EOS1 Revision

LO: to practise exam style questions.

What to revise for the EOS1 exams
Grammar & Punctuation Literary Terms

★ brackets One multiple-choice question with the options:

★ colons
★ Simile: a comparison of one thing with another
★ present tense
using ‘like’ or ‘as’; used to highlight a particular
Genre quality.
★ Metaphor: a comparison whereby one thing is
★ headline described as if it is something else.
★ subheadline ★ Alliteration: the repetition of the same letter or
sound at the beginning of words next to or close to
Other key vocabulary in the Reading each other.
questions ★ Oxymoron: a two word phrase using two opposite
words next to each other.
★ reinforce
★ quotation
Writing Task = story
Checkpoint
FLE: Paper 1
Non-Fiction Reading
Revision
Skills & Knowledge: Non-Fiction Reading

Skills
• Close, careful reading
• Inferring information
• Explaining in your own words
• Selecting evidence and quoting
• Identifying techniques and analysing their effects
• Information-listing
• Summary Writing

Knowledge
• General vocabulary
• Language techniques
• Punctuation and grammar
• Genre and purpose
Texts A & B
The Paper 1 Reading questions are based on two non-
fiction texts:

• The two texts are linked by a theme

• Genres include: newspaper articles; magazine articles;
brochures; leaflets; biographies; personal accounts
• Purposes: informative, descriptive, persuasive,
advisory
• Text A is usually a little longer than Text B
Newspapers/ Information Texts
You may be asked to identify key features of articles and
information texts:

• Headline
• Sub-heading
• Main story contained in paragraph 1
• Facts – 5Ws
• Quotation
• Interview
Newspapers/ Information Texts

You may be asked to identify key features of articles and

information texts:

• Headline – attention-grabbing title (newspapers)

• Sub-heading – titles for different sections of a text*
• Main story contained in paragraph 1
• Facts: 5Ws – what, where, when, who, why (+how)
• Quotation – exactly what someone said – use of quotation marks ‘ ’
• Interview – series of questions and answers
*note: subtitles is usually used to refer to the foreign language translations that appear on the screen
during films, TV shows etc
Persuasive Texts
You may be asked to identify key features of persuasive writing:

• Rhetorical questions
• Pairs and trios
• Hyperbole
• Emotive Language
• Use of pronouns
• Startling statistics and large-sounding numbers
• Slogans
Persuasive Texts

You may be asked to identify key features of persuasive writing:

• Rhetorical question – a question designed to make a statement/ point

• Pairs and trios (power of three) – presenting ideas in lists of two/ three
• Hyperbole – exaggeration for effect
• Emotive Language – language designed to provoke an emotional response
• Use of pronouns – we to include audience/ you to make them responsible
• Startling statistics and large-sounding numbers – to shock you
• Slogans – catchy phrases to help you remember ideas, products etc
Advice
You may be asked to identify key features of advice
writing:

• Direct address
• Second person pronouns
• Imperatives
• Question and answer
• Bullet points
Advice
You may be asked to identify key features of advice
writing:

• Direct address – talking to the audience

• Second person pronouns – you, yours
• Imperatives – instructions, commands, orders
• Question and answer – used as a way to give advice,
especially FAQ
• Bullet points
Language and Literary Features
You will also need your knowledge of literary
techniques. These are covered in more detail in
the Fiction Revision Powerpoint:

• Simile, Metaphor, Personification

• Alliteration, Onomatopoeia, Rhyme
• Oxymoron
• Irony
Language Terminology Match these key terms to the examples:

LANGUAGE TERM EXAMPLES

1. Headline Just $1 could help to save this poor, defenceless creature
2. Sub-headings Good afternoon my friends, it is good to be with you today
3. Rhetorical Question Make sure you arrive before dawn. Take a warm jumper.
4. Hyperbole This policy is old-fashioned, impractical and unfair.
5. Pronouns Red Bull Gives You Wings Be the Best You Can Be
6. Direct Address Man Falls Fowl of Duck Protection Laws!
7. Imperative Your country needs YOU. We are one body. Us and them.
8. Slogan What could be better than eternal happiness?
9. Emotive Language Getting There Things to Do Prices Further Information
10. Power of three There are a million reasons why you should join us.
Language Terminology Match these key terms to the examples:

