creative writing images aqa

5 Image-based Descriptive Writing Prompts

Need a better way to practise writing? Below, you’ll find 5 image-based descriptive writing prompts which are a great way to go! 

If you’re studying creative writing, you’ve probably heard of them and might have even used them by now! If you’re a non-fiction writer or just an everyday writer, especially if you’re just getting started, this might be a new thing for you – but it is definitely a thing! 

Every writer gets inspiration from different sources. It could be a neighbour, a friend, a local event, a tragedy, a painting, or even music and a particular song. It’s the same with images and photos – it can spark your creativity in no time! 

Before we get into how image-based descriptive writing works and give you a couple of assignments, make sure you check our online English school where you can find courses like these: 

Basic Descriptive Writing

Advanced Descriptive Writing 

AQA GCSE English Language Paper 2 

How to use image prompts for writing: 

• Take a good look at the image. 

An interesting photo, or the one that is deceptively simple – is an inspiration. This could literally be any photo that catches your eye – whether you found it online or in your personal belongings. 

• Take a few moments to absorb the details in the photo. 

What is the main focal point? Is it the background or foreground? What about colour, light, and all other small details? 

• Allow your senses to experience the photo and at the same time allow words to form in your head.

A story might start, whether it is just a couple of sentences or a few words. Try imagining you’re explaining that same photo to a friend, but the friend is unable to see it – what would you say to them? 

• Start writing, whether words form in your mind or not. 

In journalism, there is a “Five W’s + H” rule, meaning that you should answer these questions: who, what, when, where, why and how, and it can be really helpful if you don’t know where to start as this gives you a direction to follow. 

• What comes to mind for you will be completely different from others as it’s based on your own experience and beliefs. 

So, keep on writing and then edit later – it all depends on your purpose. If you think you’re onto something, keep going, see how the story develops. But even if you set it aside for another time, it’s a never wasted effort. 

Task: What can you see? What do you think has happened/is happening/will happen? Where did the house come from? How do you think it got here?  Why is it surrounded by all of the bricks? Who is the woman inside the house? Why is she looking out of the window? What might she be thinking?

There are so many ways to practise and improve your writing, so check our post on Descriptive Writing Prompts to get more ideas!

Task: Using the image above as an inspiration, write a creative piece in which you describe a day in nature.

Task: Who is this girl? How old is she? What is she doing, alone, in a cafe? Who do you think she’s texting? Does she look sad, or happy, or worried to you? 

Task: You’re sitting across this building. Imagine and create a life for a couple of people living there.

For the last task, pick a random photo from your phone or a computer; some that you’re fond of and describe what it is about. 

Do you want some tips on how to write more vividly? Check out this post that has all the answers you’re looking for!

Thanks for reading! If you found this useful, check our online English Language and Literature school where you can find a variety of courses that will help you enhance your English skills and grades!

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Insider GCSE creative writing tips + 106 prompts from past papers

by Hayley | Mar 9, 2023 | Exams , Writing | 0 comments

Are you feeling a little bit twitchy about your child’s English GCSE writing task?

Sciences and humanities – although sometimes daunting in their content – seem a fair bet as ‘revisable’ topics. But the creative writing element of the English Language GCSE is less knowable and ultimately more of a frightening prospect for a student keen to do well.

Preparing for the GCSE writing task? You don’t need to do it alone.

We run a weekly online writing club which prepares students to write high-scoring content. Our “Higher” level club is designed to transform your writing so that you can ace the GCSE language paper.

What is the GCSE writing element of the GCSE Language Paper?

There are 5 key GCSE exam boards: AQA , OCR , Pearson Edexcel , WJEC Eduqas and CCEA . Each board sets their own papers which may appear much the same at first glance (bizarrely they all have a similar front cover layout and fonts). Certainly there is plenty of overlap between their mark schemes and the comments and tips they share in their Examiner Reports.

However, as with all your child’s other subjects, it is essential to know which exam board they are preparing for. You may be surprised to discover that schools pick and choose boards by subject, perhaps choosing AQA for chemistry and OCR for mathematics. Individual school departments have their own preferences. My brother teaches at a school where their English Literature and English Language exams have been split between two different boards. This is unusual though, not the norm!

What forms (question formats) can the test take?

It varies by board.

The AQA board has a writing task in their Question Paper 1 called Explorations in creative reading and writing . Students are given two prompts to choose between. The AQA board also has a second persuasive writing task in Paper 2 called Writers’ viewpoints and perspectives.

Jump ahead to AQA creative writing and persuasive writing prompts from past GCSE papers

The Pearson/Edexcel international iGCSE favoured by many UK private schools has two prompts to choose between for each section. The student is asked to complete a piece of transactional writing (perhaps a persuasive speech or an advertisement leaflet) and additionally a piece of imaginative writing.

Jump ahead to Pearson/Edexcel transactional writing and imaginative writing prompts from past GCSE papers

Interestingly, the WJEC Eduqas board favours non-fiction writing. Unit 2 Reading and Writing: Description, Narration and Exposition gives two prompts to choose between, for an account and an essay perhaps, and Unit 3: Reading and Writing: Argumentation, Persuasion and Instructional sets up a letter, or similar.

Jump ahead to WJEC Eduqas non-fiction writing prompts from past GCSE papers

The OCR board offers two prompts to choose between. One might be a talk for other students and the other might be a letter on a difficult subject .

