creative writing tips for gcse

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.

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10+ GCSE creative writing ideas, prompts and plot lines

Getting a good GCSE creative writing plot going can be difficult, here are some ideas to help you out.

Ahead of your exams, here are a selection of GCSE creative writing ideas and prompts to hopefully provide some inspiration.

The Lost Timepiece

Prompt: In an old, dusty attic, a teenager discovers a mysterious pocket watch that doesn’t seem to tell the correct time.

Potential Story Directions:

• The watch could transport the teenager to different moments in history whenever it's wound.
• The watch might belong to a long-lost relative, leading to a family mystery.
• The watch could be counting down to a significant event, and the protagonist must figure out what is about to happen.

The Secret Garden Door

Prompt: Behind the overgrown ivy in the school's garden, a student finds a door that wasn't there before.

• The door could lead to a magical world, offering an escape from everyday life but with challenges of its own.
• It might be a portal to the past, showing the school's history and secrets.
• The door could be a metaphorical passage to self-discovery, revealing hidden aspects of the character’s personality.

The Last Message

Prompt: A character receives a mysterious message in a bottle on the beach, written in a cryptic language.

• Deciphering the message could lead to an adventure, perhaps a treasure hunt or a rescue mission.
• The message might be from a distant land or time, offering insights into an ancient or futuristic world.
• It could be a personal message from someone significant in the character’s past, triggering a journey of emotional growth.

Midnight at the Museum

Prompt: A night guard at a museum notices that the exhibits come to life after midnight.

• The guard could interact with historical figures, learning about history firsthand.
• There might be a plot to steal an exhibit, and the living exhibits help to thwart it.
• The phenomenon could be linked to a supernatural event or an ancient curse that needs resolving.

The Forgotten Melody

Prompt: A pianist discovers an old, unplayed piano in a neglected music room that plays a melody no one seems to recognize.

• The melody could be a key to unlocking forgotten memories or a hidden past.
• It might be a magical melody, having various effects on listeners.

Each of these prompts offers a starting point for creative exploration, allowing students to develop their storytelling skills in imaginative and engaging ways.

Galactic Storm

Prompt: Astronauts on a mission to a distant planet encounter a bizarre, otherworldly storm.

• The storm could have strange, mind-altering effects on the crew.
• It might be a living entity, communicating in an unprecedented way.
• The crew must navigate through the storm to discover a hidden aspect of the universe.

Unearthed Powers

Prompt: A teenager suddenly discovers they have a supernatural ability.

• The power could be a family secret, leading to a journey of self-discovery.
• It might cause conflict with friends and society, forcing the protagonist to make difficult choices.
• The ability could attract unwanted attention, leading to a thrilling adventure.

Reflections of Reality

Prompt: A story that mirrors a significant real-life experience involving friendship or a pet.

• The story could explore the depth of human-animal bonds or the complexities of friendship.
• It might involve a heartwarming journey or a challenging ordeal.
• The protagonist learns valuable life lessons through these relationships.

Chronicle of Times

Prompt: A character discovers a way to travel through time.

• Traveling to the future, they encounter a radically different world.
• In the past, they might inadvertently alter history.
• The story could explore the moral and emotional implications of time travel.

Apocalyptic Event

Prompt: A natural disaster of unprecedented scale threatens humanity.

• The story could focus on survival, resilience, and human spirit.
• It might involve a journey to avert the disaster.
• The narrative could explore the societal changes that occur in the face of such a disaster.

The Unsolved Case

Prompt: A detective starts investigating a complex and mysterious murder.

• The investigation uncovers deep secrets and conspiracies.
• The detective's personal life might intertwine with the case.
• The story could have a surprising twist, challenging the reader's expectations.

Retold Fable

Prompt: Modernize a classic fable or story, such as the Boy Who Cried Wolf, in a contemporary setting.

• The story could be set in a modern city, exploring current social issues.
• It might be told from a different perspective, offering a fresh take on the moral of the story.
• The narrative could blend the original fable with current events, creating a powerful commentary.

Forbidden Love

Prompt: Two characters from vastly different worlds fall in love, against all odds.

• Their love could challenge societal norms and expectations.
• The story might explore the sacrifices they make for each other.
• It could be a journey of self-discovery and acceptance in the face of adversity.

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

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How to Pass The Creative Writing Section of Your English GCSE

The creative writing component of the English Language GCSE can leave most students petrified. Having not practiced writing creatively since a much younger age, the dive into creative writing, especially when students are hounded to write academically, can be a challenge.

