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Complete further practice for your descriptive skills using the below activities

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24. Extension 1 - Watch the analysis videos

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24. Extension 1 - Watch the analysis videos

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Here is an in-depth analysis of what works and doesn't work in the description I wrote.

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You should by now have your plan finished and be ready to write.

If you have time left, you may want to look at some of the below extension activites.

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It's important to include all five senses (touch, taste, sound, smell, and sight), but don'w do one paragraph on touch, one on taste, one on sound... this gets boring.

Instead, include a mix of senses in every paragraph.

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You should plan out in advance what you are going to write.

Please note, however, that you cannot take your plan into the assessment with you.

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Remember, you are not telling a story here: you are just describing a scene.

Don't give any characters names, and don't include any conversations (individual spoken lines are fine, eg. a man calling "get your hot dogs!")

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Use these flashcards to test and improve your knowledge of descriptive writing techniques.

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GoConqr - GCSE English Language - Descriptive Terms

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Some key terms for the Descriptive Writing in GCSE English

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•You will need to write a description for one of the following titles:

•(a) Describe a school assembly on the first day in September.

•(b) Describe the scene at a busy crossroads.

•(c) Describe the scene on a school bus.

•(d) Describe the scene on the first day of the January sales.

•(e) Describe the scene at a fireworks’ display.

Your description should be about 2 sides of A4 and should 'paint a picture' in the reader's mind using descriptive techniques such as similes and personification.

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By the end of your preparation, you will:

+ Understand a range of descriptive techniques from the flashcards.
+ be able to describe how a description should be structured.
+ Have a plan for your description

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1. Headphones / speakers

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Read through each box in number order...

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This is the finished piece I created. You can look at this alongside the videos,.

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You can use this to give you ideas for your own planning.

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You might like to use this to help with your planning

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The following videos take you through how to go from a title to a finished descriptive piece.

Watch each of them in order, and plan out your piece along with the videos.

The final few show the finished description, so use this to come up with ideas for how yours should look.

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GCSE Eng - Descriptive Writing 9 - Analysis 2

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GCSE Eng - Descriptive Writing 8 - Analysis part 1

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•Watch the whole video

•How long should your piece be?

•What should you be careful with when using speech?

•Does it matter if you don’t include everything from your plan?

•Why bother doing a plan?

•Now read the whole finished piece, and identify what it does well, what it does less well, and which assessment criteria it meets.

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GCSE Eng - Descriptive Writing 7 - the finished piece

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•Watch whole video.

•What sort of things am I thinking about as I’m writing? What choices do I make?

•Now try writing your opening paragraph, or any other paragraph for your mock assessment.

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GCSE Eng - Descriptive writing 6 - constructing the piece

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•Watch to about 3 mins in

•Watch final 2 mins to see planning of the last paragraph

•What extra detail can you add to your plans now?

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GCSE Eng - Descriptive Writing 5 - Finishing the plan

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•Watch the whole of video 4.

•Why should you write in the third person, present tense?

•Now plan out each of your paragraphs (about six).

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GCSE Eng - Descriptive writing 4 - Planning the opening

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•Watch to 2:30ish and look for how I list ideas to appeal to a range of senses.

•You can also look at the completed plan on the Padlet.

•Now list your ideas under the five senses (and feel).

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GCSE Eng - Descriptive Writing 3 - The five senses

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•Watch to 3:20

•What are your first ideas for your chosen title?

•Now watch the rest of the video, then research bonfire night and write down at least three new ideas from the pictures or videos you find.

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GCSE Eng - Descriptive Writing 2 - Researching my piece

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•Watch to 1:30 and then the last minute.

•What is the assessor looking for?

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GCSE Eng - Descriptive Writing 1 - The Criteria

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If someone is ‘eating,’ we don’t know how they are eating. But if someone is ‘chomping,’ we know they’re taking big bites; they might be hungry. And if they’re nibbling, they’re taking little bites, and might not be hungry. What other descriptive verbs can you think of for eating, and what do they suggest?

Try to list at least 8.

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9. Activity 3 - Identify at least 3 improvements you could make to this description. Check with a partner to see what improvements they would make.

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9. Activity 3 - Identify at least 3 improvements you could make to this description. Check with a partner to see what improvements they would make.

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The restaurant was very busy and noisy. There were lots of people in the restaurant talking to each other. There was music playing on some speakers. There were families at some of the tables and couples at some of the other tables. There was a nice smell of food in the air.

A man at one table had ordered a lobster. It was bright red and made a loud noise as he broke its shell. Some steam came out of the lobster. The man started to eat the meat inside and it probably tasted nice.

The serving staff all looked tired because they had been working for hours and the restaurant was busy. Even though they were tired, they still smiled when they took orders and gave people their food. They moved very quickly, even when they were carrying trays with lots of drinks or plates on them.

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Learning Station 3 - Powerful Verbs and 'Work that Sentence!'

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Learning Station 3 - Powerful Verbs and 'Work that Sentence!'

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Learning Station 4 - Positive and Negative Atmospheres

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Learning Station 4 - Positive and Negative Atmospheres

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Learning Station 2 - Big Picture and Zoom

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Learning Station 2 - Big Picture and Zoom

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8. Activity 2 - What's wrong with this answer?

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8. Activity 2 - What's wrong with this answer?

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Can you work out what is wrong with each of these answers? Make sure you don't fall into the same traps!

•Task: Describe the scene at the beginning of a charity race

•Answer: Everyone cheered enthusiastically as the winner crossed the line and the ribbon trailed out behind her like a comet’s tail.

•Task: Describe the scene in a busy toy shop

•Answer: The toy shop was as silent as a mausoleum, albeit a mausoleum with smiling teddy bears, shiny red fire engines, and glittering hula hoops on the shelves instead of coffins.

•Task: Describe the scene at a child’s birthday party

•Answer: My eyes snapped open and a big, goofy grin spread across my face as I realised today was the day I had been waiting for: my ninth birthday. Visions of the gigantic chocolate cake mum had been icing last night danced before my eyes. Then I thought about all the presents I would be getting…

•Task: Describe the scene in a crowded airport terminal

•Answer: The people were packed like disgruntled sardines into the plane, their skin slick as fish-scales with sweat both from the hot, stuffy air and their annoyance at the four-hour delay they had endured.

•Task: Describe the scene entering a sports stadium

•Answer: Panic swept through the crowd as news of a bomb-scare reached them more through the frightened repetitions and screaming from the front of the crowd than from the distorted electrical voice over the loud-speakers.

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Each of these should take 15-20 minutes, and focuses on a specific descriptive writing skill.

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•Here are you titles again. Choose which one of these you will write a description for.

(a) Describe a school assembly on the first day in September.

(b) Describe the scene at a busy crossroads.

(c) Describe the scene on a school bus.

(d) Describe the scene on the first day of the January sales.

(e) Describe the scene at a fireworks display.

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6. This Descriptive Writing Handbook will give you more detailed information

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6. This Descriptive Writing Handbook will give you more detailed information