Jump ahead to OCR creative writing prompts from past GCSE papers

The CCEA board has a writing task in called “ Writing for Purpose and Audience and Reading to Access Non-fiction and Media Texts” and a second writing task which offers a choice between personal writing and creative writing.

Jump ahead to CCEA persuasive writing, personal writing, and creative prompts from past GCSE papers

How long do students have to craft their piece of writing?

Creative writing tests are timed at either 45 minutes or 1 hour. The last thing your child will need is to prepare to write for an hour, only to find they have just three-quarters of an hour on the day. If in doubt, insist that they check with their teacher.

AQA students are given 45 minutes to produce their writing response. The introduction advises: ‘ You are reminded of the need to plan your answer. You should leave enough time to check your work at the end.’ What this means is that 30–35 minutes max is what’s really allowed there for the writing itself.

Pearson/Edexcel allows 45 minutes for each of the two writing tasks.

OCR students are given an hour to complete this section of their exam. The introduction states: ‘You are advised to plan and check your work carefully,’ so they will expect the writing itself to take 45–50 minutes.

How long should the completed GCSE writing task be?

Interestingly, although the mark schemes all refer to paragraphingthey don’t state how many paragraphs they expect to see.

‘A skilfully controlled overall structure, with paragraphs and grammatical features used to support cohesion and achieve a range of effects’ (OCR)

‘Fluently linked paragraphs with seamlessly integrated discourse markers’ (AQA)

Why? Because management of paragraph and sentence length is a structural technique available to the student as part of their writers’ toolkit. If the number of optimal paragraphs were to be spelled out by the board, it would have a negative impact on the freedom of the writer to use their paragraphs for impact or to manage the pace of the reader.

For a general guide I would expect to see 3 to 5 paragraphs in a creative piece and 5 paragraphs in a persuasive piece. Leaflets have a different structure entirely and need to be set out in a particular form to achieve the top notes of the mark scheme.

What are the examiners looking for when they are marking a student’s creative writing paper?

There are two assessment objectives for the writing itself:

• It has to be adapted to the form, tone and register of writing for specific purposes and audiences.
• It has to use a range of vocabulary and sentence structures, with appropriate paragraphing, spelling, punctuation and grammar.

As a GCSE English nerd, I really enjoy delving deeper into the Examiner Reports that each board brings out once the previous cohort’s papers have been marked. They are a fascinating read and never disappoint…

Within their pages, examiners spell out the differences they have spotted between the stronger and the weaker responses.

For example, a creative task set by the AQA board was to describe a photograph of a town at sunset. The examiners explained that some of the strongest responses imagined changes in the scene as darkness descended. They enjoyed reading responses that included personification of the city, and those that imagined the setting in the past, or the weariness of the city. Weaker candidates simply listed what was in the picture or referred directly to the fact it was an image. This chronological-list approach weakened the structure of their work.

No surprises that some weaker students relied heavily on conversation. (As an exam marker myself, I dreaded reading acres of uninspiring direct speech.)

Pearson/Edexcel explain that weaker persuasive pieces (in this case on the value of television) simply listed pros and cons rather than developed ideas fully to clarify their own opinions. The higher-level responses here were quirky and engaging, entertaining the reader with a range of appropriate techniques and making the argument their own.

What accommodations are possible for students who have specific learning difficulties?

The UK Government’s Guide for Schools and Colleges 2022: GCSE, AS and A Levels includes information about changes to assessments to support ‘disabled students.’ Their definition of disabled includes specific learning difficulties (dyslexia, dyspraxia, ADHD, ADD, ASD etc).

Exam boards can make a wide range of adjustments to their assessments. Some of the most common adjustments are:

• modified papers (for example, large print or braille exam papers)
• access to assistive software (for example, voice recognition systems or computer readers)
• help with specific tasks (for example, another person might read questions to the student or write their dictated answers)
• changes to how the assessment is done (for example, an oral rather than a written assessment, word-processing rather than hand-writing answers)
• extra time to complete assessments
• exemptions from an assessment

The exam board will expect paperwork to be in place where your child’s specific needs are formally reported by an appropriate professional (Educational Psychologist, Clinical Psychologist, Consultant). The report needs to be recent, but how recent is difficult to confirm.

If your child is likely to need adjustments to their access arrangements you will need to discuss this with their school in plenty of time before the exam itself.

A close friend of mine realised in the final few weeks before her son’s GCSE exams that his tinnitus would have a negative impact on his performance. She approached the school to ask if he might take his exams in a separate room to minimise noise disturbance. Unfortunately, it was far too late by then to apply, and her son was denied the request.

Your child’s school will explain the process for applying for special arrangements and will be able to advise you on what your expectations should be. Never presume your child will be given what they need – but plenty of requests are successful, so stay positive and make sure your paperwork is in order beforehand.

Tips and strategies for writing a high scoring GCSE creative writing paper:

1.         learn the formats.

Know the different formats and conventions of the different GCSE writing tasks. There is a standard layout for a leaflet, for example, where including contact details and a series of bullet points is part of the mark scheme. Not knowing these conventions will knock back a student’s score.

2.         Plan ahead

Prepare a planning structure for each of the written forms you might encounter during the exam. It may need to be flexed on the day, but it will banish fear of the blank page and allow you to get started.

