language paper 1 creative writing ideas

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.

English Department

It is our choices that show what we truly are,  far more than our abilities, gcse english language revision and support materials, paper 1: creative reading and writing.

Click the Word Document to the right to download a selection of fiction extracts and questions. Read and annotate to practise and prepare!

Click the Word Document to the right to download a selection of creative writing prompts. Read and have a go to practise and prepare!

Click on the PDF document to access a work booklet for the Reading Section of Paper 1 Language. Practise and prepare!

Click on the PDF document to access a work booklet for the Writing Section of Paper 1 Language. Practise and prepare!

Paper 2: Writer's Viewpoints and Perspectives

Click the Word Document to the right to download a selection of non-fiction extracts. Read and annotate to practise and prepare!

Click the Word Document to the right to download a selection of non-fiction prompts. Read and have a go to practise and prepare!

Click on the PDF document to access a work booklet for the Reading Section of Paper 2 Language. Practise and prepare!

Click on the PDF document to access a work booklet for the Writing Section of Paper 2 Language. Practise and prepare!

Paper 1 Q5 - Ideas

  focus: description / narrative                     marks: 40                           time: 45 mins.

Ideas for creative writing can come from various places.

The picture

There will always be a picture to inspire you. It could be linked to a description or a narrative. Remember that you can go beyond the picture and interpret it in any way you like. It's there to help you, not restrict you. For example, in the picture of the market in the example question  here  you could imagine people, food and objects that aren't in the picture. 

The reading source

The topics for the writing will be linked to the reading source, so you can get inspiration from it. In the example question we looked at  here, the story in Section A involved a girl being left on the roadside by her father. This might give you ideas for a story about being 'abandoned'.

Books/films/TV/games

It's fine to take ideas from other things you've seen or read, but try to make it your own. Change names -the examiner doesn't want to read about another Harry Potter or Luke Skywalker. Plots for whole films or books are far to complicated to reproduce in a short story. Just take a particular moment or scene for inspiration. For example, the moment a child finds out they have magical powers or when a young man finds out who his father is.​

​Using events from your own life is fine - just remember not to write it in a factual way. It needs to be full of descriptive language.

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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.

Thomas Brella is the founder of Student Hacks, starting the website in 2013 while studying at the University of Brighton to share tips and tricks on life as a cash-strapped student. He's now spent over 10 years scoping out the best ways to live on a budget

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Descriptive and narrative

GCSE Language

Language Paper 1 Section B Scheme (@tom_briars)

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This is a ten lesson scheme of work on creative writing that we use to formally introduce year 10 students to Language Paper 1 Question 5 (AQA). It starts with a lesson on building creative confidence through surrealist writing exercises and then the unit progresses from the minutiae of writing (word, sentence and punctuation level) up to inventive narrative structures.

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June 30, 2020.

AQA GCSE English Language Paper 1 – Revision Guide

Welcome to the ultimate revision guide for the AQA GCSE English Language paper 1. In this guide we’ve collected all of the best advice from our experienced English tutors. We tell you what to expect from each question, how to get top marks and how to revise. We’ve also linked to some practice papers. Follow the advice in this guide and you will have everything you need to ace the exams. 

To begin with, let’s address and popular myth. We hear many students saying things like: “you don’t need to revise for English language because you’re given the extract on the day”; or even that “you can’t revise for English language”. Believe me – nothing could be further from the truth. You absolutely need to revise for GCSE English language and following a few simple steps can make all of the difference. Overall you need to: 

• understand what each of the papers will be like;
• know what the examiner wants from you on each question; and
• do lots of practice questions – marking your own work to improve further. 

Check out our revision guide for AQA English language paper 2 as well to make sure you’re confident with both papers.

For focused help and support with your GCSE English Language revision, why not try a lesson with one of our expert online tutors? They’ll deliver personalised lessons for you to help you achieve your potential in the exams. Contact us today to book your trial lesson.

Overview of the paper

Language paper 1 is all about exploring creative reading and writing. You’ll be looking at an example of a fiction text and doing some creative writing. You will need to answer five questions, separated into two sections. In section A you are asked four questions about a fiction extract from the 20th or 21st centuries. In section B you answer one question form a choice of two, where you demonstrate your own creative writing skills.  

