Creative Writing Teaching Outline

Creative Writing
at IGCSE
Friday 29 December 2023
Jonathan Peel JLS 2018, after MLT and Manchester Art Gallery.
Phase 1: planning to succeed.
– What am I going to be judged on?

– The questions have different content between Paper 1 and Paper 2.
– PAPER 1 is TRANSACTIONAL and focused on the idea of Inform, Explain, Describe.
– Paper 2 is wider in scope and should be reflecting the descriptor: ‘Imaginative

Writing.
– Both questions are marked for content and quality of English Expression.
Assessment Criteria
NOTE: not just SPAG but

also refers to quality of
vocabulary & structures
Deconstructing a question
– If you misunderstand the question, you will not score well, however good the
writing presented maybe. Consider these two extracts from an IGCSE mark
scheme:
Failure to hit the requirements

will result in a Band 1 mark.
Consider this from Paper 1
– Your local area is suffering from vandalism and a lack of respect for the
surroundings. Write a letter to your MP to explain your feelings about this.
Consider this example from a
possible Paper 2.
– Write a description suggested by this picture: (picture of a coastline in a
tumultuous storm).
– What do you need to be sure to notice here?
Which makes more sense
– Write completely fictitious work based on nothing but your imagination.

– Write work based on your own experience to help to remain focused on the
task?
– Let’s try…
10 minute writing task based on My
Last Duchess.
– Consider this prompt, then write for 10 minutes – no title:
I gave commands;
Then all smiles stopped together. There she stands
As if alive.
– What does the image suggest about power, love, possession, masculinity,
position and attitudes to women.
All writing needs to be critiqued.
– Pass your writing to a colleague for critique- technical and content please…
– Note the criticism
– Try to improve the writing.
Narrative
Structure
Writing in 3 Acts, or in the narrative
arc.
– All good writing can be said to have 3 acts:
– The plot isn’t a series of events that move forward in a random way. The events
are connected by cause and effect and have a very definite structure to them.
The plot for the short story can be structured like a 3 act play and like in a play
the acts are divided into scenes. Within each scene the structure is like the play
itself with a beginning, middle and end, culminating in a high point.
– Let’s take a closer look at this 3 act structure…
3 acts: breakdown
– Act 1
Start with a set-up. A set-up can be viewed in a simple way: introduce a protagonist within a setting where a problem is about to hit him. What triggers
the conflict’s story and kicks the plot into gear at the same time is known as the inciting incident. This incident or problematic situation will be
something that both disturbs and challenges the protagonist. It comes as close to the beginning of the story as possible. Once character and setting are
introduced in the set-up, the inciting incident should happen. The end of the inciting incident signals the end of the first act.
– Act 2
This is the main body of the story. Here we are placing scenes that develop character, plot and conflict in a smooth and logical manner and
the tension must always be rising, even in quiet periods of reflection; which means that the stakes are rising for the protagonist and that everything is
heading toward a final and inevitable clash with the antagonist.
– We have two or three events here where the protagonist and antagonist clash to keep the tension rising, bearing in mind that the inciting incident may
be the first clash. The last event in this act will have a high point and the darkest moment. At the high point, it may look like our hero has got one over
on the opposition, but then unexpectedly, the darkest moment arrives, and all he has tried to achieve now looks to be undone. It seems as if he has
completely failed in his quest to sort out the challenge of the story. This is an essential moment that forces the tension even higher. It is the nail-biting
moment in the horror film when it looks like the monster is dead but then it rises up sneakily behind our hero getting ready to devour him. Our hero is
surely doomed now.
– Act 3
The climax is where our hero turns round in time and has his last battle with the monster. It is an all or nothing moment where everything the hero has
striven for will turn to dust if he loses at this point.
– In the resolution all the loose ends are tied up.
– https://jerrydunne.com/2014/01/31/the-3-act-plot-structure-for-the-short-story/
Or, the narrative arc
Narrative arc breakdown
– Exposition: Establishes the Status Quo – the setting and the situation at the
start of the story. It need not be long. An event will trigger the beginning of the
– Rising Action. From this point until the crisis, a number of further scenarios are
explored leading to the point of no return. Once the crisis has happened we
enter the
– Falling Action as the tension dissipates and the story runs out towards a
– Resolution which will introduce a new Status Quo a the end of the story.
In practice
– Open your anthologies at Kate Chopin’s short story: The Story of an hour.
– The title alone tells us that this is a compact and taut piece of work and we
imagine a new status quo emerging after an hour of real time.
– In pairs, annotate to show the narrative arc and the 3 act structure of this story.
– What do you notice about the respective length of the sections?
– Now highlight the areas of the text which are not concerned with narrative
progress – the description and the set ups. What do you notice?
Planning
– Now it’s your turn.

– Using either the 3 act structure or the narrative arc model, plan a story on the following
terms:
– A man is stuck in a traffic jam. He is late for a meeting and under great stress (how will you
show this?). He is disturbed by a tap on his car window – a pregnant lady is urgently
requiring his help – he is rude to her and refuses – after a while she is noticed being helped
by others – he recognises that he has specific skills which can help her – he does so –the
traffic moves off – he stays with the lady – he resigns from his job, having learned
something about life from the events described.
– Plan in the sections and include comments to refer to setting and non-narrative elements.
– Discuss your plan with a neighbour and keep it!
Viewpoint and
voice
Task 1 :
THIRD PERSON:
1. Imagine you are taking this photograph. Where are
you? What can you see from this point?
Compose three sentences- using THIRD PERSON
2. Imagine you are the man in the picture, about to

take a photograph. Describe what you can see from
your vantage point.
Compose three sentences- using FIRST PERSON
Examples:
Standing in the doorway, hands in pockets, he looked surprisingly
relaxed. The storm raged around him but he hardly seemed to
notice. A warm orange light spilled from one of the windows.
I watched the helicopter whirl away, buffeted by the storm. My

ears rushed with the roar of water. I felt alone and afraid: how
would I survive?
What are the differences between the two different

viewpoints?
Do their ‘voices’ sound the same or different?
Which viewpoint is most effective for telling this

story?
Narrative Viewpoint and Voice
 When we read, we “see” images in our mind and “hear” a voice in our heads.
 Writers can choose whose “eyes” we see through and whose “voice” we hear
telling the story.
So, writers can choose….
– First person narrative or third person narrative

