And indeed they are different forms, that utilize different grammar - creative writing and fiction uses more of the , for example. And creative writers are used to being admonished not to use the in their sentences, to make their writing more active and personal; on the other hand, academic writing relies heavily on the passive voice as it is impersonal, and the agent of the action is often deemphasized, valued qualities in academic writing. The is even different, with academic essay writing relying more on academic, Latin-based vocabulary; such vocabulary is usually discouraged in creative writing, which tends to focus on more accessible words that might realistically be used by the narrator and other characters in the story. :
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Probably no explanation is needed on which is which.
However, I have found that while the forms obviously differ, the processes to be similar in the two genres. Writing in both genres generally calls upon the following processes:
Both fiction and nonfiction writers go through a period of . With a fiction writer, the focus is generally more on “What happened?” What happened after the narrator found Ray waiting for him behind the store? Did he get in the car with him, and why? .
Brainstorming for nonfiction writers, however, is more topic-driven: it is, more “What do I want to write about? What compels me?”
Both fiction and nonfiction writers use . As the author of the fiction piece, I want the writer to the old Caddie, how dust shows on its faded black paint, how the leather seats feel against the narrator’s legs on this hot day. In nonfiction, I’m more concerned about making my argument: what points am I going to need to raise to convince my reader how critical student writing is?
Any writer, for fiction or nonfiction, is helped by his or her work, to , how the words and sentences are working together, to consider what might work better. Having students read aloud their work to each other is a rewarding experience, for the pleasure of hearing their own work and of getting and giving feedback.
Both nonfiction and fiction writing require . Some people are surprised by this, but fiction writers have to do research. For example, I wrote a romance novel set in a Napa Valley winery, and for this I had to develop some expertise on wine. Research also can be reused and shared between the genres—I could someday write a piece about choosing wines, for example, or the history of the Napa Valley.
involve : What do I already know about wine, for example? What’s the basic process for making it? Who do I see as being the main characters in this winery story?
is also very helpful at the beginning stages, in . My journal is a word document on my desk top, and I jot both nonfiction and fiction ideas as they come to me along with any development I might have for that idea. My original notes for “Turning,” the fiction story whose opening line is above, had a conversation between the narrator and his old cellmate on the nature of assumptions—the narrator had assumed that the cellmate would be in front, not the back, of the store. I take similar notes on nonfiction pieces. The journal, as I see it, is a “dumping ground” for your ideas on a piece that may or may not make it into the final draft, so there’s no pressure for it to be excellent work at this stage.
After I’ve brainstormed and developed ideas, it’s time for an . Ray and the narrator actually have to go somewhere, and something has to happen, important enough to force some change in the narrator. That’s the expected form of a fiction story. Likewise, a nonfiction essay or article has an expected form: after discussing the problem of student writing, I’ve got to have a recommendation, however small, of what to do about it. , not dally in the car forever, but actually take the story or essay somewhere.
After the outline is completed, the writer is now ready for a , a “dirty” one—the goal is , of presenting the problem of student writing, of proposing a solution, of discussing expected outcomes. It doesn’t have to be perfect at this point or even particularly developed—the focus is on finishing. Developing and editing can come later.
is a word processing function very helpful in the writing process, after the first draft. The first draft is all about getting the material out of your head and onto paper. . Does the conversation about assumptions belong closer to the middle of the story, when the narrator starts to realize he has assumed far too many things about his cellmate? Does more discussion about a possible solution to the problem of student writing belong up front, right at the outset?
All writing, fiction and nonfiction, writing needs to go through a , preferably that has not seen the work before, checking the , , missing or repeated words, that even the most meticulous writer might miss problems in his own work.
Using students’ past experiences with creative writing, either in the class or otherwise, the teacher can develop the students’ composition/nonfiction skill and understanding of the writing process.
If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.by Hayley | Nov 17, 2022 | Exams , Writing | 0 comments
The 11+ exam is a school entrance exam taken in the academic year that a child in the UK turns eleven.