You will have 1 hour and 45 minutes to complete the paper. There are 80 marks at stake, which contributes towards 50% of your GCSE English Language grade.

AQA English Language Paper 1 Section A

Read the text carefully – spend 15 mins here.

It’s really important to take some time at the beginning to carefully read the extract in full. You should:

• spend 15 minutes reading the text in detail;
• read it carefully, do not skim read the text; and
• annotate the text to highlight any important parts.

Question 1 – list 4 things – spend 5 mins here

Question 1 should hopefully be quite straightforward for you. You will be asked to find four specific bits of information (such as a description of something) from a specific part of the text. It’s likely there will be more than four pieces of information available, so you’ll have plenty to choose from. You can either put your answers in your own words, or quote directly from the text.

The key things to remember are:

• read the question carefully;
• only refer to the specific section of the text in the question;
• don’t spend too long on the question. Get your four points down, get the four marks in the bag and then move on.

Question 2 – language analysis – spend 10 mins here

Question 2 is worth 8 marks and is all about language analysis. There is quite a lot to do in a short space of time. You will be asked to analyse how the writer has used language to achieve something. Consider how the following things help to create the specific effect set out in the question:

• any uses of interesting words and phrases;
• language techniques; and
• sentence forms

Make sure you use well selected quotations directly from the text and explain how these quotes show your points. Aim to make four clear points across two paragraphs. Each time, make your point, provide a good quotation and explain how the techniques or use of language creates the effect set out in the question. Ensure you only refer to language in your answer (you won’t get any marks for commenting on structure here). Use plenty of the technical vocabulary you have learnt at school.

Question 3 – structural analysis – spend 10 mins here

This is a tough one as students tend to spend more time at school looking at language features than structure. Again, there’s a lot to do in this question in a short space of time. You will be asked to identify and analyse how the writer uses structural features to achieve a specific effect. 

Your analysis of structure here should focus on shifts – or continuity – in focus across a whole text. Look, for example, at what the writer focuses on at the beginning, how that focus changes during the main body of the text and then how they end the piece. Look for shifts in focus, changes in perspective or elements of continuity. Use quotations directly from the text to demonstrate the structure point and then explain how the quote proves your point.

You need to identify the structural feature and analyse how it is effective. Again, look to make four clear points across two paragraphs. Make the point on structure, prove it with a quotation and then explain how your quote proves your point.

Do not analyse language in this question – you won’t get any marks for talking about language in question 3. 

Question 4 – evaluate texts critically – spend 20 mins here

This is the big one in section A – there are 20 marks available. Everything is in scope here. They expect you to analyse both language and structure. You need to evaluate how successfully language and structural points build a particular effect. 

You’ll be given a statement from a student about the extract and asked about the extent to which you agree with it. In your answer you need to evaluate how successful the writer has been in achieving the points raised in the question. This will include your own interpretation. 

The key points to remember are:

• identify language and structural features;
• use quotations from the text to demonstrate these features;
• analyse how the quotation proves your point;
• evaluate how successfully this achieves the effect from the question;
• focus on the specifics of the question; and
• provide your own clear opinion of how far you agree with the statement in the question. 

Top tip – remember to refer to the effects on the reader. What do they think about what they’re reading. Think about what your opinion is, explain it and back it up with evidence.  

You can find even more great revision guides, advice and practice questions on our free resources page.

AQA English Language GCSE Paper 1 Section B

Question 5 – creative writing task – spend 45 mins here.

Question 5 is an extended creative writing task. There are a lot of marks available here, so you should spend around 45 minutes answering the question. You will get a choice of two questions – either writing a descriptive piece based on a picture, or writing part of a story on a given topic. 

There are 40 marks at stake. 24 marks are available for the content (so how effectively and imaginatively you write using a range of language and structural techniques). 16 marks are available for good old SPAG (spelling punctuation and grammar), so make sure you use a range of vocabulary and sentence structures with accurate spelling and punctuation.

Put simply you need to write a quality, engaging, imaginative piece of fiction. You could use an experience as inspiration, or completely make everything up. Make sure your writing is appropriate to the specific purpose and audience set out in the question. Make sure you really show the examiner what you can do. Use plenty of different language techniques and a variety of vocabulary and sentence forms.

