Imaginative and Narrative writing

1. Imaginative and Narrative writing Which paper is imaginative and narrative writing on? Paper 1, section B How long is the imaginative and narrative writing task? 40 minutes What will I be asked to do? Write a short account / story, showing control of plot and development of a character

2. What are you rewarded for? 13 marks • Writing is well-developed (2 sides) and interests the reader. • The writing is well-organised in paragraphs. • A wide range of vocabulary is used to create effects or convey precise meaning.

3. What are you rewarded for? 7 marks • Variety of simple, compound and complex sentences used to achieve particular effects. • Accurate punctuation is used to vary pace, clarify meaning and create deliberate effects. • Correct spelling. • Consistent use of tense.

4. You will be given a choice of titles or tasks: you do one. Examples: 1. You are given the first lines of a story: e.g. “There are certain places that make you feel special.” • You have to continue this. If the opening is in third person, keep in third person; if it’s in present tense, keep in present tense.

5. 2. You are given the last lines of a story: e.g. “That made him realise you could never leave the past behind.” • Make sure that you conclude with the exact words you are given. Planning is key here: too many examiners say that the end words feel artificially bolted on, and don’t always have enough to do with what has been written about.

6. 3. A theme: write a story about jealousy 4. Autobiographical: write about a time you felt you were justified to break the rules. The best approach is be (mostly) factual, basing the story on real experience, and take an honest approach 5. Open title: ‘The Accident’, ‘The Gamble’

7. Here are some rules to make planning easier: • Make the story manageable # 1 – TIME: a sensible timescale – usually short, involving one incident; not an epic that takes places over four centuries! • Make the story manageable # 2 –CHARACTERS: a small cast of characters; not you and your eleven mates whom you identify individually by name! • Make the story manageable # 3 DIALOGUE: don’t get bogged down in too much direct speech – he said / she said / he said / she said… can be a bit Vicky Pollard!

8. PLANNING: • Conflict / resolution • Get a hook for your reader – something that interests or intrigues them • Try to come up with an engaging first sentence (unless it has already been provided for you) – you are writing for an audience • Think about the order of events as you tell them: you could start with a piece of dramatic detail from the end of the story • Know what to say and also what to leave out • also, know when to show (hint, imply), rather than tell (be really obvious)

9. TELL: • I was really excited. • It was early. • He was irritated. SHOW:

10. PLANNING: • Think about how to convey drama and suspense if appropriate • Think about the mix between action / feelings / reflection / comment • Know your ending before you start writing • Try to give your writing a sense of ‘circularity’: it is a good idea to go back to your opening near the end of your story

11. ‘The Gamble’ • Think of three scenarios for a story with this title. Where would you see them going?

12. Character development - emotions: me keen on dare; other character not - TENSION PLANNING IN ACTION Plan for 5-10 minutes ‘The Gamble’ Back to setting – description of busy road - senses Me watching family friend on kerb edge - TENSION Family friend runs out in to road Suggestion of a dare Two characters – 1. a family friend I am resentful of looking after – 2. me TENSION Describe location – town, busy road, Saturday IDEA - What will the gamble be? Playing chicken in the road – OPEN ENDED

13. When you go back to class • Write a section of a story entitled ‘The Gamble’ using our idea or yours. • Check one another’s work for ‘show not tell’, tension, character etc. • REVISION GUIDE PAGES 19-24