– Also a narrative which changes viewpoint - remember the driver from last
time? What happens if he tells the first half of the story and the lady the
second?
– Past tense or present tense
– Writers can tell a story In the order in which events happen, through flashback
to events that happened earlier, from one viewpoint or more than one
In this passage…
Significant Cigarettes
Is it written in first
or third person?
Effect?
Past or present
tense? Effect?
Whose eyes do we
‘see’ through?
What does their

‘voice’ sound
like?
Dual narrative:
More than one person is telling the story.

The different narrators might see the
same event in different ways
Consider viewpoint
– Write the exposition of this scene from the boy’s viewpoint and from that of his
dog – a little anthropomorphism does no harm.
– Share with your neighbour and critique each other’s work.
– Who is the third possible viewpoint?
Practical work
Write a story beginning ‘I did not have time for
this’ based on this image. 40 minutes. Then
critique.
Use your
plan from
the prior
lesson on
narrative
structure
Feedback and
DIRT: the
importance of
proofreading for
excellence.
Feedback and DIRT
– You will have received ‘whole class feedback’ on this work. Your teacher will
have told you the common weaknesses and praised some individual strengths.
– In an examination, only you can ensure the accuracy of your work.
– Using the information from the feedback, you have 30 minutes to edit and
improve your work. You should also seek to improve the accuracy of your SPAG
and the range and variety of your vocabulary and punctuation.
– After 30 minutes, we engage in gallery critique and you will receive further
feedback on your work.
Show: don’t tell!
Warm up
– You have each been given a simple statement describing an emotion – ‘telling’
you clearly.
– You will now be given a short scenario which is the reason beind your
statement.
– You have 5 minutes to rewrite your statement based on this information in

order to ‘show’ rather than telling your emotion.
Example
– Base sentence. ‘Tom was sad as he walked into the room’.
– Scenario: Over the weekend Tom’s pet dog, Cholmondley, has died. Tom goes
everywhere with his dog – he is an only child and to him the dog is like a
brother. He confides his secrets and shares his successes with Cholmondley.
– New sentence: Dragging his feet as though each step was a step through thick
treacle, Tom trudged into the classroom – eyes lowered, his pale hand clutching
at his bag, a piece of paper clasped in his right hand, held to his chest.
Descriptive and Narrative writing
DESCRIPTIVE WRITING NARRATIVE WRITING
– Do NOT write a story. – Write a story from a first person perspective.

– Use examples of AAAASMOPIES in your – Give details of an experience and take the
description. reader on a journey.
– – Write in chronological order, including action

Include a variety of sentence lengths and
and activity.
types.
– Use examples of AAAASMOPIES along with a
– Use ‘show don’t tell’ in order to avoid
variety of sentence lengths and types.
making obvious statements, give clues to
– Use features of story writing such as setting
the reader, focus on small areas in detail
and develop your description. and dramatic climax.
Content and organisation (18 marks)
SPaG Explorations in
(12creative
marks) reading and writing: Example Paper 2,
section 2
Focus on what the

tasks provides you EITHER
with.
Write a description suggested by this picture.
Centre your response around the
picture – do not go off on a
tangent.
OR
Write the opening part of a story about a person
or place that is old. Do not write a complete story –
Make sure your story reflects the focus on detail atmosphere.
task.Jonathan Peel JLS 2018, after MLT and Manchester Art Gallery.
Describing a character or place using
SHOW DON’T TELL
l i ng
Te l -He was really tall.
-The town was deserted.
Sh
ow
ing -He was a skyscraper.
-The town was lost and lonely.
Using detail to describe character by
showing NOT telling….
Brief version - ‘TELLS’ the reader Sally is disorganised (weak writing)

Sally, who worked in a newspaper office, was very disorganized.
Detailed version - ‘SHOWS’ the reader Sally is disorganised (effective writing)

As she sat down at her desk, Sally heaped a pile of letters and files onto the top of
her in-tray. She hunted for a biro she thought she’d seen earlier in the day.
Using detail to describe place by
showing NOT telling…
Brief version – ‘TELLS’ the reader the street was covered in snow (weak writing)
When I woke in the morning, I saw my street was covered in snow.
Detailed version – ‘SHOWS’ the reader the street was covered in snow (effective
writing)
I emerged from beneath my duvet to see that my street was covered in a white,
glistening duvet of its very own.
What do each of these sentences show the reader?
‘Showing’ Sentences
Please write the following down and state what they show.
Her eyes seemed to flash and glitter with savage laughter.
Leaves glowed red, orange and yellow in the frosty park.
His hands closed into fists.
A dark blanket covered the city.
Effective creative writing
Use precise vocabulary and an imaginative range of language features.
Avoid CLICHÉ
For example – ‘as busy as a bee’, ‘as light as a feather’ X

How could you make the simile ‘as light as a feather’ more original? What else is light?
As light as ……..?
- whipped cream.
- a summer breeze.
- a spider’s silken web.
Using detail to describe character
by showing NOT telling….
Practise using detail to show character by writing a

paragraph based on this brief sentence:
The woman behind the counter was

old and bad-tempered. (10 Minutes)
Effective creative writing
Some examples of more imaginative similes and metaphors:
• My elbow shredded like cheese in a grater.
• The gate complained as I pushed against it.
• Her skirt hung like a wilted cabbage leaf.
• His hair was a blanket of darkness.

