This question makes up a quarter of your final GCSE grade

It is worth 40 marks which is half of the marks available on Paper 1

On the exam you will be expected to write a description or a narrative (short

story)

You will choose one of the two questions available

There will be an image which will be used as a stimulus for one of the

questions

The two questions could be:

o Describe....

o Describe...

or

o Describe...

o Write a short story...

or

o Write a story...

o Write a story...

You are being assessed on your ability to:

o Use sentences for effect

o Use punctuation accurately and for effect

o Plan and structure a piece appropriate to the task and the

audience

o Use words and language features for effect

o Present an interesting and engaging point of view

You will have approximately 35-40 minutes for this task and should aim

to write 5-6 paragraphs, about 2 and a bit sides of writing.

Here is an example of what you can expect to see in Section B: Writing. In

your exam, you will be given only two options to choose from. Here, you

have been given four example questions to help you prepare.

Section B: Writing You are advised to append about 45 minutes on this section.

Write in full sentences. You are reminded of the need to plan your answer.

You should leave enough time to check your work at the end.

05 Your school is asking students to contribute some creative writing for its website.

Either: Write a description suggested by this picture:

Or: Describe an occasion when you felt in danger. Focus on the thoughts and

feelings you had at the time.

Or: Write a story beginning: ‘It was time to sort out my problems. I had to ...’

Or: Write a story ending: ‘I had never felt so ashamed of myself.’

Here is an example answer to this question:

05 Your school is asking students to contribute some creative writing for its

website.

Write a description suggested by this picture:

At the fun fair, the cacophony of sounds, each clashing horribly with the next, is almost deafening.

The choking taste of diesel fumes burns the back of the throat of anyone who gets too close to the

rickety Teacup ride.

A group of excitable toddlers are being herded along by over protective mothers - bobbing along like

brightly shining Chinese lanterns. One lags behind, gazing wistfully at the waltzers, while his mother

tries to persuade him to go on the Teacups.

Spinning faster and faster, the Waltzer's occupants scream hysterically. "The louder you scream, the

faster we go," an impersonal voice claims on the intercom. As the ride explodes with noise, the

operator yawns and pushes the lever. Outside his soundproof hut, the ride accelerates, then, climax

over, it slows and stops. The controller stumbles out of the box and lets the flushed people off the

ride. Some go straight to the back of the queue, others teeter off, stumbling over their own feet.

Trapped by cold, steel bars people are locked into rides and pushed against the hard, chipped plastic

seats. Kids squirm. Uncomfortably, they wriggle around until noticing the thrilling view of the funfair.

On the rollercoaster, a young girl screams, while her older brother looks almost ready to fall asleep.

Her best friend in the seat behind is looking slightly green and is very much ready to go home. The

little girl whoops even louder at the top of a precipice and tries to get her brother to do the same.

He is not going to comply, however, as he has resolved to never take his sister to a funfair again as

she is embarrassing him.

Tantalizing wafts of delicious scents pour from the hotdog stalls and burger vans, entice the weak

willed visitors to sample their overpriced goods. One couple stride towards the hotdog stall, allured

by the tempting aroma. Gently, the man guides his girlfriend while fishing out his loaded wallet. He

lifts his chin to smell the delicious, tantalizing smell of hotdogs and grins. Hungrily, he licks his dry

lips and smacks them together.

Planning and Structuring Responses

Descriptive Writing (Image) Narrative Writing

Planning your answer Planning your answer:

Before you even begin to write, you need to plan your answer. You can do this either through annotating the image, drawing a spider diagram or bullet points. Here are just some of the steps you can take and some of the things you can consider to ensure your description is successful.

Look closely at the image you’ve been given. What can you see and, more importantly, what can you describe?

Begin with the whole image. Which elements jump out at you? Label them!

Consider which senses are affected by your image. Can you link particular senses to parts of your image?

Now imagine your image was split into 8 squares. Can you zoom in on one element of the image in each square and describe it in vivid detail?

Now you’ve got some ideas, you need to think about the way you are going to organise your ideas and structure your response. Consider the following:

The first element of the image you are going to describe. What do you want your reader to imagine first?

The order of your description. What aspect of the image will you move onto next?

The way you’ll move from one aspect of the image to another. How will you guide your reader through the image and ensure your paragraphs move seamlessly from one to another?

The way you’ll zoom in and out of your image. Which aspects are you going to describe in great detail?

The last element of the image your are going to describe. What lasting impression do you want the reader to have? How do you want them to feel?

