creative writing english language paper 1 question 5 examples

AQA GCSE English Language Paper 1 Question 5

Here’s a descriptive writing example answer that I completed in timed conditions for AQA English Language Paper 1, Question 5. This question is worth HALF of your marks for the entire paper, so getting it right is crucial to receiving a high grade overall for your English GCSE. Underneath the answer, I’ll provide some feedback and analysis on why this piece would receive a top mark grade (around 38–40/40).

For further help, here’s a Link to the exam paper (AQA English Language Paper 1, Question 5) 

Thanks so much for reading! If you find this resource helpful, take a look at our full GCSE English courses here:

The Ultimate AQA GCSE English Course Paper 1

The Ultimate AQA GCSE English Course Paper 2

Basic Descriptive Writing

“There’s an old house at the bottom of our road, so overgrown by giant twisted willow trees that you’d almost not realise it’s there if you passed. A grand old house, it must have once been owned by rich aristocrats; if you stare at it long enough you can just about imagine how they would have been a hundred years ago — swanning around in floaty silk dresses and smart wool suits, lounging on the swing in the veranda, sipping champagne and listening to jazz music well into the small hours of the morning.

But now, that swing is a rotten, splintered board barely held by frayed old ropes; it squeaks loudly as it sways in the breeze. The surrounding yard is replete with piles of rotten leaves and tall wisps of uncut grass. The whole house is crooked. It looks as if it’s sinking. The roof sags and dips inwards, like it can’t cope with life anymore and it just wants to crumble back into dust. On the exterior, the paint has almost all flaked off, giving a pixelated effect to the house: a glitch in a video game, it doesn’t belong in this world. The windows are opalescent from dust, and occasionally a pallid glow emanates from one of the larger windows on the bottom floor, followed by the hunched, aged silhouette of a man: Mr Grimshaw.

Mr Grimshaw’s the reason we go there, really. I don’t know what it is exactly, but he’s just fascinating to watch.

We don’t even know if Grimshaw’s his real name; that’s just what everyone around here calls him. A few of us dare each other to climb over the iron gates and sneak about the yard, getting as close to the house as we can without being seen. It’s a kind of ‘Grandpa’s footsteps’, I suppose. The furthest any of us ever make it is climbing up into the curled branches of the willows, which stop about halfway into the yard from the fence.

We sneak up into the willows and watch Mr Grimshaw most weekends (there’s not much else to do in our town). It’s like a doll’s house, but a living, breathing one. And much creepier, too, especially because half of the windows are a blur. You can just about make out the old furniture and faded decor in the rooms, once meticulously decorated yet now fallen into disrepair. He’s always moving between them, like a theatre set — he shuffles about in a frayed paisley smoking jacket — which I’m sure he must have stolen from one of the ornate armoires in the upstairs bedrooms.

Mostly, to amuse ourselves we usually compete by making derogatory comments and sly, ironic witticisms on Grimshaw’s every hunched and creaky shuffle: “What a WEIRDO!”, “Oh he’s back in the attic again, fourth time today” “Doesn’t he ever sleep? He’s the undead, I swear!”, that sort of thing. We often make up stories about him: he’s an old wizard, muttering spells and curses under his breath at anyone who dares cross into his territory. He’s a ghost doomed to wander the ramshackle halls of his former estate for eternity, and only those pure of heart can see or speak to him. He’s a hobo who got lucky and, finding the place abandoned, set up a little nest for himself there.

But today feels different, somehow. Today, we’re silent. The willows rustle; we listen. With a slow creak that’s straight out of a horror film, the gnarled front door swings open, and we get a close up of Mr Grimshaw for the very first time. He looks taller now, less crippled yet still leaning slightly onto his black walking stick, his gnarled and veiny hand resting on its ivory carved top. His eyes are bright blue and shimmering, like a glacier, and they’re open very wide, so that you can see the whites of his eyeballs. Hobbling in a firm, resolute manner, he starts off down the steps of the veranda, roughly following the worn, leaf littered path up to his letter box. By the time he gets there’s he’s panting heavily, we can hear him rasping even over the whispering trees.

