SEHSE WRITING GUIDE

CREATIVE WRITING: TIPS

Tip 1: DO limit the scope of the story.

Depending on the test, your have 25-30 minutes to write a story. Obviously, it
will not be a very long story. Your p will not be able to cram in a whole day,
week, or month worth of action into the story. In such a short time, you will only
have time to describe one or two significant events. You are encouraged to limit
their story to a small time frame, and to only one or two locations. For example,
below are two events that I might write a story about. Which one do you think is
more appropriate for a 25-minute story?

My family and I traveled to Europe and went to France, Holland and

Germany.

When in Paris, my family and I went all the way to the top of the Eiffel
tower.

And remember, stories do not have to start with the main character waking up in
the morning. Stories should begin at an exciting or interesting moment.

Tip 2: DO have a plan for structure.

A good story is a well structured story. A well structured story will have certain
sections which perform certain roles.

For a 30 minute narrative under test conditions, the structure should be:

Problem
Events
Climax

1. Problem

Your narrative should open with your character in some sort of a problem.
It might be a big problem (running away from a kidnapper, hanging from a
cliff) or a small problem (the lights have just gone out and your character
is home alone; your character’s dog escapes from her lead and runs off).
Whatever it is, there must be something problematic for your character.

This means you don’t need a traditional introduction. Don’t spend too
much time ‘setting the scene’. If, for example, you are writing about a car
crash, don’t spend too much time on the character eating breakfast,
speaking to his Mum and getting dressed. The point of your story is the
car accident, so you should start the story just before, during or
immediately after the accident.
 The exam is not the place to ramble. Focus in on a specific scene and
describe it in as much detail as you can, rather than try to cover days or
years in your story. Narrow your focus – what event or moment is most
important? Everything that happens in your story should happen in
relation to the problem you identify in your plan.

2. Events

After the problem, there should be three or four events (or things that
happen to your character). They should make the problem worse for them.

3. Climax

The climax is the most exciting or interesting part of the story (in
television shows, it is known as a cliffhanger.) Normally in narratives you
are asked to solve the problem for your character, so that the reader is
left in no doubt about how they ended up. In a 15 minute narrative,
however, you should end at the climax – the point at which the reader
doesn’t know if your character will resolve their problem or not. This can
be very powerful.

In the exam, you will receive a prompt (usually a picture, but sometimes a
word or a sentence) and be asked to plan and write a narrative based on it
in 25-30 minutes (depending on the exam). You need to be able to plan
these narratives quickly. The first step in planning is to determine how you
are going to use the prompt: is it going to be in relation to your

1. Character?
2. Setting?
3. Problem?
4. Events?
5. Climax?

TIP 3: DO make your story stand out with an original idea

One of the ways to make your story stand out in an exam is to come up with an
original idea – something none of the other students would think of. For a prompt
about the 'forest', for example, many students would write about 1) being lost in
the forest and 2) a boating accident. However, unless you wrote exceptionally
vividly, it would be difficult to distinguish such a narrative from the hundreds of
others on the same topic. Here are some ways to come up with unique ideas:

● Reverse an expectation. Taking a person, group of people or situation and

making it the opposite of what is expected can make interesting stories
● Write from a different point of view: Be the villain, instead of the hero
 ● Write in a different genre: Write a science fiction story, a mystery or a
comedy!
● Introduce obstacles: A story that starts off in a relatively straightforward
way can be made more interesting by throwing an unexpected obstacle in
your character’s way.

TIP 4: DO use vivid verbs.

Beginners often try to add zip by adding adverbs. “He walked quickly and quietly
from the room.” But adverbs slow the action down. If you want to slow it down,
fine. If you want to speed it up, use a good strong verb: “He tiptoed from the
room.”

Some verbs are interesting. Some verbs are boring. Verbs such as walk, say, eat,
drink, hit and laugh often don’t create a very strong image in the mind of
readers. Encourage your child to experiment with using more interesting verbs to
create stronger images. Here are some examples.

