edexcel creative writing coursework

Section B Skills: Imaginative Writing ( Edexcel IGCSE English Language A )

Revision note.

Section B Skills: Imaginative Writing

Imaginative writing needs to engage and entertain your reader. You will be rewarded for your ability to write creatively and your attempts to vary vocabulary, punctuation and sentence structure for effect. The following guide will explore how to produce an effective piece of imaginative writing:

What is imaginative writing?

How to structure your imaginative writing, imaginative writing techniques.

Imaginative writing could be a story, a descriptive piece, a monologue or a descriptive account of a real event. Whichever style you choose, you should make sure that you have carefully considered the tone and atmosphere you wish to create, and the style and register most appropriate for the piece you are writing.

Story writing should develop a sense of character as well as mood. This means you should consider how your narrator or characters would behave and sound.  

In order to craft a tone which builds characterisation and mood, consider: 

The perspective from which your story will be told: 

First-person characterisation can include monologues which express the narrator’s thoughts and feelings 

Third-person characterisation will generally include a description of the characters’ appearance and movements

Choose verbs and adverbs carefully to “show” the characters’ reactions

If you use a third-person omniscient narrator , you can reveal to the reader the characters’ thoughts and feelings

Consider how you can use sentence lengths and types in monologue and dialogue, as well as description of setting:

Short sentences reflect tension and unease, e.g.: “No sound could be heard”

Longer sentences and listing can create a sense of being overwhelmed, or of abundance, e.g.: “The table was laden with apples, grapes, oranges, loaves of bread, chunks of cheese and an array of colourful vegetables”

Rhetorical questions can suggest confusion, e.g.: “Would I ever get it right?”

Descriptive writing should craft a tone of voice in keeping with the mood of the scene. This means your sentences should reflect the atmosphere. For example, if the scene is mysterious and frightening, your sentences should reflect this suspenseful mood. 

Style and register

The style of your story writing is closely related to the language you use. For example, in a creative writing response, the best answers show evidence of careful word choice and linguistic techniques.

Imaginative writing helps the reader to visualise the person, place, or situation being described via word choice and linguistic techniques.

The best way to do this is to: 

Use vocabulary which is useful to the reader:

For example, describing something as “great” or “amazing” is telling rather than showing 

Use sensory language to bring the scene to life:

For example, a deserted park at night requires a completely different description from a busy park during the daytime

Emphasise key ideas or impressions using language techniques and imagery:

For example, you could use a simile to create associations about size or colour

Personification is a useful technique when describing weather or objects 

Ensure you describe the important details:

For example, you do not need to describe every inch of a person or scene bit by bit, but instead focus on key, interesting features that develops the story or the sense of character

Creative writing develops an idea to a conclusion. This means your writing should have cohesion by planning an ending with a resolution (you should plan whether your story will end happily or not). In the exam, it is best not to plan a complex story which takes place over a long period of time, employs multiple characters or that has more than one setting or plot twist.  

In order to adhere to the conventions of story writing, it is best to: 

Plan your writing in an order which takes your character (and reader) on a clear journey:

The best way to do this is to plan one main event

Consider employing structural techniques such as a flashback:

This can give background information to the reader and provide context

Ensure you use past-tense verbs for this

Develop your characters:

Consider essential narrative characterisations, such as villain, victim, hero, etc.

Decide on how your characters fit these descriptions 

When describing people, focus on relevant details only:

You could focus on their body language or movements

If using dialogue, how your characters speak can reveal more about them than what they say, e.g., “shrieked”, “mumbled”, “whispered”

It is effective to repeat ideas related to colour

When considering the detail you should include in descriptive writing, it is useful to consider the types of things that bring a scene to life. These things are normally rooted in contrast . For example:

Imaginative writing responses should be structured into five or six paragraphs. You should plan your response carefully as you have limited time to create a cohesive plot. Writing a response that has not been planned is likely to have an abrupt ending, or no ending at all, which will not get you high marks.

There are lots of different narrative structures or arcs that you could use to plan your story. Your story needs to be controlled and concise. One of the easiest ways to achieve this is to consider a five-part narrative structure, such as Freytag’s Pyramid: 

Remember, each paragraph does not have to be the same length. In fact, better answers vary the lengths of their paragraphs for effect. What is important is to develop separate ideas or points in each paragraph, and to avoid repeating the same descriptions throughout your response. 

