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.
- 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.
- 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.
| Level | Marks | What it looks like |
|---|---|---|
| Content & organisation – Level 4 | 19–24 | Assured 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 3 | 13–18 | Consistently 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 2 | 7–12 | Some success: some awareness of purpose and audience; some vocabulary chosen for effect; some linking of ideas and some use of paragraphs. |
| Content & organisation – Level 1 | 1–6 | Simple: limited awareness of purpose and audience; simple vocabulary; ideas are listed or loosely linked with limited paragraphing. |
| Technical accuracy – Level 4 | 13–16 | Sentence 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 3 | 9–12 | Sentence 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 2 | 5–8 | Sentence 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 1 | 1–4 | Sentence boundaries are marked accurately only occasionally; basic punctuation; mostly simple sentences; occasional Standard English; basic words spelt reliably. |
- Choose a controlling idea: the fairground as a place that remembers summer.
- Paragraph 1: wide shot – the Ferris wheel against the sky.
- Paragraph 2: zoom in – shuttered stalls, lost objects (focus on small details).
- Paragraph 3: the carousel and the tarpaulin – movement and sound.
- Paragraph 4: shift in time – a brief, contrasting memory of summer (colour, noise).
- Paragraph 5: return to the present – end on the Ferris wheel again, altered (cyclical).
- 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.
- 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.