LANGUAGE TERM EXAMPLES

1. Headline Man Falls Fowl of Duck Protection Laws!
2. Sub-headings Getting There Things to Do Prices Further Information
3. Rhetorical Question What could be better than eternal happiness?
4. Hyperbole There are a million reasons why you should join us.
5. Pronouns Your country needs YOU. We are one body. Us and them.
6. Direct Address Good afternoon my friends, it is good to be with you today
7. Imperative Make sure you arrive before dawn. Take a warm jumper.
8. Slogan Red Bull Gives You Wings Be the Best You Can Be
9. Emotive Language Just $1 could help to save this poor, defenceless creature
10. Power of three This policy is old-fashioned, impractical and unfair.
Reading Paper 1 - Non-fiction
Text A Questions

• Comprehension – general understanding

• Close Reading – identifying and understanding specific details
• Language Analysis – analysing what is suggested by a word/
phrase
• Language/ Literary techniques
• Use of punctuation
• GAP – often multiple-choice: newspaper article, advice leaflet,
persuasive texts etc
• This section of Paper 1 is usually worth 14 – 16 marks out the 25
for Reading
What is GAP?

P
What is GAP?

Genre

Audience

Purpose
What is GAP?

Genre – What kind of text is it?

Audience – Who is it written for?

Purpose – Why was it written?

Reading Text A
Read the text and identify the:
★ Genre
★ Audience
★ Purpose

Highlight any words you don’t

understand and try to work out the
meaning. Think about the prefixes,
what they sound/look like or what the
rest of the sentence is about.
Close Reading Question
Close Reading Question

• It’s dark (inside the cave). / There’s no light (inside the cave).
• It creates a dramatic or stylistic effect / tension

Award 1 mark for an answer that recognises the emphasis created, e.g.:
• It highlights (that the writer is on his own) / emphasises (that the writer is on his
own)
• Dramatic effect
• It provides contrast (to the long sentences before)
Lines 4-16
Language Techniques
Language Techniques

as if it were snowing

✓
Literary Techniques
Literary Techniques

✓
Punctuation Question
Punctuation Question

• to introduce a list / something / a list follows it

• to add information/examples.
Comprehension Question
Comprehension Question

Award 1 mark for any of the following, up to a maximum of 2 marks:

• The idea that the cave is huge
• The idea that the cave is on Earth / close to us / don’t know everything about our own
planet
• The idea that the cave has been undiscovered / recently discovered
• Like finding the Grand Canyon
• Strange formations
GAP Question
GAP Question

✓
Non-Fiction Reading
Text B
Text B Questions

• Usually includes a question about the GAP of the text

• Comprehension questions
• Questions on language techniques
• Information-listing task
• Summary-writing task
• This section of Paper 1 is usually worth 9 – 11 marks –
remember the total for Paper 1 Reading is 25
Remember GAP:

Genre – What kind of text is it?

Audience – Who is it written for?

Purpose – Why was it written?

Practice GAP Question (1 mark)

How much of the text do you need to read to be able to confidently

answer the question below?

If you want to try to see tigers in the wild, it is worth learning some basic tracking and
observation techniques.

Always look for fresh tracks, which are clean with no dust or debris, and follow them if you can.
Tigers have sensitive paws, so they prefer using jungle trails rather than the alternative that they
sometimes have to do of blasting their way through thick, thorny undergrowth. If the paw prints
are on top of a wheel mark, then they are obviously recent.

What is the main purpose of Text B?