Top tip – spend 5 minutes planning your answer. Write a simple bullet point list planning each of your paragraphs. Make a note of any interesting language technique ideas that spring to mind. This will really help make he most of your writing time. 

How to revise for your AQA GCSE English Language Paper 1 exam

Once you’ve read this revision guide you should have a pretty good idea of what to expect from the paper and what the examiner wants to see from you. Now you need to practice the skills we’ve discussed in this guide. The best way to do that is by doing as many past and specimen exam questions as possible. You can find all of the available past AQA exam papers here .

We also offer expert online tuition to provide personalised support with learning and revision. We’ll help you to achieve your full potential with your exams. Simply contact us and we’ll provide some free advice and set up a lesson with the perfect tutor for you.

7 thoughts on “AQA GCSE English Language Paper 1 – Revision Guide”

Thank you so much hopefully this will help me with my exam

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Thanks you so much i got a grade 4!

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25 Awesome Story Ideas for Creative Writing for GCSE English Language

by melaniewp | Jun 23, 2013 | Creative Writing , English Language Exam , GCSE , IGCSE , Writing | 0 comments

ALL ABOUT CHARACTER

[1] Old man loses his last picture of himself with his long dead wife. This could link to ‘Long Distance’ by Tony Harrison. Trying to find it, he goes through her things. This is one for flashback. He discovers secrets, or that she has left him a series of letters/notes for after her death. Start this when he realises he’s lost the picture.

[3]  A woman’s (or man’s) jealousy of her (or his) best friend takes over their life . Could link to ‘Othello’ or ‘Medusa’. Think about why. Start this when the woman is with her friend in a frenzy of jealousy…

[4]  A model who has always been obsessed with her looks has acid splashed in her face and is disfigured. Could link to ‘Les Grands Seigneurs’, or ‘Mirror’ by Sylvia Plath. Start this with her looking in the mirror then opening her front door… By the way, this story is true. The woman in the picture is called Katie Piper .

[5]  Fear of heights : nine year old with family who are in visiting a famous tall tower for the first time. The rest of her family want to go up the tower, but if the child won’t go up, someone will have to stay behind with them. Start this at the foot of the tower…

Want more ideas? Get a complete set plus a teaching scheme with model essays and all resources on my TES Resources shop  here .

[6]  Small child really wants cake but has been forbidden from taking it down from the shelf. Start this story with the child lusting after the cake, which you should describe – baking, decorating etc – in delicious detail. [ read a short, very funny version of this here ]

[7]  A man is obsessed with a woman who does not love him back (or the other way round) . Could link to ‘Havisham’ by Carol Ann Duffy, ‘Give’ or ‘Alaska’ by Simon Armitage or  ‘The River God’ by Stevie Smith . Start this when he realises she doesn’t love him back or when he decides to do something about it – get a haircut, stop eating raw onions, go to the gym, pretend that he also loves ‘horoscopes’ and ‘shopping’…

[8] Dangerous Ambition (links to Macbeth). Want the lead role in the school play (or to be head girl/boy)? What will you do to get it? Start this when you realise the lead is up for grabs but you’re not the first choice.

Racing Car driver (motorcross, road or drag racer) is up against his old teammate, now his main rival. Driver needs to win this one or it’s the end of his career. He sees that one of the mechanics on his  rival’s car has fixed something up wrong. What does he do?

[9]  Jealous woman (or man) chases husband (wife) to find out where they’re going. Could link to ‘Medusa’, ‘Havisham’, or ‘Othello’. Start this story when they decide to chase / follow. Use flashback, or recollection to explain why.

[10] Small child really wants to go to another child’s birthday party but there’s a problem. He has to go to his dad’s that weekend/hasn’t been invited/has to go to the dentist instead. How does he deal with or solve it? Start this story at the moment where the child realises he can’t go. [ read a short, hilarious one here ] III Lost

[11]  An old man, who has never cooked or cleaned for himself, has just got home after his wife died (of old age, in hospital). You could link this to ‘Old Age Gets Up’ by Ted Hughes. Now he has to try to do housework – cook, etc. Could be comic / tragic.

