level 9 english language creative writing

Miss Huttlestone's GCSE English

Because a whole class of wonderful minds are better than just one!

2 Grade 9 Creative Writing Examples

I recently asked my year 11s to pen a piece of description and/or narrative writing for their mini assessment. I gave them the following prompts:

Your school wants you to contribute to a collection of creative writing.

EITHER: Write a short story as suggested by this picture:

OR: Write a description about a person who has made a strong impression on you.

The following were two COMPELLING and CONVINCING examples of the second choice – one pupil taking ‘you’ as a fictional invitation, the other as a biographical one:

EXAMPLE ONE:

Gradually, I awake and open my eyes only to see the cracked white ceiling which greets me every day. Here I sit, slumped in the bed with the scratchy white sheets hugging me and muffled beeping noises jumping into my ears. Rubbing the sleep crust from my bloodshot eyes, I observe the scene before me. The sound of footsteps overlapping as nurses rush from bed to bed; the metallic tang from stainless steel invading my nostrils; the cold metal bed rail imprisoning and mocking me; the pungent scent of antiseptic troubling me and the blood-curdling cries and moans utterly terrifying me. Using all my strength, I try to imagine I am somewhere else, anywhere else but here.

Crowds, signs, roars: it was 1903 and the suffragette movement had begun. It was a crisp night, refreshing almost and I had taken to the streets. It was like I was possessed by something that night, some urge and deep desire within me that had led me there, surrounded by women like myself. I stood clueless and lost in the crowd; the women yelling ‘Deeds not words’ in unison; passionately parading with large wooden signs and viciously shattering windows with bricks and stones. Despite the violence that was displayed before me, I was not afraid of what was happening and I didn’t deem it unnecessary or improper, in fact I wanted the same as these women, I wanted equality. Abruptly, all of the roars and cheers became muted and faint, one woman walked slowly towards me, her hair messily swooped into an updo, her clothes somewhat dirtied and her chocolate brown corset slightly loosened. There was a glimmer in her eyes as tears seemed to swell within their hazel pools, she seemed inspired, hopeful. After reaching me in the crowd, she held out her hand, gently passing me a sign. Immediately, I clasped it and the yelling and chanting rang loudly in my ears once more. My journey had begun.

Here however, is where it ends. I am aware I do not have much time left, as the doctors have told me so, and spending my last moments in this hospital room is not optimal. However, as I look around I can see beauty within a room which at first glance seems void of it. The hollow medical tubes by my side remind me of the awful act of force feeding I have faced in the past; the shrieks and bawls of patients reflecting the pain women had felt in my time and the bed bars mirroring the prisons we were thrown into and the gates we would chain ourselves too. I know these things may seem far from beautiful, but I can see my past within this room, the power I possessed and the changes I have contributed to today. I know now that I can leave this earth having had an impact. Slowly I close my eyes, I can see her, the women who changed my life many years ago, her name, Emmeline Pankhurst.

EXAMPLE TWO:

I will never forget that day. The hazel pools of her eyes glazed over, and hands delicately placed at her sides. Nobody in the room could quite grasp the fact that this was happening. The crowds of black attire row on row seemed to mimic the thing she loves most in life, the piano. However, this time she had taken the ivory natural keys with her and left everyone else with the sharp tones. You needed both to create beautiful symphonies but all that filled the room was the excruciating silence of her absense. Even the metronone like ticks of the clock seemed to come to a standstill.

It had all began that day, she seemed to open up this whole new world for us to explore together as she placed my fingers onto the keys for the first time. I knew that this was what I was meant to do. She was the most passionately beautiful pianist I had ever seen in my life. Often, I would peer round the oak doorway before my lessons just to catch a glimpse at her. It seemed like nothing in the world mattered to her at the time.

As the years progressed, so did the scope of this world we were exploring. Each sheet of lovingly handwritten sheet music was like a new section of the map we were slowly creating together. Each of her students had their own map. Each as beautiful and each as unique as the pianist. The crotchets and quavers that adorned the staves directed the different paths we could take as my fingers graced the keys. This may not have been a beautiful ballet routine, but this was our dance and it had been carefully choreographed just for us.