A. to encourage people to visit parks where wild tigers
can be seen
B. to warn people about the dangers of watching
tigers in the wild
C. to show people the best way of protecting wild
tigers
D. to advise people how to see a tiger in the wild
Practice GAP Question (1 mark)

How much of the text do you need to read to be able to confidently

answer the question below?

If you want to try to see tigers in the wild, it is worth learning some basic tracking and
observation techniques.

Always look for fresh tracks, which are clean with no dust or debris, and follow them if you can.
Tigers have sensitive paws, so they prefer using jungle trails rather than the alternative that they
sometimes have to do of blasting their way through thick, thorny undergrowth. If the paw prints
are on top of a wheel mark, then they are obviously recent.

What is the main purpose of Text B?

What is the main purpose of Text B?
Tick (✔) one box.

A. to encourage people to visit parks where wild tigers can be

seen
B. to warn people about the dangers of watching tigers in the
wild
C. to show people the best way of protecting wild tigers
D. to advise people how to see a tiger in the wild ✔
Another question on purpose (1 mark)

The territories of tigers and leopards often overlap, and their tracks
can easily be confused. An adult tiger’s print is at least 7.5
centimetres wide, a leopard’s not more than 6 centimetres, and the
male’s is wider than the female’s.

What is the main purpose of the third paragraph (lines 7–9)?

Another question on purpose (1 mark)

The territories of tigers and leopards often overlap, and their tracks can
easily be confused. An adult tiger’s print is at least 7.5 centimetres wide, a
leopard’s not more than 6 centimetres, and the male’s is wider than the
female’s.

What is the main purpose of the third paragraph (lines 7–9)?

to explain/describe the differences between tigers and leopards.
Comprehension Question (1 mark)

Tigers have sensitive paws, so they prefer using jungle trails

rather than the alternative that they sometimes have to do of
blasting their way through thick, thorny undergrowth. If the paw
prints are on top of a wheel mark, then they are obviously recent.

What does the word blasting (line 5) tell the reader about the
way tigers move through the jungle when there are no
trails?
Comprehension Question (1 mark)

Tigers have sensitive paws, so they prefer using jungle trails rather than the alternative
that they sometimes have to do of blasting their way through thick, thorny undergrowth.
If the paw prints are on top of a wheel mark, then they are obviously recent.

What does the word blasting (line 5) tell the reader about the way
that tigers move through the jungle when there are no trails?
• (tigers move) noisily/destructively.
• move with force
• create own path
Language Technique Question (1 mark)
Look at lines 8–9: ‘… a leopard’s not more than 6
centimetres, and the male’s is wider than the female’s.’

What is this an example of? Tick (✔) one box.

Language Technique Question (1 mark)

Look at lines 8–9: ‘… a leopard’s not more than 6

centimetres, and the male’s is wider than the female’s.’

What is this an example of? Tick (✔) one box.

Language Technique Question (1 mark)
Look at lines 8–9: ‘… a leopard’s not more than 6 centimetres, and the
male’s is wider than
the female’s.’

What is this an example of? Tick (✔) one box.

A. contraction
B. a synonym
C. ellipsis
D. an abbreviation
Language Technique Question (1 mark)
Look at lines 8–9: ‘… a leopard’s not more than 6 centimetres, and the
male’s is wider than
the female’s.’
What is this an example of? Tick (✔) one box.

A. contraction won’t, can’t, rock ‘n’ roll

B. a synonym huge/ massive, tiny/ minute
C. ellipsis ✓ … missing words
D. an abbreviation VAS, TV, phone
Ellipsis

1.the omission (=missing out) from speech or writing of a word or words

that are superfluous (=not needed) or able to be understood from
contextual clues.

2.a set of dots indicating an ellipsis.

“Going out tonight?”

“Yeah, to Mike’s house.”
“Got it.”
Which words are missing from this conversation? Write it out in full
Comprehesion Question (1 mark)
Why is the word woo (line 11) in inverted commas
( ‘ ’ )?