[12]  You go for a forest walk (e.g. on a Geography trip or DofE) with someone you don’t like much from school and get lost.  Could link to Robert Frost’s poem ‘The Road Not Taken’, ‘Storm in the Black Forest’ by D.H. Lawrence or ‘Wind’ by Ted Hughes. Start this story just before the main character begins to suspect they are lost. Start funny, ends up scary as it starts to go dark. Get describing words for a forest story here .

[13] Parent-Child:  In a busy town centre, a mother loses her child who has previously been annoying her . Link this to ‘Mother A Distance Greater…’ by Simon Armitage, ‘Catrin’ by Gillian Clarke or ‘My Father Thought it Bloody Queer’. Start this with the child’s tantrum, mother’s thoughts then quickly move to realising the child is gone.

[14]  World famous BMXer (or other sports person, footballer, skateboarder, surfer) is in a car crash – or other accident – and loses his leg. Will he ever ride again?  This can link to ‘Out, Out-‘ by Robert Frost. For more on the guy in the photo see this video . Start this story when he wakes up in a hospital bed.

[15] A bsent father returns trying to spend time with his kids. How do they react to seeing him after so long? [this idea is done beautifully in the story, ‘Compass and Torch’ in the AQA anthology Sunlight on the Grass]. You could also link this to ‘Follower’ by Seamus Heaney. Start this when the re’s a knock at the front door.

[16]  You win a million pounds on the lottery. Everyone you know wants some. What would you buy? Friendships are ruined. Then you are robbed… Start this when you check your bank balance and there are sooooo many noughts at the end it looks like a bank malfunction. IV Coming of Age

[17]  Death of a pet. Ferociously funny, very short story about a girl and a fish [ here ]. Start this when you find the pet… dead, or just before. You can use flashback – when you first got the pet, etc.

[18]  Learning a secret you wish you’d never found out – e.g. finding texts on your dad’s mobile from his girlfriend while your parents are still married – or learning that your mum is planning to secretly leave your dad. Start this when you’re just idly messing with the parent’s phone or laptop.

[19]  falling in love for the first time , as in Romeo and Juliet. Start this when they see each other or their first proper meeting. Link this to ‘Sonnet 18 Shall I Compare Thee’, ‘Sonnet 116 Let Me Not’, ‘Quickdraw’ or ‘Hour’, by Carol Ann Duffy or ‘To His Coy Mistress’ by Andrew Marvell.

[20]  The first time you have to do a really disgusting piece of housework / cook a meal for yourself and how you tackle it. Start this when you realise that no one else is going to do this foul job except you. Read a description of cooking a meal here .

V The Chase / Monsters

[21]  You’re camping with your friend in the woods. Then you hear a noise outside (wolves, person, etc). Start this as you’re getting settled to go to sleep – then you hear snuffling (or whatever). Read Bill Bryson’s hilarious account of this exact event, and also an account of surviving a bear attack from the OCR exam paper here.

[22]  You have something someone else wants – gold, diamonds etc. They chase you to get it. You choose the landscape: city, ruined derelict warehouses, Brazil, forest, cliffs etc. Start this at the moment you realise someone is following you. You can link this to the final chapter of Lord of the Flies .

[23]  You are the last surviving human after the zombie/vampire apocalypse. Now they have found you. This is the plot of ‘I Am Legend’. You can link this to Edwin Muir’s post-apocalyptic poem ‘Horses’, ‘Wind’ by Ted Hughes or the final chapter of Lord of the Flies . Start this at the moment you (or the main character) realises someone is coming towards your hiding place.

[24]  The King is a tyrant who has killed your family. Now you will take revenge . Start this story as you are just about to go through the city walls.

[25]  You wake up and discover you have been turned into a giant insect. How does your family react? This is the plot of Kafka’s Metamorphosis. Read this here . Start at the point you wake up, and gradually realise what has happened.