3.         Prepare sentence-openings

Familiarise yourself with appropriate sentence-openings for each type of GCSE writing task. Fronted adverbials of time and place will improve the quality of a creative piece, whereas access to varied and specific conjunctions might push up the mark of a transactional piece.

4.         Check your speaking

Ask your family to check your speech at home. Every now and then try to flip a sentence into formal language, using more interesting synonyms for your usual spoken vocabulary. This will help you to write formally on paper, avoiding colloquialisms.

5.         Forget finishing

Finishing is less important than you might imagine. Sloppy, hurried work is your enemy. GCSE examiners will follow your clear planning and mark you accordingly, even if you’ve not managed to complete that final paragraph.

6.         Note the details

The question often gives additional information the examiner would like to see included. Note it in your plan to make sure it doesn’t get forgotten.

7.         Start strong

Use your best sentence-opener at the start of each paragraph. It will set you up as someone to be taken seriously.

8.         Cut back dialogue

Keep dialogue contained in a single paragraph. Focus on description of the speaker and their actions before noting the second character’s reply.

9.         Revise

Do this by prepping work as above. Nothing beats it.

Would you like me to transform your child’s writing in my higher writing club?

Each week in my higher writing club , we spend 20 minutes on Zoom together. After the task has been introduced, the students write for 15 minutes. Next, they upload their work for 1:1 video marking.

There is no point prepping essays/creative pieces for the GCSE English Language exam if your child’s writing is poor. First, their scruffy presentation, attention to detail, punctuation, grammar and vocabulary need to be addressed.

After 2 months in the higher writing club your child’s written technique and fluency will be transformed by our 1–2-1 video marking system (consistent messaging is achieved by matching your child with their own teacher).

Each weekly activity is drawn directly from the GCSE English Language Subject Content and Assessment Objectives , published by the English Department of Education.

Here’s an example of a student’s writing, BEFORE they joined our club:

It is chaotic, poorly-presented and nonsensical. Letter-sizing is confused and the student is clearly anxious and repeatedly scribbling through small errors.

Below is the same student 2 months later:

Observe the rich vocabulary, authorial techniques (the jagged rocks are ‘like shards of broken glass’) and general fluency and sophistication.

Real and recent GCSE example questions/prompts from each of the 5 key exam boards

Aqa english language gcse questions, paper 2 writers’ viewpoints and perspectives:.

• ‘Our addiction to cheap clothes and fast fashion means young people in poorer countries have to work in terrible conditions to make them. We must change our attitude to buying clothes now.’ Write an article for a magazine or website in which you argue your point of view on this statement. ( Source )
• ‘People have become obsessed with travelling ever further and faster. However, travel is expensive, dangerous, damaging and a foolish waste of time!’ Write an article for a news website in which you argue your point of view on this statement. ( Source )
• ‘Cars are noisy, dirty, smelly and downright dangerous. They should be banned from all town and city centres, allowing people to walk and cycle in peace.’ Write a letter to the Minister for Transport arguing your point of view on this statement. ( Source )
• ‘All sport should be fun, fair and open to everyone. These days, sport seems to be more about money, corruption and winning at any cost.’ Write an article for a newspaper in which you explain your point of view on this statement. ( Source )

Paper 1 Explorations in creative reading and writing:

• A magazine has asked for contributions for their creative writing section. Either write a description of an old person as suggested by the picture below or write a story about a time when things turned out unexpectedly. ( Source )

• Your school or college is asking students to contribute some creative writing for its website. Either, describe a market place as suggested by the picture below or write a story with the title, ‘Abandoned’. ( Source )

• Your local library is running a creative writing competition. The best entries will be published in a booklet of creative writing. Either, write a description of a mysterious place, as suggested by the picture below or write a story about an event that cannot be explained. ( Source )

• A magazine has asked for contributions for their creative writing section. Either, describe a place at sunset as suggested by the picture below or write a story about a new beginning. ( Source )

OCR English Language GCSE questions

Paper: communicating information and ideas.

• Either, Write a post for an online forum for young people about ‘A moment that changed my life’.
• Or, You are giving a talk at a parents’ information evening about why all children should study science at school. Explain your views. ( Source )
• Either, Write a letter to a friend to describe a challenging and unpleasant task you once had to do.
• Or, Write a short guide for new workers about how to deal successfully with difficult customers. ( Source )
• Either, “Was it worth it?” Write an article for a magazine to describe a time when you had to do something difficult.
• Or, Write a speech for an event to congratulate young people who have achieved something remarkable. ( Source )
• Either, Write the words of a talk to advise pet owners how to make life more enjoyable for their pet and themselves.
• Or, Write an article for a travel magazine to describe your dramatic encounter with an animal. ( Source )
• Either, ‘How I prefer to spend my time.’ Write the words of a talk to young people about your favourite activity
• Or, Write a magazine article to persuade parents to allow their teenage children more freedom. You are not required to include any visual or presentational features. ( Source )
• Either, Write a talk for other students about a person you either admire strongly or dislike intensely
• Or, Write a letter to a friend to explain a difficult decision you had to make. ( Source )

Paper: Exploring effects and impact

• Either, Hunger satisfied. Use this as the title for a story.
• Or, Write about a time when you were waiting for something. ( Source )
• Either, The Taste of Fear Use this as the title for a story.
• Or, Write about a time when you were exploring a particular place. ( Source )
• Either, Alone. Use this as the title for a story.
• Or, Describe a time when you found yourself in a crowd or surrounded by people. ( Source )
• Either, Land at Last. Use this as the title for a story.
• Or, Imagine you have visited somewhere for the first time and are now reporting back on your experience. ( Source )
• Either, The Playground Use this as the title for a story
• Or, Write about a memory you have of playing a childhood game. ( Source )
• Either, It seemed to me like I had been magically transported. Use this as the title for a story.
• Or, Describe a place where you have felt comfortable. ( Source )

Pearson Edexcel English Language iGCSE questions

Paper 1: transactional writing.