Often the English Language creative writing component will be phrased as so:

'Write a story about a time you felt overwhelmed' or 'Write a story inspired by the picture below'.

All of the above instructions are relatively vague. For students who are used to being told what to do, and for the English Literature component, asked to explore only a very specific area of the text – the idea of writing free reign is enough of an overwhelming story.

However, students shouldn’t be scared. English is nothing but the study of stories – and while you may feel left in the proverbial dark, actually stories are weaved into your every day life. From posts on social media, to newspaper articles and the texts you study for English Literature. So, there’s nothing daunting. You can weave a narrative just as succinctly and easily.

Here are some tips to consider:

Read anything and everything.

Well, start with novels. When you turn 16, there’s no novel too detailed for you to explore and while I’m not saying you should start off reading War and Peace, you should be reading literature that excites and interests you. Whether it’s The Hunger Games, 1984 or Pride and Prejudice - all of these texts are filled with exciting stories for you to think about. Ask yourself: how does the author create suspense? What about the character is intriguing to you? For example, in The Hunger Games, Katniss Everdeen sacrifices herself for her sister – while she acts bravely, the author still indicates that she is frightened and overwhelmed. There is an internal conflict here that makes the character fascinating.

Be varied in your vocabulary

Words like “nice” and “said” are a bun with no burger, relish or cheese… bland! So, take a look at the example below so you can see for yourself why:

“Good to see you,” she said.

“Likewise,” John said.

Now take a look at the same examples with the “said” removed and some more detail added.

Lucy finished walking her bike up the hill. Drenched and exhausted, she extended a sweaty arm. “Good to see you,” she panted.

“Likewise,” replied John, who shook her outstretched hand lightly and then proceeded to wipe the remains on his tweed trousers.

See the difference?

The five senses rule

When writing creatively, especially when you are being asked to write in the first person, you can describe the immediate area drawing on your five senses; taste, touch, sight, sound and smell.

If in the English GCSE exam, you were presented with a picture of a crowded market place and asked to write a story revolving it, you could open with the following (bonus points if you can spot any literary techniques):

The food market was a buzzing hive; its occupants busying themselves with the buying and selling of sweet smelling delicacies sourced from Toulouse to Timbaktu. I caught a whiff of Jasmine on the wind and was delighted to find a pastel painting of Turkish Delight, coated with a light dusting.

“You like?” cried the seller, ignoring the three other customers in the queue and trying to entice me in. I waved an apologetic hand and squeezed my way deeper into the market.

I was trying to remember to the words for ‘excuse me’, but had forgotten the teachings of the busboy at the hotel. The noise built into crescendos at every stand, with gossip, commands and bartering taking place in a rich dialect I couldn’t comprehend. Each and every direction I turned, I was jagged with an elbow or forced to fake-interest in a stall in which I had none. I was becoming overwhelmed, so I stole into a small crevice on the side of the market to seek respite.

Obviously, you will need to write more than this. But try to make your language as rich and engaging as possible.

Make sure to reread your work

Your creative writing component will be judged on spelling, grammar and punctuation, so make sure that you read your work once you’re done to iron out any potential mistakes.

If you want a little bit more help, Tutor House offers world-class English GCSE tutors. To find out more, or to book your tutor today, call 0203 9500 320

Alex is the founder and director of Tutor House and has a degree in Psychology. He has worked in the educational industry for 14 years; teaching Psychology for 8 years at a school in London. He now runs Tutor House, after setting it up in 2012. Alex still tutors every week, he writes for the Huffington Post and has appeared on the BBC and ITV to discuss educational topics. Alex is an educational consultant and UCAS expert, he’s worked with hundreds of students over the years. He’s obsessed with squash, but is distinctly average.

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English Language GCSE: Your Step-By-Step Guide to Creative Writing

Are you preparing for your English language GCSE creative writing task? Feeling a mixture of excitement and anxiety about how to channel your creativity into a structured piece of writing that ticks all the boxes for examiners? You're not alone. Creative writing can seem daunting, but with the right approach and understanding, you can craft a story that not only captivates but also earns you top marks. This guide will walk you through the process of developing your narrative, from the initial brainstorming phase to the final touches before 'pens down'!

Understanding the Assessment Criteria

Before embarking on your creative writing journey, gaining a comprehensive understanding of the assessment criteria is imperative. The evaluators of your English language GCSE creative writing piece will scrutinise several key areas: the coherence of your narrative structure, range of ideas you explore, the variety and complexity of your sentence structures, and the precision of your spelling, punctuation, and grammar. Familiarity with these standards is not just a prerequisite but a strategic tool; it enables you to tailor your creative efforts to meet these benchmarks. As you proceed with each stage of your writing, keep these criteria at the forefront of your mind. They serve as a guiding framework, ensuring that every element of your piece, from the initial plot conception to the final dialogue, contributes towards a cohesive, engaging, and technically proficient narrative. Remember, understanding what is expected is the first step to excelling in your creative writing question.