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Paper 1: Creative Writing

In the exam you're normally given two options: a descriptive piece or a narrative piece. neither is worth more or less than the other so it's up to you to choose which suits you best. though describing the same thing for 45 minutes can see a little tough, i'd argue that the description is actually easier than the narrative. the problem with writing a short narrative, is its shortness., to do this well you need to make sure that your plot is very, very , very , very simple . you'll only have 45 minutes to write it, and that doesn't leave a lot of space for character development or events., really, you should be able to tell your storyline in one sentence, any more than that and it's probably too complex for the exam., i've included some of my own below to give you an idea of how much plot i've managed to include....

The Simple Scene

Perspectives

An Unreliable Narrator

Using Description

Read over the stories above and pick one structure that you think you could use. then, google some images and see if you can find a way for your chosen structure to become a story connected to that image. the key with a structure is that you can practice with it, but it will still fit any end you choose., but also, there are literally millions of short stories on the web, simply because writing is such a pleasure and sharing stories is so fundamentally human. to help you filter through some of them, you'll find a list of some of my favourite places below:, https://themolotovcocktail.com/, https://wigleaf.com/, https://blog.reedsy.com/short-stories/, https://www.flashfictiononline.com/.

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• Tags: Artificial Intelligence , Book Writing , Fiction Writing , Novel Writing

Writing a book with AI is like having a genie in a lamp – it can grant all your wishes. In this article, we’ve explained how to use AI for every step: from generating ideas to developing characters, plot, editing, book cover design, and marketing. 

This article includes amazing paid and free AI tools along with useful pointers. We’ve also added a bonus section of 20 amazing prompts you can use. So let’s explore how to write a book using AI! 

Transform your book with AI + professional human editing! Learn more

1. Use AI tools for brainstorming 

The following tools can help you beat writer’s block and get fresh perspectives to write your story: 

• Use writing prompt generators like Servicescape, Seventh Sanctum, Squibler, Story Shack, and Random Words Generator. 
• Take advantage of setting generators RanGen, Donjon, Springhole, Seventh Sanctum 
• Explore and brainstorm using character name generators like Fantasy Name Generators, RandomGenerators.com, Name-Generator.org, Bookbird, Behind the Name 

Recommendations 

• Experiment by combining prompts, settings, and character names. 
• Select prompts, settings, or characters that challenge you to write from unfamiliar viewpoints. 

Bonus tip: You can add saved prompts in book writing apps and software like Scrivener, Novelist, Plottr, Novlr, Novel Factory, etc. 

Now let’s see how to write a book with AI and conduct research using advanced tools. 

2. Use AI tools for book research 

Following are the tools that you can use for book research: 

1. ChatGPT: You can give ChatGPT prompts to list books and common tropes related to the same genre and analyze how people communicate in different dialects. 

a. Sample prompt: List down famous books belonging to the genre romance published in 2023. 

b. Sample prompt: Mention 20 common tropes belonging to the genre fantasy that are widely used. 

c. Sample prompt: Tell me how a person would answer the question: “Where are you from?” if he used the Australian English dialect.

2. Claude: It can offer insights into the cultural, social, and political aspects of different time periods or societies, helping you create a more authentic and nuanced fictional world.

a. Sample prompt: My mystery novel is set in 1920s New York City. Describe the political, cultural, and social landscape of the time. 

3. Gemini: This AI tool can suggest multiple perspectives on existing books like Claude and ChatGPT.

a. Sample prompt: Give me multiple perspectives to write a new book based on John Green’s The Fault in Our Stars .

• To use AI to write a book, provide context For example, instead of “What was daily life like in ancient Rome?”, a good prompt can be: “Describe the sights, sounds, and smells a Roman citizen might encounter walking through the Forum on a busy market day.” 
• Ask open-ended questions to get different perspectives and find good plot twists. For example, “What if fairytales were coded messages passed down through generations to warn of real dangers?” Ask multiple “What if” questions to generate multiple viewpoints. 

Now let’s see how to write a book with AI by developing characters! 

3. Use AI tools to develop characters 

1. Character.AI: This tool helps to enhance dialogues and create characters with specific backgrounds. Writers can train the AI characters they develop by having conversations with them. This can help them experiment with dialogue and see how characters might respond in various situations.

Here are some other features of this tool:  

a. Select the “Pin message” option to save important messages, and use the feature of group chats (Rooms) for chats between multiple characters. 

b. To determine the character’s personality, users can also choose between famous fictional characters like Loki, Dr Strange, Batman, Wonder Woman, Daenerys Targaryen, etc. Alternatively, they can create their own characters and analyze their speech patterns for their story. 