He opens the box with a key and it springs apart with a neat ‘click’. There’s nothing inside. He’s still for a moment, then he collapses to the ground, wheezing and coughing. We watch him scrunch his face into an even wrinklier ball than usual, and with a grunt try to push himself up on his stick. Defeated, he falls back to the floor with a slump.

We’re speechless. In all our hours of watching Mr Grimshaw, we’ve never seen him like this. I’m not sure who makes the first move, but soon we’re all sliding down the tree trunk and rushing over to help him. Between the three of us, we manage to lift him up and get him on his feet. His arms seem so frail, and he’s as light as the breeze itself.

“Thank you for your assistance, kind gentlemen”, he says, still panting slightly. “Would you care to pop in for a spot of tea? It’s been so long since I’ve had any company.”

Silently, we nod and the four of us walk into his house together.”

MARKING AND FEEDBACK

There are a few reasons why this piece would receive a high grade, I’ll give you a breakdown of the main techniques that were used below:

• 5 types of imagery — visual, auditory, olfactory, gustatory, tactile
• A range of poetic devices — simile, metaphor, repetition, alliteration, symbolism, motif, specific and unusual vocabulary choices, extended descriptions and more
• A control over structural devices — range of punctuation, mixture of prose and dialogue, clear pacing (short and long sentences), range of paragraph lengths, capitalised words
• Developed control over tone (a shift in tone as the piece develops), style, setting and characterisation
• A clear shape to the description, including shifts of focus, without the piece feeling like a full story or narrative
• A sense of deeper themes and ideas, as well as a clear thematic statement — don’t judge others or mock them if you don’t know them well, they may need your help instead

Check related articles on the links below:

How to get top marks in English Language Paper 1, Section A

AQA GCSE English Language Paper 1, Question 4

Thanks for reading! If you’re looking for more help with AQA Language Paper 1, you can see our full course here .

This online course will give you a  question  by  question  breakdown of the exam, plus  high level example answers .

Enroll today  for access to comprehensive   PDF study guides that will   help you to  improve your grades.

You will receive:, – paper 1 overview, – section by section guides, – example answers.

Until September 30th, the course is available at a 25% discount , just use the code ‘ PAPER1′ at checkout!

Buy the complete course now!

Related posts.

The Theme of Morality in To Kill A Mockingbird

Unseen Poetry Exam Practice – Spring

To Kill A Mockingbird Essay Writing – PEE Breakdown

Unseen Poetry Exam Practice: The Man He Killed

An Inspector Calls – Official AQA Exam Questions

How to Get Started with Narrative Writing

What do I need to do for AQA Language Paper 2?

How to do well in the AQA GCSE Paper 2 Exam!

How to Write a Perfect Essay on The Crucible by Arthur Miller

AQA Power and Conflict: Example A* / L9 Grade Paragraph

© Copyright Scrbbly 2022

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.

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

GCSE Creative Writing Practice Questions for AQA

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

3 February 2020

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

A set of twenty practice exam questions designed for Creative Writing Question 5, AQA 2015 Specification for English Language GCSE (Paper 1, Section B). Each question is an either/or, containing one picture based prompt, and one regular prompt. All questions are formatted similarly to the AQA specimen papers. Licensing for images provided by Unsplash.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Existing user? Sign in

Unlock your child's potential with the help of a qualified online tutor.

Get started with a free online introduction with an experienced and qualified online tutor on Sherpa.

How To Ace GCSE English Language Paper 1: Question 5

A Guide to Describing a Picture

Describing a picture in English Language Paper 1, Question 5, is a chance to demonstrate your command of language and your ability to engage the reader's senses and emotions. 

Use these strategies to create a vivid, structured, and cohesive description that not only captures the essence of the picture but also showcases your linguistic skills. 

Remember, practice is key. Experiment with different pictures, moods, and registers to refine your technique.

Expand Your Vocabulary

Ambitious Vocabulary gets you marks. Employ a range of descriptive words and phrases. I probably don’t need to tell you to avoid generic terms like 'nice' or 'good’. The adjective weak is fine but pusillanimous is better and will bag you extra marks. 