Once you have planned out the structure of your narrative, it’s a good idea to consider how to incorporate methods and techniques into your response. Below we have included some guides to help you when thinking about setting, characterisation and other linguistic techniques to make your narrative as engrossing as possible.

As this task assesses the ability to communicate clearly, effectively and imaginatively, it is important to consider how to use language constructively in a short story to convey an atmosphere or mood. Building an effective setting is key as it contributes to atmosphere and mood.

Your setting should reflect your main character’s mood:

You may know this as pathetic fallacy , which reflects the character’s mood in the environment, e.g., “the lonely road”

As your setting reflects your character’s mood, your setting may change as the story progresses:

Contrasting scenes is an effective way to convey ideas and to engage your reader:

For example, your story may have started on a sunny afternoon, but may end as the sun sets or as a storm approaches 

Whatever way you decide to contrast the scenes, ensure it reflects your character’s mood

The best answers build a clear setting before introducing other information, such as introducing character:

Describing setting is best done with sensory language as we experience places with all of our five senses

This means you could describe the dark, light, colours, sounds, smells and weather

The best way to clearly create setting is to allow an entire paragraph to describe the scene without confusing readers with other information like who is there

Ensure all of your descriptive language builds the same mood and avoid mixing ideas. For example: “The graveyard was dark, cold and smelled like fragrant flowers” is confusing for your reader

However, do not give too much away all at once!

Keep your reader guessing and asking questions

Think of establishing a setting a bit like the game “Taboo”, in which you have to describe something without stating explicitly what it is

Characterisation

This question asks you to create a short story and therefore you will need to build some elements of detailed characterisation. This means you need to consider what your character(s) represent. They may represent an idea, such as hope or strength or abandonment, or you could include a villain to represent injustice or evil. It is best to limit yourself to two characters in the time you have.

Well-rounded characters are taken on a journey: a character should undergo some form of development or change. The mark scheme rewards answers which clearly and effectively convey ideas, meaning that you need to consider the most effective ways of building a character in a short piece of writing. Ideally, you should focus more on indirect characterisation than direct characterisation:

Here, we will consider how to plan your character(s) effectively to engage your reader. This is what the examiner is looking for in your answer:

Linguistic devices

When considering your choice of language and the techniques you wish to employ, you must always remember that you are making deliberate choices for effect. It is important to consider the connotations of words and phrases, and how these may add depth to your writing. For example, do your word choices evoke certain emotions or feelings in the reader, or do they reveal aspects of a character’s personality, background or emotions? You should employ the principle of “show, not tell” in order to bring your writing to life in the reader’s mind.

Below you will find a brief explanation of some of the key techniques you could employ in your narrative (or descriptive) writing:

Please see our model answer pages for further guidance:

Descriptive Writing Model Answer

Narrative Writing Model Answer

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Edexcel English Language A iGCSE (4EA1/02) – Imaginative Writing Past Exam Questions

Li-ling Ooi Education , English Language , Learning , Resources 0

We have collated the imaginative writing questions from past year papers and listed them here. If you are taking the Edexcel English Language specification A (4EA1/02) for your iGCSE, and need more practice for this part of the paper, you have come to the right place.

Imaginative Writing is in Paper 2 Section B. Answer one question out of three given prompts. You are advised to spend 45 minutes on this task. The total marks for this section is 30.

The assessment objectives tested in this section are:

AO4 communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences

AO5 write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation.

Table of Contents

• Exam Paper Format
• Anthologies Exam Questions Analysis
• Poetry and Prose Text Past Exam Questions
• Transactional Writing Past Exam Questions
• Imaginative Writing Past Exam Questions

Imaginative Writing Questions Extracted from Past Year Papers (2014 – current)

Current syllabus (4ea1/01) answer one question..

Write about a time when you, or someone you know, made something. Your response could be real or imagined.

Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation and grammar.

Write a story with the title ‘My Greatest Memory’.

Look at the images provided. Write a story that begins ‘The festival was crowded that night’.

Your response could be real or imagined. You may wish to base your response on one of the images.

