15 Narrative writing
Assessment objectives IGCSE examination
AO2 Writing • Paper 3 Section 2 (Composition) or
W2 Sequence facts, ideas and opinions Component 4 Coursework Portfolio
W3 Use a range of appropriate vocabulary (Assignment 2)
W4 Use register appropriate to audience and context
Differentiated learning outcomes Resources
• All students must be able to understand and use • Student Book: pp.
some features of good story-telling (Grade E/D). 104–7
• Most students should be able to create narrative • PPT: 3.15a–g
stories using varied sentences and characterisation
with vivid language and description (Grade D/C).
Other Student Book pages
• Some students could use effective openings and • Writing to describe:
atmosphere, pp. 98–
closings, precise sentence structures and powerful
9
characterisation to keep the reader engaged (Grade
B/A). • Writing to describe:
structure, pp. 100–3
• Conventions of
diaries and journals,
pp. 70–1
Exploring skills
Introduce narrative writing to students by running through the Checklist for success
on Student Book p. 104, which can also be displayed on PPT 3.15a. Then ask pairs to
quickly come up with any additional features for Q1.
In Q2 show students the model plan for a short story on which is also on PPT 3.15b.
Ask pairs to come up with any improvements as Q3 and to present them in Q4. Flag
up the Top tip here so students don’t feel trapped by a narrative formula. Try to steer
ideas towards originality and away from the obvious plot line and character creation.
It might be helpful to have an example ready such as: The story starts with the
humiliating performance, then tracks back to the lack of rehearsal time because the lead singer
decided to take his girlfriend out rather than rehearse.
Give extra support by revisiting the structure of a story: introduction, development,
complication, climax, resolution. Explain how a complication can be started on a
small scale with hints being dropped that become increasingly more noticeable.
Suggest to students the idea that a complication needs feeding like a fire.
Building skills
Ask students to work in fours to put the good story opening techniques listed on
Key writing skills
Chapter 3
Student Book p. 105, into rank order. Take feedback on which feature most of the class
prefer. Compare their suggestions to the way films open, especially films derived
from books. Then ask students to look at the two examples of story openings (also on
PPT 3.15c.) Use the PPT to annotate the examples before asking students to work in
pairs to complete Q5, which requires a title for the two pieces. Suitable titles might be
The Secret, My Little Sister, An Unexpected Visitor, Something Went Bump in the Night.
Then ask students to work through Q6 to Q8. Support the pairs as necessary. Ideas to emerge
may include: The first example uses dialogue and the second example uses important
background information to open the story. They have different approaches in that the
68 • Lesson 15 © HarperCollins Publishers 2013
first one is first person and the second is third. Both use the same technique of
withholding information, which makes the reader want to read on.
Give extra challenge by selecting students to hold a class debate about which
opening is better. You could divide the class into two groups and allocate a chair,
speakers and second speakers to debate the issue formally or you could take an
open vote then select students to explain the reason why they voted that way.
Recap on the techniques that have been used most effectively to engage the reader.
You could finish this section with a statement: This class believes that opening a story
with dialogue (or whichever opening is chosen) is best.
Developing skills
Explain how characterisation works in narrative by reading the text on on Student
Book p. 106. Select some characters from books that the students have read recently
and ask: What did he do? What did he say? What did he look like? What did other people say
about him? You could use ‘Pip’ in Great Expectations or ‘Felix’ in Once, for example.
Now discuss dropping information into a narrative using examples A, B and C.
Ask students what was happening? Who was it? What were they like? Explain how
each of the three sentences handles the three sets of information at once.
Give extra support by breaking the examples down further:
A Raf waited for us. He was the leader of our gang. Raf was a large, muscular
boy with bushy eyebrows.
B Our mother scolded us for being late. She had a tongue as sharp as a razor.
C Jed was unaware of Liu’s withering glances. He was feverishly texting on his
mobile as he walked along.
Explain how combining several pieces of information into single sentences adds pace
and interest to a narrative. Read the Top tip about adding clauses with the class then
ask students to expand the sentences for Q9.
Give extra support by providing models for Q9. For the story about ‘A
disappointing night’, pupils could start with: Priya, the older sister by two years and
eight months, looked at her sister with the usual disdain. Then ask students to
complete and compare their sentences embedding information about Lucia.
Students need to write an extended description for Q10. It might be helpful to use
PPT 3.15d–f for this – it shows an example of how to construct a three- or four-part
sentence from a group of ideas.
Ask students to read ‘The dare’ and answer Q11. The convincing details are the
chipped front tooth and the angry scar. The hints suggest that the problem will lie with
the little sister getting into danger. Revisit the Top tip to warn against stereotyping.
Give extra challenge by asking students to write an opening that challenges
stereotypes such as frail old ladies or bossy school teachers.
Key writing skills
Chapter 3
Applying skills
Spend some time recapping all the features of successful narrative writing discussed
in this section including the Checklist for success. Remind students of the effective
openings and closings they have read in this chapter. Then ask them to complete Q12
independently. You could use PPT 3.15g to recap on features too, if appropriate.
© HarperCollins Publishers 2013 Lesson 15 • 69
Towards Successful narrative writing maintains a tight structure. Students working towards
A/A* A* need to demonstrate effective use of techniques such as flashbacks or multiple
narration. Support students in honing these skills by asking them to tell a classic
story with events ordered differently or from a different character’s viewpoint.
Key writing skills
Chapter 3
70 • Lesson 15 © HarperCollins Publishers 2013