In order to be successful, you will need to
meet these Assessment Objectives
AO4 AO5
The keys to exam success
– You will be provided with a suggested audience for your response – make sure
your writing targets them.
– PLAN your response – annotate the image to reflect your choice and approach.
– Use a range of carefully chosen language and structural features, along with
consistently high level vocabulary.
– Write in paragraphs and include accurate SPaG.

EITHER
Write a description
suggested by this picture.
OR
Write the opening part of a
story about a place that is
old.
Missing features - Roof still provides
shelter/sanctuary
exposed/vulnerable
In a state of ruin but still Flag – suggests

standing, like a proud patriotism, a history
old soldier
Isolated/ Easy access – what could

neglected/ Jonathan Peel JLS 2018, after MLT and Manchester Art Gallery. be inside?
Possible approaches
DESCRIPTIVE WRITING NARRATIVE WRITING
– Focus on the exterior. – Write from the perspective of the house

– provide it with a narrative voice.
– Begin with the exterior but then

– Write as a former occupant or a passer-
enter the house.
by.
– Use personification to give the – Write about the experience of exploring

house character and a history. the house.
Show don’t tell
LEARNING AIMS
-To be able to use an image as a creative writing prompt.
-To show the difference between descriptive and narrative writing
SECURE
I can thoughtfully select and demonstrate language and structural features convincingly with secure SPaG
DEVELOPING
I can clearly include language and structural features effectively with mostly accurate SPaG
EMERGING
I can use some examples of language and structure with basic SPaG
Recognising the
importance of
character
Character
– The driver of all writing, both Non fiction and Fiction.

– All main characters must develop
– All main characters need to be described
– Think of how Steinbeck sets up his characters with description:

‘Both men glanced up, for the rectangle of sunshine in the doorway was cut off. A girl was standing there
looking in. She had full, rouged lips and wide-spaced eyes, heavily made up. Her fingernails were red. Her hair
hung in little rolled clusters, like sausages. She wore a cotton house dress and red mules, on the insteps of which
were little bouquets of red ostrich feathers. "I'm lookin' for Curley," she said. Her voice had a nasal, brittle
quality. George looked away from her and then back. "He was in here a minute ago, but he went.“
"Oh!" She put her hands behind her back and leaned against the door frame so that her body was thrown
forward. "You're the new fellas that just come, ain't ya?" ‘
h
e
The Three ACT Plan c

h
a
n
g
e
h
a
s Act 1:
Establish
o Character –
c traits and
c feelings
u
r
r
e
d Act 2: A catalyst
for change needs
a to be introduced
n
d
Try one of these characters:.
– Establish their description, traits and trajectory in an opening paragraph.
All scenarios should allow for
development…
– It is the action – the event undertaken which defines the character.
– This is true even in NON Fiction and transactional writing – newspapers look for
the ‘human’ angle – the plight of the individual made homeless by the fire is
more interesting than the fire itself.
– We can then add one of the fundamental themes of writing to our character.
Fundamental Themes
– Human VS Machine
– Human VS Nature – natural disasters
– Human VS Self – conscience shift?
– Human VS Human – better to avoid conflict
– Human VS Techology
– Consider your character from the opening – which do you think is the best
theme to explore with him?
NOTE
– From the Edexcel Examiners’ report 2018:
AND
NOW we can plan….
ACT 2
– Remind yourselves of the Narrative Arc – the 3 acts sits well within this idea…
Act 3
ACT 1
Each phase of the plan can have a
beginning, a middle and an end…
– Each act includes a key point- the event which kicks off the rising action, the
crisis or the event which resolves the issue…
– You could use the 3 act structure of An Inspector Calls to help you here – each
Act ends on a crisis which must flow naturally into the next.
Consider the common developments
– Rich to poor
– Arrogant to conciliatory
– Cruel to kind
– Stressed to relaxed
– Try to keep within your experience
Practical work
Writing task
– You have witnessed a daring rescue. Write a newspaper article to report the
event to your readers.
– Note: a transactional task – no need for columns, but there must be a Headline
and a clear inform, explain, describe structure.
– You rescuer will be vital, as will be the person rescued – is there more character
work in choosing to rescue across race/gender/social boundaries?
Feedback and
DIRT: the
importance of
proofreading for
excellence.
Gallery Critique
– The essays are on the table – choose one. Read it and offer clear, critical
feedback.
– Do not be rude.
– Offer clear advice, not just generalised statements.
FOCUS ON ACCURACY
– SPAG counts.
– MAKE A LIST OF THE ERRORS THAT YOU HAVE MADE
– SHARE THESE WITH THE GROUP
– IDENTIFY A PERSONAL TARGET AND STATE HOW YOU WILL ACHIEVE THIS.
Character Part 2
We will revisit characterisation
Developing vocabulary: crucial for writing, important for
reading
– Below is a word web to enhance vocabulary
DO the same for

the following
words which
you may use in
the character
description
today:
A) BLACK
B) OLD
Writing to Describe – needed in all the writing in
Papers 1 and 2
CRUCIAL:
It does NOT have to be, or SHOULD NOT

be, a whole story!
You are assessed against AO4 and 5 –

descriptive detail and accuracy, so
FOCUS ON a specific moment and
develop it
- NO TELLING, Show the reader…