When revising write down any words you read that you haven’t encountered before. Look them up. Use a thesaurus to find synonyms. or better still, an app like Wordflex – try it, you’ll love it! The English Language is rich with idioms. As with single words, write them down and commit them to memory. Use them!

On the exam before writing, create a word bank related to the picture. I get my students to write words, phrases, and idiomatic expressions around the picture. Put down anything that comes to mind. Stormy scene? Wet, windy; once you start your brain will take you to other more interesting words; brooding, tempestuous, lashing rain and idioms like “ride the storm” 

Borrow from a Genius

 “…the sea went on boiling and booming,” is a wonderful description of a rough ocean from The Iron Man by Ted Hughes. Why not use ‘boiling and booming’ in your work? 

Use existing knowledge of texts you have read to apply rich language to another situation. There is nothing wrong with doing this if used in an appropriate situation since it shows you understand the intent and effect of the language. 

Audience and Register

The mark scheme for question 5 gives top marks for a ‘ register that is convincing and compelling for the audience. ’ 

Convincing Register

I encourage my students to decide on an overall mood for the picture first. Is it melancholic, joyous, tranquil, or turbulent? Your language should mirror this mood. Create a description that aligns with this mood and connects to the audience. 

For instance, if the picture is serene, a calm and soothing tone should be adopted. Conversely, a chaotic scene might call for a more intense and urgent register. For example: For a tranquil scene, use phrases like 'a gentle breeze', 'whispers of the leaves', or 'the calm waters'

Variety is Key

Sentence starters: .

Remember KS2 SATS when you had to learn all those pesky parts of speech? Now’s the time to use them. 

Begin sentences with different parts of speech. For example, use adjectives. 

Colours always work well here e.g. Crimson dust contrasts with the bright blue of the sky: verbs 'Rustling, the leaves dance like revellers at a wedding party: adverbs 'Gently, the river meanders on its journey to the formidable stone seawall.

Discourse Markers: 

Always use these to connect ideas. Examples include 'additionally', 'briefly', 'consequently', and 'meanwhile'. Especially good at the start of paragraphs as these linking words create flow.

(see fluent paragraphs later on)

You could also include…

Fronted Adverbial Clauses

Cast your mind back, these were also in your KS2 SATS. FACs set the scene or add context, e.g., 'Under the blazing sun , the desert stretched endlessly'.

Figurative (nonliteral) language

Literary devices such as simile and personification work well as these are descriptive devices. 

Similes compare two things using like or as, for example, “The beast had tough skin like the metal of a tank” 

Avoid, avoid, avoid cliches such as “bright as a button”, “sharp as a tack”, “blind as a bat” and “brave as a lion”… ad nauseam .

Katya Balen’s, October October is stacked full of similes, many as wonderful as this; 

“… they’re singing night songs … like secrets wrapped up in the darkness.” 

Personification

Personification assigns human/ animal traits to non-living things. It’s very useful when creating mood as animals in particular are often associated with certain traits, for example “ the sea clawed at the shoreline like an angry tiger”. 

Immediately we get a strong emotion and a sense of power by virtue of the associations with a tiger. Wouldn’t work quite as well if we replaced tiger with hamster – agred? 

Conditional sentences

Basically, sentences that start with ‘if’. I’m a big fan of conditions as they show that you can employ various language techniques as per the mark scheme. 

Conditional sentences are complex as they use a mix of tenses to describe a hypothetical future, for example: 

‘If the fog clears, we will see the true intricacy that lies beyond the horizon.’

Tense? Something to consider. 

I would always encourage my students to use present simple. It has an immediacy that works well with description and is used by many great writers. 

One of the AQA Q5 papers asks you to describe a photograph of an old man”

He stares thoughtfully. The lines etched in his face are a testament to his vast experience; like train tracks that lead to stories of past glory. 

He is staring thoughtfully. The lines that were etched in his face are a testament to his vast experience; like train tracks that led to past glory.

Which works best? 

Organizational Mastery

Structural Features: Utilize a variety of sentence lengths and structures; a short sentence, followed by a long complex sentence, then another short sentence, shows the examiner you have a grasp of pace. Like a dancer performing a few neat steps before an exuberant leap with flamboyant gestures:

Empty skies. Briefly, a flurry of feathers and energetic beating of wings punctuated with argumentative squawking gives way to an unspoken truce. Stillness. 

