Grade 9 English GCSE Creative Writing 40 Mark Example
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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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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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Editing Checklist for Self- and Peer Editing
About this printout
This helpful tool will give your students the opportunity to edit their own writing and then observe as their peers edit the same work.
Teaching with this printout
More ideas to try, related resources.
Before you begin, be sure to model and discuss each step of the writing process (prewriting, drafting, revising, editing, and publishing), preferably using a whole-class story or class newsletter article. Please note that the revising stage precedes editing. Student should have already worked through content revisions before reaching the editing step. When they are ready for the editing stage of the writing process, students should edit their writing and then meet with a partner to engage in peer editing. Prior to having students use this tool independently, it is important to model its use. To do this, display sample text on an overhead projector, document camera, or SMART Board so that all students can view it. Model the use of the self-edit column with the displayed text, with you assuming the role of author. Then have a volunteer fill out the peer-edit column so that all students can hear and view the process. Finally, discuss what went well and what could be improved in the editing steps that were modeled. This tool serves multiple purposes, including:
- The self-edit step
encourages students to evaluate specific features of their writing, increasing self-awareness of writing conventions keeps the pen in the writer’s hand for the initial editing phase
- The peer-edit step
helps build a learning community in which peers work collaboratively heightens the awareness of various print and grammatical conventions for the peer editor and the author
- Use a fish-bowl technique to allow the class to view a self- and peer-edit session of two of their classmates. To do this, first choose one student to model the self-editing phase. It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation. That student works through the items in the self-edit column as the other students observe. It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process. After the self-edit is complete, discuss the process with the students. Next, choose another student to serve as the peer editor for the piece that was just self-edited. Have the two students sit in the middle of the class so that all students can see and hear them as they work through the peer-editing phase. Afterward, include the entire class in a discussion about the process itself and ways in which the editing session will help the author and peer editor improve on their writing.
- Have students work in groups of two or three to edit one piece of writing. The interaction between peers will help make the editing process more explicit. While the students are working in groups, move from group to group to check their understanding of the editing process and use of the checklist. Try to notice groups that lack comments in the “Comments and Suggestions” columns and encourage them to use this section to provide feedback to the writer, particularly for criteria that lack a check mark. To guide them, you could ask, “What do you think you could write in the ‘Comments’ section to help the writer fix this error?” Be sure to tell students that if they are unable to mark a check in the “After completing each step, place a check here” column, they must indicate the reason why they cannot check it in the “Comments and Suggestions” column.
Student Names | Date 1 | Date 2 | Date 3 | Date 4 |
Student A | ||||
Student B |
- If your school uses a team approach for grouping students (a group of students who all share the same content area teachers), consider encouraging other team teachers to use this checklist in their respective content areas. Consistency in the editing process will help students understand that the editing process can apply to all written pieces, regardless of the content area.
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This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help students become proficient writers.
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Grade 9 Creative Writing Examples
This resource contains FIVE Grade 9 creative writing pieces. Each creative writing piece is annotated with literary techniques , structural elements , punctuation , and advanced vocabulary . Then, each story is linked to three AQA-style questions to show how students can relate pre-prepared stories to the exam question.
This resource aids GCSE students in understanding how stories integrate techniques to achieve high marks and helps students to prepare for their own exam. 🚀✏️
Key Features:
📚 Five Grade 9 creative writing pieces
🔍 Annotated with literary techniques , structural elements , punctuation , and advanced vocabulary
❓ Each story is linked to three questions
🎯 Designed to help GCSE students understand storytelling techniques and excel in exams
🌐 Available as a Digital Download: This PDF is conveniently accessible online. Simply download it and get started on your path to success from the comfort of your device, anytime, anywhere.
✨Grade 9✨ Creative Writing Examples
9th Grade Creative Writing Worksheets
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Providing Support for Writers and Teachers of Writing
Cheat Sheet for Grading Creative Writing
A cheat sheet for grading creative writing can be a useful tool for teachers and instructors who are looking for a quick and easy way to assess the quality of their students’ writing. By providing a set of guidelines and criteria to follow, a cheat sheet can help instructors quickly and consistently evaluate the creativity, organization, and overall effectiveness of a piece of writing. This then allows them to provide constructive feedback and support to their students as they work to improve their skills.
