The ideas are compelling and well organised. The narrator builds up a compelling portrait of the elderly soldier by describing the setting and his physical appearance 1. The student uses language features that command attention. War imagery is sustained throughout the piece 3 , sentence variation is effective 4 and balanced sentences and contrast are used effectively 5. For a more secure Excellence, the images could be further developed, focusing on these details for longer than one sentence each.
This involves the generally credible and connected development of ideas and structure. The writing should select and link language features to the purpose and audience, and demonstrate the accurate use of writing conventions. This gives the audience a clear sense of the type of person Grandad is.
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The student uses language features such as selection of vocabulary with control 5 , linking to the intended purpose portrait of Grandad and audience. The use of humour is the beginning of a distinctive personal voice.
Short stories - English GCSE
Stylistic features and written text conventions including spelling, punctuation, syntax and grammar are generally accurate. To reach Excellence, the language features used need to command attention.
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This can be achieved through:. The piece is structured by the different timeframes, and ideas are connected by linking and contrasting details such as the railings 1 , the view 2 and the contents of the treehouse 3. The student uses a variety of language features with some control.
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For a more secure Merit, there should be a more credible description of Winnie The Pooh in the second paragraph. This involves building on a single idea by adding details or examples, linking that idea to other ideas and details. The writing should use appropriate vocabulary, syntax, stylistic features and written text conventions without intrusive error patterns. The student develops and structures ideas about the river Avon, day and night.
Short Story Ideas and Creative Writing Prompts
Presenting and feedback A very important part of the creative writing process generally is presentation of texts for feedback to be incorporated in re-writes. For language training this opens up a range of possibilities, from suggestions for improvement of the text to group discussions.
What can we write? There are no limits in creative writing as far as genre is concerned. Students can try short stories, dialogue in short dramatic scenes and poems. The main constraint is time and therefore space: most texts will have to be relatively short. For this reason it may be useful to focus on poetry as perhaps the most condensed of all the possible genres.
It also has the double advantage that the brevity of poems allows us to write a first draft or much of it in class and to present a text in class with discussion. The problem with poetry is that many teachers are uneasy about it because they see it as the most sublime form of writing. For students this is much less of a problem and their writing of poems can be become rather impressive once they realise that formal constraints, especially rhyme, are not indispensable for a good poem.
What comes first, reading or writing? When we use creative writing for "creative" reading, one of the central issues is what comes first, reading or writing. Reading first Obviously this depends on the activity. If we try an activity like making characters of a narrative of a play meet "outside the text", we clearly need to know the text, the characters and their circumstances well before we can write about such a meeting.
The same is true if students are asked to write a "what-would-have-happened-if" ending. Writing first On the other hand, if we want to get students to write a text similar to a literary one, either formally or in terms of ingredients characters, scenes, conflicts, experiences, etc. The second approach may not work very well here. The canonical text may dominate too much, and the student result may be just a weak copy or, worse, students may be blocked entirely.
However, very interesting work may result if the students explore a theme, conflict, or experience and then consider how an established writer has dealt with the same theme, conflict or experience. Need a little more help with your professional development? Find a training course for your needs.
Help Log in Sign up Newsletter. For language learners in general For students of literature How can creative writing work?
vibdestliro.gq Starting up Writing Presenting and feedback What can we write? Reading first Writing first So, creative writing So, creative writing … is not the only way to breathe new life into a language class but provides interesting, lively opportunities for language practice.
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