Similes, Metaphors and Adjectives
Bandana stretched
as tight as a drum.
His nose is a ski
slope.
?
?
?
Use adjectives,
metaphors
? and similes
This man was slim and wiry and he played football. On the
football field he wore white running shorts and white gym
shoes and short white socks. His legs were as hard and as
thin as ram’s legs and the skin around his calves was almost
exactly the colour of mutton fat.
The hair on his head was not ginger. It was a brilliant
dark vermilion, like a ripe orange, and it was plastered back
with immense quantities of brilliantine in the same fashion
as the Headmaster’s. The parting in his hair was a white line
straight down the middle of the scalp so straight it could
only have been made with a ruler. On either side of the
parting you could see the comb tracks running back through
the greasy orange hair like tram lines.
Captain Hardcastle was never still. His orange head
twitched and jerked perpetually from side to side in the
most alarming fashion, and each twitch was accompanied by
a little grunt that came out of the nostrils.
Annotate the text you have been given – how has this character been
created? What does the writer describe/focus on ? HOW?
Think of a
Creating a Character favourite character from
TV or film, how does this
relate to them?
1. Face – eyes, nose, mouth, hair, skin . . .

2. Body – size, shape, clothing, movement, (shuffled,
staggered ) . . .
3. Personality – likes, dislikes, qualities (e.g. kind,
thoughtful), friends, job . . .
4. Tone of voice – volume, laughter, accent . . .
Creative Writing Assessment Piece–
to get a good grade (write these in your own words)...
1. Write in an appropriate manner for the genre or purpose of

your story.
2. Use a varied range of sentences and vocabulary to keep your
audience’s interest.
3. Keep punctuation accurate and produce logical paragraphs to
make your meaning clear.
4. Develop characters and settings within your narrative.
5. Use literary devices such as similes and metaphors effectively.
6. Show an awareness of tone in words and sentences.
7. Write with flair and originality.
How does this
woman feel?
Why does she

feel this way?
Where has she

come from?
Look at the picture of
the old woman and
think through the
questions that follow
on the next slide....
Using the answers you

have given, write a
description of her, in
paragraph form.
Give this lady a character
– Think about these questions:
– 1. Who is this lady?

– 2. Where does she live?
– In the countryside, in the city? Where?
– 3. What kind of house does she live in?
– Is it big, small, old, modern, warm, comfortable, cold?
– 4. How old is she?
– Is she fairly young, old, very old?
– 5. Has she got any family?
– Does she have a husband? Any children? Any grandchildren? Does anyone live with
her?
– 6. Has she got any pets?
– 7. What does she do all day?
– Does she have a job, have any hobbies?
Jonathan –
Peel 8.
JLSWhat is MLT
2018, after sheand
thinking
Manchesterabout?
Art Gallery.
– Is she happy, sad? Why?
Here is what one student wrote about the old woman, using the
image and answering the questions...
She was a feisty old girl, that Eve, who most describe as old in looks but definitely not in
mind. She used to write children's novels, though that has stopped. Her house is large and
muggy, and is prowled through by her cat, Gabriel. The only person who’s allowed to
stroke Gabriel's soft, fluffy fur is the old woman. They have a peculiar relationship, him
and her.
Eve lived with her husband in her big mansion on the edge of the city of Durham. Her
house looked over the fresh green hills and every morning she would hear the birds
twittering in the trees in her large, tidy garden full of sweet smells from the hundreds of
flowers she kept there.
Eve would often sit in her conservatory and gaze out of the window thinking of new
stories, wishing she could start writing again....
After hearing that story, take a look at your own,
and consider....
Have you:
1. Used varied sentences?
2. Used accurate punctuation, spelling and clear paragraphs?
3. Developed your character?
4. Described effectively using literary devices?
5. Maintained an appropriate tone throughout?
Score your paragraph out of 5.
Settings
A place in California.
Why is this significant?
Extension:
What impression do
we get of the river?
Structure Hint:
What tense is
this opening in
and why?
What impression
is Steinbeck
trying to give us?
Short for racoons
Task Reminder:
Annotate the extract

by underlining the key
words and explaining
Jonathan Peel JLS 2018, after MLT and Manchester Art Gallery. what effect they give.
You have 5 minutes.
Build on your skills: For each of the following
statements write a descriptive sentence that SHOWS
not TELLS
For example: It had been raining heavily.

 Deep puddles covered the path.
– It was a very windy night.
– There was rain.
– He was nervous.
– She was loud.
– They were very happy.
Look at these story openings. Can you guess where my stories are
set?
– Story 1
– The automatic doors opened swiftly as Jenny strode in. She glanced quickly at the cluster of signs and strode briskly
through the wide polished corridor. Ahead of her a set of double doors flew open and a trolley, pushed by five
concerned faces, passed rapidly by. The smell of antiseptic caught at the back of her throat. Pushing through the
doors at the end of the corridor, she emerged into a brightly lit room. Rows of plastic seats groaned with injured
people and white coated medical staff bustled around . Where was Manny? The call had been brief. All she knew
was that Manny was here somewhere….
–
– Story 2
– Sadie thrust the ticket into the man’s hand. Half-torn he returned it and pulled open the door. Her eyes narrowed as
she stepped forward urgently into the dimly-lit room. Stale popcorn collapsed under her feet. She felt her way down
the narrow aisle. She had agreed to meet Gerry somewhere in the middle. The front was too close, whilst the back
meant you spent most of your time staring at the hairstyle in front. A young couple stood up to let her pass, their
coats fell from their laps and were lost in the dark alley beneath their folding seats.
Let’s see…
– I think the setting for story one is:
–
– The words and expressions that helped me guess were:
–
– I think the setting for story two is:
–
–
– The words and expressions that helped me guess were:
Now try to write a story opening in which your character passes through:
– 1) a school What
would
– 2) an amusement arcade John do?
– 3) a park
–
– Remember, describe the things you might see and hear if you were there. Don’t
tell your reader directly.
– If in doubt, think Steinbeck.
Write
– We will hear some in 15 minutes, under the visualiser…
– So make it accurate.
Hooks and
Openings
You will need to identify structure in the Anthology for both papers
and need to structure your work similarly.
Structural features – what to look for to avoid micro analysis:

–
– -- Sequence through a passage
– -- Movement from big to small
– -- Taking an outside to inside perspective (or vice versa)
– -- Introductions and development
– -- Reiterations
– -- Repetitions, threads, patterns, motifs
– -- Summaries, conclusions
– -- Shifts of focus
– -- Narrative perspective
– -- Connections & links across paragraphs
– -- Internal cohesion & topic sentences
Narrative Hooks – how writers may interest the reader from the start – you
can use these devices yourself…
The puzzling hook – this immediately makes you ask questions of the story.
The direct address hook – you are spoken to directly and feel involved from
the start.
The subtle hook – this appeals to your sense of curiosity. Who is she?
The atmospheric hook – this is descriptive, and could evoke any variety of
moods.
The visual hook – appeals to our sense of sight.
The funny hook – this is a tricky hook and only works if it appeals to your
sense of humour.
The direct speech hook – this implies lots of action and a fast pace.
Can you match up the openings with the
correct narrative hook?
The puzzling hook – this immediately makes you ask ‘Lyra and her daemon moved through the darkening
questions of the story. Hall, taking care to keep to one side, out of sight of
the kitchen.’
Northern Lights – Philip Pullman
The direct address hook – you are spoken to directly ‘I have a stone that looks like a snake: all curled up.
and feel involved from the start. It’s my most precious thing. I’ve had it since I was
born, you see.
Do you ever think about being born?’
The Snake-stone – Berlie Doherty
The subtle hook – this appeals to your sense of ‘She started with the universe.’
curiosity. Who is she?
Counting Stars – David Almond
The atmospheric hook – this is descriptive, and could ‘A cold, wet day in December. The worst kind of day for
evoke any variety of moods. the back lands. The clouds were so low they seemed to
trail their mists in the treetops and already, at half past
three it was dark within the forest.’
The Giant Under the Snow – John Gordon
The direct speech hook – this implies lots of action ‘‘I don’t care if your friend Darren has a python, a
and a fast pace. cockatoo and a marmoset monkey,’ said mum, ‘the
answer’s still no.’
Jake’s Magic – Alan Durant
CHOICE TASK
Individually: now it’s your turn!
– Choose ONE of the narrative hooks and write an opening to the
story you created using the images.
SUCCESS CRITERIA:
• Opening is intriguing, hooking the reader.
• Vocabulary is used for effect in every sentence.
Review – Find the ways the writer ‘hooks’
the reader at the start of this Passage?
Chimamanda Ngozi Adichie: The dangers of a single story. Edexcel Anthology for IGCSE.
Review & reflect … FOOT NOTE
– In your notes, what have you learnt about the following:

- What a narrative needs?
- Story structure?
- Narrative hooks?
Look back through your work to help you
TARGET: what should you still practise and how?
The importance
of openings
THE IMPORTANCE OF AN OPENER:
– Openings reveal clues about characters, settings, mood, plot.
– Read the short extract from Gaye Jee’s short story ‘The Way the Pit Works’:
We went on holiday to the seaside every year, the three of us. Mum would wake me up before it got light. Once we were
in the car, I'd watch for the dawn through the gaps in the houses. I'd tell myself that the sky only looked grey because it
was really still night-time, not because it was cloudy. Some years I was right, but the year I'm thinking of, the year I was
nine, the sun didn't appear at all.
By eight o'clock we were on the beach, Mum and me sitting on our macs huddled together under a blanket which still
smelt of our dog, even though he'd been dead nearly a year. A thin, bad-tempered breeze blew sand into our faces and
whipped up under my skirt. Dad was pacing up and down the beach looking for destroyers. I could picture them wading
through the sea to smash the houses and caravans and people with their enormous sandalled feet.
Focus on
setting Wider
Focus on
character perspectives
Contrast
Sequence
of events
Narrative
Structure
Narrowing viewpoint
focus
Pause/ freeze
Provides depth
Helps the reader
and detail
engage with the
character/ setting
Narrowing focus
Creates drama,
intensity,
anticipation
Develops the
plot
Sequence of
events
Flashbacks give
background
information Gives sense of
chronology
Develops
reader’s
response
Focus on
Adds realism and
character
credibility by creating
more dimensions
Engages the
reader with the
character
Provides context for
character and action
Focus on setting
Shifting between
Helps create mood/
settings changes the
atmosphere
mood
Establishes the
setting
Wider
perspectives
Provides context Invites the reader to

for character and visualize and absorb
action the scene
Emphasises
differences
Contrast
Creates
tension
Allows the reader to
engage with
alternative
perspectives
viewpoint
Encourages the
reader to
empathise
Interior view gives

insight into character’s
thoughts / feelings
Allows the reader to
absorb the dramatic Delays action to create
event that has suspense
happened
Pause/ freeze
Heightens the climax

Indicates a change in
which follows the
pace
pause
Now it’s your turn
– Create a table to track these techniques in one of the passages from the
anthology.
– You will need to do this for each of the passages/short stories and should work
on this as part of your revision techniques.
Copy the chart in your notes:
STRUCTURAL FEATURES
Evidence Explorative ideas
SETTING
MOOD/ATMOSPHERE
CHARACTER
VIEWPOINT
Working from a
picture
Paper 2 will offer picture prompts.
You should
– Ensure your response uses the picture explicitly
– Try to be creative. 2018 examiners found that ‘Responses to the images were
mostly predicable responses which lacked creativity.’
– Find the metaphor in the picture.