Structuring your response: If you’ve given yourself a clear plan, you’ll already have a good sense of how you’re going

The narrative question in the Writing section of your exam paper may not be as straight forward as the descriptive task. You may only be asked to write the opening of a short story or, even more challenging, the ending! This means that when it comes to planning an answer for this kind of task, you need to look really carefully at the question and consider the following:

What you are expected to write. Are you just focusing on the beginning or do you need to write a complete short story? Is there a certain theme or phrase that you need to include in your narrative?

Your starting point. If you’re starting at the beginning of a short story, this is fairly straightforward but what if you’re beginning at the end? You may need to think about beginning with what would be the climax of your story.

Narrative Perspective. Who’s telling the story? If you write from the perspective of a first person narrator, you can include the character’s own thoughts and feelings. You can use language and structure to present the character’s personality to the reader and give your piece a tone. However, if you write from the perspective of a third person narrator, you can be omniscient and explore the thoughts, feelings and actions of multiple characters. The possibilities are endless!

Once you’ve got to grips with the task and have a clear idea about some of the above points, you can begin to consider the following:

Plot, characters, setting, atmosphere and themes. These will all depend on the task you have been given. However, you will be expected to create and convey convincing characters, vivid settings and enthralling atmospheres.

Structural Techniques. Again, these will depend heavily on the type of question. However, you should consider using some of the structural techniques we explored for Question 3 to engage your reader. For example, flashback, foreshadowing, shift of focus, cinematic writing, time shift and dialogue.

Structuring your response:

to structure your response. However, to ensure it’s as effective as it can possibly be, consider the following:

How is your first line going to hook the reader?

How is your use of paragraphs going to help you to develop your ideas and describe them in detail?

How are you going to use a range of sentence types and starters so that your writing doesn’t become repetitive?

How are you going to use punctuation for effect?

How are you going to guide your reader through your description?

How are you going to maintain their interest and engagement throughout?

How are you going to leave your reader with a lasting impression of your image?

If you’ve given yourself a clear plan, you’ll already have a good sense of how you’re going to structure your response. However, to ensure it’s as effective as it can possibly be, consider the following:

How is your first line going to hook the reader?

How is your use of paragraphs going to help you to develop your ideas and describe them in detail?

How are you going to use a range of sentence types and starters so that your writing doesn’t become repetitive?

How are you going to use punctuation for effect?

How are you going to guide your reader through your narrative?

How are you going to maintain their interest and engagement throughout?

How are you going to leave your reader with a lasting impression.

Vocabulary and Descriptive Techniques

Vocabulary Descriptive Techniques

You need to consider your use of vocabulary to ensure that it is effective in describing your image or creating a successful narrative. You need to consider the following:

Vocabulary used in connection with sensory language.

Synonyms for different words you use to describe.

Vocabulary which helps to describe a particular mood or atmosphere.

A range of sophisticated vocabulary.

You need to try and use a variety of descriptive language techniques to ensure your writing is interesting and

engaging. You may consider using some of the following:

Adverbs

Adjectives

Simile

Metaphor

Extended metaphor

Personification

Alliteration

Pathetic Fallacy

Onomatopoeia

Dynamic verbs

Oxymoron

Symbolism

Superb

Sentences

Simple, compound and complex

sentences

In your writing, you need to use a variety of sentences: Simple, Complex and

Compound.

Simple and compound sentences

When you are writing, it would be strange to only use short, simple sentences. Instead, try

making some compound sentences.

Two simple sentences can be joined together with a conjunction to make a compound

sentence. For example:

‘I do not like eating meat.’ is a simple sentence.

‘I love vegetables.’ is also a simple sentence.

By putting the two sentences together and joining them with a conjunction, we can make a

much more interesting compound sentence.

‘I do not like eating meat’ + but + ‘I love vegetables.’ =

‘I do not like eating meat, but I love vegetables.’

To be a compound, the sentence MUST be made up of two main (or dependent) clauses.

A main clause is like a simple sentence. It makes sense on its own.

Tom had a huge appetite but hated tomato soup.

Tom had a huge appetite but he heated tomato soup.

Main clause

ain

Main clause

ain

Main clause

ain

Does not make

sense on its own.

for and nor so

yet but or

You can use a range of conjunctions to join two simple sentences together, to

create a compound sentence

Your turn

Using ‘and’, ‘but’ ‘so’ or ‘or’ join these pairs of sentences together. You may leave out

the words in brackets.

a) We went to the cinema. (We) bought some popcorn.

b) Mike bought a cap. It was too small.

c) Erica caught the train. (She) went into Birmingham.

d) Would you like tea? Would you prefer coffee?

e) We found the café. It was closed.

f) The twins won the first set. (They) lost the match.

g) The bus was late. I decided to walk.

h) The fridge was empty. We went to a restaurant

Using complex sentences

A complex sentence = Main clause + Subordinate Clause

A Main clause will make sense on its own!