Why is Grading Creative Writing so Difficult?
Grading creative writing can be challenging for instructors. It’s often very personal and subjective, which makes it hard to assess using traditional grading systems. Plus, creative writing can be complex. It can involve a lot of emotions, which can be difficult to capture in writing. Additionally, the field is constantly changing, making it hard for instructors to stay on top of new styles and techniques. Overall, grading creative writing requires a careful and sensitive approach.
Cheat Sheet for Grading
Here are six quick and easy tips to keep in mind when grading your students’ creative writing.
Tip 1: Focus on the Overall Structure and Organization
- Does it have a clear beginning, middle, and end?
- Does the plot flow smoothly from one event to the next?
- Does it pull you along, or do you lose track of what’s happening?
Tip 2: Pay Attention to the Characters.
- Are they well-developed and believable?
- Do they have distinct personalities and motivations?
- Does the protagonist have any flaws or are they perfect?
- Does the antagonist have any redeeming qualities?
Tip 3: Look for Strong Descriptions and Sensory Details.
- Does the writer use vivid language to bring the scene to life?
- Does the writer use more senses in descriptions than just sight?
- Do the setting descriptions help set up a mood for the writing?
Tip 4: Consider the Use of Dialogue.
- Does it sound natural and add to the story?
- Does it give insight into the personality traits of the characters?
- Is it written correctly, following punctuation and paragraphing norms?
Tip 5: Evaluate the Writer’s Style and Voice.
- Does the writing have a unique and engaging tone?
- Could you tell which student wrote the piece just by reading it?
Tip 6: Look for Creativity and Originality
- Does the writer have fresh ideas?
- Is there anything unique about this writing from that of other students?
Final Thoughts and Freebie
Overall, the key is to provide constructive feedback that will help the writer improve and grow. It’s important to remember that creative writing is a form of self-expression, and everyone has their own unique voice and style. As a grader, your job is to help the writer hone their craft and develop their skills.
If you have any advice for grading creative writing, please put it in the comments below. Also, here is a free checklist to help you have a grade for each student’s creative work. It’s available in both an editable PowerPoint and a quick print PDF.
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Narrative Writing
Description.
In this unit, students are introduced to the skills, practices, and routines of narrative writing by working collaboratively with their peers to examine narrative writing models, plan for their writing, and build their knowledge on the narrative writing topic. Students independently practice writing and revising and also engage in peer review to revise their work. Throughout the unit, the class will construct a Narrative Writing Checklist, which students will use to guide their drafting, review, and finalization. By the end of the unit, students will have produced fully developed narratives.
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- Grades 9-10 Writing Module, Unit 3
- Writing Module, Unit 3 Overview
- College Application Essay
- Return of July
- The Flight of Apollo 11
- They Remember Where They Were
In This Unit
- lesson 1: Introduction to Narrative Writing
- lesson 2: Effective Narrative Writing: Organization and Purpose
- lesson 3: Narrative Writing: Analyzing the Prompt
- lesson 4: Narrative Writing: Source Material
- lesson 5: Narrative Writing: More Source Material
- lesson 6: Narrative Writing: Drafting an Introduction
- lesson 7: Narrative Writing: Drafting Body Paragraphs
- lesson 8: Narrative Writing: Drafting Body Paragraphs
- lesson 9: Narrative Writing: Drafting a Conclusion
- lesson 10: Narrative Writing: Structural Techniques
- lesson 11: Narrative Writing: Getting Feedback
- lesson 12: Finalizing Narrative Papers
- lesson 13: Narrative Writing: Reflecting on the Writing Process
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Grade 9 English GCSE Creative Writing 40 Mark Example
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:
Here you will find 9th grade writing worksheets pdfs, plus writing prompt and journal page pdfs. There are tons of great activities and tools you can use to make sure your ninth-grade students are excelling in high school—but one of the absolute best options is to have them start writing a daily journal. To help support you in your efforts to ...
Composition Practice
The attached scary story narrative writing rubric is specifically aligned to the PA Core standards for 8th grade, but it can easily be adapted for others. It includes "I can" objectives and easy to understand descriptors for each score. 6 th - 9 th. Creative Writing, English Language Arts, Writing. FREE.