These exams are highly competitive, with multiple students battling for each school place awarded.
The 11 plus exam isn’t ‘one thing’, it varies in its structure and composition across the country. A creative writing task is included in nearly all of the 11 plus exams, and parents are often confused about what’s being tested.
Don’t be fooled into thinking that the plot of your child’s writing task is important. It is not.
The real aim of the 11+ creative writing task is to showcase your child’s writing skills and techniques.
And that’s why preparation is so important.
This guide begins by answering all the FAQs that parents have about the 11+ creative writing task.
At the end of the article I give my best tips & strategies for preparing your child for the 11+ creative writing task , along with 50 fiction and non-fiction creative writing prompts from past papers you can use to help your child prepare. You’ll also want to check out my 11+ reading list , because great readers turn into great writers.
Not every 11+ exam includes a short story component, but many do. Usually 3 to 5 different prompts are given for the child to choose between and they are not always ‘creative’ (fiction) pieces. One or more non-fiction options might be given for children who prefer writing non-fiction to fiction.
Timings and marking vary from test to test. For example, the Kent 11+ Test gives students 10 minutes for planning followed by 30 minutes for writing. The Medway 11+ Test gives 60 minutes for writing with ‘space allowed’ on the answer booklet for planning.
Tasks vary too. In the Kent Test a handful of stimuli are given, whereas 11+ students in Essex are asked to produce two individually set paragraphs. The Consortium of Selective Schools in Essex (CCSE) includes 2 creative writing paragraphs inside a 60-minute English exam.
Throughout the UK each 11+ exam has a different set of timings and papers based around the same themes. Before launching into any exam preparation it is essential to know the content and timing of your child’s particular writing task.
However varied and different these writing tasks might seem, there is one key element that binds them.
The mark scheme.
Although we can lean on previous examples to assess how likely a short story or a non-fiction tasks will be set, it would be naïve to rely completely on the content of past papers. Contemporary 11+ exams are designed to be ‘tutor-proof’ – meaning that the exam boards like to be unpredictable.
In my online writing club for kids , we teach a different task each week (following a spiral learning structure based on 10 set tasks). One task per week is perfected as the student moves through the programme of content, and one-to-one expert feedback ensures progression. This equips our writing club members to ‘write effectively for a range of purposes’ as stated in the English schools’ teacher assessment framework.
This approach ensures that students approaching a highly competitive entrance exam will be confident of the mark scheme (and able to meet its demands) for any task set.
This varies. In the Kent Test there are usually 5 options given. The purpose is to gather a writing sample from each child in case of a headteacher appeal. A range of options should allow every child to showcase what they can do.
In Essex, two prescriptive paragraphs are set as part of an hour-long English paper that includes comprehension and vocabulary work. In Essex, there is no option to choose the subject matter.
The Medway Test just offers a single prompt for a whole hour of writing. Sometimes it is a creative piece. Recently it was a marketing leaflet.
The framework for teaching writing in English schools demands that in order to ‘exceed expectations’ or better, achieve ‘greater depth’, students need to be confident writing for a multitude of different purposes.
In Essex (east of the UK) the two prescriptive writing tasks are found inside the English exam paper. They are integral to the exam and are assessed as part of this.
In Medway (east Kent in the South East) the writing task is marked and given a raw score. This is then adjusted for age and double counted. Thus, the paper is crucial to a pass.
In the west of the county of Kent there is a different system. The Kent Test has a writing task that is only marked in appeal cases. If a child dips below the passmark their school is allowed to put together a ‘headteacher’s appeal’. At this point – before the score is communicated to the parent (and probably under cover of darkness) the writing sample is pulled out of a drawer and assessed.
I’ve been running 11+ tutor clubs for years. Usually about 1% of my students passed at headteacher’s appeal.
Since starting the writing club, however, the number of students passing at appeal has gone up considerably. In recent years it’s been more like 5% of students passing on the strength of their writing sample.