A subordinate clause will not make sense on its own!

Your turn!

Highlight the Main Clause in RED

Highlight the subordinate clause in BLUE

Tip – Read the part of the sentence. Does it make sense if

You said that to a stranger?

If not, it might be a subordinate clause!

a) Thinking carefully, I finished my maths homework.

b) My mum put a plaster on my knee while trying not to hurt me.

c) I’m having cereal for breakfast while the toaster is broken.

d) Although I find complex sentences hard, I am trying my best.

So what makes a complex sentence?

A ………………………… clause. This means ……………………………………

…………………………………………………………………………………………

And a …………………….. clause. This means …………………………………..

…………………………………………………………………………………………

NOTE: If a complex sentence starts with a subordinate clause,(or dependent clause) it

needs to begin with a subordinate conjunction.

*Other subordinate conjunctions:

After Although As far as As soon as As if As though Because Before Even if

Even though How If In as much as In case that No matter how Now that Once Provided that

Since So that Through Until Unless Whenever Wherever Whether While

Now use while, before, after, whereas to join these pairs of sentences. You might want to change

some of the words. Remember to use commas to make sure your sentences make sense!

I was walking up the hill. It started to snow. (while)

Jan did some shopping. Jan went to the cinema. (later)

John is going to Spain. We will be in France. (before)

You are going to bed. Would you like a hot drink? (while)

I will have my tea. I will go for a walk. (before)

Man has two legs. Animals have four legs (after)

(whereas)

Punctuation Alert!!

Remember that in most complex sentences, we need a comma to separate

the subordinate clause from the main clause.

Tom, who was very tall, loved basketball.

Sizzling

Sentences

Drama Information

Excitement Variety

Tension Description

You can create all these effects with different

punctuation and a variety of sentences!

When reading

your work, your

readers

want….

Vary the opening of some sentences using…

However, take care not to overuse a varied opening. For example, some

students have started EVERY sentence with an adverb!

e.g. Slowly, he walked down the path. Hastily, he opened the gate.

Nervously, he crossed the road.

It was midnight. It was silent. The villagers were

asleep. A sound was heard. They woke up. A dragon

was outside. It blew fire and landed on the bridge.

A knight turned up and stabbed it with his sword.

He felt sad.

Boring!

All these sentences begin with a

conjunction or pronoun.

Adverbs

e.g. Slowly, he….

Time

connectives

e.g. Moments later,

The following day,

Subordinate

conjunctions

e.g. Even if…

There are so many different ways to start a sentence…

As a result Consequently So Thus Firstly

Therefore Accordingly To begin with In the first place

Secondly Lastly Finally Certainly

Naturally Of course Oddly enough Luckily

Fortunately Unfortunately Moments later, Seconds later,

Nervously, Slowly, Without hesitation, Shakily,

Moreover Furthermore What is more In addition…. also ….

Admittedly Undoubtedly Nor Finally Next Later

Eventually But Still However Yet Meanwhile

Nevertheless On the other hand On the contrary In spite of this

It was there and it stood alone in the darkness and it moved closer and closer until all I saw was nothingness I moved into the grey fog and saw a shape appear it was glowing with fire and suddenly a voice cried.

Your turn!

Improve and rewrite the paragraph above.

For adding even more variety and interest to your sentences, look at the CARP

PIE activity below.

CARP PIE

A CARP PIE in practice

Above, high in the sky, floated a hot air balloon. Fearfully, one of the occupants

was wondering what might happen if there were a storm. He searched for

land. Waiting, he listened to Eminem on his MP3. Bradley,, who was on his first

flight, suddenly needed the toilet. Desperate and anxious, he searched around

for a hole in the bottom of the basket.

In weaker writing, sentences mostly begin with a noun, or the definite article

(The); verbs are also often connected by and, then, or so. Use A CARP PIE to

gain more marks by making your sentences more interesting – either by

varying the way you begin the sentence, or by using punctuation or a relative

pronoun to change the middle of the sentence.

A is for adverbs

An adverb is a word which describes a verb (eg fast, slowly, well) It usually

describes how or when the verb is being done.

Teacher’s example: Greedily, Jake ate the jelly baby.

My example: to the toilet.

C is for connectives (conjunctions)

Use words/phrases such as While, As, During, Before, After, Although, As if, As

long as, As though, Because, If, In case, Once, Since, Though, Until, Unless,

When, Whenever, Where, Wherever, While to begin sentences.