Tigers are betrayed by the alarm calls they provoke in other animals.
Spotted deer give a short,
high pitched ‘woo’ when alarmed, while the bellow of a sambar, which is the
largest of the deer
family and the tiger’s ultimate dish, really does mean tiger and nothing else.
Comprehesion Question (1 mark)
Why is the word woo (line 11) in inverted commas ( ‘ ’ )?

Tigers are betrayed by the alarm calls they provoke in other animals. Spotted deer give
a short,
high pitched ‘woo’ when alarmed, while the bellow of a sambar, which is the largest of
the deer
family and the tiger’s ultimate dish, really does mean tiger and nothing else.

• because this is the actual sound that the deer makes

• (an example of) onomatopoeia
Comprehension Question (1 mark)
The writer uses the phrase the tiger’s ultimate dish
(line 12).
What does the phrase above tell the reader?

Spotted deer give a short, high pitched ‘woo’ when

alarmed, while the bellow of a sambar, which is the largest
of the deer Family and the tiger’s ultimate dish, really does
mean tiger and nothing else.
Comprehension Question (1 mark)
The writer uses the phrase the tiger’s ultimate dish (line 12).
What does the phrase above tell the reader?

Spotted deer give a short, high pitched ‘woo’ when alarmed,

while the bellow of a sambar, which is the largest of the deer
Family and the tiger’s ultimate dish, really does mean tiger and
nothing else.

• this is the tiger’s favourite food

• preferred / most desired prey
Information Listing (3 marks)

Complete the table below about tigers, using information from the text.
Information Listing
Here are the guidelines for the examiner:

• Award 3 marks for 7–8 correct facts.

• Award 2 marks for 5–6 correct facts.
• Award 1 mark for 3–4 correct facts.
• Award 0 marks for 0–2 correct facts.
Information Listing
Summary Writing (2 marks)
(b) Summarise what you should do in order to
see a tiger in a reserve. Use up to 40 words.
Summary Writing (2 marks)

(b) Summarise what you should do in order to see a tiger in a

reserve. Use up to 40 words.

Here are the guidelines for examiners:

• Award 2 marks for a summary that combines the 4 main points into a coherent summary
• Do Not Award more than 1 mark where the summary exceeds 40 words or where less than
4 correct points are made.
• Place a vertical line after the 40th word.
• Accept words lifted from the text where they contribute to a cohesive summary.
• Award 0 marks for a summary made up of facts that are notes or in a repeated list or where
no correct points are made.
Summary Writing (2 marks)

(b) Summarise what you should do in order to see a tiger in a

reserve. Use up to 40 words.

The summary should include the following 4 main points:

1. When and where to see tigers only 1 mark for both
2. What signs to look and listen for only 1 mark for both

Award 2 marks for a summary that combines the 4 main points into a coherent
summary, e.g.:

To see a tiger, go in the early morning or evening from April to June. Jungle
trails or waterholes are the best places. Look for fresh tracks and listen for
the alarm calls of deer or an elephant trumpeting. (39 words)
Part B Questions
• GAP – often multiple-choice: newspaper article,
advice leaflet, persuasive texts etc
• Language techniques
• Comprehension
• Information-Listing (3 marks)
• Summary-Writing (2 marks)
Reading Text B
Read the text and identify
the:
★ Genre
★ Audience
★ Purpose

Highlight any words you

don’t understand and try to
work out the meaning. Think
about the prefixes, what they
sound/look like or what the
rest of the sentence is about.
The Northern Lights
Text A

Before attempting to answer the

questions, you need to read the text
through carefully, twice.

