descriptive writing gcse creative writing examples

Insider GCSE creative writing tips + 106 prompts from past papers

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

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

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

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

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

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

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

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

What forms (question formats) can the test take?

It varies by board.

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

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

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

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

Interestingly, the WJEC Eduqas board favours non-fiction writing. Unit 2 Reading and Writing: Description, Narration and Exposition gives two prompts to choose between, for an account and an essay perhaps, and Unit 3: Reading and Writing: Argumentation, Persuasion and Instructional sets up a letter, or similar.

Jump ahead to WJEC Eduqas non-fiction writing prompts from past GCSE papers

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

Jump ahead to OCR creative writing prompts from past GCSE papers

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

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

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

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

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

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

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

How long should the completed GCSE writing task be?

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

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

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

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

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

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

There are two assessment objectives for the writing itself:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.         learn the formats.

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

2.         Plan ahead

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

3.         Prepare sentence-openings

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

4.         Check your speaking

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

5.         Forget finishing

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

6.         Note the details

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

7.         Start strong

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

8.         Cut back dialogue

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

9.         Revise

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

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

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

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

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

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

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

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

Below is the same student 2 months later:

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

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

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

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

Paper 1 Explorations in creative reading and writing:

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

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

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

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

OCR English Language GCSE questions

Paper: communicating information and ideas.

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

Paper: Exploring effects and impact

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

Pearson Edexcel English Language iGCSE questions

Paper 1: transactional writing.

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

Paper 2: Imaginative writing

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

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

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

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

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

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

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

WJEC Eduqas English Language GCSE questions

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

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

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

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

CCEA English Language GCSE questions

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

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

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

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

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

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

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

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

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

AQA GCSE English Language

Descriptive Writing

Using descriptive techniques to create vivid descriptions.

In a descriptive essay, the goal is to paint a vivid picture in the reader’s mind. To achieve this, you can use a range of descriptive techniques. Let’s look at some key strategies to help you create immersive descriptions:

• Sensory Language – Appeal to the reader’s senses by incorporating detailed sensory descriptions. Describe how things look, sound, smell, taste and feel. 
• Show, Don’t Tell – Instead of simply stating that something is beautiful or scary, show it through descriptive language. Use specific details, vivid adjectives and strong verbs to bring your descriptions to life. 
• Figurative Language – Enhance your descriptions by incorporating figurative language techniques, such as similes, metaphors, and personification. For example, you can say, “The city was a crowded hive of activity.”

Enhancing Mood, Setting and Characterisation Through Description

Descriptions can also contribute to the mood, setting and characterisation of your writing. Here’s how you can effectively use description to enhance these elements:

• Mood – Use descriptive language to evoke specific emotions and create the desired mood. For example, if you want to convey a sense of tranquillity, describe a peaceful scene with gentle breezes, soft whispers of leaves and the distant chirping of birds.
• Setting – Make your readers feel like they are present in the setting by providing rich, detailed descriptions. Describe the sights, sounds, smells and textures of the environment. Transport them to the location by using sensory language and precise details.
• Characterisation – Use descriptions to develop and reveal your characters. Describe their physical appearance, but also go beyond that by conveying their personality traits, emotions and quirks through well-crafted descriptions.

Examples of Descriptive Techniques

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Last updated: December 27, 2022

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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:

EXAMPLE ONE:

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

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

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

EXAMPLE TWO:

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

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

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

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

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

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

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

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gcseenglishwithmisshuttlestone

Secondary English teacher in Herts. View all posts by gcseenglishwithmisshuttlestone

2 thoughts on “2 Grade 9 Creative Writing Examples”

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

My pleasure!

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Descriptive Writing

In this post

You will find descriptive writing in most written forms. Descriptive writing makes sentences interesting, unique and stand out. It is particularly important to apply descriptive writing techniques to the different forms of narrative writing .