Teacher’s example: Although Geoffrey jumped carefully, he failed to land on

Mr Curley’s car.

My example:

A is for adjectives

Pair two adjectives together at the start of a sentence, usually linked by ‘and’

or ‘but’.

Teacher’s example: Weary and anxious, Michael trudged off the pitch.

My example: ------------ but ----------- Jack finally stopped talking.

R is for relative pronouns

The main relative pronouns are who, which and that.

Who is used for people.

Which and that are used for animals and things.

Teacher’s example: Alistair, who was complaining bitterly, came last.

My example: Mrs Miles, who has an incredibly small brain, was trying to help

me with my English.

P is for prepositions

A preposition is a word or group of words linking a noun to the rest of the

sentence, often indicating place or position.

Teacher’s example: Behind the door lurked a large jelly baby.

My example:

P is for punctuation

An easy, simple and efficient way to gain extra marks - in SATs and GCSE - is to

use a range of punctuation:

Colon (:) means a list or an example is to follow.

Teacher’s example: Jane had a good time at the party. She ate: six doughnuts,

15 fairy cakes, six sausages and nine jelly babies.

My example:

Semi colon (;) means hold in your mind what I have just said because here is

some more information which is linked, but which would be too much in one

long sentence. A semi-colon joins two verbs; it can often replace the word

‘and’.

Teacher’s example: Jordan entered the room with a smile; behind him

staggered Sophie carrying all his bags - and his lunchbox.

My example:

Dash (-) emphasises the words after the dash.

Teacher’s example: Tom often dozed off in English lessons - until his chair

collapsed.

My example:

A pair of dashes (- -) emphasises the words between the dashes.

Teacher’s example: Hannah hunted hopelessly in her bag - bulging as usual

with make-up and fashion magazines - for her English homework.

My example:

Ellipsis (…) some words are missing.

Teacher’s example: Laura proudly entered the room, carrying… a jellyfish.

My example:

So I must use at least 5 different types of punctuation - including full stops and

commas - in writing tasks.

I is for –ing words

The –ing word must be a verb; it is called a present participle.

Teacher’s example: Uncaring, Greg started to lob jelly babies at the girl’s

window.

Grabbing the… , Greg…. the room.

My example:

E is for –ed words.

Teacher’s example: Flabbergasted, Johnny watched helplessly as Steve ate a

jelly baby from the legs up.

My example:

Punctuation revision and

worksheets

Punctuation matters. It is a matter of life and death!

Apostrophe revision

Apostrophes (‘) are used for two reasons. In this poster, you will see that they are used to indicate

missing letter in words or phrases.

Apostrophes are used :

1. to indicate missing letters

For example:

(they + have = they’ve; are + not = aren’t; they + will = they’ll)

You can't have it.

Don't do that!

I'd like an ice-cream, please.

We'd better hurry.

Apostrophes to shorten practise

Apostrophes are often used to show that letters have been left out of words.

E.g.: I’m = I am It’s = It is

I’ve = I have You’ll = You will

He’ll = He will She’s = She is

O’clock = of the clock The dog’s barking = The dog is barking

Shorten the words in these sentences by using apostrophes when necessary.

1. It is a beautiful sunny day.

2. He is going to regret stealing the money from his brother.

3. They are the best friends in the world.

4. The dinner is ready.

5. I am the fastest sprinter in my entire school.

Now rewrite the following passage spelling out the verbs in full instead of using apostrophes to

shorten them.

You’re going on a voyage to the moon. Although it’ll be an

exciting adventure, you’ll experience some terrible dangers. It is

Jack’s job to help guide and protect you. He’s been well trained

and has a lot of skills in survival tactics. I’d love to come with

you but I’m going on holiday to Hawaii tomorrow and it’d be a

shame to not go.

Apostrophe revision

Apostrophes (‘) are used for two reasons. In this poster, you will see that they are used to indicate

possession.

Apostrophes are used :

1. to indicate possession

For example:

The girl’s bicycle

My friend’s house

Rules of possession

Singular:

When the possessor is single we indicate possession by using an apostrophe followed by the letter s:

The man’s coat My brother’s car

Plural:

When the possessors are plural, the apostrophe is placed after the final s:

The boys’ bicycles My cousins’ parents

When names end with the letter ‘s’, either use is acceptable:

James’ wife or James’s wife

Apostrophes for possession

There are some rules to learn in order to ensure that you use the apostrophe for possession

correctly.

Rewrite the sentences to include an apostrophe.