– Loneliness, bravery, anxiety, glee, happiness, warmth, danger….
– Then remember that in good stories there is a clear development – danger to relief
or anxiety to relaxation. Be sure to plan for this prior to beginning to write.
– Then:
Approach
– Remember all the elements of narrative you know from the previous lessons
Development
of character tense
and narrative
person
setting
Narrative voice
Mood and
atmosphere
Opening the imagination…
– Look at your picture.
– Now really look at your picture. This can be hard so I want to suggest a few
techniques which might help you to “get into” the task you have been set.
Lines
– One way to make yourself look into the picture is to draw lines based on the
lines in the picture.
– Try one, add another and another.
– Is there a pattern?
– Where is your eye led by the lines?
Where do the lines lead?
Lines…
– Had you noticed the land in the distance?

– Had you noticed the convergence point at the base of the picture?
– What do you make of the bird?
– What of the strong vertical?
– Just let yourselves think silently and write down any ideas you have… and yes…
– The bird poo idea is relevant if you wish it to be!
Light and shade
The land is very faint:
why?
– This one is black and white… they may not all be. So what strikes you and how
He is in silhouette.
mightWhich
that enter a story
way is he facing?
Time of day?
Is this bright pathway of light

significant?
Ask questions of the picture
– As you interrogate the picture – make notes. Ask questions which you can develop answers to to
help your planning.
– Next questions: How many characters are there in the picture?
– I think there are certainly 4

– The child
– The bird
– The sea itself (Walt Whitman…)
– And… the viewer – who is looking, where are they standing and why are they there? Are you the
viewer as you tell this story?
Word Cloud (or “splurge”)
– On a clean sheet of paper write single words which come to you as you look at the
picture.
– We will collate them here in 4 minutes.

– Don’t share yet…
– Sssssshhhhh!
Questions
– You will have realised that we are asking the usual questions:
– Who, What, Where, Why and How…
– In groups… use the A3 to write all the questions relating to your “W” question.
Write as many as you can in 7 minutes…
Answers
– When you get your copy of the question sheet, look at the questions.
– Choose one and answer it, in some detail…
– Choose another…
– Pass the sheet on ….
Imaginations
– Should now be in overdrive
– Let’s share some of our ideas…
– This creative thought process is what you need to try to tap into.
– In the exam you may have 5 minutes or so to plan – these techniques may help
to open up your imaginations….
Metaphor 2
– So much good writing uses figurative language for descriptive and atmospheric effect
– Let’s consider the oldest form of Metaphor:
– KENNINGS: 2 word descriptors from Anglo Saxon literature
– What am I describing?
– Boat Carrier
– Sky Candle
– Heavens’ breath
– What is the difference here:

– “Widow Maker” or “Homeland Defender”
– Thinking in this way can help to develop images which are yours – not reliant on “dead” language and cliché…
– See what you can come up with from the picture, trying to find ideas for each element – the figure, the land, the
sea….
Character
– try these prompts for establishing a narrative around a character:

– How old is he/she
– Who or what do they most dislike?
– Who does he most respect?
– Everyone has secrets. What is the hidden secret your character has?
– What is the deepest regret?
– Greatest strength?
– What item is always carried with them and why?
– Where will he sleep tonight?
1st Person
– When you write you have a VOICE – a “narrative voice”.
– 1st person, is close and subjective. It reflects the media idea of a shot in close
up.
– In this case the person might be either the viewer or the figure in the picture,
for example
3rd person
– Often referred to as “OMNISCIENT” because 3rd person narration often seems

objective nd seems to know everything – it is as though the writer can see
inside peoples’ heads and read their minds.
– Related to the media idea of the long shot and the establishing shot…
Your choice
– Can you write as the 1st person or do you prefer to begin from longer distance.
– Write a short paragraph based on this image. Then rewrite in the “other
person”.
– What has happened? Which suited you better? Has the tone of the writing
changed?
Last Game
– What lies outside the frame – just out of view?

Thinking compass points work with a neighbour to draft a continuation
to the Image and see if
This adds to your
narrative.
What can
he see
that we
can’t?
Is this the
open sea
or a city
scape?
Who is
watching
What is
here?
Q:
using this image, answer the question below…
– Write a story beginning: ‘I wanted to make my own decision’.