That piano room was the safest place in the world. Every inch of it her: the potent scent of her floral perfume; shelves full of scruffy and well loved sheet music; rows upon rows of framed photos of her and her students; the vintage piano which she always kept in tune, it was home. I couldn’t bear the

idea that someone else was going move in and rip away the music room without a second thought. It was her music room.

It was up to me now. Up to me to finish this journey we had begun together.

She may not be with me in person anymore, but she will always live within the world we built together and nothing could ever change that. For she could never truly be gone since she left a piece of her within every one of her students; the passion for piano.

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gcseenglishwithmisshuttlestone

Secondary English teacher in Herts. View all posts by gcseenglishwithmisshuttlestone

2 thoughts on “2 Grade 9 Creative Writing Examples”

This has helped me a lot, I myself am preparing for a narrative test like this and these prompts and descriptive short stories are marvellous! Thank you for sharing this! 🙂

My pleasure!

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9th Grade Creative Writing

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How to Get a 9 in GCSE English Language

In GCSE by Think Student Editor March 8, 2020 6 Comments

Many students find GCSE English Language a difficult subject because you can’t exactly revise for the exams easily. The key to understanding GCSE English Language is knowing what the assessment objectives are and how to achieve them with your answers. Once you know how to correctly answer the questions, you’ll be on your way to getting a 9 in GCSE English Language, no problem. This article is going to work through each assessment objective and tell you what they mean and how you can achieve them.

To succeed in GCSE English Language, you have to understand the assessment objectives like the back of your hand; what they mean and how you can work with them when answering exam questions. As aforementioned, the key to getting your 9 is in the assessment objectives, here’s the summary:

• AO1 is all about extracting information from the text.
• AO2 focuses on analysing language and structure.
• AO3 wants you to show you can compare and contrast texts.
• AO4 requires in depth evaluation of a text.
• AO5 measures your creative writing.
• AO6 is about your vocabulary and grammar.

1. What is AO1 in English Language?

AO1 is the first assessment objective for GCSE English Language and is used to mark these questions:

• AQA – Paper 1, Question 1
• AQA – Paper 2, Questions 1 and 2
• OCR – Exploring effects and impact, Questions 1a and 1b
• OCR – Communicating information and ideas, Questions 1 and 2
• Edexcel – Paper 1, Questions 1 and 2
• Edexcel – Paper 2, Question 1 and 4

AO1 is the simplest assessment objective and is used for the first questions in your paper. Although the rewarded marks aren’t high, it can make the difference between an 8 and a 9 so you really need to get full marks on these questions.

To achieve AO1, you have to read the given text and extract the information relevant to the question. You don’t have to provide an in-depth analysis, you just need to show the evidence, so this question style is pretty straight forward. However, many students make simple mistakes and miss out on marks.

Don’t give overly long quotations , you only need to include the relevant words or phrases otherwise it’s not clear that you actually know what information to extract. If a metaphor has been used by the writer to describe something, don’t write the metaphor but say what it is actually describing. An example of this was in the 2018 AQA Paper 1 extract; the writer described pterodactyls as ‘flying tents’ but if you wrote that there were ‘flying tents’, you would not get the mark. If the question says ‘explain’, you can’t just use the quote as you need to explain what it means . It is very important to take time to read the question properly.

2. What is AO2 in GCSE English Language Exams?

AO2 is the second objective for GCSE English Language and is relevant to these questions:

• AQA – Paper 1, Questions 2 and 3
• AQA – Paper 2, Question 3
• OCR – Exploring effects and impact, Questions 2 and 3
• OCR – Communicating information and ideas, Question 3
• Edexcel – Paper 1, Question 3
• Edexcel – Paper 2, Questions 2, 3 and 5

AO2 is all about taking examples of language and structure from the extract and analysing their effect . The best way to structure your answer for this style of question is P.E.E which stands for Point, Evidence, Explain. This structure will probably be very familiar to you since most teachers use it but it is the best way to demonstrate AO2. The harder part is the actual analysis of the language and structure but, with practice, this will become much more intuitive. To achieve the highest marks, you need to give really detailed analysis which goes beyond the surface level meaning.

You could ask yourself these questions when analysing a piece of text:

• Why did the writer use this specific word?
• What is the writer trying to convey?
• How does this make the reader feel?
• What are the connotations of this language?
• Does the structure reflect the content of the extract?
• Is the writer making a reference and why are they doing this?