Finding Your Inspiration

We often talk about 'cultural capital' and how evident it is in the most engaging creative pieces we read when examining. Cultural capital is all around you: let curiosity be your guide, leading you through books that span genres and eras, conversations that challenge and provoke, and the rich tapestry of everyday life. Engage with various forms of art - cinema, paintings, music - to stimulate your senses and uncover fresh perspectives. Record fleeting thoughts, overheard conversations, or the peculiarities of a typical day in a dedicated notebook. This reservoir of ideas will become an invaluable resource to tap into in the exam. Always remember, the seeds of great stories lie in the willingness to explore and the readiness to be inspired by the world around you.

Planning Your Story

After identifying a spark of inspiration, it's crucial to channel that energy into a structured plan for your piece. Crafting an outline is essential, so don't skip the plan! Examiners can always spot an unplanned piece as it will fall apart somewhere around the middle. You only have 50 minutes:: you have time to write a moment, not a movie. Imagine a fascinating five minutes in the picture you've been given as stimulus. Plan a conflict, a contrast or a change that could happen within the five minutes. Remember, a well-thought-out plan not only acts as a roadmap for your writing but also ensures that your narrative remains coherent and compelling from start to finish.

Crafting Descriptive Settings

The environment where your narrative unfolds plays a pivotal role in immersing your audience in the world you’ve created. To craft settings that captivate, employ descriptive language that appeals to the senses. Envision your scene's sights, sounds, smells, and textures, and articulate these in your writing to conjure vivid imagery. Consider the emotional tone your setting imparts; a bustling city street can exude energy and possibility, whereas a secluded forest path might evoke tranquillity or mystery. Reflect on how the environment influences your characters’ actions and decisions, adding depth to your story. A well-drawn setting acts not merely as a backdrop but as a character in its own right, with the power to affect mood, reveal aspects of your characters, and even steer the narrative’s direction. Through thoughtful description, your settings can become memorable landscapes that linger in the reader’s mind long after they've turned the final page.

Don't skip the final five minute check

It feels very tempting to write to the last second but I implore you not to. Even if your spelling, punctuation and grammar is already perfect, the last second tweaks and edits you make could take you from one grade into the next.

Found this helpful? You can sign up for my creative writing guided revision session here .

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GCSE Creative Writing: How to Sculpt My Narrative Vision?

Creative writing traditionally stands in opposition to technical writing, so named because it is used to differentiate imaginative and particularly original types of writing from more rigid types. However, creative writing is just as technical, and difficult, as these other types. The assumption is often made that creative writing is a talent – “can I really learn how to write creatively?” – but the true keys to creative writing, whether writing for your own enjoyment, preparing for a school or GCSE exam, are imagination, content, and organisation . This guide will teach you how to improve creative writing and how to excel in your GCSE creative writing answers.

The Key Elements of GCSE Creative Writing

Imagination – the GCSE creative writing prompts are usually very open-ended and broad, remind yourself that broad questions are not restrictive, and allow your mind to explore all caveats of the question, and take the reader on a truly original journey

Content – to showcase your ideas when answering your GCSE creative writing task you need to be able to show your skill with tone, style, and vocabulary; we will touch on just how to do this later!

Organisation – planning the structure of your answer is key. Even though creative writing can be seen as ‘looser’, remember that a good structure is a good way to ensure you are staying in control of your GCSE creative writing task. We will touch on how to plan effectively later too!

Three Key Ways to Improve Your GCSE Creative Writing

1) focussing on the ‘how’ and developing it.

It can be very daunting when you are presented with a vague prompt to think about how you might achieve all of these things, now we know what they mean let’s look at how we might break them down with an example.

Take the example GCSE creative writing task: ‘ Think about a time you were afraid ’.

1) Imagination – where are you going with this? The prompt allows a lot of scope for you as a writer to take this piece wherever you want. You want to plan a piece you are excited by, that you are confident writing, and that is a little bit ‘outside the box’.

We can anticipate many students’ answers describing a spooky forest or a secluded house at night-time; if you are pushing for the higher boundaries in your GCSE creative writing, you want to write something that will make the examiner notice you.