There are a number of skills and techniques that you can use to improve description in your writing. An important skill to have is variety in the language you use. For example, rather than just describing an event as ‘I had a nice time’, you might describe it as ‘I had a pleasant time’ or ‘I had a marvellous time’. Although ‘nice’ might be the first word that comes to mind, understand that using the first word is not always best.

Description requires imagination. You have to be able to imagine yourself at a scene. You need to be able to describe what you can see , hear , smell , touch and taste . If you are writing from a fictional character’s point of view, then you need to be able to put yourself in the shoes of that character, imagine their personality and how this will affect their experiences of different situations and events.

The Five Senses

Using the five senses is an effective descriptive writing technique.

• See: what can you/the character(s) see?
• Hear: what can you/the character(s) hear?
• Smell: what can you/the character(s) smell?
• Touch: what can you/the character(s) feel? This includes what they can physically feel and emotionally feel.
• Taste: what can you/the character(s) taste?

Take note that different characters will experience things entirely differently. No two people are the same and this means that no two characters are either, so you need to think about this in your writing. Let’s imagine that two different characters have been standing on a beach looking out to sea. Both were present at the same time but experienced the situation differently. We are now going to compare how different characters might look at the same situation:

These two views of the same landscape are drastically different and are completely dependent on the individual characters and the effect that you are trying to create with them. As you may have experienced yourself when reading these two extracts, descriptive writing can have strong effects on the reader. When reading character one’s description, it evokes a sense of positivity and calmness but character two’s feels very dark and negative. Make sure you use the correct adjectives and adverbs that fit the intended effect you aim to create.

You do not have to use all of the five senses in your piece of descriptive writing but the more of them you do use, the more descriptive and detailed your writing will be which will result in you obtaining more marks.

Imagine you are walking into a fairground on bonfire night. Think about what you can see, hear, smell, touch and taste. Consider how you might describe your experience at the fairground that evening. Write out a plan for this task now as this will be one of the activities that you will be assigned at the end of this unit.

(Try and only spend five minutes planning if you can – this will be good preparation for your exam).

Do Not Over-Describe

Believe it or not, writing can sometimes be over-descriptive. When writing a descriptive essay, you need to spend your time describing the most important aspects that are directly related to the question. Like any piece of writing, it needs to have a point to it and this needs to remain consistent throughout. In the exam, you may get asked to ‘Describe your favourite destination that you have been to on holiday’. If this is the case, then describe the specific destination. If asked a question like this, make sure you describe the object, event, place, situation that is being asked. If you begin describing in great detail about what you have had for dinner and it does not relate to the task being asked, it will not gain you any marks.

Adjectives are effective and essential in descriptive writing but be sure not to have too many otherwise your writing can become over-descriptive and it can make it difficult for the reader to stay engaged.

The Difference Between Descriptive Writing and Narrative Writing

Descriptive writing is an essential aspect of narrative writing. If we did not include descriptive language in stories, they would be very dull and many people would probably not read them. ‘Description in Narrative Writing’ will be covered later in this unit.

Although descriptive writing is an essential aspect of narrative writing, narrative writing should be completely avoided in a descriptive writing essay. Again, if you are asked to ‘Describe your favourite destination that you have been to on holiday’, you are therefore not required to tell the story of your holiday, rather to describe your holiday. You can describe the activities you did and places that you went to, but do not write a descriptive essay using the Three Act Structure . It will not have a beginning, middle or an end; it will not have a Plot Point 1 or 2 and it probably will not even be told in chronological order.

