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3 MINUTE MAGIC REVISION - Paper 1 READING EDUQAS GCSE English Language

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3 MINUTE MAGIC REVISION - Paper 1 WRITING (Short Story) EDUQAS GCSE English Language

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3 MINUTE MAGIC REVISION - Paper 2 READING EDUQAS GCSE English Language

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3 MINUTE MAGIC REVISION - Paper 2 WRITING EDUQAS GCSE English Language

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There's a lot to do, so make sure you plan your time carefully. On both papers, allow yourself around ten minutes to read the extracts before you start on the questions. After that, consider the number of marks for each question. The fewer the marks per question the less time you should spend on it. Look at the marks per question before the exams and approximate how long you should spend on each one. Try to build in a little time to check your answers (in particular spelling, punctuation and grammar in the writing sections).
Attempt all the questions
It's very important to attempt all the questions in the paper. The examiner will be looking to reward what you do but, as King Lear said, 'nothing will come of nothing'. Try to make sure you complete the examination papers to maximise your chances of accessing all available marks.
Answer the questions in the order they appear on the paper
Principal examiners spend a lot of time putting together examination papers. They are designed to lead you through the text from beginning to end, and to help you by asking less demanding questions at the start. Therefore, it is not helpful to answer them in a different order. It will also increase the risk that you will forget to answer some altogether.
Reading questions If we ask for a list, we'll be happy with a list ...
Some questions require you to locate facts or make inferences. These are straightforward questions, so don't over complicate things. Selection is the main skill required, and short answers or a list are fine. However, remember that lists usually won't be helpful in response to other questions on the papers which require higher order skills such as evaluation.
Stick to the section specified.
Where questions relate to specific parts of the text, make sure that you don't stray outside the lines specified. You will gain no marks and will waste time. Similarly, where there are two texts, make sure you are referring to the correct one - and in comparison and synthesis questions that the examiner knows which text you're talking about too!
Answer the question asked!
It sounds obvious but every year some candidates fail to read the questions carefully. Read the question at least twice. Underlining the key words in the question is a good habit to get into.
... and pay particular attention to the wording of the comparison question.
For this question candidates have not just to identify what the writers say about a specific aspect of the texts but also to explore the ways in which they put this across. As a consequence, you have to be absolutely clear about the focus of the question.

Support comments with well-chosen examples of language choice
If required by the question, candidates who use appropriate evidence from the text to support their ideas do the job effectively. The best responses are based on a careful consideration of the text, with well selected examples. There is no merit in copying out large chunks of the text, and it wastes valuable time.
Subject terminology is useful, but make sure it's relevant
Assessment Objective 2 requires you to use relevant subject terminology to support your views. Most candidates recognise the importance of the adjective "relevant" in this context and usually avoid "feature spotting". Remember, the identification of devices should never be seen as an end in itself nor should it distract you from engaging with the text - and never ever use a term unless you understand what it means.
Pay attention to "what" as well as "how"
What happens, the sequence of events or the information that is given in a text is just as relevant as the devices used by writers. If you are looking at how a writer creates a sense of drama or tension in narrative writing for example, then look at what is happening, the content of the text as well as stylistic devices. Are the characters in trouble? Is there a lot of action? Is there a sense of danger/excitement and, if so, why? Remember, a writer's use of language and structure is important but so too are actions, events and narrative details.
Tracking carefully pays off
It makes sense in both papers to track through the specified parts of the extract when answering questions. Not only does this make your answer more coherent, it also shows a recognition of the importance of sequencing and development in both fiction and non-fiction texts.