2. Sudowrite: Use it to brainstorm character descriptions, backstories, relationships, or even internal monologues to uncover hidden depths.

a. If you’re dissatisfied with your writing, you can select the text you’re unhappy with and rewrite it. The tool gives various options like “Show Not Tell”, “More Descriptive”, “Shorter”, “More Inner Conflict”, and “More Intense” to rewrite the text. 

b. You can also select text and choose the option “Expand” to describe a scene in greater detail. 

• Use these tools to focus on describing what the character sees, hears, smells, tastes, and touches. 
• Create multiple scenarios to see how different characters react under pressure by giving specific prompts. For example, you can use a prompt like, “How would a character who has undergone trauma during a war react when someone threatens to destroy his house? By putting pressure on characters, you can decide the direction for your story. 

Using AI to write a book’s plot helps to enhance it further. Let’s explore this in the next section. 

4. Use AI tools to enhance the plot 

Following are some of the tools that you can use for developing the plot

1. Novel AI: Using this tool, you can copy the writing style of well-known writers (e.g., Arthur Conan Doyle), choose your desired themes, rewrite the text, and get relevant prompts to add to your text. 

2. Inklewriter: Inklewriter is a free, interactive storytelling tool that allows you to create branching narratives. Branching narratives are stories that offer readers or players choices to shape the plot. Inklewriters gives you 1 or 2 alternatives at various plot points for how your story should progress.   

3. Story generators: You can use the best story generator tools given by Editpad, Hix.AI, Simplified, and Perchance for brainstorming. 

• Select story generators that allow you to fill in your plot details like characters and plot. 
• Use Novel AI’s creative writing prompts to expand your story scenes and experiment with Inklewriter to develop plot twists. 

After learning about how to use AI to write a book, let’s see AI tools that you can use for book editing! 

5. Use AI tools for checking, revising, and editing

1. ProWritingAid: You can use this tool for checking spelling, and grammar. This tool also gives detailed feedback to improve the plot, setting, character development, and pacing of the story (25+ writing reports). 

2. Hemingway Editor: You can use this tool to identify long and complex sentences, rectify spelling and grammar mistakes, and improve word choice. 

3. Autocrit: This tool includes a spelling checker, a grammar checker, and highlights repetitive words and sentence structure. It also gives detailed statistics of the story’s dialogues, pacing, and characters to enhance them. 

Recommendations

• Instead of using these tools after you complete your book, consider running individual chapters or sections through them as you write and revise. 
• Take the time to explore the tool settings and adjust them based on your writing style, genre, and target audience. 

6. Use AI tools to decide the title 

Following are some of the best book title generators that you can use to select the title: 

1. ToolBaz: This tool gives you the option to fill in the details of your story to generate a compelling book title. 

2. WriterBuddy: This tool allows you to fill in your book’s topic details and gives you 3 title suggestions for your book. 

3. Reedsy: Reedsy’s book title generator gives users options to select from genres such as romance, mystery, crime, fantasy, and sci-fi to generate the book title. 

• Combine generated titles to get an attractive book title. 
• Select titles that are easy to remember, spell, and pronounce. Ensure that they accurately reflect your book’s themes and content. 

If you’re still confused, you can read the article “ How to Write a Book Title ” to craft an engaging book title. 

7. Use AI tools for brainstorming about the book cover design 

1. Midjourney: To use this free AI image generator, you need to give a prompt and choose the height and width to generate the image. 

2. Adobe Express: This is a free tool that provides thousands of free templates, various filters, and art styles to create an attractive book cover. It also has the option to add or remove unwanted elements to create a book cover. 

3. Canva: You can use Canva’s free photos, and pre-designed templates to create professional book covers. Use the “Magic Write” feature to get suggestions about the content on your book’s cover. 

• Jot down specific keywords related to your book’s genre and describe what you wish to see on the book cover. This will give you a clear direction while using these tools. 
• Choose the best book fonts that complement your book’s genre and tone instead of solely relying on AI. 