Example: The coat belongs to the man = the man’s coat. (Man’s = there is only one man)

1. The bicycle belongs to my brother.

2. The web belongs to the spider.

3. The field belongs to the school.

4. The computer belongs to the receptionist.

5. The car belongs to my uncle.

Rewrite the sentences to include an apostrophe – remember to look at the s.

Example: The dogs’ bones are hidden in the garden. (Dogs’ = more than one dog)

1. The players changing room was like a pig sty after the game.

2. The teachers staffroom is very noisy at breaktime.

3. The soldiers tank roared across the landscape.

4. The doctors surgery was very busy on a Monday morning.

5. One of Dickens characters in ‘Oliver Twist’ is the Artful Dodger.

Write sentences containing possessive apostrophes. Make sure you are aware of whether it is

singular or plural possessive.

Example: a cat + paw = The cat’s paw had a thorn in it.

1. the bicycle + tyre

2. Mr Jones + jacket

3. three horses + field

4. my sister + dress

5. fox + prey

Apostrophe revision

Apostrophes (‘) are used for two reasons. In this poster, you will see that they are used to indicate

possession.

Apostrophes are used :

1. to indicate possession

For example:

The girl’s bicycle

My friend’s house

Rules of possession

Singular:

When the possessor is single we indicate possession by using an apostrophe followed by the letter s:

The man’s coat My brother’s car

Plural:

When the possessors are plural, the apostrophe is placed after the final s:

The boys’ bicycles My cousins’ parents

When names end with the letter ‘s’, either use is acceptable:

James’ wife or James’s wife

Some irregular plurals

Some words do not form their plurals in the regular way. They have irregular plurals:

Man – men foot – feet tooth – teeth goose – geese

Woman – women child – children mouse – mice

Brackets revision

Brackets, also known as parentheses, provides separate information to a sentence.

Brackets are used :

1. to add information to a sentence that will give greater detail to

the information presented

2. to state the full name of an abbreviation

3. to provide a citation of a text

For example:

1. Molly’s jumper was pink (bright pink) with a blue stripe.

2. The RSPCA (The Royal Society for the Prevention of Cruelty to Animals) are desperate

for people to re-home the homeless animals in their care.

Brackets

Rewrite the sentences below using brackets:

1. Ellie my older sister lives in Manchester.

2. Jupiter the largest planet is made of gas.

3. The twins Ben and Billy have just played their first football match.

4. The ambulance which had sirens blaring and lights flashing moved swiftly through the traffic.

5. The student who was new to the school got lost to her first lesson.

Rewrite the following paragraph using brackets:

Denver and Max Denver’s cousin went to the shopping centre.

They had £10 in pound coins between them. Max was hungry

he hadn’t eaten all day so he bought a sandwich with halloumi

a type of cheese to eat.

Capital letters – revision

Upper Case and Lower Case Letters:

Aa Bb Cc Dd Ee Ff Gg Hh I i J j Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

(Make sure you use the right shape and size)

Upper case or capital letters are used :

1. to start sentences

2. for proper nouns

3. for initials

For example:

1. English is the most important school subject.

2. Many of Shakespeare’s plays were f irst performed by the R iver

Thames in London at the G lobe Theatre.

3. The biggest T.V. audiences in the U.K are for B.B.C . and I .T.V.

programmes.

Capital Letters– practise

Correct the following sentences by using capital letters where they are needed.

a) tom, sam and jamie watched the football match on saturday. it was chelsea vs arsenal.

b) My puppy rover likes to chase my neighbour’s cat tilly.

c) the united states of america has 50 states, one of them being alaska.

d) buckingham palace, big ben and the houses of parliament are all tourist attractions in

London.

e) my friend tim is travelling to australia for his summer break.

f) my dad drives a blue bmw.

g) mr and mrs smith live on westfield drive in cornwall.

h) the simpsons is a famous American television show.

Arrange the following words into table. You need to decide if they are common or proper nouns.

Remember, if they are proper nouns they will need a capital letter.

Common Proper

table taj mahal

paul jungle

window school

coca cola amazon rainforest

car apple

Colon revision

A colon goes before (precedes) an explanation or an example of what has gone before, a list, or a

quotation.

Colons are used :

1. to introduce a l ist

2. before a long quotation or a speech

3. before a clause to explain a previous statement

For example:

1. The car has a number of optional extras: sun roof, tinted windows, rear seat belts, and

electrically operated wing mirrors

2. Speaking at Caesar’s funeral, Anthony addresses the crowd: “Friends, Romans, countrymen

…”

3. The school is highly regarded: academic standards are high, the staff are pleasant, and the

students enjoy going there.