– Use the image provided as stimulus. The story might be real or imagined.
Types of
transactional
writing – form.
Speeches and
Reviews
Q: What makes a
speech different from
any other piece of
written work?
A: The sense of
AUDIENCE needs to
be tangible
throughout.
Audience
– All writing in this exam has a target audience, but…
– In a speech, the writer makes a conscious link with the audience – “Good
morning, Ladies and Gentlemen, and thank you for coming…”
Audience…
– Refer to the audience deliberately

– Remember that in this format, the second person is a way of showing conscious
linking with the audience.
– The age/status of the audience will define your tone ( as in all other
transactional writing tasks).
What was the question? (and how
could you tell?)
– “Hi guys,
I want to talk to you all about smoking. Stop looking so shifty, Paula, you aren’t
alone. Data show that the largest growing body of smokers is teenage girls –
just like you!”
– “Ladies and Gentlemen,
Many of you are here because you are concerned about your children’s health. I
am sure you are aware of the latest research in “The Lancet” which has
identified the largest growth area in the UK with regards to smoking as being:
Teenage Girls!”
Within your speech:
Features of speeches Definition
repetition Questions not needing response
Anecdotes Simple jokes engage and win over the

audience
Statistics to support ideas Repeat key ideas to ensure memory
RQs Tone must suit topic

Memorable phrases/soundbites Evidence – moulded to suit
Humour, as appropriate Memorable quotations

Controversial statements Short stories to provide evidence
Tone appropriate to audience Comments to provoke response
Structure
– “ADDRESS: brief and engaging – suited to specific audience.

– Para 1: Introduce topic – simple outline of ideas, clearly show which side you
are on if needing to argue and refer to genre type at this stage.
– MAIN BODY: at least two paragraphs of content containing opinions and
focused clearly on the question asked. WHY, HOW, WHAT. Detail and variety.
– SUMMARY: recommendations and thanks – consider strong ending – RQ?
Shocking fact? Statement.”
Let’s listen
– Write a speech to be delivered to Michael Gove in which you try to persuade

him to reinstate compulsory work experience at age 16.
– I hope my class will forgive me…
– Is this persuasive? Is it clearly structured and focused? What comments would

you make about structure?
Remember -
– You hear speeches every day at school.

– Try to consider how natural your writing will sound.
– Will this sound like a speech? - Have you ever heard a student stand up and say
“good morning ladies and gentlemen students of my class”? – I have read it.
– When practising, read the result aloud to work on your style.
REVIEW
– To look back over something – an event or a piece of literature or music… even

a meal!
– Purpose – to provide information and also to pass value judgement.
– Tone – subjective and personal – 1st person if necessary
– Opinion – need not be conventional, but must be clear.
– Requires a range of vocabulary to make the point clear.
Mesmerising
Absorbing Monotonous
Hollow
compelling unconvincing Slow-moving
Flat
dull
inspiring
Glorious
Thrilling
Ravishing
Exhilarating
wonderful
exciting
Awesome
enthralling Woeful
Appalling Entertaining Frustrating
dismal accomplished irritating
Audience
– As usual, check the audience to establish tone – A CD review in a teen magazine

will be a lot less formal than a review of the same CD in a national newspaper.
CONTENTS
– EVENT reviewed – clearly established

– What happened/What is it?
– Who was involved – were they good?
– Where was this taking place? – comment on surroundings, atmosphere, crowd
response…
– What really stood out – SFX, makeup, quality of individual performance…
– Would you recommend it/did you enjoy it?
What are the strengths of this review
opening?
Stephanie Meyer, author of the highly celebrated Twighlight novels, has had fans eagerly
awaiting the second instalment. The question on everyone’s lips is: “Has she
managed to exceed her original, if somewhat mediocre, tales?”
In my opinion, she has not.
In the introduction to “The short second life of Bree Tanner”, she caused a surge of
anticipation by suggesting that in this novel she has “stepped into the shoes of… a
real vampire – a hunter, a monster”. Any readers frustrated by the mundane events
in the Twighlight books –vampires who drive Volvos and give each other kind and
thoughtful gifts – might be tempted to perk up. Sadly it’s a fruitless hope.
…We are promised an untamed, unethical, teenage protagonist, but what we get is
BREE!
What did you notice?
– Opinion?
– Supporting evidence?
– Use of a wide and interesting vocabulary?
– A range of punctuation?
– Sentence structure deliberately varied for effect?
Newspapers
– We often tell you to read newspapers…
– Papers are full of reviews – especially at the weekend.
– Read a selection of these and get used to discussing them with your friends and colleagues to
help you notice the style.
– http://www.nme.com/reviews/david-bowie/16363
– http://www.theguardian.com/music/2016/jan/10/david-bowie-blackstar-review-jazz-group
– Disagree? Write your own review as a response.
Articles and
Leaflets
Article
– A piece of writing to convey information to a designated group of people.

– A piece of writing with a specific purpose: entertain, inform or persuade, for
example.
– Formality of writing will vary depending on the audience.
“How do I make it interesting?”
What others
Rhetorical Use of person to
can you think
questions engage of?
hyperbole A punning headline
Emotive
imperatives
language
Variety of
punctuation and
sentence length
Approach
– “Write an article for a teenage magazine about a person you either admire or
dislike”
– Consider the key words of the question…
– Make your decisions (and remember that dislike is quite tricky if you don’t want
to cause offence…)
– Then…
PLAN
Format of article PLAN
Headline
•Short
•Catchy
•Gives an idea of content
Introduction
•Brief outline of the subject matter
•A few sentences
Main body of article
• Answer the “why, how and what” questions the
readers might have
•Include plenty of detail
•Use a wide range of language and try to include
quotation – the best way to show confidence with a
range of punctuation
Conclusion
•Summarise the article
•Recommendations/an overview
•Sign off with a memorable phrase or one-liner.
SO:
– An article has no set layout and can read like a well structured essay
– The tone is dictated by audience and content – be careful.
– There is no need to use pictures, though an empty box, labelled up would be
sufficient.
An empty box, saying “picture”.
Leaflets
Information ??
Why are they advertising Theme parks

produced?
health
advice
Who reads Public
them? awareness
Doctor’s
surgery
Where might
Motorway cafe
you find them?
…and so on!
Jonathan Peel JLS 2018, after MLT and Manchester Art Gallery. library
Layout and content should be
considered
LAYOUT CONTENT
Bullet points Emotive language
Pictures Addresses/phone lines
Logo Imperatives
Clear headline Helpful hints
subheadings Quotations
Often 3 column folded 2nd person appeal to reader
Facts and statisitcs
Look at the leaflets
– The leaflets are a selection of advertising for attractions in England and France…
the language is irrelevant, the features are the same!
– Make clear links to the features found on the previous slides.
Try this one
– Produce a leaflet persuading people to visit a tourist attraction in your area.