Useful Tips:

• It is important to introduce what you are describing before you begin describing it. Do not leave the reader guessing as this could leave them feeling annoyed. However, in certain situations, leaving the reader guessing will be appropriate; for instance, to create tension.
• Does the description have a deeper meaning? A deep meaning = depth = extra marks.
• Sight is arguably the most powerful sense. Therefore, when writing a piece of descriptive writing start with sight . This will quickly engage the reader as they begin to mentally visualise what you are describing.
• Use strong adjectives to illustrate scene, person, object, situation, experience. With good and effective description, you will create a vivid scene.
• In your descriptive writing piece, attempt to describe all of the senses – sometimes this will not always be suitable. For example, if you are asked to ‘describe a journey you have been on’ it may not be appropriate, or you may not get the chance to describe the taste of anything. If this is the case, it will be appropriate to leave out a description of this particular sense.

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Descriptive Writing: Purpose

Purpose of descriptive writing.

• Communicating a scene - Descriptive writing helps to effectively communicate a picture of a scene to readers. It is through the author’s vivid descriptions that readers are able to visualise and engage with the story’s environment and characters.
• Engaging the Senses - The function of descriptive writing is crucial in engaging the reader’s senses. By describing sights, sounds, smells, tastes, and physical sensations, it enables the reader to experience the situation almost as though they were there.
• Enriching the Narrative - Descriptive writing serves to enrich the narrative. Detailed descriptions add depth and complexity to the characters and settings, therefore contributing to the overall theme and plot of the story.
• Showing Not Telling - Its purpose is to show, not tell. It breathes life into a story by showing the reader what’s happening, rather than just telling them. For instance, instead of saying “she was upset,” describe her tear-stained face and trembling hands.

Device in Descriptive Writing

• Simile and Metaphor - In descriptive writing, similes and metaphors serve to create vivid images in the reader’s mind by comparing one thing to another. For instance, “Her smile was as radiant as the sun.”
• Personification - This is a device used to assign human traits to non-human or inanimate objects. An example might include “the wind howled angrily through the trees,” which instils a greater level of emotion and depth.

Creating Effective Descriptive Writing

• Careful Word Choice - The importance of choosing words carefully is emphasised in descriptive writing. Words can create a specific mood, atmosphere, or evoke specific feelings in the reader.
• Planning - Attention should be paid to planning your descriptions. Consider what you want the reader to see, feel, and understand.
• Sustaining Interest - Strive to maintain the reader’s interest by varying your vocabulary and sentence structure. Repetition can cause the reader to lose interest.

Economy of Language in Descriptive Writing

• Avoid Over Using Adjectives - It is important to use adjectives carefully. Whilst they can be useful for enhancing descriptions, too many can make writing look cluttered and over-complicated.
• Avoid Redundancies - Be cautious of redundant phrases and wordiness. Descriptive writing should be precise and clear.
• Descriptive Pieces are Not Just Long Lists of Words - Remember, the aim is to paint a picture. This does not mean simply listing as many descriptive words as possible but weaving a picture using a variety of descriptive techniques.

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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Descriptive Writing Of A Beach

Jack Plows 10SH    2 ND  Draft Descriptive Coursework

DESCRIPTIVE WRITING – FIRST DRAFT

The, enclosed, beach is silent. The bright ball blinds you as it emerges; it rises like a yellow lollipop on the distant horizon.  Crashing against the shore, small waves wash the night’s debris onto the land. Untouched golden sand covers the floor as far as your eyes can see. Soothing, a gentle sea breeze rustles through your hair.

Beach shops prepare for their day of excited costumers bustling in and out of their small seafront shops. Opening their doors, they bring out all of there beach products looking out to the sea you can see the large cruise ships on the worlds edge.

Abandoned, nothing there apart from a few sea gulls pecking at the rubbish left by yesterday’s visitors. Empty crisp wrappers, chocolate wrappers, ice cream papers and half eaten cones scatter the yellow sand.

This is a preview of the whole essay

Young children stumble onto the moist sand, with small buckets and spades in their hands, they shout and talk in excitement. Damp sand is forced between their toes. Straight away, the young children put on their swimming costumes and are smothered with thick white sun screen, to protect them from the bright sun. Children running towards the shoreline; their parents struggle onto the sand, loaded like camels with everything they will need for their day. Sandwiches, cold drinks, wind breakers, towels all bagged up and slung over both shoulders.

