This document provides guidance and a checklist for students on developing strong stylistic features in creative writing. It outlines various literary devices and language techniques students should aim to incorporate, such as metaphors, similes, personification, and sensory language. The checklist also emphasizes the importance of spelling, punctuation, grammar, vocabulary choice, and sentence structure. Students are provided with writing prompts and phrases to inspire their creative pieces and practice applying the discussed techniques.

1. AO5
-­‐ Stylistic
Features
(24
Marks) AO5
-­‐ Sentence
Structure
AO6
-­‐ Spelling,
Punctuation
and
Grammar
(16
marks)
Ambitious
Adjectives Verb start
Panicking,
unsure
of
where to
go,
I
sprinted
from
the
room.
Have
you
used
the
correct
‘their’
‘there’
and
‘they’re’?
THERE are
lots
of
good
students.
THEIR work
is
excellent.
THEY’RE going
to
really
enjoy
Mr Nott’s
lesson.
Simile
– appropriate
to
the
setting
and
mood
-­‐ developed
The so,
so
sentence
The
wind
was
so
strong,
so
cold,
my
cheeks
were
numb
and
my
teeth
chattering.
Have you
used
CAPITAL
LETTERS
for
proper
nouns?
Metaphor
appropriate
to
the
setting
and
mood
– developed
Adverbial
start
Softly, like
a
tiny
mouse,
I
tip
toed
into
the
room.
Have
you
written
in
the
correct
verb
tense
throughout?
Have
you
used
a
range
of
words
to
replace
said?:
shouted,
wailed,
protested,insisted,exclaimed,whispe
red,hissed,barked,pleaded,begged,
complained,
argued,
sobbed,
apologised,
warbled,
implored
Triple threat
sentence
Magical,
mesmerising
and
magnificent
– the
castle
sat
on
top
of
the
mountain
like
a
proud
crown
on
the
head
of
a
prince.
You
have
used
a
range
of
punctuation:
Full
stop
. Speech
marks
“…..”
Commas
, Apostrophes
‘
Semi
colon
;
Question
marks
?
Dash
– Ellipsis
…
Exclamation
marks !
Brackets
(…..)
Personification
appropriate
to
the
setting
and
mood
Simile
start
sentence
The
boy’s
grubby
face
was
flecked
with
mud
and
oil,
like
a
beard
across
his
young
face.
Have
you
used
apostrophes correctly, to
show
ownership
or
missing
letters?
Sensory
Language
(sight,sound,touch,taste,feel)
Simile
+
ing sentence
end
Like
sharks
through
water,
circling, waiting.
Have
you
checked
your
spelling?
Flash
back/
Flash forward Have
you
used
a
range
of
sentence
types
(simple,
compound,
complex)?
Have
you
used
a
wide
range
of
sophisticated
vocabulary?
Linked
paragraphs
(connectives
and
ideas and
language
– semantic
field,
motifs
etc
Have
you
used
a
range
of
connectives?
When,
although,
because,
meanwhile,
whilst,
then,and,but,even though,
so,
if,
despite
Have
you
controlled
your
sentences
– if
you
read
it
back
can
you
breathe
at
the
end
of
the
sentence? Or
have
you
punctuated
where
pauses
can
happen?
Zoom
in, Zoom
out-­‐
Internal
focus
and
external
focus
Practise
writing
these
kinds
of
sentences:
http://www.longeaton.derbyshire.sch.uk/assets/Y
ear_Teams/Sentence_Types.pdf
LANGUAGE
P1
Q5
Creative
&
Descriptive
Writing
Checklist:

2. HOW
TO
USE:
Practice
your
creative
writing
using
these
picture
and
written
prompts.
Some
are
based
on
L&R
poetry
so
will
help
you
memorise
quotes
at
the
same
time!
Start
a
story
with
the
words:
I
hate
this
key
and
all
the
trouble
it
has
caused.
My
hand
was
shaking
as
I
picked
up
up
the
phone.
The
alley
was
the
only
way
through
to
the
house
on
Percy
Street.
He
had
been
waiting
for
this
moment
for
a
long
time.
Describe:
A
time
when
you
felt
lost
An
abandoned
building
A
cold
winter
scene
An
elderly
relative
An
exam
hall
A
city
at
night
PHRASES
WE
LOVE,
SO
STEAL
THEM:
• …encased
by
a
sea
of
mist.
• The
storm
came
rattling
over
the
land
in
full
fury.
• It
was
rumoured
that…
• …as
fine
and
delicate
as
a
spider’s
web
• A
galaxy
of
….
• To
the
left
I
could
see…
• The
silence
was
deafening,
overpowering.
• vast
and
featureless
landscape
• rippling
waves
wrapped
themselves
around
his
ankles
• https://descriptivewriting.wor
dpress.com/2013/08/14/best-­‐
descriptive-­‐sentences/ for
some
more
examples
Remember
Limit
your
story
-­‐ focus
on:
1
excellent
detailed
character,
1
excellent
detailed
setting,
1
excellent
detailed
event.
SHOW
NOT
TELL:
What
are
the
eyes
doing,
hands,
feet,
mouth?
How
does
he/she
sound?
How
are
they
moving?
FINALLY:
1.
Plan
and
show
it
2.
Create
wonderful
opening
3.
Show
a
clear
beginning
and
middle.
4.
Think
creatively
and
imaginatively
about
the
prompt.
5.
Include
some
disequilibrium
6.
Check
your
work
carefully
afterwards.