Colon practise

Rewrite the sentences below using colons:

1. The colon a useful punctuation mark.

2. My life had changed for ever. I was going to university.

3. I can see only one thing: the old school building.

4. You have only one choice: Leave now while you can.

5. The captive screamed at her captors “You’ll never get away with this!”

Colons are used to introduce a list. Put colons in the right places in these sentences:

1. There are seven colours in the rainbow red, orange, yellow, green, blue, indigo and violet.

2. Our remaining opponents for the season are all of the top teams. Manchester United,

Liverpool, Chelsea, Arsenal and Newcastle United.

3. My teacher speaks the following languages French, Italian, Spanish and Chinese.

4. I will have three things on my sandwich ham slices, cheese, and mayonnaise.

5. His reasons for wanting a new car were as follows he wanted to be independent, he wanted

to stop using public transport and he wanted to impress his girlfriend.

Commas – revision

Commas are a common form of punctuation taught to students and are therefore expected to be

used routinely. They act as the ‘amber’ in the traffic light system; they tell us to take a brief pause

when reading – not as long as a full stop.

Commas are used :

1. to indicate natural pauses

2. to add extra information to a sentence

3. to separate i tems in a l ist

For example:

1. When he saw the pirate ship on the horizon, the captain gave the alarm.

2. Paul Mann, our star player , broke his leg in the match on Saturday.

3. When I go shopping I need to buy: eggs, bread, milk , cheese and butter.

Be careful when using commas as they change the meaning of a sentence.

E.G:

Commas – practise

Eats shoots and leaves.

Eats, shoots and leaves.

The old lady col lected al l sorts of things: s i lver, paper,

hats, c locks and tablecloths.

The old lady col lected al l sorts of things: s i lver paper, hats,

c locks and tablecloths.

The old lady col lected al l sorts of things: s i lver, paper hats,

c locks and tablecloths.

Commas – dividing parts of a sentence

Two parts of a sentence are linked together by a joining word like and, but, although, because, which

or who. You need to put a comma before the joining word - e.g. The boy shouted as loudly as he

could, but no one could hear him.

Add commas to divide the separate parts of the following sentences.

1. Sally bought some flowers for her house but they wilted in the heat.

2. Billy had always wanted to be a writer although he didn’t know where to start.

3. The boy was excited to go to the theme park but he was too small for the rides.

4. Dan’s room was tidy and that was how his mother liked it.

5. Amanda’s homework was submitted a day early which was very unusual for her.

Using a comma plus a joining word (and, but, although, because, which or who), join these pairs of

sentences.

1. The dog ate his dinner. He didn’t chase the cat.

2. She was upset. She had missed the last train home.

3. Tom was at a football match. He had a party to go to later.

4. Selma bought some expensive shoes. She now had no money left.

5. Fred found a fifty pound note on the pavement. It was a fake.

Commas – practise

Commas – adding extra information

When writing a sentence you often provide additional information to make it more interesting to the

reader.

When the second part of a sentence provides extra information about the first part, you divide the

two parts with a comma. You can then use the words who, which, where or when after the comma.

E.G: Danny ‘s a very talented football player, which is why he plays for Liverpool FC.

Add extra information to the following sentences by using commas and who, which, where or when.

1. My granny is a terrible cook

2. Harry ran across the road

3. My puppy chewed my socks

4. I will meet you at the restaurant

5. I have a gorgeous fluffy kitten

You can also add information in the middle of a sentence. You need to cushion the extra

information with two commas.

E.G: The girl fell off of her chair.

becomes

The girl, who was laughing hysterically, fell off of her chair.

Rewrite the following sentences by adding extra information and commas.

1. The man slid into the room.

2. My sister is called Rosie.

3. The dog bit the postman.

4. My friend works in an office.

5. The teacher set a class detention.

Commas – in a list

Commas are used to separate items in a list. A comma is optional but recommended before an and.

E.G: To build the shed we will need a hammer, nails, and a saw.

Dogs love toys, bones, and long walks.

Robbie is a sweet, caring, and polite boy.

Add commas to the following sentences to separate the items in a list.

1. I have travelled to Spain France Italy and Sweden.

2. To make a perfect cup of tea you need a teabag sugar milk and hot water.

3. Burglars love open windows, dark streets and unlocked cars.

4. In London tourists can visit Buckingham Palace London Dungeons and the London

Eye.

5. The job requires employees to be punctual efficient hardworking and professional.

Dashes revision

Dashes create a change of direction in a sentence. They are stronger than a comma but not as

strong as a full stop.