Candidates who track the text methodically should have plenty of material upon which to base their answer. However, by looking at use of language, tone and structure, the best candidates are able to push into the higher marks.
Writing questions Don't be over ambitious
For creative writing, a small number of characters will keep things manageable, as will a focused narrative without an over- complicated plot. You haven't got time to write a novel! Try to make sure that the narrative has a clear sense of direction and structure. Keep the reader with you and engaged throughout. Don't confuse them!
Keep it real
This doesn't mean that you can't be imaginative, but it's important that your writing is convincing. For creative writing, accounts of your own experience, with a little embellishment if necessary, can often work well. Similarly, in non-fiction writing, use of real examples to illustrate points can be a good idea.
For non-fiction tasks, don't forget the audience
Who are you writing for? The language you use in a speech to your classmates will probably be different to that you'd use in a report to the Headteacher, for example.
... or the purpose
The purpose of your writing will also inform the choices you make when writing. For example, a letter to a newspaper to persuade readers will look different from an article written to inform or entertain.
... or the context
It's important that your writing shows some awareness of the context specified. A letter should look like a letter, for example, with an appropriate greeting and sign off.
...and put some flesh on the bones
Develop points made in non-fiction writing, add detail and flesh out your writing with purposeful relevant information, arguments and opinions. Where possible, create an effective reader-writer relationship through devices such as statements, questions and direct address and make sure the approach you take is clear and coherent.
Most importantly, keep a close eye on spelling and punctuation
Allow yourself time to check this aspect and be particularly aware of words you know cause you difficulty, like tricky homophones. Make sure full stops and commas are used correctly - they are never interchangeable - and be careful with apostrophes. Know when they are used; don't sprinkle them about randomly.
...and don't get in a pickle with tenses.
Whichever tense you choose to write in, try to use it correctly. The most common errors seen by examiners are in subject/verb agreement, switching from past to present tense without meaning to do so (most common in narrative writing) and using the wrong ending on a past tense verb.
And finally ... don't panic
Exam papers are designed to allow you to show us what you can do. We are not trying to catch you out. Use past papers and sample assessment materials to hone your skills before the exams. If you answer the questions we ask in a calm and methodical way, and do the best you can, no one can ask for anything more. Good luck!

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There's a lot to do, so make sure you plan your time carefully. On both papers, allow yourself around ten minutes to read the extracts before you start on the questions. After that, consider the number of marks for each question. The fewer the marks per question the less time you should spend on it.

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Grammar quizzes, punctuation quizzes, and capitalization quizzes provided by The Blue Book of Grammar and Punctuation.

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Spelling matters. You need to write emails, application forms, social media comments, course work, work reports, and helping your kids. You need to be able to spell correctly to get your meaning across so people can understand you.

Using a good dictionary and spellchecker can help but they won't help with or ( their, they're, there ; ) but knowing all about these can definitely help your spelling.

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Spelling matters. You need to write emails, application forms, social media comments, course work, work reports, and helping your kids. You need to be able to spell correctly to get your meaning across so people can understand you.

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Full stops are essential to separate sentences. Below is an example of a piece of writing where the full stops are missing.
This is an old city there are buildings that were constructed many hundreds of years ago one, hidden down behind the steps in the main square, was built in the 11th century it is hard to imagine how many feet have walked across its floors, how many hands have opened its doors from its rooftops, ugly gargoyles snarl at passers-by the building is theirs, they seem to say we are all newcomers here
Here it is again with full stops added:
This is an old city. There are buildings that were constructed many hundreds of years ago. One, hidden down behind the steps in the main square, was built in the 11th century. It is hard to imagine how many feet have walked across its floors, how many hands have opened its doors. From its rooftops, ugly gargoyles snarl at passers-by. The building is theirs, they seem to say. We are all newcomers here.
Notice how the piece has more shape with the full-stops included. It is easier to read and understand.

Exclamation marks

Sentences can also finish with exclamation marks. These change the tone of a sentence, adding emphasis, suggesting that it is shouted, or that the statement itself is outrageous. For example:

He ran up the hill.

It was enormous!

She couldn't believe what she was hearing. He was seven hundred years old!

'Wait!' he said. 'Please.'

Use exclamation marks sparingly (and avoid the temptation to add more than one to the end of a sentence!)

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Punctuating sentences - Punctuation - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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Learn and revise how to use punctuation effectively with this BBC Bitesize GCSE English Language (Eduqas) study guide.

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Getting sentence structure right, is crucial in being able to communicate what you’re trying to say in writing.

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GCSEPod Eduqas English Language Component 1, Question 1, Tips for Success

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C1 Reading: Question 2 Example Responses

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C1 Reading: Question 2 Example Responses

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GCSEPod Eduqas English Language Component 1, Question 2, Example Responses

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C1 Reading: Focus on Question 3 and Question 4

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C1 Reading: Focus on Question 3 and Question 4

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EDUQAS GCSE ENGLISH PAPER 1 Q3&4 READING EXAM

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C1 Reading: Question 5 Example Responses

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C1 Reading: Question 5 Example Responses

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GCSEPod Eduqas English Language Component 1, Question 5, Example Responses

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C1 Reading: How to analyse a fiction extract.

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C1 Reading: How to analyse a fiction extract.

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How to analyse a fiction extract - Responding to a fiction text - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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Learn and revise how to structure and write an essay response to a fiction text with this BBC Bitesize GCSE English Language (Eduqas) study guide.