• Either, ‘In our busy twenty-first century lives, hobbies and interests are more important than ever.’ Write an article for a newspaper expressing your views on this statement.
• Or, ‘We are harming the planet we live on and need to do more to improve the situation.’ You have been asked to deliver a speech to your peers in which you explain your views on this statement. ( Source )
• ‘ Zoos protect endangered species from around the world.’ ‘No wild animal should lose its freedom and be kept in captivity. Write an article for a magazine in which you express your views on zoos.
• Write a review of an exciting or interesting event that you have seen. ( Source )
• Your local newspaper has published an article with the headline ‘Young people today lack any desire for adventure’. Write a letter to the editor of the newspaper expressing your views on this topic.
• ‘The key to success in anything is being prepared.’ Write a section for a guide giving advice on the importance of preparation. ( Source )
• You and your family have just returned from a holiday that did not turn out as you expected. Write a letter to the travel agent with whom you booked your holiday, explaining what happened.
• A magazine is publishing articles with the title ‘Friendship is one of the greatest gifts in life’. Write your article on this topic. ( Source )
• ‘Important lessons I have learned in my life.’ You have been asked to deliver a speech to your peers on this topic.
• Your local/school library wants to encourage young people to read more. Write the text of a leaflet explaining the benefits of reading. ( Source )
• ‘Most memorable journeys.’ A website is running a competition to reward the best articles on this subject. Write an article for the competition about a memorable journey.
• ‘Cycling is one form of exercise that can lead to a healthier lifestyle.’ Write a guide for young people on the benefits of exercise. ( Source )
• ‘Television educates, entertains and helps global understanding.’ ‘Television is to blame for society’s violence and greed and delivers one-sided news.’ You have been asked to deliver a speech in which you express your views and opinions on television.
• ‘Choosing a career is one of the most important decisions we ever make.’ Write the text of a leaflet that gives advice to young people on how to choose a career. ( Source )
• Write the text for a leaflet aimed at school students which offers advice on how to deal with bullying.
• A museum is planning to open a new exhibition called ‘Life in the Twenty-First Century’. ( Source )

Paper 2: Imaginative writing

• Write about a time when you, or someone you know, enjoyed success
• Write a story with the title ‘A Surprise Visitor’.
• Look at the two images below. Choose one and write a story that begins ‘I did not have time for this’ ( Source )

• Write about a time when you, or someone you know, challenged an unfair situation.
• Write a story with the title ‘Bitter, Twisted Lies’.
• Look at the two images below. Choose one and write a story that begins ‘It was a new day …’ You may wish to base your response on one of these images. ( Source )

• Write about a time when you, or someone you know, visited a new place.
• Write a story with the title ‘The Storm’
• Look at the two images below. Choose one and write a story that ends ‘I decided to get on with it.’ ( Source )

• Write about a time when you, or someone you know, saw something surprising.
• Write a story with the title ‘The Meeting’.
• Look at the two images below. Choose one and write a story that starts ‘Suddenly, without warning, there was a power cut.’ ( Source )

• Write about a time when you, or someone you know, went on a long journey.
• Write a story with the title ‘A New Start’
• Look at the two images below. Choose one and write a story that begins ‘I tried to see what he was reading. ( Source )

• Write about a time when you, or someone you know, felt proud.
• Write a story with the title ‘The Hidden Book’.
• Look at the two images below. Choose one and write a story that begins ‘It was like a dream’ ( Source )

• Write about a time when you, or someone you know, had to be brave
• Write a story with the title ‘Everything Had Changed’
• Look at the two images below. Choose one and write a story that begins ‘It was an unusual gift’. ( Source )

WJEC Eduqas English Language GCSE questions

Unit 2 reading and writing: description, narration and exposition.

• Write an account of a time when you enjoyed or hated taking part in an outdoor activity.
• “It’s essential that more people are more active, more often.” (Professor Laura McAllister, Chair of Sport Wales) Write an essay to explain how far you agree with this view, giving clear reasons and examples. ( Source )
• Describe an occasion when you did something you found rewarding.
• Famous chefs such as Jamie Oliver and Mary Berry have spoken of the need for better food and better education about food in schools. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an account of a visit to a dentist or a doctor’s surgery.
• NHS staff, such as doctors and nurses, provide excellent service in difficult circumstances. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an article for a travel magazine describing somewhere interesting that you have visited.
• You see the following in your local newspaper: ‘Young people are selfish. They should all be made to volunteer to help others.’ Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Describe an occasion when technology made a difference to your life.
• Write an account of a time you were unwilling to do something. ( Source )
• Describe a time when you faced a challenge
• Write an essay explaining why charity is important, giving clear reasons and examples. ( Source )
• Write an account of a time when you did something for the first time.
• “It’s time for us to start making some changes. Let’s change the way we eat, let’s change the way we live, and let’s change the way we treat each other.” Tupac Shakur Write an essay on the subject of change, giving clear reasons and examples. ( Source )
• “School uniform is vitally important in all schools.” Write an essay explaining your views on this, giving clear reasons and examples.
• Describe a time when you had to create a good impression. ( Source )