Mix types of sentences for rhythm and emphasis. 

Make use of simple, compound and complex sentences to introduce ideas that add depth to your description. For a picture of a bustling market, talk about the 'symphony of haggling voices' or 'the mosaic of colours from the fruit stalls'. Adding ‘sound’ and other senses to your picture is a powerful way to create a more visceral experience for the reader. 

Fluent Paragraphs: 

Ensure your paragraphs flow naturally. Start with an overview of the scene and then zoom in on specific details. Circling back to how these details contribute to the overall effect will tie off a paragraph nicely. 

Create a 5 paragraph plan. 

I believe this is the minimum number of paragraphs needed to get level 5 and above. You could choose a sense for each paragraph i.e., sight sound touch smell taste. Create a mind map and populate it with words phrases, idioms and expressions.  

Use the Senses to Improve Detail

Focus on: vivid colours, shapes, movements, contrasts, and scenery. As you are describing a picture, these points will be the most obvious so dig a little deeper into the details, style and texture rather than just the objects in the image themselves. This increases your chance of mentioning something unique compared to other students.

Focus on volume, pitch, rhythm and nature sounds vs urban sounds. For example: birds chirping, waves crashing, city buzz and any music. 

Focus on exploring textures and physical sensations.: temperature, texture, pressure, pain/comfort.

For example The warmth of the sun, the roughness of bark, the softness of silk.

Focus on evoking memories and feelings through scents: Fragrances, natural vs artificial smells, intensity. For example freshly baked bread, rain on pavement, perfume.

Focus on describing flavours and food experiences. Consider the emotions and flavours invoked by a favourite meal or something you ate that is revolting. This may spark some interesting descriptors for non-edible items.

For example; Sweet, sour, salty, bitter, umami, texture of food. A piece of ripe fruit, a gourmet meal or childhood sweets. “The sweet yet salty spring sea air” or “The greasy tang of polluted skies hitting your lips” 

Good luck and happy writing!

English tutor specialising in GCSE, A level and English grammar.

Looking for a tutor?

Sherpa has hundreds of qualified and experienced UK tutors who are ready to help you achieve your goals. Search through our tutors and arrange a free 20 minute introduction through our industry-leading online classroom.

Similar Articles

How to Study Based On Your Learning Style

Tutor Hannah gives you some insightful study tips on how to revise based on your preferred style of learning!

2nd February

Tips for Revising During Ramadan

As the holy month begins, tutor Sheik breaks down his tips for revising during Ramadan using his experience in teaching and helping students achieve their potential.

10 GCSE Revision Tips to Take You from a 1 to a 9

A revision timetable can add structure to your revision and help you identify which GCSE subjects you need to prioritise to get better marks. Learn how and many other top tips...

Sebastian Owen

This discussion is now closed.

• 7 in Eng lang/lit and 9 in everything else
• books to read to improve on creative writing
• English lit and lang GCSE help
• GCSE English Language Paper 1 Question 2 RESPONSE
• Year 10 PPE Exams - REVISION HELP NEEDED IM SO STRESSED 😩
• English Helpful Threads Index
• My GYG Journey 🌷 GCSE Blog
• I’m rlly bad at English lit and lang
• How to get better at GCSE english
• What do you need to study for English Literature and Language for GCSE
• GCSEs: A Subject-by-subject Guide from Someone Who Got Ten 9s
• edexcel eng lang paper 2?
• How can i go from 3 to 6 English Language in 6 weeks
• Grade 9 Similes, Metaphors, etc....
• An Inspector Calls and Romeo and Juliet - My GCSE analysis
• Anyone need advice for GCSEs this year?
• AQA A-level English Lang
• Edexcel GCSE English Language Paper 1 (1EN0 01) - 5th June 2023 [Exam Chat]
• GCSE English Language Study Group 2023-2024
• Any Year 9 English creative writing marker available?

English Language (9-1) Creative Writing Examples!