June 2022 Resit

Write about a time when you, or someone you know, had time away from school. Your response could be real or imagined.

Write a story with the title ‘A Lucky Escape’.

OR Look at the images provided. Write a story that ends ‘It looked so different at night’.

January 2022

Write about a time when you, or someone you know, had to be brave. Your response could be real or imagined.

Write a story with the title ‘Everything Had Changed’. Your response could be real or imagined.

Look at the images provided.

Write a story that begins ‘It was an unusual gift’.

January 2022 Resit

Write about a time when you, or someone you know, had an exciting experience. Your response could be real or imagined.

Write a story with the title ‘The Dark City’. Your response could be real or imagined.

Write a story that starts ‘Was it really him?’

November 2021

Write about a time when you, or someone you know, felt proud. Your response could be real or imagined.

Write a story with the title ‘The Hidden Book’. Your response could be real or imagined.

Write a story that begins ‘It was like a dream’.

Write about a time when you, or someone you know, needed help. Your response could be real or imagined.

Write a story with the title ‘The Accident’. Your response could be real or imagined.

OR Look at the images provided.

Write a story that begins ‘I was too excited to sleep’.

Write about a time when you, or someone you know, went on a long journey. Your response could be real or imagined.

Write a story with the title ‘A New Start’. Your response could be real or imagined.

Write a story that begins ‘I tried to see what he was reading.’

June 2020 R

Write about a time when you, or someone you know, made an important decision. Your response could be real or imagined.

Write a story with the title ‘A Future World’. Your response could be real or imagined.

Write a story that starts ‘I laughed out loud’.

January 2020

Write about a time when you, or someone you know, saw something surprising. Your response could be real or imagined.

Write a story with the title ‘The Meeting’. Your response could be real or imagined.

Write a story that starts ‘Suddenly, without warning, there was a power cut.’

January 2020 R

Write about a time when you, or someone you know, did something by mistake.

Your response could be real or imagined.

Write a story with the title ‘The Promise’. Your response could be real or imagined.

Look at the images provided. Write a story that ends ‘I’m glad I decided to help.’

Write about a time when you, or someone you know, visited a new place.

Write a story with the title ‘The Storm’. Your response could be real or imagined.

Look at the images provided. Write a story that ends ‘I decided to get on with it.’

Your response will be marked for the accurate and appropriate use of vocabulary, spelling, punctuation.

June 2019 R

Write about a time when you, or someone you know, met an important person. Your response could be real or imagined.

Write a story with the title ‘The Painting’. Your response could be real or imagined.

Look at the images provided. Write a story that starts ‘Everywhere was silent.’

JANUARY 2019

Write about a time when you, or someone you know, challenged an unfair situation. Your response could be real or imagined.

Write a story with the title ‘Bitter, Twisted Lies’. Your response could be real or imagined.

Look at the images provided. Write a story that begins ‘It was a new day …’.

January 2019 R

Write about a time when you, or someone you know, felt lonely. Your response could be real or imagined.

Write a story with the title ‘The Deception’. Your response could be real or imagined.

Look at the images provided. Write a story that begins ‘They found a diary… ’.

Write about a time when you, or someone you know, enjoyed success. Your response could be real or imagined.

Write a story with the title ‘A Surprise Visitor’. Your response could be real or imagined.

Look at the images provided (below). Write a story that begins ‘I did not have time for this’.

June 2018 R

Write about a time when you, or someone you know, felt disappointed. Your response could be real or imagined.

Write a story with the title ‘Lost’. Your response could be real or imagined.

Look at the images provided. Write a story that ends ‘He heard the door slam.’

Old Syllabus. Answer ONE question.

January 2018.

Write on one of the following: EITHER

(a) You have been asked to give to give a talk to a group of teenagers about a person who has made life better for others. This could be someone you know personally or someone who is well-known. Write the text of your talk.

(b) The magazine is publishing A series of articles called ‘where I live’. Write your contribution, exploring what you like or dislike about your local area.

(c) Write a story with the title ‘Memories’.

(a) ‘Cities are dangerous, dirty and crowded places. Why would anyone want to live there?’

Give your views, arguing either for or against this statement.

(b) Your Community Improvement Group has decided to put up a new building to benefit your local area.