In England, the government has set out a framework for marking creative writing. There are specific ‘pupil can’ statements to assess whether a student is ‘working towards the expected standard,’ ‘working at the expected standard’ or ‘working at greater depth’.
Members of the headteacher panel assessing the writing task are given a considerable number of samples to assess at one time. These expert teachers have a clear understanding of the framework for marking, but will not be considering or discussing every detail of the writing sample as you might expect.
Schools are provided with a report after the samples have been assessed. This is very brief indeed. Often it will simply say ‘lack of precise vocabulary’ or ‘confused paragraphing.’
So there is no mark scheme as such. They won’t be totting up your child’s score to see if they have reached a given target. They are on the panel because of their experience, and they have a short time to make an instant judgement.
Handwriting is assessed in primary schools. Thus it is an element of the assessment framework the panel uses as a basis for their decision.
If the exam is very soon, then don’t worry if your child is not producing immaculate, cursive handwriting. The focus should simply be on making it well-formed and legible. Every element of the assessment framework does not need to be met and legible writing will allow the panel to read the content with ease.
Improve presentation quickly by offering a smooth rollerball pen instead of a pencil. Focus on fixing individual letters and praising your child for any hint of effort. The two samples below are from the same boy a few months apart. Small changes have transformed the look and feel:
How long should the short story be.
First, it is not a short story as such—it is a writing sample. Your child needs to showcase their skills but there are no extra marks for finishing (or marks deducted for a half-finished piece).
For a half hour task, you should prepare your child to produce up to 4 paragraphs of beautifully crafted work. Correct spelling and proper English grammar is just the beginning. Each paragraph should have a different purpose to showcase the breadth and depth of their ability. A longer – 60 minute – task might have 5 paragraphs but rushing is to be discouraged. Considered and interesting paragraphs are so valuable, a shorter piece would be scored more highly than a rushed and dull longer piece.
I speak from experience. A while ago now I was a marker for Key Stage 2 English SATs Papers (taken in Year 6 at 11 years old). Hundreds of scripts were deposited on my doorstep each morning by DHL. There was so much work for me to get through that I came to dread long, rambling creative pieces. Some children can write pages and pages of repetitive nothingness. Ever since then, I have looked for crafted quality and am wary of children judging their own success by the number of lines competed.
Take a look at the piece of writing below. It’s an excellent example of a well-crafted piece.
Each paragraph is short, but the writer is skilful.
He used rich and precisely chosen vocabulary, he’s broken the text into natural paragraphs, and in the second paragraph he is beginning to vary his sentence openings. There is a sense of control to the sentences – the sentence structure varies with shorter and longer examples to manage tension. It is exciting to read, with a clear awareness of his audience. Punctuation is accurate and appropriate.
How important is it to revise for a creative writing task.
It is important.
Every student should go into their 11+ writing task with a clear paragraph plan secured. As each paragraph has a separate purpose – to showcase a specific skill – the plan should reflect this. Built into the plan is a means of flexing it, to alter the order of the paragraphs if the task demands it. There’s no point having a Beginning – Middle – End approach, as there’s nothing useful there to guide the student to the mark scheme.
Beyond this, my own students have created 3 – 5 stories that fit the same tight plan. However, the setting, mood and action are all completely different. This way a bank of rich vocabulary has already been explored and a technique or two of their own that fits the piece beautifully. These can be drawn upon on the day to boost confidence and give a greater sense of depth and consideration to their timed sample.
Preparation, rather than revision in its classic form, is the best approach. Over time, even weeks or months before the exam itself, contrasting stories are written, improved upon, typed up and then tweaked further as better ideas come to mind. Each of these meets the demands of the mark scheme (paragraphing, varied sentence openings, rich vocabulary choices, considered imagery, punctuation to enhance meaning, development of mood etc).
To ensure your child can write confidently at and above the level expected of them, drop them into my weekly weekly online writing club for the 11+ age group . The club marking will transform their writing, and quickly.