Unit 3: Reading and writing: Argumentation, persuasion and instructional

• Your school/college is considering using more Fairtrade items in its canteen. Although this will help to support Fairtrade farmers, it will mean an increase in the price of meals. You feel strongly about this proposal and decide to write a letter to your Headteacher/Principal giving your views. ( Source )
• Increasing litter levels suggest we have lost all pride in our beautiful country. Prepare a talk for your classmates in which you give your opinions on this view. ( Source )
• Write a guide for other students persuading them to stay safe when using social media and the internet. ( Source )
• According to your PE teacher, ‘Swimming is the very best form of exercise.’ You have been asked to prepare a talk for your classmates in which you give your views about swimming. ( Source )
• You read the following in a newspaper: ‘Plastic is one of the biggest problems faced by our planet. Why would we use something for a few minutes that has been made from a material that’s going to last forever?’ Write a letter to the newspaper giving your views on the use of plastic. ( Source )
• “People today never show enough kindness to one another. We must make more effort to be kind.” Write a talk to give on BBC Wales’ new programme Youth Views persuading young people to be kind to others. ( Source )
• ‘We have enough problems in the world without worrying about animals.’ Write an article for the school or college magazine giving your views on this statement.
• You would like to raise some money for an animal charity. Write a talk for your classmates persuading them to donate to your chosen charity. ( Source )

CCEA English Language GCSE questions

Unit 1: writing for purpose and audience and reading to access non-fiction and media texts.

• Write a speech for your classmates persuading them to agree with your views on the following issue: “Young people today are too worried about their body image.” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following question: “Should school uniform have a place in 21st century schools?” ( Source )
• Write a speech for your classmates persuading them to agree with your views on the following question: “Are celebrities the best role models for teenagers?” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following statement: “Advertising is just another source of pressure that teenagers don’t need!” ( Source )

Unit 4: Personal or creative writing and reading literacy and non-fiction texts

• Either, Personal writing: Write a personal essay for the examiner about what you consider to be one of the proudest moments in your life.
• Or, Creative writing: Write your entry for a creative essay writing competition. The audience is teenagers. You may provide your own title. ( Source )
• Write a personal essay for the examiner about an experience that resulted in a positive change in your life.
• Write a creative essay for the examiner. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a speech for your classmates about the most interesting person you have ever met.
• Creative writing: Write a creative essay for your school magazine. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a personal essay for the examiner describing your dream destination.
• Creative writing: Write a creative essay for publication in your school magazine. The picture below is to be the basis for your creative writing. You may provide your own title. (Source)

Get 1:1 support and personalized feedback on your GCSE creative writing practice

For 1–2-1 writing support for your pre-GCSE child, join the Griffin Teaching Higher Writing Club—online weekly writing classes specifically tailored to English GCSE creative writing preparation.

In just 20 minutes per week and their writing will be transformed.

Miss Britton

11 Intriguing Images for Creative Writing

~ 27th April 2020 ~

“A picture paints a thousand words.”

And a picture can, without a doubt, inspire a student to write 1000 words. In this journal entry, I want to share with you some fascinating photographs that can be used as writing prompts. These intriguing images can spark endless trains of thought and countless questions, leading to some top-notch creative writing.

I suggest using the images to ignite your pupils’ imaginations and provide an opportunity for an extended piece of writing. Ask them to generate their own questions about the images or provide them with question prompts to help them to mind-map their thoughts and ideas. Using visual stimuli can certainly help children to build their vocabulary and improve their use of descriptive language .

Use the button below to share these intriguing images with others.

Image credits to:  Joan Verstuyft , Tom Cash , Thomas Kelley , Fred Kearney , Kevin Noble , Matt Artz ,  Rene Asmussen ,  John-Mark Smith , Snapwire , Gratisography

Continue Reading

8 literacy activities based on the bfg.

18th August 2016

With the release of the new Steven Spielberg big screen adaptation of Roald Dahl's 'The BFG', I thought it apt to share with you some of my favourite BFG resources for teaching English.

Activities for Children at Home (Part 4): English

21st March 2020

Today's entry to the series focuses on English activities and ideas. I hope to provide you with a wide range of educational suggestions to keep your children occupied while they are at home.

About the Author

Julianne Britton is an experienced teacher and author. Having taught across KS1 and KS2 and after just 3 years, she was promoted into leadership and given the responsibility of 'Science and Computing Coordinator'.

Specialising in 11+ entrance exams and SATs preparation, she has also worked as a private tutor, successfully supporting the education of 50+ students and, in addition to writing for CGP Books and Teach Primary magazine, Julianne also publishes educational resources for teachers on TES.

Julianne is also a member of MENSA.

Get in touch via [email protected] , Twitter or LinkedIn .

