GCSE LANGUAGE - FICTION AND IMAGINATIVE WRITING PAPER 1: SECTION B REVISION BOOKLETPreparation for Fiction and Imaginative Writing Assessment Overview of content: To develop imaginative writing skills to engage the reader To use spelling, grammar, vocabulary and punctuation effectively Overview of assessment: A choice of two tasks. In both tasks you are given a scenario that you must write about. In the second of the two tasks, you will be given two pictures to accompany the question. You do not have to base your narrative on either of these images — they are just there for inspiration. How much time will you be allowed? You will have thr 45 to complete both the reading and the writing questions. You will be expected to spend 50 minutes on the creative writing, Creative writing You will be expected to produce a clear and coherent piece of creative writing Checklist to follow: * Plan your responses * Use a circular plot: opening (the end e.g. hospital bed), flashback to that morning, action explaining what happens in between, and an ending which ‘comes back to the opening Write in the past tense and stay in the past tense Ambitious vocabulary, range of sentence types, correctly punctuated Paragraphs You must have a beginning, middle and a clear endingLanguage Paper 1 - Fiction and Imaginative Writing Section B— Imaginative Writing 05/6 AOS Level Mark | The candidate: 0 + provides no rewardable material Level 1 | 1-4 * offers a basic response, with audience and/or purpose not fully established + expresses information and ideas, with limited use of structural and grammatical features Level 2 | 5-9 + shows an awareness of audience and purpose, with straightforward use of tone, style and register + expresses and orders information and ideas; uses paragraphs and a range of structural and grammatical features Level 3 | 10-14 Level 4 | 15-19 Level 5 | 20-24 + selects material and stylistic or rhetorical devices to suit audience and purpose, with appropriate use of tone, style and register + develops and connects appropriate information and ideas; structural and grammatical features and paragraphing make meaning clear * organises material for particular effect, with effective use of tone, style and register + manages information and ideas, with structural and grammatical features used cohesively and deliberately across the text + shapes audience response with subtlety, with sophisticated and sustained use of tone, style and register + manipulates complex ideas, utilising a range of structural and grammatical features to support coherence and cohesion. Level 2 | 4-6 AOG Level Mark [The candidate: 0 + provides no rewardable material Level a | 1-3 + uses basic vocabulary, often misspelled * uses punctuation with basic control, creating undeveloped, often repetitive, sentence structures * writes with a range of correctly spelt vocabulary, e.g. words with regular patterns such as prefixes, suffixes, double consonants * uses punctuation with control, creating a range of sentence structures, including coordination and subordination Level 3 | 7-9 Level 4 | 10-12 + uses a varied vocabulary and spells words containing irregular patterns correctly + uses accurate and varied punctuation, adapting sentence structure to contribute positively to purpose and effect + uses a wide, selective vocabulary with only occasional spelling errors * positions a range of punctuation for clarity, managing sentence structures for deliberate effect Level 5 | 13-16 * uses an extensive vocabulary strategically; rare spelling errors do not detract from overall meaning + punctuates writing with accuracy to aid emphasis and precision, using a range of sentence structures accurately and selectively to achieve particular effects.Section B Imaginative Writing Answer ONE question. You should spend about 50 minutes on this section. EITHER Write about a time when you, or someone you know, were lonely. Your response could be real or imagined Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) OR Look at the images provided. (REMEMBER THESE IMAGES ARE FOR INSPIRATION. DO NOT FEEL YOU HAVE TO BASE YOUR NARRATIVE ON THESE.) Write about a lonely experience. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks)Section B Imaginative Writing ‘Answer ONE question. You should spend about 50 minutes on this section. EITHER Write about a time when you, or someone you know, had hidden something. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) OR Look at the images provided. (REMEMBER THESE IMAGES ARE FOR INSPIRATION. DO NOT FEEL YOU HAVE TO BASE YOUR NARRATIVE ON THESE, Write about a time when you had to keep a secret. