How to Write a Band 6 Creative?

Definition

The definition of a creative piece is somewhat loose. However, it is generally agreed that creative writing encompasses texts where creativity and innovation are at the forefront of its purpose.

Creative writing includes a wide variety of texts, including but not limited to:

·       Short stories;

·       Plays;

·       Poems; and

·       Letters

Types of creative writing tasks in English Advanced

There are two main types of creative writing tasks you will encounter in school assignment tasks:

Type 1: Creative tasks based on a prescribed text

In these types of tasks, you will be first asked to read and analyse a text. During this process, it is generally a good idea to take special notice of:

·       Structural features (e.g. use of flashbacks, cyclical structure, foreshadowing, etc.)

·       Language techniques (e.g. metaphors, similes, recurring motifs, etc.)

·       Characterisations

so that you can then emulate the theme, stylistic features and writing style of the original text in your creative piece.

E.g. Choose a character, persona or speaker from ONE prescribed text that you have studied in Module C.

a) Express the thought processes of this character, persona or speaker by exploring a moment of tension in the text from an alternative point of view. (12 marks)

b) Justify the creative decisions that you have made in your writing in part (a). (8 marks)

(Taken from NESA)

You could be asked to reflect creatively on your prescribed text in a variety of ways, including but not limited to:

·       Providing an alternate ending to the text

·       Writing in the perspective of a minor character

·       Reimagine the events of the text in a different context

·       Rewrite a part of the text (perhaps in a moment of tension) in great detail

Type 2: Creative tasks based purely on a stimulus

You will be asked to respond a stimulus, which can be an image, quote or extract by writing a creative piece.

e.g. ‘Above us, the Milky Way is a slash of sheer silver gossamer, studded with diamonds. The stars of other constellations are in sharp focus, stretching far out into the heavens. Two trains blaze past in the night, sirens and headlights blaring as the signal bells ring on the road next to us. They pierce the total silence and wake some of the campers. There are quiet talking and singing. The pitch-dark explodes again a little later to the headlights of a semi-trailer roaring past on the track, its load shaking with corrugations. Then perfect quiet settles until dawn.'(Ros Moriarty-Listening to Country)

·       Describe how the writer creates a mood or atmosphere in this text. In your response make reference to at least ONE language device or stylistic feature. (5 marks)

(b) Write the next part of the narrative where the mood or atmosphere in the text is changed because of a surprising or unexpected event. (15 marks)

It is very difficult to pre-prepare for this type of tasks. Not only do they have an almost infinite amount of prompts they could throw at you, but you also have to engage holistically with every aspect of the stimulus.

So, the best way to prepare for such a task is to practice consistently. JP English not only provides you with ample questions but also the necessary skills to ace these questions.

One technique they taught me that I found especially helpful was taking notes of all the descriptions I liked and trying to emulate them in my own writing. Developing my own ‘dictionary’ of descriptions helped me tremendously in adapting to unconventional questions and writing quickly.

Writing your creative

Step 1: Preparation

This step is done before the exam and includes:

·       Reading and analysing the prescribed text (if required), noting any special features that you might be expected to emulate.

·       Brainstorming and writing different creative stories with themes that align with the task.

·       Giving your practice task to tutors and teachers to check. They will provide you with invaluable feedback on your consistency, writing style, etc.

·       Developing your own set of descriptions, phrases and vocabulary to use in the exam.

Step 2: Writing and Revision

This step is done during the exam.

·       During reading time: Read the question and choose a plot that you have thought out before that will best address the themes of the question.

·       During writing time: use the descriptions, phrases and vocabulary that you have developed, whilst making sure that you are adequately addressing every aspect of the question.

·       If you have time left over: go back and read over your creative piece.

Popular Mistakes made by Students

·       “Show, don’t tell”– This is a tale as old as time, and yet students (including my old self) continuously ignore. The best way to avoid this mistake is through practice and feedback since this is often a mistake that is made subconsciously.

Example:

Tell: The family was only perfect in front of the camera. 

Show: The opened eye of the camera watched as the family fastened itself together, the rosy-cheeked daughter and son, the unison of the family creating the epitome of perfection. They smiled vibrant smiles, posed jovially at the flashing lights. See the full examples of a 20/20 Creative here.

But immediately after the click of the shutters, they all fell apart, insubstantial as a wish.

·       Not addressing the question – don’t make it blatantly obvious to the marker that you have rote-learn the whole creative. Instead, fully engage yourself with the question. Just one or two words from the question is not enough to score an A.

Example: Let’s say you have the question:

‘I must go down to the seas again, to the lonely sea and the sky…’ (John Masefield, Sea Fever)

a) Use this as a stimulus for the opening of an imaginative piece of writing.

To show that you are using the stimulus as an opening, begin with it.

e.g. I must go down to the seas again, to the lonely sea and the sky. It was a compulsive thought with an urgency that could not be delayed. The vertigo of the city’s clockwork regularity – the six o’clock alarm, the seven o’clock elevator ding and eight o’clock meetings – was too much…

·       Writing too little– for Year 12, with Module C situated at the end of your trials/HSC paper, it is very easy to not write enough to impress the marker. For example, you would need 800-1000 words for 20 marks, 500-600 words for 12 marks and 400-500 words for 10 marks. To remedy this, practice frequently and ask for feedback.

For junior grades, school assessments for creative writing are commonly out of 20 marks, meaning you need 800-1000 words depending on your school notification.

·       Too many characters – keep in mind that you only have at most 1000 words. Keep the number of main characters to at most two. Any more than that, you won’t be able to focus on character development and their internal thoughts well enough.

Learn to write engaging and sophisticated creatives here at JP English, where students are provided with plenty of practice and all relevant skills from year 7! Our english tutors are 100% invested in your child’s future!