Writing is usually marked separately from any comprehension or grammar exercises in your child’s particular 11+ exam. Each exam board (by area/school) adapts the arrangement to suit their needs. Some have a separate writing test, others build it in as an element of their English paper (usually alongside a comprehension, punctuation and spelling exercise).
Although there is no creative writing task in the ISEB Common Pre-test, those who are not offered an immediate place at their chosen English public school are often invited back to complete a writing task at a later date. Our ISEB Common Pre-test students join the writing club in the months before the exam, first to tidy up the detail and second to extend the content.
Most exam boards pride themselves on their inclusivity. They will expect you to have a formal report from a qualified professional at the point of registration for the test. This needs to be in place and the recommendations will be considered by a panel. If your child needs extra arrangements on the day they may be offered (it isn’t always the case). More importantly, if they drop below a pass on one or more papers you will have a strong case for appeal.
Children with a specific learning difficulty often struggle with low confidence in their work and low self-esteem. The preparations set out above, and a kids writing club membership will allow them to go into the exam feeling positive and empowered. If they don’t achieve a pass at first, the writing sample will add weight to their appeal.
At Griffin Teaching we have an online writing club for students preparing for the 11 plus creative writing task . We’ve seen first-hand what a difference just one or two months of weekly practice can make.
That said, we know that a lot of people reading this page are up against a hard deadline with an 11+ exam date fast approaching.
If that’s you (or your child), what you need is a paragraph plan.
Here’s one tried-and-true paragraph plan that we teach in our clubs. Use this as you work your way through some of the example prompts below.
Paragraph 1—description.
Imagine standing in the location and describe what is above the main character, what is below their feet, what is to their left and right, and what is in the distance. Try to integrate frontend adverbials into this paragraph (frontend adverbials are words or phrases used at the beginning of a sentence to describe what follows—e.g. When the fog lifted, he saw… )
Create two characters who have different roles (e.g. site manager and student, dog walker and lost man) and write a short dialogue between them. Use what we call the “sandwich layout,” where the first person says something and you describe what they are doing while they are saying it. Add in further descriptions (perhaps of the person’s clothing or expression) before starting a new line where the second character gives a simple answer and you provide details about what the second character is doing as they speak.
Write three to four sentences that change the mood of the writing sample from light to gloomy or foreboding. You could write about a change in the weather or a change in the lighting of the scene. Another approach is to mention how a character reacts to the change in mood, for example by pulling their coat collar up to their ears.
A classic approach is to have your character die unexpectedly in the final sentence. Or maybe the ceiling falls?
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But this I know: the writer who possesses the creative gift owns something of which he is not always master - something that, at times, strangely wills and works for itself. He may lay down rules and devise principles, and to rules and principles it will perhaps for years lie in subjection; and then, haply without any warning of revolt, there ...
Creative writing is an art form that transcends traditional literature boundaries. It includes professional, journalistic, academic, and technical writing. This type of writing emphasizes narrative craft, character development, and literary tropes. It also explores poetry and poetics traditions.
chapter 1: intro to creative writing: Creative writing 7 7 is any writing that goes outside the bounds of "normal" 8 8 "professional," 9 9 journalistic, "academic," 10 10 or technical forms of literature, typically identified by an emphasis on narrative craft, character development, and the use of literary tropes or with various ...
The sessions at the Associated Writing Programs (AWP) consist overwhelmingly of talks on craft and technique and readings by authors, with occasional panels on teaching or on matters of administration, genre, and the status of creative writing in the academy or publishing. The sessions at the. Conference on College Composition and Communication ...
Creative writing can technically be considered any writing of original composition. In this sense, creative writing is a more contemporary and process-oriented name for what has been traditionally called literature, including the variety of its genres.
This free and open access textbook introduces new writers to some basic elements of the craft of creative writing in the genres of fiction, poetry, and creative nonfiction. The authors—Rachel Morgan, Jeremy Schraffenberger, and Grant Tracey—are editors of the North American Review, the oldest and one of the most well-regarded literary magazines in the United States.