Dashes are used :

1. to indicate an explanation is coming.

2. to create dramatic effect (as in a newspaper headline).

3. to indicate an unfinished or interrupted comment.

4. (a pair of dashes) to indicate a group of words that provide an explanation or comment.

For example:

1. The teacher has a strategy – a strategy which will provide results.

2. They’ve made it – Finally!

3. ‘I have to say that I –’

4. The entire school – students, staff and parents – were present at Action Review Day.

Dashes – practise

Copy these sentences. Put in the missing dashes.

1. I’m going to buy sweets lots of them. 2. When he went to university his mum gave him a big pile of money enough to last

him a month. 3. The trip has been rescheduled for Monday maybe Thursday. 4. Molly found her purse down the back of the sofa. 5. There is only one meal worth eating pie and chips.

Copy these sentences. Put in the missing dashes.

1. Suzi wants to buy Mark a new pair of trainers I can see why. 2. There is no room left in the hotel let me repeat: No Room. 3. The dog a hairy beast jumped up at me. 4. Permission is granted subject to the following conditions. 5. The films all three of them took years to complete.

Rewrite each of the sentences using a comma instead of a dash. How does the change of punctuation affect the way the sentences are read?

Exclamation marks – revision

Exclamation marks (!) are placed after an exclamation. As the symbol contains a full stop, the

exclamation mark takes its place when an exclamation is made.

Exclamation marks are used :

1. to show strong feeling

2. to show a statement is very surprising

3. to show a brief command

For example:

1. What a lovely view you have here! That’s fantastic!

Mill ie! Don’t touch that.

2. Aaarrgh! Watch out!

3. Turn it up! Get out of here!

N.B: Do not use an exclamation mark unless you are certain it is necessary — and never use two or

three of them in a row:

Example: This is a sensational result!!!

Exclamation marks – practise

Add an apostrophe to the following sentences.

1. “Look out” shouted James to his brother. 2. “Ouch” screamed Charlotte. 3. What a wonderful surprise that was 4. “Tidy your room” shouted mother. “It’s a pig sty” 5. Looking out at the golden sunset, Maria exclaimed, “This is the life”

Write the opening chapter to a story. You should include an element of suspense to engage the reader. Use exclamation marks when necessary. Your story could begin with the words: The clock continued to chime as the stranger crept into the abandoned house. Write a dialogue involving an argument. Use exclamation marks when necessary. Your story could begin with the words:

‘You knew I wanted that!’ Tom cried, rising from the chair.

Full stops – revision

Full-stops are probably the first punctuation mark taught and therefore are expected to be used

routinely. By year 7, you should not need to be reminded to insert full-stops; in fact, their inclusion

should be almost automatic.

Full -stops are used :

1. at the end of sentences

2. with abbreviations

For example:

1. Using a full -stop to end a sentence means other people can

understand what you mean .

2. Throughout the U .K . , the B .B .C . broadcasts television programmes designed to inform, entertain and educate .

3. Mr. W. Shakespeare wrote 154 sonnets.

Full stops – practise

Make the following sentences correct by including a full stop:

1) I walk to school every morning

2) My friend Jack likes to play football

3) Charles Dickens is a famous author

Add full stops and capital letters to show that the following are sentences:

1) hamlet is a play written by william Shakespeare

2) mike said that the school was closed because of a bad snow storm

3) prince william and kate middleton got married in 2011

Copy the following passage making sure you include full stops and capital letters:

it was a sunny day my mum suggested having a

picnic in riverview park we packed up sandwiches

fruit and a selection of cakes to take with us when

we got to the park we found a nice spot to have our

picnic my dad suggested feeding the ducks by the

edge of the lake my brother adam thought it would

be funny to push me into the lake i was completely

drenched when i finally managed to get out

Hyphens – revision

Hyphens are often confused with dashes. However hyphens are smaller than dashes and are used

differently.

Hyphens are used :

1. to join words or syllables together to make the meaning clear

2. to create compound words

For example:

1. My mother-in- law looked after my children while I went to work.

2. John has twenty-pound notes.

N.B : Hyphens can change the meaning within a sentence.

For example: a hot water-tap = describes a water -tap which is hot .

a hot-water tap = describes a tap which is used for hot water

Hyphens – practise

Use a hyphen to connect the correct words together:

1) The girl was heart broken with the news.

2) Stewart broke his mum’s expensive vase. He realised he could be very heavy handed at

times.

3) In certain situations you need to be thick skinned. This means that you do not let things get

to you.

4) Charlotte realised that she was driving down a one way street.

5) Tommy’s nan celebrated her eighty second birthday yesterday.