Write a letter persuading the Group to accept your ideas about uses for the new building.

(c) Write a story beginning ‘I never thought such an amazing thing could happen to me’.

June 2017 R

(a) ‘Let’s make our world a better place!’

You have been asked to give a talk to a group of young people on this topic. Write the text of your talk.

(b) ‘A Hard Choice I Had To Make.’

A website is collecting contributions from people who have had to make difficult choices.

Write your contribution.

(c) Write a story beginning ‘I was only trying to help’

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Edexcel English Literature IGCSE (4ET1/01) Paper 1 – Past Exam Questions – Unseen Poetry

Edexcel english literature igcse (4et1/01) paper 1 – past exam questions – anthology poetry – comparison, edexcel english literature igcse (4et1/01) paper 1 – modern prose past exam questions – to kill a mockingbird, harper lee, edexcel english literature igcse (4et1/01) paper 1 – modern prose past exam questions – of mice and men, john steinbeck, edexcel english literature igcse (4et1/01) paper 1 – modern prose past exam questions – the whale rider, witi ihimaera, edexcel english literature igcse (4et1/01) paper 1 – modern prose past exam questions – the joy luck club, amy tan, edexcel english literature igcse (4et1/01) paper 1 – modern prose past exam questions – things fall apart, china achebe, edexcel english literature igcse (4et1/01) paper 2 – heritage texts past exam questions – romeo and juliet, william shakespeare, share your thoughts cancel reply.

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Approaching creative writing for Edexcel IGCSE

This s designed to support students in their writing rather than to “teach” techniques. It focuses on the idea that range and variety is paramount and includes a link to the brilliant Triptico Slow Writing web page. if you have not used that resource, I cannot urge you too strongly to do so without delay.

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GCSE English language: 10+ tips for creative writing

On paper creative writing should be one of the easiest parts of the English language GCSE but you're not alone if you're finding it tricky.

Creative Writing in GCSE exams can take various forms: You may have to tell an entire short story or you could be asked to write a description of a picture.

Here's some top tips when it comes to dealing with your creative writing headaches...

Understanding the Exam Format

First and foremost, it's essential to familiarise yourself with the GCSE English Language exam format. Creative writing usually forms a significant part of the assessment, often as part of a coursework component or in a specific section of the exam. Knowing what is expected in terms of length, format, and content can significantly boost your confidence and performance.

Reading Widely

One of the best ways to enhance your creative writing skills is to read a diverse range of literature. This exposure helps you understand different writing styles, narrative techniques, and genres. By reading extensively, you can develop a sense of what makes a story engaging and learn how to incorporate these elements into your own writing.

Practising Writing Regularly

Consistent practice is key in improving your writing skills. Try to write something every day, whether it's a short story, a descriptive piece, or even just a diary entry. This not only helps improve your writing style and vocabulary but also keeps your creative juices flowing.

Answer The Question

Read it VERY carefully because your answer will only be marked in the context of what was actually asked in the first place, regardless of how well written your piece may have been. Pay special attention to the type of creative writing you're asked to come up with and it's audience (see more below).

Developing Strong Characters and Settings

In creative writing, characters and settings are the heart of your story. Spend time developing characters who are believable and relatable. Similarly, create settings that are vivid and contribute to the mood of the story. Using descriptive language and sensory details can bring your characters and settings to life.

READ MORE: > 10+ GCSE creative writing ideas, prompts and plot lines

Mastering Narrative Structure

A good story has a clear structure - a beginning, middle, and end. The beginning should hook the reader, the middle should build the story, and the end should provide a satisfying conclusion. Think about the plot and how you can weave tension, conflict, and resolution into your narrative.

Showing, Not Telling

'Show, don’t tell' is a golden rule in creative writing. Instead of simply telling the reader what is happening, show them through actions, thoughts, senses, and feelings. For example, rather than simply telling the reader a character is tall, show them that in your writing: "He towered above me like a skyscraper." This approach makes your writing more engaging and immersive.

Take Inspiration From Real Life

Write more convincingly by taking inspiration from your real life experiences and feelings, embellishing where necessary.

Go Out of This World

If you're given a prompt to write the opening of a story involving a storm, it doesn't need to be a storm on earth. Going out of this world allows you to be really descriptive in your language and paint a picture of a completely unique world or species.