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You could ask your students to work in pairs to analyse a copy of the extract from DH Lawrence's 'Sons and Lovers' (Chapter 10 from beginning to 'Now life interested him more.'), to examine and discuss first, before watching this short film. This short film will help students understand how to examine various factors of a literary fiction text, including characterisation, setting, tone and the literary techniques that the writer uses. Pulling out key elements such as the setting of the extract, for example, when the son wants to introduce his Mother to his friends 'who had dinner at seven-thirty in the evening' establishes that this text was set in the early 20th Century. This short film highlights key language techniques and should generate discussion amongst students. Key language techniques will be reinforced and appear on screen. Watch the video and see whether the writers pick out similar or different quotations to the students. During watching During viewing, you can pause the film to discuss how students' responses to the texts compare with the responses of Kathryn and Theresa. Suggestions of pause points:
What do we learn about Paul and his mother from these sentences? What do we learn about their relationship?

What do you think this quotation reveals about the relationship between mother and son?

What do we learn about Paul's mother from the compound adjective in this quote?

What have we learned about the setting of the extract?

What do you notice about the language that the writer uses here? What are the words connected with?
After Watching Students could imagine that they are going to prepare their own discussion of another paragraph from the extract. Each pair should present their thoughts to the class, leading to a discussion including the whole class. Next Steps Students could then go on to look at past papers and predict the sorts of questions that would be asked about this extract. They could use these questions to write their responses and gain a greater understanding of what will be asked of them during their examinations.

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English Language GCSE: Analysing Fiction

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Kathryn Evans and Theresa Lola discuss and analyse an extract from a fiction text. Suitable for teaching English language at KS3 and GCSE.

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EDUQAS GCSE English Language ALL QUESTIONS Paper 1 Video (Pat & Bruce)

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C1 Section B: Creative writing - story mountain

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C1 Section B: Creative writing - story mountain

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Find out how to create a story structure with this BBC Bitesize Scotland article for P2, P3, P4, P5, P6, P7 - First and Second Level CfE

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C1 Section B: Blended learning from Eduqas - activities to help with creative writing

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C1 Section B: Blended learning from Eduqas - activities to help with creative writing

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These resources suggest possible approaches to teaching narrative writing using a wide range of interactive, engaging activities. The resources can be used to prepare candidates for Component 1 Section B and/or KS3 transition materials.

Not seeing what you want? Is there a problem with the files? Do you have a suggestion? Please give us feedback, we welcome all correspondence from our users.

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These resources suggest possible approaches to teaching narrative writing using a wide range of interactive, engaging activities. The resources can be used to prepare candidates for Component 1 Section B and/or KS3 transition materials. Not seeing what you want? Is there a problem with the files? Do you have a suggestion?

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C1 Section B: How to use literary devices (ISHAMPOO)

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C1 Section B: How to use literary devices (ISHAMPOO)

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How to use linguistic devices in your writing - BBC Bitesize

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Similes and metaphors add flavour to your fiction by making evocative, sometimes surprising comparisons. Learn how to use linguistic devices with BBC Bitesize 3rd level English.

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Learn a new word every day with the Word of the Day from Merriam-Webster, the most trusted authority on American English. Now available as a podcast, daily e-mail, on Facebook, and on Twitter.

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C1 Section B: Short stories from the BBC 500 words

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C1 Section B: Short stories from the BBC 500 words

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BBC Radio 2 - 500 Words - 500 Words - The Stories

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C1 Section B: Read some classic short stories

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C1 Section B: Read some classic short stories

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If you have an author's name, but can't remember the title of the particular story you are looking for, click on the above button to navigate to a page where you will be confronted by a list of the authors whose works appear here. And, of course, the authors will be listed in last name, first name order.

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If you have an author's name, but can't remember the title of the particular story you are looking for, click on the above button to navigate to a page where you will be confronted by a list of the authors whose works appear here.

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Writing a SHORT STORY -  EDUQAS paper 1 exam (GCSE English Language)

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Using the 5 senses in writing can deeply immerse readers in scenes and stories by creating more vivid imagery in their minds. It's a skill that can elevate books to a higher level. But so often we writers find ourselves lured into the trap of relying on sight and sound. Relying on a narrow range of sensory language isn't always enough to bring a story to life. We can inject so much more into our stories simply by utilizing sensory details in our writing.