Think about the last time you were afraid – how likely is it that you found yourself in a horror-film-esque eerie setting? Perhaps you want to describe the time you auditioned for the school talent show, or your first trip into the dentist alone. You don’t have to be totally avant-garde but remember a skilled writer can create a sense of unease using literary technique alone – don’t rely on a traditional ‘spooky setting’.

2) Content – how are you going to take us there? You want to ensure your communication is convincing and compelling. This means your need to maintain style and tone throughout.

Make a decision about the characteristics of who is narrating your story early on and stick with it (it will often be directed at you, but the examiner doesn’t know you as a person – be creative! If it suits your story to make yourself smarter, more anxious, quieter etc, then do it). Let’s look back to our prompt above. Perhaps you make the decision that you’re writing the piece as you, and you’re incredibly forgetful. This might mean you ask short questions throughout the piece, raising the tension. Maybe you feign confidence and so while the speech of the piece seems assured and at ease, the internal monologue is vastly different, throwing a sense of unease to the narrative early on.

Be ambitious with your vocabulary! Vocabulary is a great way to help set the tone of a piece. Likewise, explore a wide use of linguistic devices (metaphor, simile, imagery, personification, repetition, symbolism – we will come back to these later!)

3) Organisation – how can you plan effectively? When writing a creative piece, first and foremost, you want to ensure you have a varied use of structural features within your paragraphs.

As a rule of thumb, each new paragraph should aim to develop the story and either bring a new idea into the story or develop a previous one. Within each paragraph, aim to show the examiner that you are capable of developing your idea (i.e. continuing the narrative and plot), but also that you are able to detail this from a different perspective.

An effective way to do this is with a structural feature: pick an interesting way to start a new paragraph, focus on contrast, play around with repetition (if you can, play around with the pace of the writing too – see below!), withhold information, use dialogue, experiment with different sentence structures and paragraph lengths, etc.

U2 Tuition Quick Tip : Have a look at your exam board website to look for sample answers. As you read these creative writing examples GCSE, think about what decisions the writer has made. How is it structured? What kind of language have they used? How have they responded creatively to the question?

2) Using ‘linguistic devices’ to set the scene in your GCSE Creative Writing

Metaphor and simile – metaphors and similes are both ways to introduce comparisons into your work, which is a good way to bring some variety when describing something instead of just listing off more adjectives. Similes are used specifically with the words ‘like’ or ‘as’ (“life is like a box of chocolates”); metaphors are a direct statement of comparison (“life is a rollercoaster”).

o   How can you use these originally? When using these in your GCSE creative writing task, you want to showcase not just your ability to use them, but also your imagination and vocabulary. With both of these, think of appropriate comparisons which develop the tone of your piece. For example, if you are writing a piece about happiness – ‘his smile was like that of a child at Christmas time’ (simile), or, if you are writing a piece about loneliness – ‘loneliness was a poison’ (metaphor). See how both comparisons match the tone – when writing a happy piece, we use specific things about happiness (e.g. Christmas), when writing a sadder piece, we use sadder objects for comparison (e.g. poison). This will help develop tone and showcase originality.

Imagery – this is used to develop key motifs within the mind of the reader; again, this is a tool for comparison whereby we are comparing something real with something imagined or ultimately non-literal.

o  A good way to think of imagery is to appeal to the reader’s senses: how can you create a sensory world for them? Take the brief above once more. We could say “I was afraid when I left the house”, or, we could appeal to sensory imagery: “I pulled my auburn hair into my mouth to chew it as I closed the door to the house. Thud. The air was cold on my cheeks, and my pink nose stood out against the grey sky and grey pavement.” Here, we paint a far richer picture, even though we don’t necessarily develop the story.

Personification - when a personal nature is given to a non-human object. This can be useful when you are faced with long descriptive paragraphs as it serves as another way to break up boring adjective listing, keeping your GCSE creative writing varied and interesting.

o   Be imaginative and try and include this once in every piece if you can. Remember to tie it in with developing the tone of the piece! I.e. if you are writing a happy piece: “the sun smiled down on me, and I beamed back with gratitude” – this sentence creates an immediately positive atmosphere. However, the sentence: “the wind whispered quietly through the long grass” creates a sense of uncertainty. NB: notice how the weather is an easy and subtle way to help develop a ‘feeling’ throughout your writing.

