Paper 1 Q5: descriptive/narrative writing

2 guides

Answer on paper first, then reveal the mark scheme one mark at a time.

40 marks · About 45 minutes (5 planning, 35 writing, 5 checking)

Q5 – description: the winter fairground

Section B: Writing

Spend about 45 minutes on this section. Plan before you write, use full sentences, and leave a few minutes at the end to check your work.

Question 5 Your school is producing a creative writing anthology for Year 11 students.

Either:

(a) Write a description suggested by this picture:

[Picture description: a deserted seaside fairground in winter. A Ferris wheel stands against a heavy grey sky; the stalls are shuttered; a carousel is half-covered by a flapping tarpaulin; rain puddles reflect strings of unlit bulbs.]

or:

(b) Write a story about a person who discovers something they were not supposed to find.

(24 marks for content and organisation, 16 marks for technical accuracy) [40 marks]

This guide models option (a), the description.

What is being assessed
  • AO5 (24 marks – content and organisation): communicate clearly, effectively and imaginatively, matching tone, style and register to the task; organise ideas with structural and grammatical features that hold the piece together.
  • AO6 (16 marks – technical accuracy): use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation.
What examiners reward
  • A DESCRIPTION, not a story: minimal plot, rich focus on place, atmosphere and detail.
  • A deliberate structure: e.g. wide shot → zoom in → shift in time or weather → return to the opening image changed (cyclical).
  • Ambitious but precise vocabulary – the right word, not the longest word.
  • A full range of sentence forms used for effect (short, minor, complex, lists) and a range of punctuation (semicolons, colons, dashes).
  • A controlled, consistent tone and a sense of the writer shaping the reader’s response.
  • Secure sentence boundaries and accurate spelling – AO6 is 16 marks.
LevelMarksWhat it looks like
Content & organisation – Level 419–24Assured and compelling: tone, style and register fit purpose and audience with real confidence; vocabulary is wide, ambitious and precise; ideas are developed and connected fluently, with inventive structural choices and paragraphs shaped for deliberate effect.
Content & organisation – Level 313–18Consistently clear: tone and register suit purpose and audience; vocabulary is chosen for effect; ideas are connected and paragraphs are coherent, with some effective structural features.
Content & organisation – Level 27–12Some success: some awareness of purpose and audience; some vocabulary chosen for effect; some linking of ideas and some use of paragraphs.
Content & organisation – Level 11–6Simple: limited awareness of purpose and audience; simple vocabulary; ideas are listed or loosely linked with limited paragraphing.
Technical accuracy – Level 413–16Sentence boundaries are secure and accurate throughout; a wide range of punctuation is used precisely to shape meaning; sentence types are wide-ranging and deliberate; Standard English and complex grammar are confidently controlled; ambitious words are spelt correctly.
Technical accuracy – Level 39–12Sentence boundaries are mostly secure and accurate; a range of punctuation, mostly used correctly; a variety of sentence types chosen for effect; Standard English is mostly controlled; spelling, including of more complex words, is generally accurate.
Technical accuracy – Level 25–8Sentence boundaries are mostly secure but not always accurate; some control of a range of punctuation; some attempt to vary sentence types; some use of Standard English; some complex words spelt correctly.
Technical accuracy – Level 11–4Sentence boundaries are marked accurately only occasionally; basic punctuation; mostly simple sentences; occasional Standard English; basic words spelt reliably.
How to plan it
  1. Choose a controlling idea: the fairground as a place that remembers summer.
  2. Paragraph 1: wide shot – the Ferris wheel against the sky.
  3. Paragraph 2: zoom in – shuttered stalls, lost objects (focus on small details).
  4. Paragraph 3: the carousel and the tarpaulin – movement and sound.
  5. Paragraph 4: shift in time – a brief, contrasting memory of summer (colour, noise).
  6. Paragraph 5: return to the present – end on the Ferris wheel again, altered (cyclical).
  7. Leave 5 minutes to check boundaries, apostrophes and homophones.
Show the top-band model answer

The Ferris wheel is the first thing the sky sees.1 It stands at the end of the promenade like the skeleton of some enormous clock, its gondolas hanging motionless, its spokes cutting the cloud into grey slices. Nothing turns. Nothing hurries.2 Even the gulls seem to have decided that this place is no longer worth their attention.

Below it, the stalls have closed their eyes3. Metal shutters, freckled with rust, are pulled down over the hook-a-duck and the candyfloss stand, and someone has scrawled BACK IN MAY across one of them in letters that have already begun to weep. A single plastic duck lies on its side in the gutter, its painted smile fixed on nothing. In the doorway of the ghost train, a drift of crisp packets and dead leaves has gathered, as if the wind has been trying, all winter, to get in.

The carousel is the only thing that moves. A blue tarpaulin has been roped over its horses, but the wind has worked one corner loose, and now it lifts and cracks and falls, lifts and cracks and falls4, like a sail on a ship that will never leave harbour. Beneath it, the horses are frozen mid-gallop: nostrils flared, gilt manes chipped, eyes wide with a terror that has nowhere to go. Each time the tarpaulin rises, one of them is briefly revealed – a flash of red saddle, a hoof raised in permanent protest – before the plastic slaps down again.