The main things to avoid when answering AO2 questions is giving surface level analysis, forgetting to comment on language and structure, and using standard phrases like ‘creates an image’.

3. You Must Understand AO3 to Get That Grade 9

AO3 is relevant to these questions:

• AQA – Paper 2, Question 4
• OCR – Exploring effects and impact, Question 4
• OCR – Communicating information and ideas, Question 4
• Edexcel – Paper 2, Question 7b

To achieve the top marks in an AO3 question, you need to look for the similarities and differences across two pieces of text. You must try to write about an equal number of differences and similarities to show that your work is balanced. You also need to have variety in your comparisons so don’t analyse adjectives in every example! The best structure to follow for these questions is to firstly say what point the text is making, how the writer conveys this and then compare or contrast with the other extract.

When comparing and contrasting two pieces of text, you can ask yourself these questions:

• How is the tone different or similar?
• Do the writers employ particular literary techniques, what is their purpose?
• How will the readers interpret the text?
• What emotion is the writer trying to create and how do they do this?

4. What is AO4 in English Language?

AO4 is used to mark these questions:

• AQA – Paper 1, Question 4
• Edexcel – Paper 1, Question 4
• Edexcel – Paper 2, Question 6

With AO4 questions, you will be given a statement relating to the extract and you need to give a response and state how far you agree (for Edexcel, you’ll have to evaluate if the writer’s aim was achieved). These questions are all worth 15 marks or more, so it’s really important that you know how to answer them if you want to get a 9 in your English Language GCSE.

There are two main things to evaluate; you need to assess the source in relation to the statement and consider the writer’s methods. If you follow the P.E.E structure, what the source shows and how it links to the statement will be your point but you still need to evaluate it after your example. The writer’s method will be your evidence, then you must evaluate it.

With these questions, there aren’t any rules on what methods you can analyse, meaning there are lots to choose from, so it can be really beneficial to make a mind map when revising with all the different literary techniques . Take a look at this article to maximise how effective your mind maps are .

5. What is AO5 in English Language?

AO5 is the assessment objective for the creative writing questions:

• AQA – Paper 1, Question 5 (choice between two tasks)
• AQA – Paper 2, Question 5 (no choices)
• OCR – Exploring effects and impact, Question 5 or 6
• OCR – Communicating information and ideas, Question 5 or 6
• Edexcel – Paper 1, Question 5 or 6
• Edexcel – Paper 2, Question 8 or 9

The creative writing part of your English Language GCSE is hugely important as it’s worth half the marks on your paper (with the exception of Edexcel Paper 2, and AO5 makes up 24 of those marks). Creative writing can be daunting for some as there’s no extract to follow, it’s whatever you decide to write about. With the right practice and preparation, the creative writing questions will be a lot easier to tackle.

There are many techniques to use for creative writing so if you’re struggling, think about extracts you’ve analysed over the two years and the creative skills that they used. It’s important to use structural techniques as well as language if you want to get the top marks, but many students struggle with the best structural skills to include.

Students who get the highest grades in GCSE English Language will craft their piece to elicit a specific response from the audience . You need to make this clear enough for the examiner to see what you’ve done. Part of this is creating a certain tone and style, you can achieve this with language techniques like pathetic fallacy or hyperbole.

6. AO6 – The Icing on the Cake

AO6 is the assessment objective for the creative writing questions:

AO6 is dedicated to your vocabulary and grammar and is worth 16 marks in the final creative writing question so it’s really important to perfect this if you want to get a 9 in English Language GCSE.

A useful tip for using a variety of punctuation is to write down various forms of punctuation in your plan, then tick them off as you use them – this ensures you have a wide range.

The best way to improve your vocabulary is to read more , even if you’re just reading the texts for English Literature. If you ever see a word you don’t recognise, research the meaning and write it down – the more you do this, the greater your vocabulary will be.

If you’re really struggling to spell a word in your exam, try and find an alternative that conveys the same meaning rather than losing important marks for your spelling.

By using these tips to improve your spelling and grammar, you’ll be sure to secure a 9 in GCSE English Language.

Hopefully I’ll get a 9 at English Language after reading this article. Thanks 🙂

didi you get a 9?

no i got a 2

i don’t know whether i should laugh at this or not

The correct use of punctuation marks are important in A06. One of my students asked me how they could show the use of quote marks in the language paper. Any ideas? I know he will use them in the literature paper but that is a different qualification.