Say – shout, whisper, bellow, groan, scream, mention, confess, declare

Eat – nibble, gobble, peck, scoff, consume, swallow, munch, devour

Laugh – cackle, giggle, chuckle

Walk – tiptoe, trudge, amble, pace, gallop, run, sprint

Note: interesting verbs only work if they are used properly. Make sure your child
is only using verbs that they understand. Otherwise they might confuse the
reader.

The following example could be used either as the problem or the climax of a
narrative:

The waves roared as they crashed above my head. I ducked, and just
avoided being crushed under their weight. I gasped for breath, but could
not stop as another wave was looming over me. Crouching low, it was all I
could do to keep from squeezing my eyes shut as the harsh icy water
splashed in my face.

TIP 5: DO NOT tell what you can show.

This is the first rule that most writers learn. A good writer will always let their
readers know important information without telling them outright.

When you are writing, it is important to describe a character in detail, so that the
reader can get a clear image of them in their head. There are three main things
readers want to know about a character:
 1. Their personality
2. Their appearance
3. Their emotions or how they are feeling

For example, read the two sentences below.

1. Paul is mean. Nobody likes him, but we are all to afraid to tell him.

2. Paul shoved me into my locker with his shoulder and laughed. It hurt a
lot, but I faked a smile. “How’s it going, Ron,” he asked. “Good,” I
mumbled, trying to sound friendly. Paul smiled an ugly smile. “See ya,
midget,” he said. “Bye Paul,” I sighed.

Both of these sentences are giving the same information, but the second
sentence lets the readers figure it out for themselves. Readers don’t like being
told how to feel. It’s far more interesting to show a situation and allow the action
and the dialogue to speak of itself.
 CREATIVE WRITING: MARKING RUBRIC

5 4 3 2 1

Focus Subject and Subject and Subject and Narrative is Exhibits no

unifying unifying unifying sprawling focus:
event clearly event clearly events and lacks events are
maintained. maintained. maintained focus. unconnected
Focus Incorporatio throughout Incorporatio to the
narrow n of prompt most of the n of prompt prompt and
enough to is clear. response. is unclear. to each
enable Incorporatio other.
detail. n of prompt
Incorporatio is clear.
n of prompt
is clear.

Complexity Ideas are Ideas are Ideas are Ideas are Ideas are
of Ideas complex and generally well thought conventional poorly
response complex and out and the and poorly explained
offers a the response, explained. and provide
unique response is while no insight
perspective original. conventional into the
on the issue. , is topic.
sufficiently
detailed.

Elaboration Event is Event is Events are Events are Event is not

elaborated elaborated elaborated only elaborated
upon with upon; some upon infrequently on at all;
specific developmen occasionally; elaborated narrative
detail; t of some parts on; narrative takes the
developmen depth has are sparse takes the form of a list
t of depth is been with details. form of a list of events.
impressive achieved. of events.
given time
constraints.

Writing Incorporates Incorporates Incorporates Incorporates Incorporates

Techniques a variety of several several few no
writing writing writing writing writing
techniques techniques. techniques; techniques; techniques;
to great Narrative is narrative is narrative is narrative is
effect. sufficiently descriptive not not
Narrative is descriptive. in parts. sufficiently sufficiently
 descriptive descriptive. descriptive.
and vivid.

Organisati Narrative Narrative Narrative Narrative Exhibits no

on structure is structure is structure is structure is adherence
clear – clear, generally unclear and to narrative
sequence of though use clear, transitions structure.
events of though are illogical
moves transitions is use of or not
logically inconsistent. transitions is marked.
and infrequent.
cohesion is
maintained
through use
of
transitions.

Sentence Consistently Exhibits Most Sentence Sentences

Fluency exhibits some sentences structure is run on and
and Word variety in variety in are well simple and appear
Choice sentence sentence constructed unvaried; incomplete
structure structure but have word choice or rambling;
and word and uses similar is mostly word choice
choice. Word correct word structure; accurate but is inaccurate
choice is choice. word choice lacks in much
powerful Some lacks variety sophisticatio of the essay.
and colourful or flair. n.
evocative. language
used.