A hot sea breeze rushes through the visitor’s hair, as you stand there you can taste the salt in the air because it is so strong. The sound of the waves crashing against the shore, seagulls swooping overhead and the strong scent of sun screen surrounds the beach. The beachgoers spring as their feet hit the blistering sand. Sitting there for hours, playing with the sand; children giggle as their sand castles are overtaken by powerful crashing waves.

The sand cushions the landing for a teenager diving to make his shot in the volleyball tournament. Excitement buzzes around the pitch as the ball is repeatedly, majestically played back over the net.

Young children remain in the sea; the taste of salt lingers in their mouth. Splashing and screaming, they all make sure that they enjoy their beach experience. Tired, they struggle to keep their young heads above the cold water, relentlessly the kids are dragged out of the water by their parents.

They lie out their towels on the damp glistening sand allowing them to rest from the continuous jumping and swimming. Lying there they take a midday sleep, allowing the sun to blaze down onto there dripping wet bodies. Parents sit there relaxing lazily on the sandy seashore reading their invigorating books. Foamy mist from the ocean lightly sprays onto their face like the touch of a feather.

Gigantic sand castles are left standing free, glistening in the sun like diamond rings.

Waves are crashing onto land as the distant sun descends like it is sinking into the water. People laugh and giggle as their day come to an end. A muddle of colours in the sky as the sun sets. A young couple sit up on the cliffs edge watching the sun set.

Once again the beach is empty with the rubbish of the visitors. The rubbish almost decorates the floor of the beach, different colours shapes and sizes. Lonely and quiet the beach is still and silent. Only the light sound of waves crashing against the soft sand.

Peer Reviews

Here's what a star student thought of this essay.

sydneyhopcroft

Quality of writing.

The Quality of Written Communication is reasonably good, although again I stress the need to ensure that comma splice does not ruin the impact of the essay, which otherwise is really very good. There is no other cause for concern with regard to spelling and grammar.

Level of analysis

The Level of Description is very good, and shows a candidate indicative of a Grade B for GCSE. The candidate uses a wide range of sentence structures, lexical choices and linguistic devices in order to create the imagery of the serenity of a beach. Throughout the answer there is a good control over adjectives - a few candidates often overload their sentences with complex descriptions that can often weigh-down the sentences and stunt the fluidity, but this candidate remains in control throughout. As mentioned, the only gripe I do have is the sometimes incorrect application of punctuation. This limits the effectivity of the discourse and the candidate, as stated above, should rectify this.

Response to question

This candidate's response to this Writing to Describe task is a very competent one that uses a number of descriptive techniques in order to convey the strong imagery of a fictional beach. There is a wide range of linguistic techniques used, including simile, metaphor and personification, though in some parts the impact is lost due to a poor understanding of the needs for commas (comma splice e.g. - using commas when there is no need). I would recommend candidates ensure this does not happen, as at GCSE Level, candidates are expected to allow their descriptions to flourish without being hindered by poor Quality of Written Communication.

Document Details

• Word Count 581
• Page Count 2
• Subject English

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Non-fiction texts are those that deal with facts, opinions and the real world. Many non-fiction texts follow specific conventions of language and structure.

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It’s always a good idea to plan before you write. You can gather your main ideas, list vocabulary you’d like to include and map out your structure in a way that makes writing easier.

Organising information and ideas - AQA

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Using language effectively - AQA

Writers use language to create different effects. Learning how to use these will make your writing more engaging.

Vocabulary - AQA

Make your writing interesting and lively by using a wide range of vocabulary. Use specific words to convey your meaning.

