was as Believe I TOOK a Pearson Edexcel Level 1/Level 2 GCSE (9- 1) in English Language Sample Assessment Materials - Issue 1 - October 2014 © Pearson Education Limited 2014 look at the highest attraction which stood proudly soaring above the lowest cords. that had begun to emerge. An invisible force dragged me towards it. I could hear it Calling my name in a sweet, mieledius time I just had TO- One ride. One it couldn't. hur in no time at all I found myself in the sp. que gene for the Attraction.. V was As I got closer and closer to the front the rational side of my brain awoke. My mind. was full of coars all mixed into one confused heap... I wanted this. I wanted to be brave. To be a normal teenager. To have fun. Yet I knew deep, very deep inside, that this a bad idea. The clouds had covered. the regalsun and looked as if they were lagghing at me, mocking me from high above. Almost daring me to approach them. To face them with their mocking glances. fresh in my mind. I boarded the carriage that would escorime to the sky. I was Surrounded by people of all ager but they were stritter smiling wider than the pacific ocean. No one seemed to be having any doubts as they pariently waited for 38 Pearson Edexcel Level 1/Level 2 GCSE (9- 1) in English Literature Sample Assessment Materials - Issue I - October 2014 © Pearson Education Limited 2014 trip to heavenly fun. It was when the seat belts locked that. everything came rushing back faster than a hye cheetah chasing after prey. I had gone insane. fun? How could I have been so Stupid to believe that soaring into the unknown territory of gloomy clouds could be fun ? Panic arose as I frantically & tried. to voice my fear but nothing would come. out. The hairs at the bottom of my. head pricked up in horror. The seat belt was. Suddenly morphed into string and the Carriage beneath me. disappeared as rode started. My cries were ignored, blinderprimed on by the joyful ones of the others.. A my bi I seemed to momentarily black out Goose- bumps. The ride came to a stop at the very top. It lurched over the edge of the sleep fall. Don't look down... I pleaded but I did. Panic! GWA warming shots went upis off in my mind as was forced to face reality. All could fee was my self in a hospital bed. A grave with my name delicately Itched upon it. A few people had 1 1 Pearson Edexcel Level I/Level 2 GCSE (9-1) in English Literature Sample Assessment Materials - Issue I - October 2014 © Pearson Education Limited 2014 ÂMỹ bình, my life, my death, noticed my... Screams but they mistook it for joyful ones. I was alone. A hundred feet. high in the air. I was surrounded by people but I was alone. My cries tumed to prayers, The loughs of the clouds were taunting. me. I was in a living nightmare... 1 inhaled. Tried to contain myself as gripped onto the seatbelt as hard as I could like a mother gripping onto her new sudden movement... bom baby.. With a aggressive movement that fent. heart my thy flying into my mouth, the carriage plunged into the unknown... Wondsfully crafted Cognage and effective sometve + check some P. 21+13 (84) AVEMATERIA ...m Pearson Edexcel Level I/Level 2 GCSE (9- 1) in English Language Sample Assessment Materials - Issue I - October 2014 © Pearson Education Limited 2014 menselsens HOTELES Source information Marcus Lindstram/Getty Images Jason Friend/LOOP IMAGES/Loop Images/Corbis Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any such rectifications in future editions. KELERY 18 METINGEN MEGETRANS TOTAL FOR SECTION B = 40 MARKS TOTAL FOR PAPER= 64 MARKS conv Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Language Sample Assessment Materials - Issue I - October 2014 © Pearson Education Limited 2014 o