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How I Would Teach… Creative Writing For AQA English Language Paper 1

How i would teach creative writing for aqa english language paper 1.

Andrew Atherton offers his advice on how to get students started with creative writing   for AQA English Language Paper 1 when they don’t know how to begin.

A blank piece of paper can be a fearsome thing. Liberating to some, but anxiety-inducing to others. Nowhere is this more apparent than with creative writing. I imagine accosting a comedian whilst they’re shopping, a trolley filled with the weekly groceries, and insisting that they tell me a joke. Something splutters out, a half-joke, not really funny, and they limp off, back to the cereal aisle. Being creative on cue is never an easy task, but yet this is what is demanded of our students. ‘You have forty-five minutes’, their GCSE intones, ‘now be creative! Go!’ The clock starts to tick, louder than any clock should.

How can we help our students to crack this? They can’t rely on creativity striking at 9am on a random Friday in May. How do we transform a blank piece of paper from a source of angst to a source of enjoyment? One answer lies in teaching, rehearsing and modelling certain generative structures that students can depend upon, both to shape their response and to plan it.

Such structures not only prime student thinking, giving them a much needed starting point, but they feed forward into the piece of writing. This article outlines one such structure that you can use with your own students, either as something to rehearse or to model.

A Photograph Finish!

This strategy works best with a question that asks students to respond to an image, an increasingly common style of question. However, even if it doesn’t use this format, students can still utilise this structure. For ease, we’ll imagine the student is presented with some kind of image or photograph.

This structure works by imagining that you, as the narrative voice, are holding this image (whatever it is) as a photograph or, if it fits better with the task, a work of art. The given image is not just an image, but a photograph or a framed piece of art. Whatever the image is, students can just imagine it is framed and that they are physically holding it in their hands. This initial premise can offer students so many ideas and directions, which is precisely why it works well. Let’s consider what could happen next, as a series of four steps.

Step 1 – The Photograph

Students begin with a description of the physical photograph itself. What might they begin to think? Is it torn? It is fading? Is it recent? Do the edges slightly curl after many years of being looked at and handled? Is it colour or black and white? Is it in a shoe box or a family album or a decorative photo frame? How does it feel in the hand? Light like a feather or somehow heavy? What does it smell like?

If the given image is a painting then has it been rolled up or is it proudly displayed in a frame? Here, students are not describing the image, or perhaps just in passing, but rather they’re describing the perimeter or parergon of the image: its physical, corporeal existence as you hold it in your hand.

Step 2 – Your Hands

Now, students have two options, one of which I much prefer. The first option is to zoom into the image itself and describe the scene a little. Again, perforating any description with reminders that the narrator is holding it physically in their hand. It has a weight to it. A sensation.

The second option, though, and my preferred one, is to zoom into the hands holding the photograph. What do they look like? How are they holding it? Do they tremble? Do they clutch? Do they hold it at the fingertips, almost pinching the photograph? Are these hands wrinkled? Are they young? Are they cracked? Knotted? Knuckled? Do these hands hold it closer or at a distance?

This could turn into a masterclass of ‘show don’t tell’: what can we suggest to the reader about (1) this person, the ‘I’ of the response, and (2) their relationship to whatever it is they are holding? How can we tell a story without actually telling it?

Step 3 – Origin Story

At this point, students deal more directly with the image itself. The ‘I’ of the piece now recalls via a flashback the day the photograph was taken. What was happening? Where was it? What was the weather like? How long ago was it? How did they feel? Who else was there?

Students begin to build a sense of the narrator’s relationship to the image, engaging with wider ideas of transience and memory. If earlier in the piece the photograph was described as having crumpled edges from being looked at and handled over many years, what was it about this day that caused it? Why is it important?

Students might now shift into description of a more traditional kind as they cast their narrative gaze over the landscape, the sounds, the smells, the people, the weather, the colour of the sky, and how this makes the narrator feel and why it has reverberated in their mind over the years.

Step 4 – Lay to Rest

Students now return to the physical artefact of the photograph. The narrator is holding it again. What do they do with it? Do they lay it gently into a box?   Do they crumple it up and shove it back into a shoe box, watching as the lid folds darkness around it? Do they hold it close? What are their hands doing? How do they feel? The final action the narrator takes tells the reader a lot about the relationship they have to this photograph and what it depicts.

Why Does This Work So Well?

There are a few reasons I think this approach works so well. Here are just a few:

• It provides students a set of prompts and self-generated questions to cue their thinking as they write and plan: How does the narrator hold the photograph? When was it taken? Who was there? What was the weather like, and so on. For students that may struggle to find a way into their creative writing, this set of cues is absolutely groundbreaking. Suddenly they are free from trying to devise a ‘set up’ to their piece and can focus instead on their control of language and choice of imagery.
• It almost has built in some of the features that often characterise a top response: a central motif that runs throughout the piece (the idea of a photograph), perspective shifts (from the photograph to the hands to the flashback), a tightly controlled structure (photograph, hands, memory, photograph), as well as a bank of imagery related to time and memory to call upon. But, again there is more than enough creative space for students to transform this premise and shape into something genuinely imaginative and emotive.
• Indeed, following the above, it offers a conceptual thread to their response that is really important but difficult to pin down: time and memory. If we imagine the shift from wrinkled hands holding the photograph to youthful hands the day it was taken, embedded into this is a potentially incredibly powerful meditation on the transience of time and the memories we hold onto. Equally, describing the photograph at the start as having curled, faded edges again taps into this. So, it gives a substantive shape to something, by its nature, very abstract and conceptual.
• Another aspect of this approach that I really like is that it again has embedded within its structure really effective opportunities for inference and ‘show don’t tell’. If we wish to express sadness, we don’t need to say this and instead we can describe how the hands ‘trembled’ whilst ‘clutching onto the edges of the photograph, a fresh dampness falling onto the plastic film and bringing to life once again the rain suspended by the camera’s click’. Students can imply the relationship between the narrator and the image by how the narrator handles and touches the physical artefact. It is again making concrete something that is often very abstract, and providing the cues that help students to think about it.
• One final aspect of this overall strategy that I think is great is the opportunity to teach students about ekphrasis. We can talk about how this basic idea (a descriptive piece about holding a photograph or work of art) taps into a rich repository of literary work broadly aligned to ekphrasis. We could, for instance, introduce this approach alongside Keats’ ‘Ode on a Grecian Urn’, exploring how Keats too imagines a moment caught in time and how he also uses this to explore ideas such as the transience of time.

Now, whether or not you aim to teach this as a set shape or framework for students to use in the exam itself, there is of course another benefit to this strategy. A benefit for us. In the same way this approach offers students a set of prompts to think their way through a response, it also offers us a series of cues to help model creative writing.

Whenever I am introducing creative writing at GCSE, this shape tends to be the first full example I model to students. It works exceptionally well for this as it demonstrates and elucidates many of the typical characteristics of an excellent piece of descriptive writing as well as offering a set of ready-made cues to help me to verbalise my thought process as I live model.

Given there are so many different ways we could take this response, it also offers enough freedom for students to add their thoughts as we do it together and even produce a follow-up with a different image.

This basic shape, as well as the ideas it helps to generate, will ensure students always have at least a starting point. Now when they’re told to be creative, they’ll at least have a punch line.

You can read more articles by Andrew Atherton here .

Andy Atherton is a Teacher of English as well as Director of Research in a secondary school in Berkshire. He regularly publishes blogs about English and English teaching at ‘Codexterous’ and you can follow him on Twitter @__codexterous

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Describing an image: a waterfall and a night sky

Two scaffolded descriptive writing tasks based on natural images. The first task is structured and encourages students to practise using imagery and literary techniques including: 

• onomatopoeia
• personification
• list of three.

The second task allows students more freedom in describing a night sky, with a supporting word bank and sentence starters.

Designed for the AQA GCSE English Language Paper 1 writing task, using an image prompt.

An extract from the resource: 

Task 2 Now have a go at describing this image of a night sky. Use any of the techniques which worked well when describing the waterfall. Try to use interesting vocabulary as well. The word bank and sentence starters below might help you if you need some ideas.

incandescent: producing light

serene: peaceful

myriad: many

frigid: cold

Sentence starters

A myriad of stars …

They shine bright and incandescent …

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THE GCSE & GCE ENGLISH PORTAL

For all your gcse & a level english needs.

The November Resit 2021 – Creative Writing!

Exam Paper used: November 2021 English Paper 1 Resit (AQA)

Creative Writing

The insert and the question papers are now on the AQA website for all to download, so go ahead and do so, because the story used for the insert is brilliant; moving, eerie and very well written. If the rest of her novel is half as good, it will be well worth the buying of the book. 

And so, when you look at the question paper, you get the usual questions. 

• Select 4 things about Rosie – so easy it is meant to get you started. 
• Use of LANGUAGE in a section of the text.
• Use of STRUCTURE in the text. 
• An opinion question, based on what you think of the opinion. 

All of those are relatively easy, apart from the middle two, because for those, you need BIG answers using those dreaded PEED chains . 

But you have done them well before now (type in PEED into the search bar on this website and see) so all should be well. 2 pages for questions 2, 3 and 4 should be enough, or more if you can do it. Less would mean a low score and final grade. 

Then you get to section B and the creative writing bit. Here it is below and what a corker it is too! Again, you get a choice. It is an either/or question, so do not do both! 

That would be foolish! 

Section A has all been about what we think is a ghost story, or some sort of vision, whereby we see through Rosie’s eyes, as she sees a mysterious young girl appear and through trickery of her language used, we suspect that the little girl is a ghost, or an echo of another little girl, possibly even an ancestor (left handed like she was) who has lived in that house before now and is playing in the garden. 

So section B continues (as always) with the same theme and asks you to have a go at writing the same. Your teacher, if s/he is any good, should have asked you to write such as this in class, or for homework, before now, so this should be straightforward. 

But just in case, here are a few pointers….

• This is only meant to be a description, not a story (2-3 sides A4 needed here)
• It can have the movement of a story, but keep to the description as much as you can
• Use the picture!!! I cannot stress this enough. 
• It is like a time portal to me (sci-fi fan here) used on Star Trek, so time travel comes to my mind immediately
• Perhaps it lights up so you can see something the other side
• Perhaps it is a portal to the afterlife
• There are hundreds more ‘perhaps’ in your heads
• Use the colours; greys, mist swirling, iron gates (typical ghost story starter)
• The weeds, the trees, the branches, how they are eerily shaped, “like fractured arms set off at different angles, mangled by the evil of time.” (my words)

Those are just some of the ideas from my head but I am sure you have a few more. 