In this guide, we'll take a look at our sensory organs, why we use vivid writing that appeals to the senses, look at the 5 senses with examples of descriptive writing, and ways we can use each sense to elevate our stories to the next level.

Many people experience things through smell, touch, and taste. So appealing to the senses in our writing will enrich our tales and prose with vivid imagery, which is often used to help the reader feel immersed and engaged.

In fact, the oft-forgotten 5 senses are some of the most powerful forms of description, things that can enrich a story and give it life.

And, as we'll see below, using a sensory description has an incredible ability to connect with us on a psychological level.

Let's dive in.

Choose A Chapter

1. Why Are The Five Senses Important In Writing?

2. How To Use The 5 Senses In Writing

3. The Power Of Sensory Description

4. What Are The Five Sensory Organs?

5. Imagery And The 5 Senses

6. The 5 Senses And Descriptive Writing Examples

7. 5 Senses Writing Checklist

8. Examples Of A Descriptive Paragraph Using Sensory Details

9. Using The 5 Senses In Writing - Exercises

10. Adjectives For The Five Senses

11. Discover More Examples Of Descriptive Writing Using The 5 Senses

12. Using The 5 Senses In Writing - FAQs

Why Are The Five Senses Important In Writing?

Using your five senses in your writing is an incredibly powerful way to immerse your reader in the tale.

The more the reader can understand what it's like to be in your character's shoes at that precise moment, be it fleeing a demon or marching to war, knowing how it feels and smells like, as well as the visual and audio descriptions, can elevate stories to a whole new level. It quite simply makes it more enjoyable to read.

From a writing perspective, incorporating each of the five senses in your writing at appropriate moments is something your readers will love.

From the perspective of the fantasy writer specifically, using the 5 senses is a terrific way to reveal the details created during your worldbuilding process.

This is especially useful when you're trying to convey unique imagery or something that's altogether alien to the reader. It's something I used a lot when writing Pariah's Lament and readers loved it. This is just one of the many 5 senses examples you'll find below.

How To Use The 5 Senses In Writing

If you re-read some of your favourite books there'll no doubt be passages where the writer employs a sight and smell or taste or touch to great descriptive effect. Oftentimes they employ simple but effective techniques (which we'll cover below) that draw you deeper into the scene, so much so that you feel as if you're there.

Often some of our favourite books are those that use to great affect the five senses. Books that transport us to new worlds and take us on epic adventures. And so often it's the vivid descriptions that draw us in and help us walk amongst the characters.

We'll look at some examples of the 5 senses in writing below that illustrate just how effective they can be further on below. But first, let's look at why this is all so important.

The 5 Senses And Writing About Feelings And Emotions

It's difficult to describe how a character feels. People are complex beings and at the best of times, we can't make sense of how we think and feel about a given thing.

When writing, using the 5 senses can open up doors into the minds of our characters. In utilising them, we can avoid simply telling the reader what our character is feeling, (like, "he felt sad") and instead, we can suggest or show it through the likes of body language, like how their shoulders are (sagging or raised).

Here are some more examples of the 5 senses when describing emotion:

Sight - If, for example, your character is feeling a little down, you could focus on describing the way they interpret the world around them, such as focusing on the grey clouds hanging low in the sky, the wilted flowers in the garden, or the empty chair across the room.

Sound - Incorporating sounds can help to create an atmosphere that resonates with your readers. Let's say your character is feeling anxious. You could describe the ticking clock, the distant sirens, the creaking floorboards-things that increase the tension.

Touch - A powerful method is to use tactile descriptions to help your readers feel what the character is feeling. For example, if your character is feeling nervous, you can describe their clammy hands, the beat of their heart in their ears, the tightness in their chest.

Taste - Using taste really adds depth to your descriptions of emotion. If your character is feeling joyful, you could describe the sweetness of a ripe strawberry, the richness of a dark chocolate truffle, or the effervescence of champagne bubbles. Linking these things back to memories can also help to trigger a more powerful reaction. For instance, the taste of a an Indian curry that you had the night you proposed to your wife.

Smell - Scent can also help to create a visceral experience for your readers, one that relates to them on a more emotional level. If your character is feeling nostalgic, you can describe the aroma of freshly baked cookies, the salty sea air, or the musky scent of old books.

By using the five senses in your writing you can create a multi-dimensional experience for your readers, making your characters and their emotions more real and relatable. Let's take a look at just how powerful sensory details are when it comes to painting a picture in the reader's mind.

