Presentation on theme: "(italicised instructions or information) In this section you will be assessed for the quality of your writing skills. Half of the marks are awarded for."— Presentation transcript:
(italicised instructions or information) In this section you will be assessed for the quality of your writing skills. Half of the marks are awarded for content and organisation; half of the marks are awarded for sentence structure, punctuation and spelling. You should aim to write about words. Quality is vital. This means not only the accuracy of your writing, but also your vocabulary choices, the skills you use and the organisation of your writing. Content and organisation relates to plot, characterisation, construction, paragraphs, techniques and vocabulary (50% of marks!) SSPS relates to simple, compound and complex sentences, range of punctuation, accurate spelling, tense and agreement (50% of marks!) This is about 2 sides of your answer booklet. Do not waste time counting words!
Choose one of the following titles for your writing.  Either, (a) A Knock on the Door. Or, (b) Write about a time when you went on a school trip. Or, (c) Continue the following: “There’s no argument about it,” snapped Mum. “We’re going and that’s final.” Or, (d) Write about a time when you had to stay with a relative. Or, (e) Write a story which ends with the following: I hadn’t wanted to go but this had made it all worthwhile. The space below can be used to plan your work. This type of title demands careful planning of the narrative structure as you are always writing to the end of the story. A general title that could apply to a number of different situations. Be clear from the start how your narrative relates to the title. Pupils generally write well about personal experience – just leave out the boring details that don’t move on the story. This title gives the start to your story. This one invites a flashback structure. Be clear about how the story will develop. Another experience title: ‘show not tell’ to create excitement rather than rely on murders, rapists and zombies. Planning your work is vital. There are 10 minutes in the exam for this.
Choose your title. Think about practice narratives you have written or the title that gives you a clear idea for your writing. You can change your mind about the title you want to use during your planning time, but you will not have time to change your mind once you have started writing your story. Spend about five minutes planning what you will write.
Keep the time frame narrow for the action of your story – an account of a ten to fifteen minute period What happens at each stage of the story? What is the point of tension/conflict in the story? How is the tension resolved at the end? Where does the narrative occur? How will you set the scene effectively? Weather? Landscape/ environment? Colour? Smells? Sounds? Who will be the characters in the story? Limit this to 3-4 maximum.
Read this candidate’s story written using the title, ‘The Choice’. What has the candidate done well and what could be improved? No-one could begin to imagine what I saw. Flipped tables, scattered bags and beads of glue dripping from the vast ceiling. There was an infinite noise coming from the thirty plus children running in whatever direction suited them. There was no teacher to be seen. I knew I had to do something. Effective scene setting – reader immediately interested to find out what this unimaginable scene is. First person account – the reader is there with the writer. Descriptive vocabulary Clear structure – what is the thing to be done? Varied sentence lengths. Minor sentence – does this work here?
The classroom was enormous but with thirty, three year olds running and crawling everywhere it didn’t feel like. Straight away there was one child I knew was going to be the troublemaker. His name was Josh. Josh had dark brown hair and hazel eyes. He was the biggest out of all the three year olds and was considerably faster. He had pushed one of the other kids into the massive sandpit which catapulted sand into the air. I knew I was going to need some help. Establishing tension Attempts at characterisation Neat paragraph end – how is this going to get worse? Interesting verb choice Accurate comma usage? Could a more expressive verb be used?
I came back to the classroom five minutes later only to find that all the books from all of the six shelves had been thrown on the floor and pages had been ripped out of them. Sam started to pick up the books and put them back on the shelves. He was a good friend, I had known him since year seven. We both decided to come here for our work experience because we thought it would be easy. How wrong we were. Then I decide to start to put all of the bags back away in the cloakroom because the last thing I wanted to happen was for one of the kids to trip on them and injur themselves. Then my worst nightmare came true. Who is Sam? Where has he come from? Varied sentence lengths Temporal connective used to create tension Would a temporal connective at the start of the sentence have worked better? Spelling error
Sam started to call me. I couldn’t make out what he was saying because of all the noise. I heard him call again. As I came into the main room I could see why he was calling me. There was a gigantic area of the classroom swimming under water. The source of all this water was coming from the toilets. It was Josh. I knew he was the one could have caused all of this. As I went into the toilets I was proved wrong, it wasn’t the water Sam was calling me for, it was one of the kids, it was Josh, he was crying on the floor clutching his left ankle. He had slipped on the array of water and twisted his ankle. So i carefully picked him up and layed him on the sofa. Then I turned around. Repetition of ‘call’ Effective verb Clumsy expression Comma splicing Right word? Lower case Spelling error Some sense of pace
She was about 6ft 1in and had long, frizzy blonde hair, she wore jeans and a shirt with a pair of high heeled boots. Her face told me that I was in deep trouble. An outburst of rage left her mouth, entered my ears and left me motionless in fear. Their teacher had returned and now I was getting the blame for the mess the kids had created. Comma splicing Effective description Remains nameless – create distance from the reader Controlled sentence
I was sent to the head teacher’s office and he decided that I was not to come back to this school ever again and that I had failed in my work experience, but for me, I had learnt something, I knew from that moment that I was never going to be a teacher. That was my choice. Comma splicing Tenuous link with title Ending feels rushed
Areas for improvement: Include some dialogue More detailed characterisation Greater ambition with vocabulary More variety in sentence structures Proofread work carefully Link closely to the title set End strongly Strengths: Narrow time frame Carefully organised paragraphs Limited number of characters Effective use of temporal connective Some attempts to describe Consistent use of past tense
Use first person, past tense Have a clear beginning, middle and ending Keep to a short time frame Write about what you know Avoid gratuitous violence / fantasy Keep your story plausible, consistent and convincing Set the scene effectively Use descriptive techniques – but don’t overdo it! Vary verbs Use small amounts of dialogue purposefully Proofread your work carefully (spelling, full stops, capital letters, vocabulary, etc.) Be ambitious!