Puddles have collected in every dip of the tarmac. In them, the strings of unlit bulbs are reflected upside down, a second fairground drowned beneath the first5. A drop of rain lands; the drowned fairground shivers; then it is still.

It was not always like this.6 In August, this same tarmac was sticky with spilled lemonade and loud with a hundred overlapping songs. The bulbs blazed – cherry red, lime green, a gold so bright it made your teeth ache. Children screamed on the waltzer and pretended they were not afraid; their parents pretended not to notice. The air tasted of sugar and diesel and suncream. The Ferris wheel turned slowly against a sky so blue it looked painted on, and from the very top, so people said, you could see France.

Now the only sound is the tarpaulin and, somewhere beneath the pier, the sea dragging its chains of shingle back and forth. The light is failing. One by one, the street lamps along the promenade flicker on, but their glow stops politely at the fairground gate, as if it knows it has not been invited.

The Ferris wheel waits. Its gondolas sway, just slightly, in a gust from the sea – the smallest of movements, almost a breath. And for a moment it looks less like a skeleton and more like something sleeping7: something patient, something certain that, sooner or later, the summer will come back to wake it.

1. Arresting, unusual opening sentence that establishes the controlling image and a distinctive voice.
2. Paired short sentences with repetition: deliberate sentence variety for effect (AO6 and AO5).
3. Sustained personification gives the place a mood – the fairground as a sleeping creature – which the ending returns to.
4. Polysyndeton and repetition create rhythm that mirrors the movement being described.
5. Original, precise imagery; the next sentence uses semicolons to slow the pace – range of punctuation for effect.
6. Clear structural shift in time: the summer memory contrasts colour and noise with the grey present.
7. Cyclical ending returns to the Ferris wheel but transforms the ‘skeleton’ image into hope – a crafted, satisfying structure.
Where marks are usually lost
  • Turning the description into a story with lots of action and dialogue – keep plot to a minimum.
  • Listing senses mechanically (‘I could see… I could hear… I could smell…’).
  • Over-writing: stacking three adjectives before every noun or forcing in ‘thesaurus’ words that do not fit.
  • Ignoring the picture entirely – you can be imaginative, but the description should be clearly suggested by it.
  • Comma splicing (joining two sentences with a comma) – the most common reason for losing AO6 marks.
  • No plan, so the piece has no structural shape or ending.
40 marks · About 45 minutes (5 planning, 35 writing, 5 checking)

Q5 – narrative: the thing in the attic

Section B: Writing

Spend about 45 minutes on this section. Plan before you write, use full sentences, and leave a few minutes at the end to check your work.

Question 5 Your school is producing a creative writing anthology for Year 11 students.

Either:

(a) Write a description suggested by this picture:

[Picture description: a deserted seaside fairground in winter. A Ferris wheel stands against a heavy grey sky; the stalls are shuttered; a carousel is half-covered by a flapping tarpaulin; rain puddles reflect strings of unlit bulbs.]

or:

(b) Write a story about a person who discovers something they were not supposed to find.

(24 marks for content and organisation, 16 marks for technical accuracy) [40 marks]

This guide models option (b), the story.

What is being assessed
  • AO5 (24 marks – content and organisation): communicate clearly, effectively and imaginatively, matching tone, style and register to the task; organise ideas with structural and grammatical features that hold the piece together.
  • AO6 (16 marks – technical accuracy): use a range of vocabulary and sentence structures for clarity and effect, with accurate spelling and punctuation.
What examiners reward
  • A tightly controlled story that fits 45 minutes: one main character, one setting, one key moment.
  • Narrative structure used deliberately: a hook, slowing the pace at the key moment, a shift or reveal, and a resonant ending (not ‘it was all a dream’).
  • Characterisation through small details and actions rather than long explanations.
  • Dialogue used sparingly and punctuated correctly.
  • Varied sentence forms and punctuation to control pace and tension.
  • Accurate spelling, grammar and sentence boundaries throughout.
LevelMarksWhat it looks like
Content & organisation – Level 419–24Assured and compelling: tone, style and register fit purpose and audience with real confidence; vocabulary is wide, ambitious and precise; ideas are developed and connected fluently, with inventive structural choices and paragraphs shaped for deliberate effect.
Content & organisation – Level 313–18Consistently clear: tone and register suit purpose and audience; vocabulary is chosen for effect; ideas are connected and paragraphs are coherent, with some effective structural features.
Content & organisation – Level 27–12Some success: some awareness of purpose and audience; some vocabulary chosen for effect; some linking of ideas and some use of paragraphs.
Content & organisation – Level 11–6Simple: limited awareness of purpose and audience; simple vocabulary; ideas are listed or loosely linked with limited paragraphing.
Technical accuracy – Level 413–16Sentence boundaries are secure and accurate throughout; a wide range of punctuation is used precisely to shape meaning; sentence types are wide-ranging and deliberate; Standard English and complex grammar are confidently controlled; ambitious words are spelt correctly.
Technical accuracy – Level 39–12Sentence boundaries are mostly secure and accurate; a range of punctuation, mostly used correctly; a variety of sentence types chosen for effect; Standard English is mostly controlled; spelling, including of more complex words, is generally accurate.
Technical accuracy – Level 25–8Sentence boundaries are mostly secure but not always accurate; some control of a range of punctuation; some attempt to vary sentence types; some use of Standard English; some complex words spelt correctly.
Technical accuracy – Level 11–4Sentence boundaries are marked accurately only occasionally; basic punctuation; mostly simple sentences; occasional Standard English; basic words spelt reliably.
How to plan it
  1. Idea: a girl clearing her late grandfather’s attic finds letters revealing he had a brother no one ever mentioned.
  2. Hook: open in the attic, mid-action, with a sensory detail.
  3. Build: the box, the handwriting, slowing the pace as she reads.
  4. Turn: the discovery – a photograph of two boys.
  5. Complication: her mother calls up the stairs; she must decide whether to tell.
  6. Ending: a quiet, ambiguous choice – she keeps one letter; echo the opening image.
  7. Keep dialogue to a few lines; check speech punctuation.
Show the top-band model answer