(From a predicted grade 9 student) In paper 1: use internal thoughts, or a sound they could hear In paper 2: address a statement the counter-argument would make

Grade 9 English GCSE Creative Writing 40 Mark Example

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9 Creative English Writing Exercises

Think about all the different things we write: Social media posts, school assignments, work reports, text messages, emails and so on.

There’s no getting away from writing! That’s why learning to write in English is just as important as learning to speak.

In the age of the internet, it may seem strange to focus on writing when everyone can write however they want online. But not all the writing you do will be online or in informal English .

That just makes it even more important to learn how to write properly. In order to break the rules, you first need to learn them!

What’s more, writing in English helps you improve many other language skills. So here are nine fun English writing exercises to help you practice!

1. Vocabulary story

2. picture story, 3. structured summary, 4. devil’s advocate, 5. idiom soup, 6. it was a dark and stormy night, 7. story of my life, 8. how to breathe, 9. the silly job interview, how writing improves your english skills, and one more thing....

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Do you have a list of English words you’re learning? If you do, great! If you don’t, grab one from here  or here .

Now, write a story using as many of the words on the list as you can. Aim to include 10-20 words in your story, depending on how much time you have for this exercise.

Have some fun with it and try to get the finished story to make sense!

When your story is finished, you can share it with friends or on a blog. Encourage readers to point out any mistakes you made.

What you’ll learn:

This exercise will help you better understand and remember vocabulary words for a number of reasons. Here are a few:

• Using words in a sentence helps you learn how to use them correctly.
• Remembering words is easier in context (with some other words around them). In fact, the sillier your story, the more easily you’ll remember the words!
• Writing things down activates a certain part of your brain that helps you remember vocabulary words better.

Grab the closest magazine to you and choose a random picture. If you don’t have a magazine, you can use this random image generator .

Describe the photo in as much detail as you can. Don’t just write what you see! Imagine that you are in the picture. Think about what you would smell, feel or even taste.

You’ll learn more about adjectives , feelings and perceptions (how we see and experience the world).

Further, we use descriptions in our daily life all the time: “I’m tired;” “Her dress is so stylish;” “This mocha tastes amazing!” Descriptions like these are used often in both written and conversational English!

Think about the last book you read or the last movie you watched. Summarize it (say what happened briefly) using this formula:

[Somebody] wanted … but … so …

Confused? Here’s what it looks like in action:

Bruce Wayne wanted to save Gotham but supervillains were trying to destroy it,  so he trained hard and became Batman.

Recognize that story? That’s a summary of the movie “Batman Begins.”

To use the formula in the same way, just fill in the blanks of the formula like this:

• Somebody: Who is the main character of the story? This character’s name can replace “[Somebody]” in the sentence above.
• Wanted: What is the character’s motivation? In other words, what does he or she want? This should come after the word “wanted.”
• But: What stands in the way of the character and what he or she wants? Put whatever it is after “but.”
• So: What does the character do to overcome this obstacle? Follow “so” with whatever they do.

You can also add another part:

• Then: What happens after the character overcomes the obstacle? How is everything resolved?

Here’s another example:

Little Red Riding Hood wanted to visit her grandmother but when she got there she found a wolf instead,  so she yelled for help and a passerby came to her rescue.  Then everybody lived happily ever after!

You might find it difficult to explain an entire story or book in just one sentence, and this exercise will help you do that—you will learn to explain a complex idea in a simple sentence. This skill will be useful whenever you need to summarize or explain something concisely (in a simple and short way).

You can also improve your reading comprehension with this summarization method. Every time you read a book or a story in English , you should summarize it to yourself to make sure you understood it. If you can’t write a good summary, you might want to re-read the book or story more carefully.

Is there something you feel strongly about ?

For example, maybe you believe every person should learn a second language. Take this belief, and instead write about it from the opposite point of view. In this example, you would write about why everyone should not learn another language.

In English, this is called “playing devil’s advocate.” That’s when you take a side you don’t actually believe in, just to see an issue from a different point of view.

This exercise teaches the life skill of empathy. Empathy is the ability to understand how someone else feels, even if you don’t feel the same way. This skill is important to have, and writing can help you develop it.