8. Use AI tools for marketing your book

1. BuzzSumo: BuzzSumo can help you research and brainstorm marketing ideas, find influencers, and generate engaging content. You can use it to write an attractive book blurb and book description. 

2. Adcreative.ai: This tool allows you to add details about your book cover, target audience, and key selling points, and the AI will generate different ad variations for various social media platforms. You can also automate ad campaigns and generate compelling ad copies for marketing on Amazon. 

3. Headlime : This tool generates compelling book promotion content for various platforms like LinkedIn, Facebook, Instagram, etc. Whether you want captions, ad copies, content for email newsletters, or book descriptions, this tool can do it for you!

• Use these AI tools for tasks like A/B testing marketing copy variations, creating taglines, and experimenting by giving AI out-of-the-box prompts. 
• Decide the goals before using these tools and monitor the results and budget used on these AI tools. 

Now let’s see 20 practical prompts to use AI to write a book. 

20 useful prompts to write a book with AI

1. Analyze the following scene and suggest how to make it more engaging: [Insert scene] 

2. Make the following dialogues shorter, and crisper, and use better wording for the dialogues without changing the meaning: [Insert dialogues]. 

3. Read the following character description and tell me the character’s reactions in challenging situations: [Insert character description]. 

4. Analyze if there are any loopholes or inconsistencies in the following plot: [Insert plot details]. 

5. Suggest multiple perspectives and alternatives on how to make the following climax more intense: [Insert information about the plot and climax]. 

6. Tell me how to make the following setting description more creative without changing the meaning: [Insert the setting description]. 

7. Suggest new holidays and days that can be celebrated in the following fantasy world:  [Insert fantasy world description] 

8. Tell me how to keep the main antagonist a secret till the climax by analyzing the following plot and sequence of events: [Insert plot and sequence of events] 

9. How to write a children’s book with AI? Suggest the best AI tools for developing the plot, characters, setting, conflict, climax, editing, book marketing, and editing. 

10. Explain what can be the consequences of the following action on the characters: [Insert information about an action that disrupts the life of characters]. 

11. Tell me how would the relationship between character [Insert name] and character [name] be impacted due to the following situation and actions; [Insert information about the situation and action where characters are involved]. 

12. Suggest 10 plot twists by analyzing the following information about the plot: [Insert information about the plot]. 

13. Tell me how to describe the following message more creatively using a letter, story, email, or literary devices: [Insert information]. 

14. Recommend how should I convey the following information without using dialogues: [Insert information about the characters’ moods, feelings, emotions, story’s atmosphere, and mood] 

15. Tell me various perspectives on how can I explore the theme of magic by analyzing the following plot: [Insert plot] 

16. Help me enhance the following interaction between two characters where the character named [Insert name] is Australian and the character [Insert name] is German: [Insert character interaction] 

17. Tell me how the attitudes and habits will differ between two characters, one of which is Indian and the other is American. Tell me how can I use their different habits and attitudes by analyzing the following plot: [Insert information about the plot] 

18. Explain how I can write a book that breaks free from traditional romance genre conventions. 

19. List 10 unexplored themes related to the genre fantasy that I can use for writing a fantasy novel. 

20. Suggest creative chapter titles for the following story by analyzing the following titles and ensuring the titles aren’t too long: [Insert all chapter titles]. 

Our guide on using AI to write a book ends here! Now it’s your turn to explore the possibilities with these AI tools! Remember, even with AI assistance, completing your manuscript is just the first step; professional editing is crucial for polished writing. 

At PaperTrue, we provide high-quality AI + professional human editing services. Our trained team of editors can perfectly edit your book, removing all grammar and word choice errors. With this, they also give in-depth feedback to enhance the plot, characters, and setting. Feel free to reach out if you ever require professional editing and proofreading services ! 

Do you have any other suggestions about how to use AI to write a book? Let us know in the comments section! 

Here are some other useful resources for you: 

• Top 10 Book Writing Apps of 2024: Free & Paid!