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks)Section B Imaginative Writing Answer ONE question. You should spend about 50 minutes on this section. EITHER Write about a time when you, or someone you know, explored an unusual place. Your response could be real or imagined. Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks) OR Look at the images provided. (REMEMBER THESE IMAGES ARE FOR INSPIRATION. DO NOT FEEL YOU HAVE TO BASE YOUR NARRATIVE ON THESE.) Write about visiting a new place Your response could be real or imagined Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar. (40 marks)Openings Your examiner will have read hundreds of exam papers before they get to yours. If you begin your paper with Last summer, me and my friend got lost in the woods then you have already lost them on some level! You need to stand out from the crowd. We are going to try three different techniques to help you. Technique 1: Create a character Begin your story with a lengthy, detailed description of a particular character as though you were looking at them through a microscope. Ingredients of character description * Zooming in on body parts: the bristles in their nose; the long yellow, curling fingernails; the bloodshot eyes * Similes and/or metaphors: his hands were like dustbin lids Other senses: how they smell, how they sound What they're wearing/doing * AVOID THE FOLLOWING WORDS: tall, short, fat, thin, ugly, pretty, beautiful * CHALLENGE: Could your perspective change as you get closer? Looking at her, you got the feeling that this was someone who could bend iron bars and tear telephone directories in half. Her face, I’m afraid, was neither a thing of beauty nor a joy for ever. She had an obstinate chin, a cruel mouth and small arrogant eyes. — Roald Dahl Technique 2: Create a setting Begin your story with a detailed description of a setting without any characters or action. * Ingredients of setting description * Focus on colours of buildings! sky/ nature: The sky was inky black * Examine multiple senses: what can be seen, heard, smelt + Similes - ‘the flowers turned their heads to the sun like a moth drawn towards a flame'/ metaphors — ‘the sea was an angry dog’/ personification — ‘the trees snatched and clasped at us’ ...be inventive with these — see below!The last time | saw her was red. The sky was like soup, boiling and stirring. In some places, it was burned. There were black crumbs, and pepper, streaked across the redness. Within minutes, mounds of concrete and earth were stacked and piled. The streets were ruptured veins. Blood streamed till it was dried on the road, and the bodies were stuck there, like driftwood after the flood. ~ Marcus Zusak Technique 3: Create a mood Use genre conventions to create a mood, perhaps scary for a gothic inspired horror story. Start in the middle of the action (in medias res) Onomatopoeic words: ‘thud’, ‘crunch’, ‘sludge’ Single-word sentences Concentration on noises, emotions and bodily reactions to stress Longer descriptive sentences of a spooky setting: creaky floorboards, mothballs, flickering candles ect. * Something which is left unknown/ something the narrator delays telling us Have a go at a couple and see which you like best! ©30 seconds of time strategy A.useful writing technique that you could use in your language exam is the '30 second story’. If you limit your narrative to a 30 second time frame, you will be likely to include far more detail in your writing, Instead of having lots of action, show your examiner what is going on in lots of descriptions of senses and places. Think in-depth about the five senses: smell, sound, sight, touch and taste. 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OA MRO, tepy LED My Atle ya COSAAGS QM ng Bd SOO AVS LAURA. “4 I i . : | £1 413 smant Materials ~ Issue | ~ October 2014 © Pearson Education Limited 2014 sical Level {/Level 2. GCSE (9~ 1) in English Language B F 2014 © P | i |TOTAL FOR SECTION B = 40 MARKS ‘TOTAL FOR PAPER = 64 MARKS Source information ‘© Marcus Lindstram/Getty Images ‘© Jason Friend/LOOP IMAGES/Loop Images/Corbis | Every effort has been made to contact copyright holders to obtain their permission for the use of copyright ‘material, Pearson Education Ltd. wil if notified, be happy to rectify any errors or omissions and include any such tectifications in future editions. Pearson Edexcel Level I/Level 2 GCSE (9 ~ 1) in English Language Sample Assessment Materials ~ Issue | — October 2014 © Pearson Education Limited 2014