You need to identify the Genre,

Audience and Purpose of the text.
Reading: Paper 1 - Non-fiction
Your task is to read two extracts and answer the questions Inference
A conclusion reached on the basis of
evidence and reasoning.
Top tips!
1. Read the extracts through carefully before looking at the
Implied meaning
questions. A suggested meaning; a connotation.
2. Read the questions carefully and highlight the keywords to
make sure you understand what it is asking you to do.
Interpretation
3. Make sure you look at the correct lines/part of the extract that To explain the meaning(s) of something.
the question is asking e.g. lines 1-3
4. Use your skimming and scanning skills to pick out key
information for answering the questions.
5. Use your inference skills to show the interpretation of the text.
6. You will need to identify the purpose of the text
7. You will need to understand how the writer has engaged the
reader
8. You will be asked to list key information and write a summary
9. You will need to revise: the effect of punctuation, identifying
methods, synonyms, newspaper/film review features and how
to work out the meaning of unknown words.
 What is this question asking you to do?

Read each reason carefully, Interpretation

focusing on the keywords, then To explain the meaning(s)
of something.
re-read the first paragraph and
decide which one is correct.
Why is this the correct answer? What words in the
first paragraph tell us this?
 Comparing and vocabulary

Find the
description of
the Northern
Lights. Highlight
it and choose
two things that
it is being
compared to.

What does
glowing mean?

What does hint

mean?
Let’s go through the answers
What is an adjective? What does theatrical mean?
Answers - let’s discuss
What does native mean?

What does this phrase

suggest?

What does this phrase

mean/imply?
Let’s go through the answers
Define the 4 different methods

What does features

mean?
Let’s discuss the answers
Text B

Before attempting to answer the

questions, you need to read the text
through carefully, twice.

You need to identify the Genre,

Audience and Purpose of the text.
What does purpose mean? How can we identify this?

What is a meteor
shower? Why might it
be difficult to see?
What is a theme? What is a reference?
Which ones did you select?
What are the possible reasons stated in the text?
Which ones did you choose? How many of these did you get?
Time to put it into your own words. What is a summary?

Remember, don’t
write more than 50
words - it’s only
worth 2 marks, so
don’t spend too
long on this!
How did you do?
What to revise for the EOS1 exams
Grammar & Punctuation Literary Terms

★ brackets One multiple-choice question with the options:

★ colons
★ Simile: a comparison of one thing with another
★ present tense
using ‘like’ or ‘as’; used to highlight a particular
Genre quality.
★ Metaphor: a comparison whereby one thing is
★ headline described as if it is something else.
★ subheadline ★ Alliteration: the repetition of the same letter or
sound at the beginning of words next to or close to
Other key vocabulary in the Reading each other.
questions ★ Oxymoron: a two word phrase using two opposite
words next to each other.
★ reinforce
★ quotation
Writing Task = story
What is the Niagara Falls? Where is it?
Reading Text A
Read the text and identify the:
★ Genre
★ Audience
★ Purpose

Highlight any words you don’t

understand and try to work out the
meaning. Think about the prefixes,
what they sound/look like or what the
rest of the sentence is about.
Reading Text B

Read the text and

identify the:
★ Genre
★ Audience
★ Purpose

Highlight any words

you don’t understand
and try to work out the
meaning. Think about
the prefixes, what they
sound/look like or what
the rest of the
sentence is about.
Remember:-
1-2 points = 0 marks
3-4 points = 1 mark
5-6 points = 2 marks
7-8 points = 3 marks
Write 3 similes to describe this
picture of the Niagara Falls.

E.g. The Niagara Falls looks like

heaven.
Write 3 metaphors to describe the Niagara Falls.

E.g. The crashing flood of pellets hit the rocks

below.
Write 3 examples of alliteration to
describe this image.

Amazing, aesthetic, astronomical,

artistic, appealing: the whimsical
wave of water was wonderful.
Write 3 examples of
oxymoron for the
image below:-

E.g. Warm ice, cold

sun
Write a first person story
opening, based on this
image. Write in the
present tense.