It’s also a great way to learn how to express opinions in English. You may also need to use words you don’t normally use to express this opinion, since you’re speaking from a different perspective. You might even learn something new about yourself and your beliefs!

An idiom is a saying that doesn’t actually mean what it says. For example, “it’s raining cats and dogs” doesn’t mean animals are really falling from the sky—it just means it’s raining very hard. English has a lot of idioms .

A cliché is an extremely overused saying or phrase that’s not original anymore. Clichés are like idioms that have been used so often they’ve stopped being special, like saying “only time will tell” or “easy as pie.”

Your goal here is to write a story that uses as many clichés and idioms as you can!

If you need some reference materials, you can find a list of clichés here , and a list of idioms here .

Sometimes, learning English feels like you “bit off more than you can chew” (took on a task that’s too big). A great way to build confidence is to know phrases and sayings that you can use in many situations.

Practicing using clichés and idioms will build your vocabulary and ensure that you’ll know exactly what they mean when you hear them spoken by a native English speaker.

When you read something, the first sentence is very important. A good first sentence sets up the story and makes you want to keep reading.

A classic opening line is from  George Orwell’s “1984” :

“It was a bright cold day in April, and the clocks were striking thirteen.”

But some first lines are not as interesting as this one!

Try to compare it to the next opening sentence by Edward George Bulwer-Lytton in his novel “Paul Clifford”:

“It was a dark and stormy night; the rain fell in torrents—except at occasional intervals, when it was checked by a violent gust of wind which swept up the streets (for it is in London that our scene lies), rattling along the housetops, and fiercely agitating the scanty flame of the lamps that struggled against the darkness.”

It’s a bad line because it’s too long, and it doesn’t even give the reader much important information.

In fact, this sentence actually inspired a competition called “The Bulwer-Lytton Fiction Contest,” which encourages people to send in their best worst first lines.

So, try to write your own worst first line! You can look through past contest winners for some inspiration. Try to use humor and maybe even some cultural references. The sentence can be long, but make sure the grammar is perfect.

How bad is your first line? It’s hard to be worse than the original first sentence that inspired the competition!

Use this exercise to practice your compound sentences. How much information can you include in just one sentence? You can also practice using comparisons and metaphors (when you compare two different things based on a shared characteristic).

Doing this will help you express yourself clearly and be understood better. You also have the chance to use English-language humor , which requires knowledge of English-speaking culture. Plus, it’s fun!

Think of something that you did in the past, like playing the piano or even going to school. Write about your experience doing this activity. Your writing should start in the past and end in the future.

For example, you can write:

I started playing the piano when I was five, but I stopped only two years later. Right now I can’t play anything, but I hope to start learning again in the future.

In this exercise, you learn how to speak about personal experience and describe something about yourself. Everyone loves to talk about themselves! That’s why a large part of our daily conversations are about us. This activity is also a good way to practice using correct verb tenses .

A “how-to” is a type of writing that describes how to do something step-by-step. Most how-to’s teach the reader something new, like how to bake a chocolate cake or how to use a certain feature on your phone.

For this exercise, write a how-to for something a bit… different.

Pick something you do every day without thinking, and write a how-to about that. Write about something like tying your shoelaces, checking your email on your phone or even breathing.

Your how-to should look something like this , use clear language and be organized by steps. In fact, the how-to in that link teaches how to write a how-to!

You may be surprised at how difficult this exercise is. Even something as simple as walking can be a disaster if you don’t organize the instructions well! (Let’s all thank our legs for knowing how to work without our brains. Otherwise, we might all be flopping around like in this “walking simulator” game .)

Writing a how-to will teach you to organize your thoughts better. It’s also a chance to practice informative writing, or writing that teaches new information. By using easy-to-understand language, you’ll also practice using many common words.

Imagine walking into a job interview with the boss of a company. You’re very nervous and polite, but the boss is just having fun. You really want this job, but all he wants to do is make you even more nervous!

It might look a little like this . (You can also read what the actors say here .)

Write a similar dialogue for a job interview that’s going terribly wrong. The job applicant is professional and serious, while the boss is using conversational English and even English slang . What might that conversation sound like?