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Descriptive Writing A-Level Example: The Mountain

This is a piece completed recently by one of my students for the Cambridge (CIE) A-Level English exam (Paper 2: Writing). It is suitable for anyone studying creative writing at a higher level — GCSE (10th Grade) and above, particularly on the following exam boards: AQA, CIE, OCR, Edexcel, WJEC / Eduqas, CCEA.

The piece attained a B grade, but it has great potential and with a bit of work could have achieved an A. I asked the student to write feedback below to give a sense of the grade, as well as suggested improvements for how to attain a higher level next time. You’ll see a breakdown of his writing process and thoughts behind how he uses language.

Thanks for reading! If you find this page useful, you can take a look at our full Basic Descriptive Writing course ; Advanced Descriptive Writing course , and other English Language and Literature courses

The Question:

Write a descriptive piece called The Mountain. In your writing, create a sense of atmosphere, and focus on colors and sounds to help your reader imagine the scene.

The Answer: (Descriptive Writing A-Level Example)

The mountain.

It had been a long hard trek across the sludgy path, my footfalls producing rhythmic squelches. A warm pitiful breath escaped my mouth and struggled against the unrelenting breeze. My eyes wept from the wind, without sadness, the tears quickly drying but no less pained. I had managed to stray unwittingly from the path. My mind blank, I had chanced upon a vast expanse of open land. Vaguely, I recalled how I had got there, how I awoke in perspiration merely hours earlier, my T-shirt soaked through. If I had wrung it, I’m sure water would have trickled out, so sodden it was.

When I eventually peeled myself off the bed, it was then the idea had taken root, to venture out for a spirited walk. Grabbing my staff and closing the door after me, I walked on mechanically, permitting the crisp air to enter my lungs and liven my senses. For a long time, I gazed listlessly at my traipsing feet, neglecting to survey the path ahead. Soon, when I glanced up, I had drunk in the formidable sight of a tall mountain stood gargantuan in the distance.

The sky, slate grey and heavy, bore the promise of rain. A knot of cloud hung low and obscured the mountain’s peak. It should have unnerved me, but it didn’t. I was Ill-dressed and ill-prepared, yet a dogged stubbornness coursed through my every fibre. I firmly decided I would task myself to climb it. It was as though I forged onward like a weary soldier, going into battle for the very first time.

As I neared the foot of the mountain, such was its mass I could no longer see sky. Pausing at the base of it, I noticed that the wind had abated somewhat, and I felt a brief flash of renewed confidence. Glancing up its steep face my eyes scanned the wild, rocky terrain, peppered with tufts of grass and high reeds.

No discernible path appeared to etch through it, which led me to believe that nobody of sound mind would be foolish enough to scale it. Nobody as foolish as me at least. Warding off the temptation to turn back, I placed my trusty staff before me and carefully distributed my weight across the unstable ground. With no visible path to speak of I lunged forward and begun to climb, praising each successfully placed step as I slowly advanced. Reaching roughly a meter high, I felt the first cool drop of rain blotch my forehead. It caused me to glance up instantly at the sky with trepidation, but before I would be greeted by an onslaught of raindrops, I decided to forge on undeterred.

A violent rush of wind suddenly rose beneath me, causing the hood of my coat to blow clean over my head. Maybe it was a sign, I thought. Nature’s way of telling me that I should prepare for the inevitable drenching. But I did my best to not entertain such thoughts. Instead, my mind cast back to the days of my youth. I recollected the numerous occasions I had ventured into the woods with my older brother. Together we would seek out the tallest climbable tree. He would goad and pressure me to reach the furthest branch no matter the risk of danger. His voice  was always close behind, providing a safety net in case I fell. I never did, but where was his voice now?

When the rain came, it had been roughly an hour since I last looked down. The terrain had gotten steeper, so much so that my staff was rendered useless and left me all but hugging onto the slope for dear life. There were times when I froze, clutching myself to the earth, breathing in mud and stone, feeling as though I had tasted time itself. The rain came down in sheets, muddying the very soil my hands struggled to claw into as I ascended. Why had I bothered? I asked myself. Don’t worry just keep going, keep climbing. I imagined my brother’s voice not that far behind.