Include:-
★ Similes
★ Metaphors
★ Alliteration
★ Oxymoron
★ Brackets
★ Colons

Challenge: can you also

include personification
and zoomorphism?
Challenge words:
crepuscular, vibrant,
whimsical, vivid
Reading Text A
Read the text and identify the:
★ Genre
★ Audience
★ Purpose

Highlight any words you don’t

understand and try to work out the
meaning. Think about the prefixes,
what they sound/look like or what the
rest of the sentence is about.
Let’s go through the
question paper
together.

https://drive.google.com/drive/folders/11Hvd51uI7w7Aq7-923NWyNDoa4sCnlKH
Reading Text B

Read the text and identify the:

★ Genre
★ Audience
★ Purpose

Highlight any words you don’t

understand and try to work out the
meaning. Think about the
prefixes, what they sound/look
like or what the rest of the
sentence is about.
Let’s go through the
question paper
together.

https://drive.google.com/drive/folders/11Hvd51uI7w7Aq7-923NWyNDoa4sCnlKH
Knowledge Revision
Literary Terminology Match these key terms to the examples:

LITERARY TERM EXAMPLES

1. Simile Deafening silence. The living dead. A small crowd.
2. Metaphor A fearsome fox. The house of horrors. Tearful
toddlers.
3. Personification The blue flute. Free to dream. Brighter times ahead.
4. Repetition Tiger, tiger burning bright/ In the forests of the
night.
5. Alliteration As splendid as a queen. Deep and murky like the
ocean.
6. Onomatopoeia The cold hand of fear ran an icy finger down my
neck.
7. Rhyme The ghost appeared. The ghost spoke. The ghost
vanished.
Literary Terminology Match these key terms to the examples:

LITERARY TERM EXAMPLES

1. Simile As splendid as a queen. Deep and murky like the
ocean.
2. Metaphor The moon was a silver coin. A sea of trees. Endless
summers
3. Personification The cold hand of fear ran an icy finger down my
neck.
4. Repetition The ghost appeared. The ghost spoke. The ghost
vanished.
5. Alliteration A fearsome fox. The house of horrors. Tearful
toddlers.
6. Onomatopoeia Whoosh. Tweet. Drip. Screech. Buzz. Flip-flop.
7. Rhyme Tiger, tiger burning bright/ In the forests of the
night.
Literary Terminology: Irony
Irony can be a tricky concept because there is more than one type:
1. Situational Irony: a surprising/ unlikely/ coincidental but also strangely fitting/ appropriate outcome:
It was ironic: just as we were saying how lucky we had been with the weather, it started to pour down.
He was run over by an ambulance – the irony!

2. Linguistic Irony: a bit like sarcasm (which is more common in speech) but less biting and harsh; saying

one thing and meaning another, sometimes the very opposite:

Lockdown was fun, wasn’t it?
I think we’ve all really been missing the wisdom of Donald Trump recently.

3. Dramatic Irony: a theatrical term used to describe a situation where the audience knows something
important that the character(s) may be unaware of:
In pantomimes: Watch out! She’s behind you!
Lois Lane to Clarke Kent: If only Superman were here!
In horror films: I’m just going for a late-night walk in the woods – what could possibly go wrong?
Genres
Match the following genres to the correct descriptions:

Genre BRIEF DESCRIPTION

1. Science Fiction Attempts to represent the world as we know it
2. Fantasy Imagines a flawed and often terrifying future
world
3. Horror/ ghost Mystery stories focusing on criminal
investigations
4. Detective/ Crime Based on reality, but set in the distant past
5. Historical Focus on mysterious/ frightening/ supernatural
events
6. Comic Space-travel. Time-travel. Aliens. Futuristic
technology.
7. Realistic The main goal is to create humour and entertain
Genres
Match the following genres to the correct descriptions:

Genre BRIEF DESCRIPTION

1. Science Fiction Space-travel. Time-travel. Aliens. Futuristic
technology.
2. Fantasy Often set in imaginary worlds: magical and
mythical.
3. Horror/ ghost Focus on mysterious/ frightening/ supernatural
events
4. Detective/ Crime Mystery stories focusing on criminal
investigations
5. Historical Based on reality, but set in the distant past
6. Comic The main goal is to create humour and entertain
7. Realistic Attempts to represent the world as we know it
Punctuation: Insert the punctuation marks into the examples:
PUNCTUATION MARK EXAMPLE
1. Semi-colon ; There was a pause nobody spoke.
Lizzy was the winner I had to settle for silver.
2. Colon : He tumbled in breathlessly, full of excuses
he was late again.
3. Dash – She said they would win she was right.
The storm was terrible the worst in living
memory
4. Hyphen - Knee length shorts. Parent teacher meeting.
Health and Well being.
5. Parenthesis () ‘Hey, Bright Eyes!’ for that was what they
called me in those days ‘Good to see you!’
6. Ellipsis … There was a loud scream and then silence.
Engines revved. The journey was about to
Punctuation: Insert the punctuation marks into the examples:
PUNCTUATION MARK EXAMPLE
1. Semi-colon ; There was a pause; nobody spoke.
Lizzy was the winner; I had to settle for
silver.
2. Colon : He tumbled in breathlessly, full of excuses:
he was late again.
3. Dash – She said they would win – she was right.
The storm was terrible – the worst in living
memory
4. Hyphen - Knee-length shorts. Parent-teacher meeting.
Health and Well-being.
5. Parenthesis () ‘Hey, Bright Eyes!’ (for that was what they
called me in those days) ‘Good to see you!’
6. Ellipsis … There was a loud scream and then …
Fiction Writing
Skills and Knowledge: Fiction
Writing
Skills
• Writing clearly and accurately
• Writing descriptively
• Following a narrative structure
• Making use of narrative conventions, e.g. hook, dialogue, twist
• Using a wide range of vocabulary
• Using a variety of sentence structures and punctuation

Knowledge
• Narrative structure and conventions
• Different genres
• General vocabulary
• Spelling, punctuation and grammar
Fiction Writing: Task Types

• A complete story
• A story continuation
• Story opening
• Fictional letter or diary entry

The theme of the story-task is usually related to the Reading

text.
Unless you are writing a story continuation, you are should be
free to choose your own style/ genre.
Fiction Writing: Assessment Criteria
How many marks are awarded for each of the
following?
Fiction Writing: Assessment Criteria
How many marks are awarded for each of the following?
Fiction Writing: Top Band Descriptors

Which aspects apply specifically to story-writing, rather than just writing in

general?
Fiction Writing: Top Band Descriptors

Which aspects apply specifically to story-writing, rather just

writing in general?
Fiction Writing: Top Band Descriptors

Which areas do you need to improve in to reach the top bands?

Narrative Features

A B C D

E F G H I
Narrative Features – Match the pictures to the
features

1. Twist
2. Narrative Arc
3. Tension
4. Hook
A B C D
5. Narrative
Perspective
6. Dialogue
7. Complication
8. Resolution
9. Description
E F G H I
Narrative Features – Match the pictures to the
features

1. Twist
2. Narrative Arc
3. Tension
4. Hook
A4 B9 C6 D7
5. Narrative
Perspective
6. Dialogue
7. Complication
8. Resolution
9. Description
E3 F1 G1 H2 I5
Narrative Writing Plan ESSENTIALS
Perspective:
Tense:
Describe character/ setting and introduce the situation Genre:

Include a hook to interest the reader: something unexpected, different, strange, ominous or all too normal

Use dialogue to introduce a complication, problem, challenge, surprise, change (already hinted at in the
hook)

Develop the complication, problem, challenge etc – describe the characters’ actions and emotions

Include a surprise, twist or dramatic moment – the climax of all the complication, the reader’s ‘oh’ moment

Resolution: tie up loose ends and explain what happened/ consequences/ flash forward: satisfying ending
Narrative Writing: Common Problems