Writing a silly scene like this might make you feel a little better the next time you do an interview. Then you can think, “Well, at least it wasn’t as difficult as in that dialogue I wrote!”

This is also a good way to practice writing dialogue  and to focus on how people speak. You get a chance to use professional English, conversational English and even English slang. Use this as a chance to experiment!

It’s simple: Writing helps you learn English. This statement is backed by research—for example, this study  showed that even short writing sessions can improve learning.

So how can writing help you? Here are just a few ways:

• Writing helps you remember things better. If you read, listen, speak and write your lessons, you’ll remember them more. That’s why language classes often use all these skills together!
• Writing helps you practice new skills. Every time you learn something new, you can strengthen that knowledge by practicing through speaking and writing.
• Writing lets you take the time to express yourself. Have you ever had trouble finding the right words to use while speaking? Writing gives you a chance to slow down and take as long as you need to find the perfect words.
• Writing allows you to try new things. There’s no pressure when you’re writing. No one ever has to see what you write if you don’t want them to. That gives you the freedom to try new things and experiment with new words and sentence structures. Don’t hold back!

See how awesome writing is? I bet you’re wondering now: “Where should I start?”

Well, you’ve probably already started. Do you write down your vocabulary words ? Do you take grammar notes ? These might not be full sentences or paragraphs, but they’re definitely a type of writing.

FluentU takes authentic videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons.

You can try FluentU for free for 2 weeks. Check out the website or download the iOS app or Android app.

P.S. Click here to take advantage of our current sale! (Expires at the end of this month.)

Try FluentU for FREE!

You can improve your English writing skills even more by doing all sorts of fun exercises .  And the best part is, by improving your writing skills, you’re actually improving many different English skills!

You’re now a budding (developing) writer, one step closer to English mastery.

Don’t forget to include English writing exercises in your studies from now on!

If you like learning English through movies and online media, you should also check out FluentU. FluentU lets you learn English from popular talk shows, catchy music videos and funny commercials , as you can see here:

If you want to watch it, the FluentU app has probably got it.

The FluentU app and website makes it really easy to watch English videos. There are captions that are interactive. That means you can tap on any word to see an image, definition, and useful examples.

FluentU lets you learn engaging content with world famous celebrities.

For example, when you tap on the word "searching," you see this:

FluentU lets you tap to look up any word.

Learn all the vocabulary in any video with quizzes. Swipe left or right to see more examples for the word you’re learning.

FluentU helps you learn fast with useful questions and multiple examples. Learn more.

The best part? FluentU remembers the vocabulary that you’re learning. It gives you extra practice with difficult words—and reminds you when it’s time to review what you’ve learned. You have a truly personalized experience.

Start using the FluentU website on your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store. Click here to take advantage of our current sale! (Expires at the end of this month.)

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IGCSE English Language Creative Writing Sample Answer: Write a story with the title ‘A New Start’

Subject: English

Age range: 14-16

Resource type: Other

Last updated

8 September 2024

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This sample answer for the IGCSE English Language exam explores a creative story titled ‘A New Start.’ It tells the tale of Emily, a teenager navigating the challenges of a new school, determined to reinvent herself. The story is designed to engage students aged 14-16, offering vivid descriptions, realistic emotions and a relatable journey of growth and self-discovery.

Language Techniques Included:

• Imagery : Creates a vivid atmosphere, drawing readers into Emily’s world.
• Internal Monologue : Reveals Emily’s thoughts, making her journey relatable.
• Similes & Metaphors : Adds depth and creativity to descriptions.
• Symbolism : The sunrise represents a fresh start, aligning with the story’s theme.
• Colloquial Language : Keeps the tone natural and engaging for young readers.

This digital file is essential for exam preparation, as it provides a clear example of how to craft a well-structured, imaginative writing story. By observing the sample answer, students can learn to apply effective language techniques and develop their storytelling skills. Additionally, a Technique Key is included alongside the PDF, making it easy to identify and understand the literary devices used—perfect for mastering the creative writing component of the IGCSE exam. Don’t miss this valuable resource!

Click the download button to have the full file at your fingertips!

CONTAINS: 10 PAGES

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1c the tudors: england, 1485-1603

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Grade 9 Creative Writing Vocabulary Worksheets and PDF | GCSE English

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The pleasant smells are described as pungent, unforgettable, sweet, and enticing. They could be compared to the aroma of perfumes or sweets and the fragrance of crisp air.