Repetition – a word or phrase is repeated in order to achieve a certain desired effect. We can use different types of repetition to remain original and keep our writing sophisticated:

o   Try repeating only the last few words of a line – “If you don’t doubt yourself, and you can keep a clear head, then you can do it. You can do it.”

o   Try repeating the same phrase at the end of following sentences – “On the fields there was blood, in the sea there was blood, on the sand banks there was blood, on the ships there was blood…”

o   Try repeating the same words in a new sense to reveal information in a new light – “I don’t dance because I am happy, I am happy because I dance”

U2 Tuition Quick Tip : Reading lots is the best way to improve your GCSE creative writing skills. Keep reading at an advanced level, learning new vocabulary and thinking about the way the author has decided to write their text. If you feel sad reading it, how has the author made you feel that way? If you are immersed in the setting, what language has the author used to make you feel like you’re there? Sevenoaks school have a great reading list for Year 10 and 11 that will give you lots of inspiration for your GCSE creative writing task.

3) Using ‘structural features’ to hook the reader of your GCSE Creative Writing Task

Openings – you want to make sure the start of your text entices the reader, so you may want to start with a very developed complex sentence, with heaps of sensory imagery that immediately immerses the reader in the world of the piece; alternatively, or you may wish to grab their attention in a more direct way – “Bang! Oh god, how was I going to get out of this?”

Contrast – highlighting the difference between two things is a compelling way to describe and develop ideas; we have talked in depth about ways to do this above (simile, metaphor, imagery, sometimes repetition for effect)

Pace – experimenting with the pace of the piece is a very sophisticated way to create a mood in your GCSE creative writing. For example, if it is a summer’s day and time does not seem to pass, find a way to highlight this using some of the techniques outlined above – “the sun sat high in the sky, unwavering, for what seemed like forever”, “the sounds of the crickets chirping and the birds merriment overpowered the sound of my watch – we felt truly timeless”. Equally, if you want to build tension, find a way to increase the pace; generally, this can be done by piecing together short, simple sentences: “I knew I had to move fast. Round the door. Up the stairs. Wait. Breathe. Move. Up the next flight. Clear. Move.” Etc, this helps immerse the reader in the mental world of the narrator and as a result they engage far more with the piece.

Dialogue – inserting dialogue into a piece can be a convincing way to introduce new information to a text, think of ways to be inventive with this: does our narrator talk to themselves? What information are we told about additional characters that are introduced? What new approaches have we learned to aid with describing these new characters – and remember – always choose these in line with developing a tone for the piece.

Withholding information – this can be a useful way to build a sense of uncertainty and unease into a piece. Perhaps the narrator is withholding information from other characters, perhaps the narrator is withholding information from the readers themselves! “I knew it had to be done. I didn’t have time to consider the what-if’s and the maybes of it. It had to be done. And it had to be done now.” How much more unsettling is that sentence when we don’t discover what the ‘it’ is – if we want to create humour for a light-hearted piece, perhaps it is getting a tooth removed; if the piece is darker, perhaps the ‘it’ is something far more sinister…

Sentence length – Play around with a variation of simple and complex sentences. Complex sentences can be difficult to construct at first. Remember a few key rules: they are either used effectively to develop one key motif: ‘the snow was white and fell down like tiny elegant dancers in the wind, until at just a moment’s notice, it would land and join a far larger flurry of white across a thousand snow-drenched fields’. Additionally, complex sentences can be used to introduce a lot of new information in one succinct way: ‘It was autumn when he last came, not that I had been counting, but when he last came my hair came only to my shoulders, and I was not yet tall enough to reach the apples on the tree – gosh, what would he think of me now’. The difference between the two is clear, one develops a singular motif and one introduces new ideas quickly – both are effective, and you should aim to be able to write both types well.

While GCSE creative writing can seem daunting at first, using the three keys to success (imagination, content and organisation) alongside these advanced linguistic devices and structural features is a great way to develop and succeed in your GCSE creative writing exam. Start to enjoy taking the reader on a journey, learn to navigate the realms of description, experiment with tone and you will be well on your way to success! 

“Write it like it matters, and it will.” – Libba Bray

By U2 mentor, Hazel (Philosophy & Theology, University of Oxford and a published poet!)

Looking for a GCSE Creative Writing tutor to improve written skills?

If you are interested in support with GCSE creative writing for your GCSE English Language or Literature papers, or general Creative Writing endeavours, why not check out our offerings on the GCSE page and book a free consultation to discuss how we can boost your chance of success. We have a large team of predominantly Oxbridge-educated English mentors who are well-placed to develop students’ written skills, teaching how to structure writing, and the literary and rhetorical techniques that this requires. Get in touch now so we can match you with an English writing tutor online or face-to-face.

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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!

• Apr 30, 2019

Creative Writing | GCSE English Revision Tips | General Advice

Updated: Aug 5, 2021

How to revise for Creative Writing in GCSE English Language.