The attic smelled of dust and old rain.1 Maya had been told to fill three bin bags – ‘Anything mouldy, anything broken, anything you can’t imagine anyone wanting’ – and she had already filled two: lampshades, a cracked fishing rod, forty years of Radio Times that her grandfather had kept as if they might one day be needed in evidence.

The shoebox was wedged behind the water tank. She almost missed it. It was the kind of box that new school shoes came in, its lid softened by damp, and someone had wound brown parcel tape around it so many times that it had become less a box than a fist2.

She should have put it straight in the third bag.3 Instead, she sat down on the boards, knees to her chin, and began to pick at the tape.

Inside were letters. Dozens of them, tied in bundles with string, every envelope addressed in the same looping, careful hand to Mr A. Hartley – her grandfather – at the house where she was now sitting. None of them had been opened.

Maya held one up to the bare bulb. The postmark was smudged, but the year was clear enough: 1971. She looked at the next bundle. 1974. 1980. 1993.4 The last envelope, thinner than the rest, was dated just six years ago.

Her hands were not quite steady when she opened it.

Arthur, it began. I don’t suppose you’ll read this one either. I’m not well, and I wanted to try once more before I can’t. I think about the river every day. I think about what we said. I was wrong, and so were you, and I’m tired of us both being right. Your brother, Joe.

Brother.5

The word sat on the page like a stone dropped into still water6, and Maya felt the ripples spreading outward, through Christmases and birthdays and the funeral only a month ago, where nobody – not a single person – had mentioned a Joe.

Something else was in the envelope: a photograph, small and square, its colours faded to the orange of old tea. Two boys stood on a riverbank, arms around each other’s shoulders, squinting into the sun. One of them was unmistakably her grandfather – the same sticking-out ears, the same crooked grin she had seen in every photo on the mantelpiece. The other had the same ears, the same grin. He was laughing at something outside the frame.

‘Maya?’ Her mother’s voice floated up the ladder. ‘How are you getting on? Find anything?’

Maya looked at the boxes, the bags, the fifty years of unopened envelopes. She thought about how tired her mother had looked all month, how she had said, more than once, that at least Dad had never kept secrets.

‘Nothing much,’ she called.7 ‘Just old stuff.’

She tied the bundles back up, slid the box into the third bin bag, and knotted it tightly. Then she took the photograph, and the last letter, and tucked them inside her jacket, against her heart, where they would be safe until she was ready to decide what kind of granddaughter she was going to be.

Below her, the house went on being ordinary. Above her, the rain began again, tapping softly on the roof, like someone who had been waiting a very long time to be let in8.

1. Short, sensory opening that drops the reader straight into the setting – an efficient hook.
2. Inventive metaphor that hints at secrecy and tension before the discovery.
3. Foreshadowing in a single short paragraph; slows the pace before the key moment.
4. Minor sentences of dates compress decades into a few words – structure doing the storytelling.
5. One-word paragraph at the climax: confident, deliberate structural choice that makes the reveal land.
6. Extended image developed through ‘ripples spreading outward’ – crafted, controlled figurative language.
7. Sparse, correctly punctuated dialogue reveals character and moral choice without explanation.
8. Cyclical ending returns to the rain from the first line and gives it new meaning – Joe, still waiting.
Where marks are usually lost
  • Planning an epic plot with too many characters and events – it becomes a rushed summary.
  • Endings such as ‘and then I woke up’, or simply running out of time with no ending.
  • Over-using dialogue, often with incorrect punctuation (new speaker = new line; punctuation inside the speech marks).
  • Telling emotions (‘she was very shocked’) instead of showing them through actions and details.
  • Inconsistent tense – drifting between past and present.
  • No paragraphing, or paragraphs that do not reflect shifts in time, place or focus.

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