When it comes to brutal smells, the vocabulary used includes callous, hostile, and belligerent. These descriptors create a sense of unpleasantness and discomfort.

The feeling of confusion is conveyed through words such as perplexed, muddled, disoriented, and bewildered.

Unpleasant smells are portrayed as pungent, unforgettable, and fetid, resulting in sharp intakes of breath and feelings of repugnance and nausea.

Pleasant tastes are described as delectable, harmonious, succulent, and nectarous, creating imagery of delightful flavors dancing on one's taste buds.

On the other hand, unpleasant tastes are depicted as repulsive, caustic, brackish, and leaving a putrid aftertaste.

The text continues with the same pattern of contrasting pleasant and unpleasant sounds, colors, emotions, and natural elements such as the sun, rain, snow, and fog. The descriptions are vivid and diverse, capturing a wide range of sensations and experiences.

The vocabulary used is rich and varied, making the text a valuable resource for creative writing and language development, especially for students studying at the grade 9 level. It offers a wide array of words that can be used to enhance creative writing and expand one's vocabulary.

The presence of abstract nouns and weather imagery is also notable in the text. These elements add depth and complexity to the descriptions, inviting readers to engage their senses and emotions.

In conclusion, the text provides a rich and varied selection of vocabulary, suitable for students working on creative writing and language development at the grade 9 level. The descriptive language used to convey sensory experiences and emotional states can serve as inspiration for aspiring writers and provide valuable practice in using ambitious vocabulary.

Summary - English Lang.

• Pleasant and unpleasant smells, tastes, and other sensory experiences are vividly described with rich and varied vocabulary
• The descriptions include abstract nouns and weather imagery, adding depth and complexity to the writing
• The text can be a valuable resource for grade 9 students studying creative writing and language development
• It provides a wide array of words to enhance creative writing and expand vocabulary
• The text offers practice in using ambitious vocabulary and can inspire aspiring writers

Uploaded by Kamilah

101 Followers

-Year 12 gcse ( AQA and edexcel ) / a level content

Frequently asked questions on the topic of English Lang.

Q: How are pleasant smells described in the text?

A: Pleasant smells are described as pungent, unforgettable, sweet, and enticing.

Q: What vocabulary is used to portray brutal smells?

A: The vocabulary used includes callous, hostile, and belligerent.

Q: How is the feeling of confusion conveyed in the text?

A: The feeling of confusion is conveyed through words such as perplexed, muddled, disoriented, and bewildered.

Q: How are unpleasant smells portrayed in the text?

A: Unpleasant smells are portrayed as pungent, unforgettable, and fetid, resulting in sharp intakes of breath and feelings of repugnance and nausea.

Q: How are pleasant tastes described in the text?

A: Pleasant tastes are described as delectable, harmonious, succulent, and nectarous, creating imagery of delightful flavors dancing on one's taste buds.

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Everyday Cup of English

• Active and Passive voice 4
• Adjectives 24

Descriptive Writing (Grade 9)

• Use the following information to describe Hannah, a thirteen years old girl being reported as missing by her parents:
• Face: oval, fresh-faced, spotless, almond-shaped black eyes, expressive
• Hair: long, black, wavy
• Build: small, bony, broad-shouldered
• Clothing: polo-shirt, jeans, boots
• Appearance: smart, carefree

      2. Complete the following description using the information given:

          Rohan Khan is twenty-six years old. He is about five feet ten inches tall…….

• Eyes: brown
• Hair: black
• Profession: singer
• Residence: a bungalow in Andheri (east), Mumbai
• Family: Parents in Punjab, Younger brother a professional choreographer
• Daily routine: exercise at gym for two hours, practice singing for four hours, recording songs in studio, dinner with friends
• Nature: ambitious, hard-working, humble

      3. Describe the following places using the details given:

         Matheran

• a hill station in the district of Raigad
• situated at a height of 800m in hill ranges of Sahyadri mountain
• discovered in 1850 by Lord Elphinston, governor of Bombay
• peaceful and pleasant
• cars not allowed; meter gauge train running from Neral to Matheran
• heaven for nature lovers

         A Vegetable Market

• crowded place in morning as well as evening
• center of the city
• well planned
• two sections: one for fruits, other for vegetable vendors
• enclosed small section for mutton and fish
• stone platforms; marked places for vendors
• wholesale prices
• popular place

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Related posts, collective nouns-a list, grammar exercises- grade 9, proper and common nouns (beginners).