Convention No errors in Errors in More Errors in Errors in

s grammar, grammar, frequent grammar, grammar,
spelling or spelling and errors in spelling and spelling and
punctuation. punctuation grammar, punctuation punctuation
are few and spelling and are prevent
do not punctuation numerous the reader
interfere and and from fully
with sometimes interfere understandi
understandi interfere with ng the
ng. with understandi essay.
understandi ng.
ng.

Totals

Marking Guide
A - 32 – 33 (Excellent)
B – 28 – 31 (Very Good)
C – 25 – 27 (Good)
D – 21 – 24 (Satisfactory)
E – 18 – 23 (Pass)
Unsatisfactory - < 18

Comments
 ANALYTICAL/ PERSUASIVE WRITING
1. DO recognise the debate.

Whenever students are asked to write an argumentative essay, they will be

given a prompt or a question that is designed to promote debate. Often this
question will be somehow controversial, or open to interpretation. It is important
to recognise that there will ALWAYS be two sides to the debate. Although your
child will have to pick a side to argue for, it is important that they consider how
people of a variety of perspectives may approach the topic. A good essay will be
one that recognises that there are valid arguments on either side of the debate,
but argues that one side is more convincing.

The more your child appreciates the complex nature of the question, the more
informed their response will be.

2. DO use umbrella topics.

Often, students have a bit of trouble coming up with a range of different

arguments. Sometimes, a student will focus on one argument and then have
trouble thinking of any alternative reasons and will fall into the trap of repeating
the same argument in a different way. This is where umbrella topics are most
useful. Umbrella topics provide different perspectives from which you can look at
a question. They include:

Financial
How will this issue affect people financially? Could people potentially lose
or gain
money?

Health/Safety
Will this issue affect anyone’s health or safety? Are there dangers or
potential healthy benefits involved?
Environmental
How might this topic affect the natural environment?

Education
How will this topic affect education? Will it assist with learning or get in
the way of learning?

Social
How will this topic affect the way people interact with each other socially?

Family Values
What is important to a family? Does this topic affect the way in which
families interact?

Individuality and Freedom

Should people be free to do what they want? Does this topic affect
individual’s freedom to make choices?
3. DO state a clear contention.

Once your child has brainstormed a variety of different ideas, they must
weigh up each side of the argument and decide what they are going to
argue. They should be able to sum up their argument in a single, concise
sentence, called the “contention.” For example…

“Grade 6 students should not be allowed to own mobile phones.”

Or

“Smoking should be illegal in public places."

The goal of the contention is to let the reader know what the question is,
and what the writer is going to argue.

4. DO have a clear structure.

The structure of an argumentative essay should be as follows…

Introduction:
In the introduction, the student introduces the topic, states his or
her contention, and summarises the main arguments. After reading
this introduction, the assessor should know what the issue is, what
the student’s contention is, and what arguments they will use to
support the contention.

Body Paragraphs:
 In the body paragraphs, the main arguments are made. There
should be one paragraph for each argument. As a rule, due to time
constraints, students should focus on only 2-3 of their best
arguments. Each argument should start with a topic sentence,
linking the argument to the contention. For example “Grade 6
students should not be allowed mobile phones because they will
distract students from their education.” After this, students should
provide 1 or 2 examples to illustrate this point. Each paragraph
should end by linking the argument back to the main contention.
For example, “Because of this, it is important that grade 6 students
not be allowed to own mobile phones.”

Rebuttal paragraph:
This is where students recognise that there is an alternative
viewpoint, but that their position on the issue is still stronger.

Conclusion:
In which the student recaps the arguments made and restates their
contention.

5. DO NOT forget to plan.

Depending on the exam, your child will have roughly 25-30 minutes to
complete their essay. This is not a lot of time. However, it is important that
they spend at least 2-5 minutes brainstorming ideas and making a plan
before they start writing. Encourage them to follow these steps when
planning their essay.

1. Read the questions.

2. Use umbrella topics to come up with several different arguments for
or against the question.
3. Write a clear contention.
4. Select 3 of the best arguments to use in the essay. These will
become the body paragraphs. Make sure these arguments are
different from one another.
5. For each of the arguments, write a topic sentence, and come up
with 1-2 examples to illustrate the point.