Varying Sentence Structure and Vocabulary

Using a range of sentence structures and a rich vocabulary can make your writing more interesting and dynamic. Avoid repetition of words and phrases, and try to use descriptive language that paints a picture for the reader. Consider the senses such as what you might hear, smell, feel or taste.

Don't Leave The Ending To The, Well, End

Some pieces will lend themselves to a nice, easy ending - and in some questions, the ending may even be provided for you - but other times it's not so simple to stop. When it comes to fictional stories, it may well be easier to plan your ending first and work backwards, you don't want to end on a whimper, in a rush or with leftover loose ends from the plot.

Editing and Proofreading

A vital part of writing is reviewing and refining your work. Always leave time to edit and proofread your writing. Look out for common errors like spelling mistakes, grammatical errors, and punctuation issues. Also, consider whether your writing flows logically and whether there's anything you can improve in terms of language and style.

Seeking Feedback

Don’t be afraid to ask teachers, friends, or family members for feedback on your writing. Constructive criticism can provide new perspectives and ideas that can help you improve your writing significantly.

Staying Calm and Confident

Lastly, it's important to stay calm and confident during your exam. Stress and anxiety can hinder your creativity and writing ability. Practice relaxation techniques and believe in your preparation to help you stay focused and composed during the exam.

Remember, creative writing is an opportunity to express yourself and let your imagination run wild. With these tips and consistent practice, you can excel in your GCSE English Language creative writing exam look forward to results day and enjoy the process of crafting your own unique stories.

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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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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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Pearson Edexcel IGCSE Imaginative Writing Unit

Subject: English

Age range: 14-16

Resource type: Unit of work

Last updated

30 December 2023

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This scheme of work contains everything you need to teach Imaginative Writing at IGCSE and will save you hours of preparation! It is focused on Paper 3 coursework, but can easily be adapted for Paper 2 exam preparation. It includes 24 lessons and is fully resourced with lesson PowerPoints, short stories and extracts, IWB interactive resources, quizzes, writing checklists and activities to exploit drama. Each lesson targets a different area of the mark scheme for the students to master.

Lesson 1: An introduction into imaginative writing Lesson 2: How to structure a story using a story mountain Lesson 3: How to write an effective opening Lesson 4: Using connectives Lesson 5: Creating characters with depth Lesson 6: Writing about a party Lesson 7: Focus on punctuation in ‘The Hero’ Lesson 8: Avoiding cliche in “The 100% perfect girl” Lesson 9: Using dialogue Lesson 10: Multiple narrative voices in “Not My Best Side” Lesson 11: Writing a story using a unique voice Lesson 12: Structure in ‘The Fugitive’ Lesson 13: A Day in the Life of a Nobody Lesson 14: Writing a personal response Lesson 15: Creating titles Lesson 16: Expanding and planning Lesson 17: Topic sentences Lesson 18: Openings and endings Lesson 19: Endings Lesson 20: Narratives and dialogue Lesson 21: Opening lines Lesson 22: Creating a sense of place Lesson 23: Show don’t tell Lesson 24: Narrative Tenses in The Beach

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DavidJonesGeography

I thought this unit was really useful and easy to follow. Takes you through the process step by step.

alexdavis1977

Thanks for the feedback David. I’m glad you liked it!

Empty reply does not make any sense for the end user

GeorginaWatkins

Extremely overpriced considering how underdeveloped these 'lessons' are.

Hi Georgina. I'm sorry the scheme of work did not meet your expectations. There are 25 lessons in the unit, that costs about 60p a lesson, so I don't think it's overpriced. For AO4 it covers: how to structure a story, how to write an opening, how to create characters, an exemplar to mark, how to avoid cliche, how to use dialogue, how to create an original voice, how to write effective endings, how to create a sense of place and advice on how to show, not tell. For AO5 it covers: connectives, punctuation, vocabulary, topic sentences and narrative tenses. So I personally think it's pretty comprehensive. However, if you are not satisfied please feel free to contact the TES for a refund. Furthermore, for my own curiosity could you please let me know what you were expecting to find in an Imaginative Writing unit of work and where you feel I have fallen short. Thanks.

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