For decades theorists have opined that the lines between creative writing and composition need to be lifted, yet little has been written about the pedagogical methods that allow a cohesive approach between the disciplines. This book brings together contemporary authors and well-respected creative writing instructors and theorists to explore ways creativity in composition may be encouraged in ...
About this book. This book brings together contemporary authors and well-respected creative writing instructors and theorists to explore ways creativity in composition may be encouraged in student writers. The question in this anthology is not 'Can writing be taught?' but 'How can we inspire students to embrace the creative process no ...
This will help you go from general to specific, an important part of any composition. Start with a blank piece of paper, or use a chalkboard to draw the outline diagram. Leave lots of room. Write the topic in the center of the paper and draw a circle around it. Say your topic is "Romeo & Juliet" or "The Civil War".
Updated on June 07, 2024. In the literary sense, a composition (from the Latin "to put together") is the way a writer assembles words and sentences to create a coherent and meaningful work. Composition can also mean the activity of writing, the nature of the subject of a piece of writing, the piece of writing itself, and the name of a college ...
This is a compelling look at the current state and future direction of creative writing by a preeminent scholar in the field. Explores the practice of creative writing, its place in the world, and its impact on individuals and communities Considers the process of creative writing as an art form and as a mode of communication Examines how new technology, notably the internet and cell phones, is ...
As you become familiar with creative writing tips, we'd like to share several amazing topic examples that might help you get out of writer's block: The enchanted garden tells a tale of blooms and whispers. Lost in time, a journey through historical echoes unfolds. Whispering winds unravel the secrets of nature.
BY BEVERLY WHITE. So writes Marlene D. LeFever in her book, Creative Teaching Methods: Be an Effective Christian Teacher (2004). Nowhere is creative teaching more necessary than in the teaching of creativity itself and in teaching its close companion, creative writing. In today's world, the ability to write well is well-recognized as a vital ...
If creative writing and composition studies are brought together in productive dialogue, they can, in his view, succeed in inverting the common hierarchy in English departments that privileges interpretation of literature over the teaching of writing. 978--8229-7328-7. Language & Literature, Education. (Re)Writing Craftfocuses on the gap that ...
relationship between creative writing and composition from the English department's Matt Sumpter is currently a PhD candidate in creative writing at Binghamton University, where he teaches courses in composition, creative writing, and literature. Prior to that, he received his MFA in creative writing from The Ohio State University.
Writing a composition can be broken down into these steps: 1 Research a topic. 2 Create an outline of the main points each paragraph will cover. 3 Write a draft, a writer's initial thinking about ...
3. "Spine-tinging" means "scary". (Again, wrong context.) Here's the revised sentence: "The onlookers were left mesmerised by the breathtaking sunset.". By replacing bombastic words with effective ones, you're well on your way to writing a good essay in English.
Cut and Paste. Cut and paste is a word processing function very helpful in the writing process, after the first draft. The first draft is all about getting the material out of your head and onto paper. The second draft is more about rearranging and perfecting. Does the conversation about assumptions belong closer to the middle of the story ...
11+ creative writing questions from real papers—non-fiction prompts. Write a thank you letter for a present you didn't want. You are about to interview someone for a job. Write a list of questions you would like to ask the applicant. Write a letter to complain about the uniform at your school.
Unlock creative writing skills with 100 powerful English phrases for Primary 6 composition on Geniebook's tuition platform. ... Help your child become a master of composition writing with this comprehensive guide on 100 different idioms. Learn about animal idioms, idioms about feelings, emotions, age, personality traits, food, amount, distance ...
34 offers from $19.55. #5. Writing Science: How to Write Papers That Get Cited and Proposals That Get Funded. Joshua Schimel. 522. Paperback. 46 offers from $28.60. #6. Oxford Modern English Grammar.