Scroll to see replies

Related discussions

Last reply 2 days ago

Last reply 1 week ago

Last reply 2 weeks ago

Last reply 3 weeks ago

Last reply 1 month ago

Last reply 2 months ago

Articles for you

How important are your GCSE grades?

Finding a university place in Ucas Clearing 2024: 10 top tips to help you get ready

Top 10 tips for Ucas Clearing 2024

Bringing business people into the classroom: what students learn from industry professionals

An official website of the United States government

Plain language makes it easier for the public to read, understand, and use government communications.

Law and requirements.

Learn about the Plain Writing Act, policy memos, and executive orders that require agencies to use plain language.

Plain language guidelines

Official writing guidelines for understanding your audience, being clear and concise, and testing your content.

Request in-person training for your federal agency, or use our videos and materials to create your own class.

See plain language in action in a variety of regulations, legal documents, handbooks, and publications.

August 24, 2022

2022 Federal Plain Language Summit

On August 24, 2022, our summit brought together federal employees to highlight plain language successes in many federal agencies at all stages of the communications journey. Experience the slides and some recordings from some of our speakers. Speakers addressed debunking myths, meeting varying audience’s needs, managing the review process and stakeholders, and supporting plain language editors.

The Plain Language Action and Information Network (PLAIN) is a community of federal employees dedicated to the idea that citizens deserve clear communication from government. We believe that using plain language saves federal agencies time and money and provides better service to the American public.

Join the Plain Language Community

Learn about upcoming events and get the latest news from the federal plain language community.

Paper 1 Question 5: Language Techniques ( AQA GCSE English Language )

Revision note.

Paper 1 Question 5: Language Techniques

Question 5 requires a response which uses the appropriate language style and features for the task. The upper level of the AO5 mark scheme indicates that marks should be given for content that is convincing and crafted, with extensive and ambitious vocabulary with sustained crafting of linguistic devices (see Paper 1 Question 5: Mark Scheme for more details).

Below, you will find an explanation of some of the key linguistic devices and language techniques you could employ in either descriptive or creative writing (click to go straight to the sub-heading)

Overview of language techniques

Linguistic devices.

In a piece of descriptive writing, for instance, you will use sensory language to create an effective mood and clear image of the scene you are describing. Whereas, for a question which asks you to write a story, you will employ a range of language techniques, as well as sensory language, to craft character and create drama, tension or interest. Therefore, sensory language is effective when describing a scene, but to craft a character you will need to use other techniques as well, such as dialogue for characterisation or powerful verbs to describe action.  The best answers manipulate these techniques so that they successfully achieve the mood you wish to create.  

In your answer you must:

• Use language techniques and linguistic devices appropriately for the task
• Avoid the over-use of a particular technique for a sophisticated response which gets the highest marks

Question 5 tests your ability to adapt your writing for a particular purpose. You will have already analysed a section of fiction writing in Section A, and in Question 5 you are asked to apply this knowledge to your own writing and create a text which is constructed in an appropriate manner. 

When planning your answer to Question 5 it is vital to spend time thinking about your choice of response. This means you should consider if you want to craft a story or describe the scene. It is best to choose the option which suits your style of writing or which you think will be easiest to form ideas around. 

Remember, Question 5 requires you to use appropriate language for the audience, purpose and form of the writing in the question. Therefore, the best answers will demonstrate a well-planned answer which has considered the most effective ways to use language and structure in your creative or descriptive writing. For example, when describing setting, sensory language is a successful way to describe the mood.

When considering your choice of language and the techniques you wish to employ, you must always remember that you are making deliberate choices for effect. It is important to consider the connotations of words and phrases, and how these may add depth to your writing. For example, do your word choices evoke certain emotions or feelings in the reader, or do they reveal aspects of a character’s personality, background or emotions? You should employ the principle of ‘show, not tell’ in order to bring your writing to life in the reader’s mind.

Below you will find a brief explanation of some of the key techniques you could employ in your descriptive or creative writing:

You've read 0 of your 0 free revision notes

Get unlimited access.

to absolutely everything:

• Downloadable PDFs
• Unlimited Revision Notes
• Topic Questions
• Past Papers
• Model Answers
• Videos (Maths and Science)

Join the 100,000 + Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Author: Sam Evans

Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.