Match words from the two columns to make hyphenated words. Once you have selected them,

write them in a sentence:

hot short wide brother sure tight eyed lipped tempered footed in law headed

_____________________________ ____________________________

_____________________________ ____________________________

_____________________________ ____________________________

1) _______________________________________________________________

2) _______________________________________________________________

3) _______________________________________________________________

4) _______________________________________________________________

5) _______________________________________________________________

6) _______________________________________________________________

Question marks – revision

Question marks (?) are used to mark a question. As the symbol contains a full stop, the question

mark takes its place when a question is being asked.

Question marks are used :

1. to mark a sentence that is a question

2. to indicate a query in direct speech or in the thought of a character

or narrator

For example:

1. Is anybody listening to me? / Are you reading this poster?

2.

a. ‘Detective Smith? Are you there?’

b. Did the label say one spoonful or two? If only she could

remember.

Question marks – practise

Rewrite each of the following sentences by changing indirect questions into direct questions.

1. The students asked whether there was any need for more homework.

2. The customer demanded to know why the interest rate was so high.

3. They asked themselves whether they could afford another holiday that year.

4. Molly wondered what the new school build would look like.

5. Jade wanted to know how much the dress was.

Rewrite each of the following sentences by changing direct questions into indirect questions.

1. ‘When are you going to buy some more players?’ asked the supporter.

2. “Do you know where your classmates are?” asked the teacher.

3. “What time is Sarah’s party?” asked Ruth.

4. The interviewer began by saying, “Mark, can you tell me what you like most about

your present job?"

5. “How am I meant to get home?” cried Millie.

Add question marks or full stops to these sentences to show whether they are direct or indirect

questions.

1. I wonder if he can help me

2. Can pigs fly

3. She asked how old I was

4. Can I have an extension on my homework

5. I wonder if it is going to be sunny today

Semi colon revision

Semi-colons are used in the same way as a comma; they are used to signal a long pause in a

sentence. A capital letter is not needed after a semi-colon. Students targeting the higher levels

should be able to use semi-colons confidently.

Semi-colons are used :

1. to separate two sentences that are related

to group words (clauses) together in a l ist

For example:

1. The expedition may be on or off; it all depends on the weather.

2. Four objects lay on the desk: a large book; a spiral-bound notepad; a glass vase

containing flowers; and a silver propelling pencil.

Semi colon practise

Rewrite the sentences below using semicolons. Remember that semi colons replace joining words,

commas, capital letters and full stops.

1. George ran into the shed because it was raining.

2. Sammy likes hamburgers but I like fish and chips.

3. The car screeched to a halt. The fox managed to escape.

4. Losing money is careless but stealing it is criminal.

5. Julius Caesar famously said: “I came, I saw, I conquered.”

Use semi-colons to correctly punctuate the following sentences:

1. I bought apples bananas pears and plums at the supermarket.

2. In order to ride a horse, you need the following equipment: a helmet, a saddle,

stirrups and a halter with reins.

3. My lessons at school today are: Maths Science English History and P.E.

Make a list of items and use semicolons to separate them.

Speech marks – revision

When using speech marks you have to follow certain rules.

Speech marks are used :

1. to show what an individual is saying

For example:

‘Ti l ly, can you help me with my homework please?’ asked Kate.

‘Someone has stolen my mobile phone!’ exclaimed Chris.

‘Mum! Ben has taken my headphones again! ’ shouted Rhiannon.

NB: When writing you show what someone has said by putting it in speech

marks. Punctuation also needs to go inside the closing speech mark.

Speech marks – practise

Change the following reported speech sentences into direct speech.

1. Ben told the teacher that Max had been hurt during the football match.

2. Mr Gateway told his class he wanted the homework completed for Friday.

3. The customer asked the shopkeeper for some help.

4. I shouted at my dog to stop chewing the sofa.

5. The tourist asked the woman for directions.

Change the following sentences from direct speech into reported speech.

1. ‘Thanks for the help Sally,’ said Frankie.

2. ‘Jim, can you get some groceries from the supermarket for me please?’ as ked his mother.

3. ‘I don’t want to be here!’ shouted the girl.

4. ‘I’ve been experiencing very severe headaches, Doctor,’ said Jay.

5. The shop assistant asked the woman, ‘Can I help you?’

Add speech marks to the following sentences.

1. Katie, can you call the council for me please?

2. I’m worried, Jess said. I think I have lost my purse.

3. The sergeant barked to the troops, Stand to attention!

4. This is the worst film I have seen in my life, moaned Ben.

5. I left the house clean and tidy, explained Sam.