Now, you have to plan the thing. 

So, use the Power of Y (into the search bar at the top if not sure) to get you from the usual 4 or 8 things to write about up to about 24 things or more you could write about. 

Then plan it as shown in that blog piece. 

The planning should take no more than 10 minutes! Remember that!

Section B (other choice)

Then you get this choice…. Do not forget, you do one OR the other. 

They usually give you an either/or and I will always tell my students to use the one with the picture because when you get stuck, you can look at the picture and get another idea and then continue writing, but let’s say you are the brave type and want to do this one. 

How do you do it? 

Write about an event that cannot be explained! (40 marks) (2-3 sides A4)

• THINK – What cannot be explained? 
• Supernatural things?
• Things that happen that do not go as planned, or as you’d expect
• Demons? 
• Ghostly stories? 
• Aliens maybe? 
• Car crashes where someone survives when they should not
• Moments where we get a sense of heaven when we die, only to be yanked back by God or paramedics? (this happened to me in 2010) 

Whatever the choice is, the preparation is the same as the one with the picture. 

Plan it using Power of Y and then write it, making sure you do the following: (for whichever you choose, the one with the pic, or not): 

• New subject = new paragraph
• Movement in time = new paragraph
• Speech on its own line for each thing said
• Lots of description
• Above all, whatever you have found in Section A (simile, repetition, metaphor, alliteration etc) use plenty of that in your piece, so you can show you know what it is and how to use it yourself! 

Happy writing! 

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Paper 2: Creative Writing

Writing non fiction...

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Image Prompts - Descriptive Writing - Language Paper 1, Q5

Subject: English

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

11 June 2018

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A set of 15 images each with adjectives, verbs, descriptive techniques and sentence starters to use. All images found via a Google image search and belong to their respective owners.

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Craft the perfect creative writing prompt from Microsoft Designer's AI images

march 22, 2024

by Monica Jayasinghe

Hello, fellow educators! I recently discovered an exciting way to create engaging writing prompts for my students using AI and Microsoft Designer . The results were amazing, and I can't wait to share this fun and innovative approach with you!

Describing the Vision:

To get started, head over to Microsoft Designer . We'll use the power of AI to generate an image that will serve as the foundation for our writing prompt.

We'll use Image Creator , where you can describe the image you want to create. The goal is to generate an image that will capture your students' imagination and inspire them to write.

For this example, I entered the prompt, A spacecraft landing near a house, futuristic, mysterious.

Choose the image you want to work with

Once you select Generate , Microsoft Designer will provide you with a variety of AI-generated images. Since we're creating a writing prompt, look for an image that has space for adding instructions and is easy to read.

You'll be amazed by the number of options available! When you find an image you like, click on it and select Edit image .

Customize the image

After selecting your preferred image, it's time to customize it.

• Click on Resize in the top panel and adjust the dimensions to match a PowerPoint slide. This will ensure that the image fits perfectly when you're ready to present it to your students. You can also align the image anywhere on the page to create the perfect composition.
• In the box labeled AI tools , you'll see additional customization options. Consider playing with the filters to update the mood and color scheme of your image.

Add instructions and text

To make the writing prompt clear and easy to read, click on the existing text and customize it. To add a heading, click on Text in the left panel. The right panel will populate with even more ideas you can use.

In this example, I changed the color to white and added a story starter.

Engage your students

The possibilities for using AI-generated images as writing prompts are endless! Here are a few options:

Get inspired by the artwork

The most obvious way to use these images is as direct inspiration for student writing. Generate a bold, fantastical, emotional, or silly image and have students write a story about what's happening in the image.

Try this prompt: A whimsical classroom under the sea. The teacher is a wise old octopus. The classroom is decorated with shell desks and seaweed streamers .

Bring stories to life

Another great idea is to take an excerpt from a story you're reading in class and use the AI to generate an image that matches that specific part of the story. This will spark engaging discussions among your students and bring the story to life in a whole new way.

Bring units to life

Why stop at a story? You can also generate images that fit the theme of a unit you're working on, whether you're exploring weather patterns or reliving life on the Oregon Trail.

Consider setting aside some time each day or week for students to free write or journal. Kick off the writing session with an AI-generated image, then throw on some light classical music and let them write. Mix up the kind of images you show them, from lush landscapes to abstract pop art, and see what it inspires.

Try this prompt: An abstract painting in vivid colors

You can even include animated options. After you generate your image in Microsoft Designer, select the image and Create Design . In the right-hand panel that appears, you'll see several design options. Usually, one or more of these options will be animated. Select the animated option and add it to your PowerPoint!

Accessing your AI-generated images

One of the best features of Microsoft Designer is that all the images you create using AI are saved in the My Media section. This means you'll never lose your creations and can easily access them whenever you need them.

This feature enables educators to curate a collection of visuals for various writing themes, be it aliens, dragons, or any other imaginative scenario.

Wrapping up

Microsoft Designer is a game-changer for educators looking to inspire their students' creativity. The AI-generated images, customization options, and easy access to your creations make this a powerful tool for any classroom.

Head over to designer.microsoft.com today and start creating unforgettable writing prompts!

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