With the GCSE language paper coming up, the creative writing element is one that can easily be overlooked. Perhaps you wonder whether you can really learn how to do well in this part of the section or if it is simply down to talent. However, the key to excellent creative writing exam answers is imagination – using your creativity to come up with things to write.

A struggle that students I teach often find with creative questions is that the prompts are typically broad, and image prompts can be sparse with little detail. Sometimes they might spark inspiration, but sometimes you might be looking at them in despair, wondering what on earth you could write about.

Now, one huge advantage of these open-ended questions is that they allow you to have the prerogative to take the answer where you want it to go; there is no way for them to catch you out for not knowing any information. The broad question or image should not be restrictive: for instance, in a description you do not have to stick exactly to describing what you see; using poetic licence to imagine what might be there is strongly encouraged.

General Hints and Tips for Creative Writing at GCSE

A general piece of advice that I give to my students is to plan the structure of your answer. When you hear “creative writing”, you may not think that a plan would be necessary. However, in the mark schemes of all exam boards, the phrase “well controlled paragraphs”, and “well-structured answer” almost always features in the top band. Of course, you do not need to plan out all your similes and metaphors, but setting yourself out a basic structure of what to say in each paragraph will help it to read more clearly.

A key way to make it clear to the examiner that you know what you are doing is through consistency . Ensure that you have the same tone throughout your creative piece, and that your narrative style and tense remains the same. This way, you can show to the examiner that your narrative choices have been deliberate, and based on the purpose and audience of the brief you have been given.

Each GCSE syllabus has a different way of assessing for the creative writing element. Find your exam board below for some tips on how to tackle the specific exam questions you will be presented with.

How to write a description or a short story - AQA exam board

For the AQA creative writing section in particular, you will be asked to write either a description based on an image, or a short story. For the image description, as well as having a good standard of language, your marks will lie within your ability to use a wide range of language techniques: think metaphors, similes, sensory language, imagery, alliteration etc.

A description of this kind requires you to be very imaginative. If you are stuck on where to begin, look at the image and think about what mood you could extract from it. Does it look spooky? Does it look dangerous? Once you have identified this, try to reflect this mood in the tone of your description.

Some advice that was offered in the November 2017 examiners' report was to ensure that your writing is not too formulaic. For instance, try not to write “I can see… I can smell…” just to ensure you are filling in sensory language: this applies to both the short story and the description. This is perhaps the hardest element of the AQA creative language question: fulfilling all the criteria while making it flow and work as a creative piece.

My advice would be to read over your work after you have finished and try to imagine you are just reading this for fun, outside of the exam context. If it works as a piece of creative writing rather than just as an exam answer, you should be on the right track.

How to answer prompt-based questions - Edexcel exam board

The imaginative writing section of Edexcel requires you to take on a broad prompt, such as the 2017 question “write about a secret” with the aid of an image provided.

For this question, the mark scheme is fairly open as to the approaches you can take. It allows writing in the form of a description, an anecdote, a speech, or a narrative. The image is also only there to provide inspiration – you are not required to reference it directly in your answer if you do not wish to.

A good revision strategy for this question would be to pick a couple of forms that you want to focus on, and practice them before the exam. Then you could pick the form most suited to the question you chose in the exam, and you will be an expert in writing for this form: something that will immediately boost your marks.

A large part of fitting in with the mark scheme is “using appropriate techniques for creative writing”. This may include using a wide vocabulary, imagery, alliteration, similes and metaphors in order to describe and explain.

How to write for purpose – OCR exam board

For the OCR specification, the focus is on writing for purpose and audience . This is a large part of what you are being tested on, so you must always ensure that you identify these two things before you start writing.

In 2017, the options were to write a blog post describing how you successfully overcame a challenging situation, and to write a letter to an employer applying for a job you have always wanted. These two tasks clearly have significantly different purposes and audiences. A blog post would be for the general population, and the tone will need to be readable and informal, whereas the letter to the employer will need to be formal and tailored to the individual reader.

The mark scheme for these questions require you to cover the following areas: tone, style, register, and organisation. The first three in this list will need you to adapt for the purpose and audience. While going over past paper questions, if you’re unsure on how you should write, look up examples of that form online. For instance, looking for a letter to an employer online should give you some good examples, as would looking up examples of newsletter entries or blog posts.

My best piece of advice for OCR’s questions is to practise. Ask a parent or friend to come up with some different forms and audiences for you to write in, and practise adapting your tone, style and register for the different audiences.

OCR have also provided some helpful resources for creative writing (GCSE English Language 9-1 syllabus) .