Student’s Feedback:

There are two examples in this passage where the language draws visual depictions. Firstly, in describing the colour of the sky as ‘slate-grey’, likening it to a shade taken from a type of stone, successfully transmits the image of a dark sky into the reader’s mind. Furthermore, the adjective ‘slate’ has connotations of hardness and coldness, create an intense atmosphere and a sense of difficulty for the protagonist. The use of compound adjectives through the hyphen also enhances the intensity of the visual image.

The second refers to the protagonist’s determination. He ‘forged onward like a weary soldier, going into battle for the very first time.’ This conjures a feeling of vulnerability for the reader. It presents the idea that the protagonist is venturing into the unknown, with unforeseen dangers ahead, creating palpable suspense.

Voice/Tone:

An underlying sense of foreboding runs consistently throughout the passage. There is a distinct atmosphere enveloping the language that is earthy and rich. Much of this is derived from the detailed scene description. This places the reader directly into the mood and atmosphere of the text. This is portrayed in the depiction of physical hardship, endured by the protagonist. For example, ‘My eyes wept from the wind, without sadness, the tears quickly drying but no less pained.’ The line also contains a subtle hint of irony, the association between tears being linked to sadness. However, in this case it is the harshness of nature that is bringing about the shedding of tears.

Another example of ‘mood’ and ‘feel’ evident in the text can be found in the following line: ‘There were times when I froze, clutching myself to the earth, breathing in mud and stone, feeling as though I had tasted time itself.’ While ‘mud’ and ‘stone’ represent nature, they are also symbolically linked to the ancient age of the mountain and present the idea ‘tasting time’ as though it were a tangible thing. These linguistic techniques of tying nature to feeling, exist to immerse the reader within the voice and tone of the text.

The continuous verbs ‘clutching’ and ‘breathing’ … continuous motion / enduring difficulty / dynamic and physical enhance the sense of struggle / highlight the fragility of man in comparison to all-powerful nature.

Perspective/Structure:

The narrative uses first-person through the featured protagonist and unfolds in past-tense. It describes events in a continuous stream of action. However, there are two moments where the action shifts to a series of flashbacks. In the first one, we learn of the protagonist awaking from his bed: ‘I awoke in perspiration merely hours earlier, my T-shirt soaked through,’. In the second, he revisits thoughts of childhood: ‘I recollected the numerous occasions I had ventured into the woods with my older brother.’ Despite these two time-shifts, the throughline of the story commences from the moment the protagonist witnesses the mountain upon his travels, along the path, to lastly attempting to scale it, finding himself stuck upon its steep face.

Features to include for my next creative piece:

• Multiple characters
• A variation of sentences, including one word.
• A specific moment of conflict
• Range of paragraph lengths
• Range of punctuation > ! ? : ; ‘ “” ‘ () …

Teacher Feedback:

GRADE: 18/25

72 % > B grade

Mark scheme used .

• Effective expression, with a range of language, including some complex structures and less common lexis
• A few minor errors which do not impede communication
• Logical organisation of text; developed ideas in an effective manner
• Good achievement of text; content is relevant

Overall, I believed the last 2 sentences could have been more refined, more poignant, and expressive. The story at this point ends rather abruptly in comparison to the rest. This demonstrates better fluency and reads more elegantly.

However, the earlier paragraphs clearly demonstrate strong use of language. This is visually expressive, symbolic/poetic, and carries a distinct tone. There is much intrigue and suspense to be enjoyed, which in turn engages the reader.

Read more descriptive writing tips here: https://scrbblyblog.com/2022/10/26/spooky-atmosphere-writing/

Thanks for reading! If you find this page useful, you can take a look at our full Basic Descriptive Writing course ; Advanced Descriptive Writing course , and other English Language and Literature courses .

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