The Power Of Sensory Description

We've covered a lot about using sensory descriptions and how they can elevate your writing to the next level. However, there are a lot of scientific studies that back up the theory.

For instance, in a study published back in 2011 by The Quarterly Journal of Experimental Psychology, it was found that we process certain words faster than others if there is a sensory experience attached to them.

Such studies aren't new. In fact, Miller and Johnson-Laird (1976) examined how fundamental "word-percept associations" are to our language. This was expanded upon n a 2003 study by Rakova who emphasised a very important point-that the purpose of language is to express how we feel, what we see, hear, smell and taste.

Another study on sensory linguistics (which looks at how language relates to the senses), published by the University of Birmingham, examined humanity's dependence on perceptions and how we interact with the world through feeling, seeing, tasting, hearing and smelling.

What we can see here is a growing understanding of the power and influence of a piece of sensory description. By examining these studies, writers can find a whole new appreciation for using the 5 senses in writing.

Why Do Writers Use Sensory Details?

Writers use sensory details in writing to help readers feel more immersed and engaged with the story. Explaining how something tastes can create vivid images and sensations in the mind of a reader. This can help make the story more enjoyable to read.

What Are Sensory Details?

Sensory details make use of the five senses-touch, sight, taste, sound, and smell-to make your writing more immersive. This draws readers deeper into the story such that they feel like they're experiencing everything the characters do.

What Is Sensory Writing?

Sensory writing is the process of using the senses of sound, sight, touch, taste and smell in our writing to paint vivid images in a reader's mind.

Finding Sensory Details Examples

Above, we looked at some sensory details examples that hopefully have provided you with a good idea of how to create vivid imagery in your writing. If you're looking for more examples, I recommend checking out the following books that all make excellent use of the five senses:

Blindness by José Saramago - great for sense of sight examples

Perfume by Patrick Süskind

Taste by Roald Dahl (short story) - an excellent example of describing taste in writing.

Invisible Collection by Stefan Zweig

How Do You Achieve Vivid Writing That Appeals To The Senses?

If you want to learn how to achieve vivid writing that appeals to the senses, here are some quick tips:

Practise - it sounds simple but one of the best ways to get used to including the 5 senses in your writing is to practise. Below, you can find lots of handy exercises that can help you sharpen your writing skills.

Reading - another very effective method of sharpening your usage of the five senses in your writing is to simply read the works of top-class authors. These talented writers can use small details that appeal to the senses and immerse you in the story.

Explore - to boost your vocabulary when describing scenes, characters and feelings with the senses, it helps to go out and explore the world and absorb what it is you're trying to convey. For example, if you need to describe the feeling of the bark of a tree, going out and examining and touching the different trees around you can help you come up with ideas for describing textures, smells and unique visual descriptions.

What Are The Five Sensory Organs?

Before we dive into looking at the 5 senses in a writing context, let's look at what the five sensory organs are:

Combined, our five senses enable us to learn, experience and create memories. Pepsi Max, for example, always reminds me of my history lessons in college-I'd drink a can during every lesson. Think of songs too. They have an incredible ability to transport us back to moments in our past. Let's explore things in more detail.

If you'd like to learn more about the basics surrounding the 5 senses, see more examples, or learn how to incorporate sensory description in your writing, see this quick video.

Are There More Than 5 Senses?

Now, something you may be wondering about is whether or not there are more than the 5 classic senses. It is, in fact, believed that there is more than touch, taste, sound, sight, smell. These golden 5 were defined by Aristotle because he could relate them to sensory organs. They are sometimes known as the "five senses folk model".

But it depends on the manner in which you define a sense.

Newer approaches look at the number of sensory organs we have. And many academics now counter the sixth sense as the vestibular system. This relates to the inner ear and the impact it has on our balance and vision.

But other academics have gone further than this. Some tweak the definition to include sensory receptors. Now the skin, for instance, has at least four sensory receptors, relating to pain, temperature, touch and body awareness (otherwise known as proprioception).

So when someone asks how many senses do we have, it's all a matter of definition. You can check out this awesome video below by SciShow which explains things in more detail.

Sight

Perhaps the main one of the five senses, sight often receives information first and therefore forms our initial judgements.

When it comes to using sight in writing, our stories and characters are often guided by this prime form of description. We describe what our characters see.

However, it would be nigh impossible to describe every aspect of a scene, and even if you did achieve it, nigh impossible to read.