Blog Post Crafted by Genevieve

Genevieve is currently working towards her bachelors in English Literature at the University of Warwick .

Born in Coventry, she now tutors English SATs and GCSE in her free time, as well as working for the university as an outreach ambassador in local schools.

She also enjoys playing piano and flute, and often performs as a backing singer at local gigs.

Whenever she has a moment to spare, you might find her driving to the beach or catching up on her reading!

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Creative Writing GCSE Advice

Before we start to advise on how to tackle revision for your GCSE Creative Writing exam, it will probably be worthwhile to define what creative writing actually is. The official term 'Creative Writing' is used to distinguish certain imaginative or different types of writing as opposed to technical writing. Creative writing can be used to stimulate the mind as well as improve specific areas of fiction writing. In this case we will be looking at creative writing as an aspect of revision for your English GCSE exams. People tend to assume that creative writing is relatively easy. This, in many ways, isn't strictly true. It takes a certain amount of skill to be able to structure a good piece of creative writing that is both easy and enjoyable to read. When approaching GCSE revision regarding a piece of creative writing, there are a few things to be aware of:

Jot down as much as you can about anything. Leave it and come back to it in a few hours to amend bits - as long as you write something in your revision for GCSE creative writing you will find that your ideas will begin to emerge.

Write out your plot first and then put scenes in around it afterwards - know where your creative writing story is heading.

If you start to feel a bit bogged down with it all don't be afraid to take a break! You will find that creative writing becomes a lot easier if you come back to it with fresh eyes.

General Advice

For your GCSE revision, you should be aware that the basics of creative writing are fiction, poetry and script writing. During you GCSE revision, try writing one of each every now and then to keep your creative juices going and so that you can get to grips with them all! At GCSE level you should do some research into what the advantages and disadvantages are producing creative writing in either the First person or the Third person as in "I did" or "He did". Go with the one that you feel most comfortable with. Once you have chosen one in your GCSE exam be careful to stick to it so that you're not changing all the way through.

Specific GCSE revision advice for Creative Writing

As with the rest of your GCSE revision, here are a few concepts to consider before you start:

Make a timetable - so that you can plan all your work well in advance.

Manage your time - make a schedule for your GCSE revision so you know where you are.

Concentrate - try your best to avoid any distractions.

Take breaks - there is no point overloading yourself with information that you will just forget.

Choose the best time to do your GCSE revision - when you know you will be at your full potential.

Use prompt cards to help with your GCSE revision in short spurts.

These will apply for all of your GCSE revision so remember to keep them in mind throughout your revision period. Good Luck!

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Creative Writing Hacks to Impress GCSE Examiners

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

For starters, the question usually reads like this:

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

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

Rule 1: PLAN IDEAS FIRST

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

RULE 2: ADD CREATIVE WRITING TECHNIQUES:

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

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

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

Be inspired … become a better writer

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

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

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

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

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• Improving Creative Writing

The Road to Nail-biting Narratives...

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EdPlace's GCSE Home Learning English Language Lesson: Improve Creative Writing

Looking for short lessons to keep your child engaged and learning? Our experienced team of teachers have created English, maths and science lessons for the home, so your child can learn no matter where they are. And, as all activities are self-marked, you really can encourage your child to be an independent learner.  

Get them started on the lesson below and then jump into our teacher-created activities to practice what they've learnt. We've recommended five to ensure they feel secure in their knowledge - 5-a-day helps keeps the learning loss at bay (or so we think!).

Are they keen to start practising straight away? Head to the bottom of the page to find the activities. 

Now...onto the lesson!

Want to Become an Assistant Crafty Crafter?

Follow our step-by-step guide to help your child improve their creative writing into a nail-biting narrative that will impress even the most critical examiner! 

A piece of writing is just that isn’t it? When did you last have to think about not only writing a detailed description but also using a variety of sentence types, a plethora of fancy words and include punchy punctuation to show that you actually know how to use an apostrophe? 

It can seem like you are being the harshest of critics when your child has laboured over a piece of writing and then you tell them to go away and make some improvements.  I know, I know - this then is often followed by an onslaught of eye-rolling, tutting and the occasional mini-meltdown (did I mention door slamming?) It's totally understandable when your child has laboured over a piece of creative writing, but, nonetheless, painstaking for every parent!

So, let’s make this easier for you. Your EdPlace team have put together an article which aims to make the art of crafting a normality in the process of revising those all-important creative writing questions that your child needs to master.