Frequently Asked Questions

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GCSE English Language 9-1 Creative Writing Sample Answer for a Story Titled “Alone”

Subject: English

Age range: 14-16

Resource type: Other

Last updated

30 August 2024

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This digital file provides a sample answer to a GCSE English Language 9-1 creative writing task using the title “Alone.” The story delves into the emotions of solitude, showcasing a protagonist’s journey through feelings of isolation and the solace they find in the quiet of a night-time park. This well-crafted narrative captures the reader’s attention with vivid descriptions and relatable emotions, making it a perfect study tool for students aiming to excel in their English language exams.

Language Techniques Used in This Story:

Imagery: The story employs rich, descriptive language to paint a vivid picture of the setting, helping readers visualize the scenes and feel the protagonist’s emotions.

Personification: Elements of nature, such as the wind and shadows, are given human-like qualities to enhance the atmosphere and evoke a sense of unease.

Metaphor and Simile: Comparisons are used to deepen the emotional impact and create connections between the character’s feelings and their surroundings.

First-Person Narrative: The use of a first-person perspective allows readers to connect closely with the protagonist’s thoughts and feelings, making the story more engaging and personal.

Symbolism: Objects and settings within the story, such as the empty swing and darkened park, symbolize the protagonist’s inner feelings of loneliness and longing for connection.

Why This File is Perfect for Exam Preparation:

Exam-Focused Content: This sample answer aligns perfectly with the GCSE English Language 9-1 criteria, demonstrating how to effectively respond to a creative writing prompt.

Technique Breakdown: With an analysis of the language techniques used, students can learn how to incorporate similar strategies in their own writing to enhance their storytelling skills.

Inspiration and Guidance: By reading and analyzing this sample, students can gain inspiration for their own writing, understanding how to construct a compelling narrative and convey deep emotions.

Practice and Improvement: This file offers an excellent example of high-quality creative writing, providing a benchmark for students to aim for in their exam preparation.

Use this digital file to inspire your own writing, understand the key elements of a successful narrative and prepare effectively for your GCSE English Language exams.

This digital file is more than just a model; it’s a tool for success. It’s crafted to meet the highest standards of the GCSE English Language exam criteria, ensuring that you’re learning from a top-quality example. By analyzing and practicing with this model answer, you can improve your skills, enhance your understanding and boost your exam performance.

Click the download button to have the full file at your fingertips!

CONTAINS: 10 PAGES

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Paper 1 Question 5: Language Techniques ( AQA GCSE English Language )

Revision note.

Paper 1 Question 5: Language Techniques

Question 5 requires a response which uses the appropriate language style and features for the task. The upper level of the AO5 mark scheme indicates that marks should be given for content that is convincing and crafted, with extensive and ambitious vocabulary with sustained crafting of linguistic devices (see Paper 1 Question 5: Mark Scheme for more details).

Below, you will find an explanation of some of the key linguistic devices and language techniques you could employ in either descriptive or creative writing (click to go straight to the sub-heading)

Overview of language techniques

Linguistic devices.

In a piece of descriptive writing, for instance, you will use sensory language to create an effective mood and clear image of the scene you are describing. Whereas, for a question which asks you to write a story, you will employ a range of language techniques, as well as sensory language, to craft character and create drama, tension or interest. Therefore, sensory language is effective when describing a scene, but to craft a character you will need to use other techniques as well, such as dialogue for characterisation or powerful verbs to describe action.  The best answers manipulate these techniques so that they successfully achieve the mood you wish to create.  

In your answer you must:

• Use language techniques and linguistic devices appropriately for the task
• Avoid the over-use of a particular technique for a sophisticated response which gets the highest marks

Question 5 tests your ability to adapt your writing for a particular purpose. You will have already analysed a section of fiction writing in Section A, and in Question 5 you are asked to apply this knowledge to your own writing and create a text which is constructed in an appropriate manner. 

When planning your answer to Question 5 it is vital to spend time thinking about your choice of response. This means you should consider if you want to craft a story or describe the scene. It is best to choose the option which suits your style of writing or which you think will be easiest to form ideas around. 

Remember, Question 5 requires you to use appropriate language for the audience, purpose and form of the writing in the question. Therefore, the best answers will demonstrate a well-planned answer which has considered the most effective ways to use language and structure in your creative or descriptive writing. For example, when describing setting, sensory language is a successful way to describe the mood.

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 descriptive or creative writing:

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Author: Sam Evans

Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.