Paper 1: Writing - Narrative Writing

Section B: Narrative Writing

A narrative piece follows a story line – it has action and tells the reader about some sort of experience that happened (either real or fake). Here are some tips for writing a narrative piece:

Use a range of language devices

Language devices play a key role in creative writing. Using a variety of the language devices covered in the 'Key Terms' section can help you to:
- Make your writing more interesting.
- Engage the reader in your story or help them to visualise your description.
- Help you to build up the image/experience you have in your own head.
We will recap these language devices in the 'Checklist of Techniques' section.

Identify the part of the narrative

Remember that many different parts make up a narrative piece (e.g. an opening, a climax, an ending etc.). You may only be asked to write about a part of a narrative story.
- If the question asks you to write an opening, focus on introducing the characters and settings instead of including lots of action. You are NOT being asked to write a complete story.

Show, don't tell

Many students make the mistake of 'telling' the reader something rather than 'showing' it to the reader. Showing, rather than telling, makes narrative writing far more impactful.

Show, don't tell - example

Here is a writer 'telling' the reader about an alcoholic:
- Lucy was desperately searching for more wine. Her withdrawal symptoms were driving her crazy.
The description is grammatically correct, but dull.
Here is a writer 'showing' the reader an alcoholic:
- Her head was rattling; mirroring her quaking limbs. Her eyes darted to and fro as the sweat trickled down her forehead. Her tongue craved a trickle of liquid salvation.
This description creates a vivid picture in the reader's mind.

Create the right tone

The tone of your writing is very important. The tone is the writer's feelings towards what they are describing.
To create the right tone:
- Choose words carefully - using positive adjectives will help to create a light-hearted feel. Using negative/aggressive adjectives will help to create a foreboding atmosphere.
- Use varied sentences - using short, simple sentences will help to create suspense and quicken the pace. Using long, complex sentences will slow the pace and create a relaxed feel.

1Key Terms

1.1Key Terms

1.1.1Nouns

1.1.2Verbs

1.1.3Sentence Types

1.1.4Words

1.1.5Sound

1.1.6Language

1.1.7Images & Symbols

1.1.8Phrases

1.1.9Mood

1.1.10Key Terms - Other Techniques

1.1.11End of Topic Test - Key Terms

2Language Techniques

3Paper 1: Reading

3.1Paper 1: Reading - Section A

3.1.1Paper 1: Reading - Overview - Section A

3.1.2Paper 1: Reading - Answering Question 1

3.1.3Paper 1: Reading - Answering Question 2

3.1.4Exam-Style Questions - Paper 1: Reading

3.1.5Paper 1: Reading - Answering Question 3

3.1.6Paper 1: Reading - Answering Question 4

3.1.7End of Topic Test - Section A

3.1.8Exam-Style Questions - Paper 1: Reading

3.1.9Diagnostic Misconceptions - P1 Q1

3.1.10Diagnostic Misconceptions - P1 Q2

3.1.11Diagnostic Misconceptions - P1 Q3

3.1.12Diagnostic Misconceptions - P1 Q4 1

3.1.13Diagnostic Misconceptions - P1 Q4 2

4Paper 1: Writing

4.1Paper 1: Writing - Structuring Your Answer

4.1.1Paper 1: Writing - Overview - Section B

4.1.2Paper 1: Writing - Descriptive Writing

4.1.3Paper 1: Writing - Narrative Writing

4.1.4Paper 1: Writing - Answering Section B (option 1)

4.1.5Paper 1: Writing - Answering Section B (option 2)

4.1.6Paper 1: Writing - Answering Section B - Checklist

4.1.7End of Topic Test - Writing Section

4.1.8Exam-Style Questions - Paper 1: Writing

4.1.9Diagnostic Misconceptions - P1 Q5 1

4.1.10Diagnostic Misconceptions - P1 Q5 2

5Paper 2: Reading

5.1Paper 2: Reading - DAFORESTER

5.1.1Paper 2: Reading - Direct Address

5.1.2Paper 2: Reading - Alliteration

5.1.3Paper 2: Reading - Facts

5.1.4Paper 2: Reading - Opinions

5.1.5Paper 2: Reading - Repetition

5.1.6Paper 2: Reading - Exaggeration (Hyperbole)

5.1.7Paper 2: Reading - Statistics

5.1.8Paper 2: Reading - Triples (Rule of 3)

5.1.9Paper 2: Reading - Emotive Language

5.1.10Paper 2: Reading - Rhetorical Questions

5.1.11End of Topic Test - DAFORESTER

5.2Paper 2: Reading - Structuring Your Answer

5.2.1Paper 2: Reading - Overview - Section A

5.2.2Paper 2: Reading - Answering Question 1

5.2.3Paper 2: Reading - Answering Question 2

5.2.4Paper 2: Reading - Answering Question 3

5.2.5Exam-Style Questions - Paper 2: Reading

5.2.6Paper 2: Reading - Answering Question 4

5.2.7End of Topic Test - Section A

5.2.8Exam-Style Questions - Paper 2: Reading

5.2.9Diagnostic Misconceptions - P2 Q1

5.2.10Diagnostic Misconceptions - P2 Q2 1

5.2.11Diagnostic Misconceptions - P2 Q2 2

5.2.12Diagnostic Misconceptions - P2 Q4

6Paper 2: Writing

6.1Paper 2: Writing - Structuring Your Answer

6.1.1Paper 2: Writing - Overview - Section B

6.1.2Paper 2: Writing - Answering Section B

6.1.3Diagnostic Misconceptions - P2 Q5 1

6.1.4Diagnostic Misconceptions - P2 Q5 2

6.1.5Diagnostic Misconceptions - P2 Q5 3

6.2Types of Writing

6.2.1Paper 2: Writing - Article

6.2.2Paper 2: Writing - Essay

6.2.3Paper 2: Writing - Leaflet

6.2.4Paper 2: Writing - Letter

6.2.5Paper 2: Writing - Speech

6.2.6Paper 2: Writing - Review

6.2.7Paper 2: Writing - Travel Writing

6.2.8Paper 2: Writing - Diaries & Journals

6.2.9End of Topic Test - Types of Writing

6.3Writing to...

6.3.1Paper 2: Writing - Writing to Inform

6.3.2Paper 2: Writing - Writing to Inform - Example

6.3.3Paper 2: Writing - Writing to Explain

6.3.4Paper 2: Writing - Writing to Explain - Example

6.3.5Paper 2: Writing - Writing to Persuade

6.3.6Paper 2: Writing - Writing to Persuade - Example

6.3.7Paper 2: Writing - Writing to Argue

6.3.8Paper 2: Writing - Writing to Argue - Example

6.3.9Paper 2: Writing - Writing to Persuade vs Writing

6.3.10Paper 2: Writing - Writing to Advise

6.3.11Paper 2: Writing - Writing to Advise - Example

6.3.12End of Topic Test - Writing to...

6.3.13Exam-Style Questions - Paper 2: Writing

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