We’re confident that by the end of this article your child will be able to:

1) Understand  accurate punctuation, sentence structure variety and impressive vocabulary

2) Develop  their creative writing 

3) Explain  how the y can make positive alterations which help with improved grades

Step 1: Perfect Punctuation

We’re not going to confuse matters by asking your child to use every punctuation mark known to man – let’s take a simplistic approach. We're going to concentrate on 5 main punctuation marks and understanding how to use them correctly:

1) Full stops : used at the end of a sentence (make sure a capital letter follows this also)

2) Commas : used in complex sentences (more on this later) or in a list – if you can, try to include a list in your writing, then it will have ticked the ‘comma’ box ​​​

3) Apostrophes :  used for contractions e.g. can’t/didn’t (avoid using these for formal writing) or to indicate  possession e.g. the tree’s branches

4) Speech marks :  used for direct speech e.g. the witch screamed, “I’ll get you my pretty!”

5) Ellipsis :   used to add a cliff-hanger e.g. cautiously, the children peered round the old, creaky door…)

Step 2: Spice Up Your Sentence Structure!

There are four main sentence types. Examiners are like bloodhounds sniffing out the trail from the humble ‘minor’ sentence to the godfather of all sentence structure archetypes – the ‘complex sentence.’ Examiners love to see students demonstrating their knowledge of how to use these four grammatical beauties in their creative writing, and will reward students for their efforts. 

1) Minor : ‘Marley was dead.’ (Often used for short, snappy introductions and to emphasise a dramatic event.)

2) Simple : ‘The door to the old counting-house was propped open.’ (has a subject – ‘the door’ and tells us what is happening to the door ‘was propped open’)

3) Compound : ‘The door to the old counting-house was propped open, and Bob Cratchit was working hard at his desk.’ (a simple sentence connected to another simple sentence)

4) Complex : ‘ Because Scrooge wanted to keep an eye upon Bob , the door to the old counting-house was propped open.’  (a subordinate clause forms part of the sentence supported by the main clause – the comma is used to separate the two parts.)

Step 3: Impress the Examiner With Your Expansive Vocabulary...

To put it simply…fancy words. Have your child think of some synonyms (words that have a similar meaning) or connotations (words that make you think of other words/ideas) to make their writing a little more unusual and interesting. 

For instance: ‘ The large dog barked at the boy .’

Fancy words added: ‘ The gigantic hound growled at the petrified and innocent child .’

Which is more exciting? More importantly, which would most impress your examiner? 

Step 4: Have a Go Yourself!

What type of sentence?

1) Although she was tired, Amy carried on revising for her exams. 

2) I’m starving! 

3) The exam was difficult, but the students smashed it! 

4) Miss Honey was proud of her class. 

Punctuate the following passage:

the teachers pen fell onto the floor adam picked it up and ink exploded all over his face george shouted blues definitely not your colour adam the headteacher walked in and the whole class fell silent 

Re-write the sentences to make them more ‘fancy':

1) The tiger walked through the jungle. 

2) The wind blew through the trees.  

3)  Some animals at the zoo are dangerous.

Step 5: Activities

We hope your child is feeling more confident about producing their own impressive creative writing! If so, now is the perfect time for you to put them to the test. Here are some activities which will help to consolidate their learning. We recommend doing them in this order so that their learning builds progressively.

All activities are created by teachers and automatically marked. Plus, with an EdPlace subscription, we can automatically progress your child at a level that's right for them. Sending you progress reports along the way so you can track and measure progress, together - brilliant! 

Activity 1 - Check Your Writing Skills 1

Activity 2 - Check Your Writing Skills 2

Activity 3 - Emotive Language

Activity 4 - Use Persuasive Techniques and Rhetorical Devices

Activity 5 - Writing to Describe: A Street Scene

1) Complex    2) Minor   3) Compound   4) Simple

T he teacher’s pen fell onto the floor. A dam picked it up , and ink exploded all over his face . G eorge shouted , “Blue’s definitely not your colour A dam !”  T he headteacher walked in , and the whole class fell silent …  

Examples of possible answers: 

1) Silently, the hungry, tiger prowled the lustrous jungle searching for its next unsuspecting victim.

2) The warm, gentle breeze rustled through the soft green leaves making them dance in the sunlight. 

3) Several fierce creatures at the wildlife zoo are deadly!

Keep going! Looking for more activities, different subjects or year groups?

Click the button below to view the edplace english, maths, science and 11+ activity library.

All English, maths and science from Year 1 - GCSE

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WRITTEN BY: Ms Scaife – ENGLISH TEACHER

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Transactional Writing GCSE Lesson

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

Last updated

23 September 2024

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A lesson on transactional writing for GCSE students with success criteria and a model paragraph

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