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4 GCSE/IGCSE Grade 9/A* English Language Creative Writing Essays

An element of English loved by some, hated by many, I hope these exemplar essays provide some inspiration for those struggling with writer's block.

Here is a snippet of Essay 1:

Complete silence. The only noise came from the gust of dry wind which blew through the ancient maze of dilapidated houses where windows have long shattered in the weakness of their structures and rotting boards hung desperately to cover the empty eyes of every desolate home. Doors hung on their hinges by a single thread, groaning with every sway of the wind.

I gulped, “Maybe I shouldn’t have wandered so far…”

https://onlyphysics.org/grade-9-gcse-english-creative-writing-story-1/

Navigate through the blog to read the other three. Save them, bookmark them - I hope they prove invaluable in boosting your GCSE/IGCSE English Language Grade.

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Dr. prasanthi ram wins singapore literature prize in english fiction for her book nine yard sarees, dr. prasanthi ram is a lecturer in the language and communication centre..

We're thrilled to share that Language and Communication Centre lecturer Dr. Prasanthi Ram was awarded the Singapore Literature Prize in English Fiction for her book, Nine Yard Sarees: a short story cycl

Published by Ethos Books, the debut novel highlights stories of multiple generations of a Tamil Brahmin family dispersed across Singapore, Australia, and the United States of America.

Dr. Ram also graduated with a PhD in Creative Writing from the School of Humanities, Nanyang Technological University.

Read more:  https://www.bookcouncil.sg/slp-2024/slp-book-details/fiction/slp2024-nine-yard-sarees

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Congratulations to Dr Hsieh Yi-Chin on Being Awarded ICC Teacher of the Year 2023-24

Congratulations to Ms Seeto Wei Peng on Receiving the Public Administration Medal (Bronze) at the National Day Awards 2024

Creative Writing: Complete 9-Week Class & Curriculum for High School

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Description

Take the stress out of planning a high school Creative Writing class with this complete, 9-week elective course curriculum bundle! This Complete Creative Writing Class Bundle includes everything you need to teach creative writing skills, poetry analysis, and engage students in a variety of writing at the high school level!

In this engaging 9-week elective creative writing class, students will learn and apply literary terms, analyze mentor texts, and write their own original poems and stories. This full course bundle includes daily warm-ups, projects, individual poem writing activities, mini lessons, and more--everything you need to create a creative writing class that is low-stress and works for both you and your students.

The included bundle-only bonus calendar is flexible. Choose from two different bell ringer or warm-up activities. Move lessons and projects around to suit you or your academic calendar. Plus, most activities and lessons include a digital version, so you and your students can stay on track no matter what! (Writing mini lessons are printable only .)

These lessons and activities are the same curriculum and lessons that I've personally used with my high school creative writing students. My students are usually a mix of low-level 11th and 12th graders. Depending on your students' ability levels, these lessons could work for middle school through high school (look through resource previews to get an idea of rigor).

This Resource Includes:

• Journal Prompts
• Poem of the Week Activities
• Figurative Language Mini Unit
• Writing Workshops and Mini Lessons
• Poetry Writing Activities
• Fairy Tale Retelling Project
• Author Study Project
• 2-Sentence Horror Stories
• "Nicholas Was..." Holiday Analysis and Activity
• Literary Terms Test
• 9-week Suggested Course Calendar
• Day 1 Google Slides Presentation
• Directions for a Storytelling Game
• Create Your Own Poem of the Week Project (from the Poem of the Week bundle)

Please look at each of these resources individually prior to purchase . Each resource includes an extensive preview, and I want you to be sure that these products will work for you and your students prior to purchase!

***This bundle consists of a mix of editable and non-editable resources, as well as a mix of Zip folders and Google folders. In order to access your purchase, you will need to give Teachers Pay Teachers access to your Google Drive. Before purchasing, please review the preview to make sure these resources support your and your students' needs. The whole of each resource, with the exception of any answer keys, is included in each activity's preview--please look at each product to make sure you'll be happy with your purchase.

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