Editing Checklist for Self- and Peer Editing
Scoring Rubric: Definition/Classification. The organization, elements of definition/classification, grammar, usage, mechanics, and spelling of a written piece are…. Browse our printable 9th Grade Creative Writing resources for your classroom. Download free today!
Ninth Grade Creative Writing Worksheets. Authored by: TeacherVision Staff. Last edited: January 21, 2023. It is crucial for 9th-grade students to be skilled at understanding and analyzing pieces of literature. Use our most popular printables to enhance your class's abilities at comprehending story elements, genre, and meaning.
This resource contains FIVE Grade 9 creative writing pieces. Each creative writing piece is annotated with literary techniques, structural elements, punctuation, and advanced vocabulary. Then, each story is linked to three AQA-style questions to show how students can relate pre-prepared stories to the exam question. This resource aids GCSE ...
Learn about "The Famous Five," women who made strides for women's rights and representation in Canada. Then, children…. Browse our printable 9th Grade Creative Writing Worksheets resources for your classroom. Download free today!
grade 9 phrases to use for creative writing. what are some words for pleasant tastes? Click the card to flip it 👆. -The palatable, Appetising, A delectable delight, Danced on taste buds in perfect harmony, luscious, Exploded on my taste buds, Ambrosial (fit for Gods), divine, Dulcified (been made sweeter), Saccharine (sugary), Succulent ...
Grades 9-10 Writing Checklist Narrative Conventions Meets Expectations: Narratesreal or imagined experiencesor events Establishes a context and point of view a. Introduces a narrator and/or characters b. Creates a logical and natural sequence of events Uses narrative techniques a. Includes dialogue and description b.
Cheat Sheet for Grading. Tip 1: Focus on the Overall Structure and Organization. Tip 2: Pay Attention to the Characters. Tip 3: Look for Strong Descriptions and Sensory Details. Tip 4: Consider the Use of Dialogue. Tip 5: Evaluate the Writer's Style and Voice. Tip 6: Look for Creativity and Originality. Final Thoughts and Freebie.
Description. In this unit, students are introduced to the skills, practices, and routines of narrative writing by working collaboratively with their peers to examine narrative writing models, plan for their writing, and build their knowledge on the narrative writing topic. Students independently practice writing and revising and also engage in ...
We will be creating more for other writing genres shortly.There are three age variations in the bundle for Junior (Ages 5 - 7), Middle (7 - 11) and Senior (11 - 15). Each bundle contains. Subjects: Creative Writing, Short Stories, Writing. Grades: K - 9 th. Types: Printables, Task Cards, Rubrics.
In Paper 1 Question 5 you will be presented with a choice of two writing tasks and a stimulus image. One task will ask you to write descriptively, most likely based on the image, and the other question will ask you to write a story, based on a statement or title. The task requires you to write for a specific purpose and in a specific form.
Grade 9 Narrative Rubric Prompt Task Development of Narrative Organization Language Use 5 The purpose of the narrative is meaningful, clear, and well-suited for the task and designated audience. The response includes successful reflection that adds to the meaning of the narrative.
2016 Released Items: Grade 9 Narrative Writing Task The Narrative Writing Task focuses on one literary text. Students read the text, answer questions, and then write a ... Refer to Grade 9 Scoring Rubric RL 9.1.1 RL 9.3.2 RL 9.3.3 6387 . Item Type: TECR (additional item) RL 9.1.1 RL 9.3.1 6973_A . Item Type: EBSR (additional item)
Holistic scoring is a quick method of evaluating a composition based on the reader's general impres-sion of the overall quality of the writing—you can generally read a student's composition and assign. score to it in two or three minutes. Holistic scoring is usually based on a scale of 0-4, 0-5, or 0-6.
creative as possible. 7. Although you are encouraged to be creative, ensure that you still adhere to the rules of language structures and conventions. 8. Study the rubrics carefully to understand how you will be assessed. 9. Create a cover page for your project with all your relevant details.
How is the writing embedded in curriculum/content? Class • heterogeneous 9th grade English class Curriculum unit • part of a unit addressing the development of a theme. This followed a short story unit examining character change. Standards • Reading: RL9.1, RL9.2, RL 9.10 • Writing: W.9.2, W.9.9, W.9.10
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