• Not enough descriptive detail – don’t summarise and generalise

• Too much telling and not enough showing
• Lack of planning
• Not much of a narrative arc – no problems or hurdles
• Lack of narrative features: hook, twist etc
• Not enough balance between dialogue, action and description
• Switching tense / person unintentionally: past > present / 1 st > 3rd
• Language accuracy: tenses, subject-verb, plurals, run-on sentences
Example Story Task (Grade 8 Mock Exam)
Example Narrative Writing Plan ESSENTIALS
Perspective: First Person
Tense: Present
Describe character/ setting and introduce the situation
Genre: Realistic fiction
A poor family in a rundown old house. They dream of better.
Include a hook to interest the reader: something unexpected, different, strange, ominous or all too normal
The implication that things are about to change

Use dialogue to introduce a complication, problem, challenge, surprise, change (already hinted at in the hook)
‘You’re never going to believe this –our long lost great aunt Constance has left us $666
000 in her will!’
Develop the complication, problem, challenge etc – describe the characters’ actions and emotions
They move to a new house but they are not happy there. The more money they spend
the unhappier they become.
Include a surprise, twist or dramatic moment – the climax of all the complication, the reader’s ‘oh’ moment
They sell their posh new house at a huge loss!

Resolution: tie up loose ends and explain what happened/ consequences/ flash forward: satisfying ending
They just have enough to rent their old place again. They are penniless, but they work
on renovating the house and are happy
Narrative Arc This kind of up-down-
up shape works well
in many stories –
think about almost
any movie you have
seen too!
Story Arc: Example (Mock Exam Story)

They sell their posh

new house at a huge
loss! They just have
‘You’re never going to enough to rent their
believe this –our long lost old place again. They
great aunt Constance has are penniless, but they
left us $666 000 in her will!’ work on renovating the
house and are happy

A poor family in a
rundown old house. They
dream of better. The
implication that things They move to a new
are about to change house but they are not
happy there. The more
money they spend the
unhappier they become.
Develop general ideas with details

How could each of these general ideas be developed?

1. We finally got our dream house.

2. Papa went out and bought a new car.
3. Bricks and house materials went with the storm.
4. My dad failed to pay the debt, so they took away Kiki and
Nenny.
5. The house burnt down.
Show, Don’t Tell

How could these examples be improved?

1. My dad is angry. > Papa shouts and smashes his fist down on the table.
2. My mother is stressed and nervous. > Mama frowns and wipes the sweat from her forehead
3. My mother opens the letter with a surprised face
4. Everyone was shocked. We couldn’t believe it!
5. After a few days of hard work, I became a top student.
6. He sat down to eat with a fretful attitude.
7. It was devastated.
8. The atmosphere was chaotic.
 Language Errors & Improvements

COMMON LANGUAGE ERRORS OTHER LANGUAGE ERRORS

VT – wrong verb tense NN – word not needed
SV – subject-verb agreement WO – wrong word order
BV – base verb needed NAS – not a complete sentence
PL – single/ plural error NP – New paragraph needed
WW – wrong word choice NARRATIVE WRITING ERRORS
WF – right word, wrong form SDT – Show, don’t tell
RO – run-on sentence used (no NLNS – new line for a new speaker
FS) REP – awkward repetition
DEV – develop idea with details
UNC – unclear phrase/ sentence
Fiction: Story-Writing Tips
• Whatever type of task you get, try to include some narrative
features
• Be clear about basics: genre, perspective, time-frame/ tenses
• Don’t forget Description: character and setting
• Try to build excitement and intrigue – make the story enjoyable:
Hook, Complication, Tension, Twist
• Do include Dialogue, but don’t overdo it!
• Try to use the full range of your vocabulary – don’t be repetitive
• Be accurate – check for errors: VT, RO, SV, BV, WW, WF, sp, p
Practice Task: Story Continuation
His heart was thumping. Jamie followed the trail of
wet footprints across the floor. When he reached the
door he looked back. The librarian was looking after
him with a particularly unpleasant smile.

‘Good luck,’ she said. ‘You’ll need it.’

Continue the story.

You should consider:

• how you will create suspense
• who Jamie will meet
• what will happen to Jamie next.