The attraction can be real or imaginary.
– What would you use?
– Remember to engage and appeal to your target audience
– Remember to use a strong vocabulary and a variety of sentence structures
– Remember to punctuate for effect!
Now
– How is this one different?
– Produce a leaflet advising people how to enjoy a safe day out at a local tourist
attraction in your area.
Letters and
Reports: revision
Letters and Reports: revision
– FOCUS: English Language TRANSACTIONAL WRITING

– 45 minutes.
– Choice of task
Transactional writing
– “real life writing”

– A clear relationship between writer and reader
– A clear purpose to the work
– A clear format to the work
Types of task
– Letters - formal and informal

– Reports
– Reviews
– Speeches
– Leaflets
– articles
LETTERS
– I’m sure we know the layout, but it must be evident for the examiner to award
high marks
– formal letter pro forma.docx
– Organisation and clarity will be the key to a successful formal letter.
I’m not psychic…
– So I can not comment on what you will get in June, but remember the mock
exam?
– Formal Letter of Application…

– What sort of job is it?
– What do you need to show?
– Is this really the place to outline your dreams for the future of the company?
Informality
– We don’t write letters any more. Why?
– However, the outline is the same – organise your thoughts into a clear
structure.
– What changes is the tone -
Informal tone
– Keep your address and the date.

– Salutation will use a forename or nickname if the letter is truly informal – you
need to consider whether letters to a parent or an adult relation are truly
informal.
– Writing can use slang and shortened forms
– Sign off can be relaxed down to “yours”, “lots of love”, “see you next week”…
REPORTS
– The most formal of the tasks and the clearest format.
What is a report?
– One of the transactional writing types you need to master for GCSE English
Language.
– A formal means of conveying information to a specific client.
– A logically structured document carrying fact and opinion in an analytical
framework
STRUCTURE 1
– Title of report
– Name of author
– Name of Client
– Date
– These should be clear at the head of your work, rather like the letterheads used
for formal letter writing.
STRUCTURE 2
– Abstract or Summary. In this paragraph you lay out the purpose and THEMES
of the report, the key findings and key conclusions
– Brief description of resources/sources.
– A discussion of your results. By all means use sub-headings to clarify your work.
Each theme discussed MUST have evidence provided to support it.
– Conclusions and advice. Referring back to the body of the work and tying it
neatly together.
TASK
– Write a report for the Department of Education which considers

the impact and implication of the possible removal of homework
from your school
– R:\My Departments\English\TEACHING Edexcel IGCSE NEW\Langu
age\creative writing\report pro forma.docx

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Creative Writing

Friday 29 December 2023

– What am I going to be judged on?

– PAPER 1 is TRANSACTIONAL and focused on the idea of Inform, Explain, Describe.

– Paper 2 is wider in scope and should be reflecting the descriptor: ‘Imaginative

NOTE: not just SPAG but

Failure to hit the requirements

– What do you need to be sure to notice here?

– Write completely fictitious work based on nothing but your imagination.

– Note the criticism

– Try to improve the writing.

Friday 29 December 2023

– Now it’s your turn.

Friday 29 December 2023

2. Imagine you are the man in the picture, about to

I watched the helicopter whirl away, buffeted by the storm. My

What are the differences between the two different

Do their ‘voices’ sound the same or different?

Which viewpoint is most effective for telling this

– First person narrative or third person narrative

– Past tense or present tense

What does their

More than one person is telling the story.

– Share with your neighbour and critique each other’s work.

– Who is the third possible viewpoint?

Friday 29 December 2023

Friday 29 December 2023

Friday 29 December 2023

– You have 5 minutes to rewrite your statement based on this information in

– Base sentence. ‘Tom was sad as he walked into the room’.

– Do NOT write a story. – Write a story from a first person perspective.

– – Write in chronological order, including action

Focus on what the

Brief version - ‘TELLS’ the reader Sally is disorganised (weak writing)

Detailed version - ‘SHOWS’ the reader Sally is disorganised (effective writing)

Leaves glowed red, orange and yellow in the frosty park.

His hands closed into fists.

A dark blanket covered the city.

Use precise vocabulary and an imaginative range of language features.

For example – ‘as busy as a bee’, ‘as light as a feather’ X

Practise using detail to show character by writing a

The woman behind the counter was

Some examples of more imaginative similes and metaphors:

• My elbow shredded like cheese in a grater.

• The gate complained as I pushed against it.

• Her skirt hung like a wilted cabbage leaf.

• His hair was a blanket of darkness.

– Write in paragraphs and include accurate SPaG.

In a state of ruin but still Flag – suggests

Isolated/ Easy access – what could

– Focus on the exterior. – Write from the perspective of the house

– Begin with the exterior but then

– Use personification to give the – Write about the experience of exploring

Friday 29 December 2023

– The driver of all writing, both Non fiction and Fiction.

– Think of how Steinbeck sets up his characters with description:

The Three ACT Plan c

– Establish their description, traits and trajectory in an opening paragraph.

– From the Edexcel Examiners’ report 2018:

– Try to keep within your experience

Friday 29 December 2023

Friday 29 December 2023

Friday 29 December 2023