Some of the most acclaimed writers, Charles Dickens, in particular, approached it by picking the right details. The little things that tell us everything. Let's look at an example of the sense of sight in writing from Great Expectations:

"There was a bookcase in the room; I saw, from the backs of the books, that they were about evidence, criminal law, criminal biography, trials, acts of parliament, and such things. The furniture was all very solid and good, like his watch-chain. It had an official look, however, and there was nothing merely ornamental to be seen. In a corner, was a little table of papers with a shaded lamp: so he seemed to bring the office home with him in that respect too, and to wheel it out of an evening and fall to work."

This is Jagger's office. Though he doesn't feature, we've gleaned much about who he is from details like the types of books upon the shelves and the paper-filled table, suggesting he lives a busy, professional life.

Colour is another fantastic tool when it comes to sight. Dickens was known for using colours to portray emotions or themes, such as red for frustration or anger, black for death, white for purity or goodness. Using colour, particularly with themes and the premise, can add extra layers to a story.

We explore some more 5 senses examples below to give you some ideas when it comes to sight.

Writing Prompt

Stand in the middle of your bedroom. Look all around you. Make notes of every little detail you see. Colours, shapes. Crumbs or dust on the floor. The more attentive you can be the better.

Pick out things that could relate to characterisation. The books on a shelf perhaps-what kind of books are they? Are there empty glasses beside your bed, dishes too? All of this helps to build interesting imagery, as well as contribute to other elements of the story, in this instance, characterization.

Sound

Sound is incredibly important when it comes to using the 5 senses in our writing. Dialogue dominates many stories, but so often little attention is paid to how characters sound when they talk. It's strange when you think about how unique people sound, and a person's voice makes such a difference to how we form views of them.

Something I learned not so long ago is that ducks don't quack. They tend to grunt or even cackle. It's easy to assume how things sound, but sometimes what we assume is wrong.

It's always worth taking the time to research. In doing so you may find new and original ways to describe the sound. Using metaphors and similes, particularly if the sound is unusual, is a great way to bring clarity to descriptions.

Another often overlooked thing is silence. Silence is an excellent tool to set the tone or build an atmosphere or tension. A noiseless forest. A still, foggy street. Eerie.

Writing Prompt

Either using yourself or ideally, your character, place yourself in a location in which things are happening around you-a park, for instance. Close your eyes and listen.

Make a note of every little sound you hear, from tweeting birds to jackhammers digging up roads. If you can, make a note of how different sounds make you feel. Do fireworks startle you, for instance? Then think about why they could startle you or your character.

Touch

Of all the five senses, touch is, in my view, one of the most powerful yet underrated ones. If you can convey touch in an effective way, you'll reap the rewards.

The scope of this sense depends on the nature of the scene, but imagine, for example, walking barefoot through a forest. The softness of moss between your toes, the cool slime of mud, the pokes and scratches of sticks and stones. Such details can draw readers deeper into the story.

We'll look at some sensory writing exercises below, but as a brief writing prompt now, close your eyes and pick something up. Describe how that object feels. What features does it have? The texture? Sturdiness? Width? Weight?

These little details can make all the difference when it comes to incorporating the 5 senses in your writing.

Taste

Taste is the more neglected one out of the five sensory organs when it comes to writing. Just like all of the senses, using taste can enrich your story immensely.

How many times have you said the phrase, "It tastes like ...". So many of our memories are tied to tastes. Like I said before, Pepsi Max always reminds me of history classes in college. Which tastes trigger memories for you?

If this happens to us, it happens to your characters too. It's a great thing to include within your characterization process.

Like smell, taste can serve as a trigger for memories. For example, a husband who shared a love for apple turnovers baked by his deceased wife is reminded of her whenever he eats one.

Taste can also trigger emotions. There've been times when I've eaten food that tasted so good I bounced with glee in my chair.

Writing Prompt

A fun one. Head down to your kitchen and finding something to eat that has a bit of texture. Close your eyes, take a bite. Focus closely as you chew, as the food rolls around your mouth, over your tongue and down your throat. How does it taste? How does it make you feel?

Smell

We, at last, arrive at smell, though its place is no reflection on its importance when it comes to using the 5 senses in our writing.

The power of smells cannot be underestimated. We smell things all of the time and those scents help to shape our impressions. What can you whiff right now?

A smell helps us to form a judgement on things, such as whether something's okay to eat. And crucially, smells can trigger vivid memories and emotions, vital tools to any writer.

Here's one of my favorite 5 senses examples for using smell in writing from James Joyce's Ulysses:

" Mr Leopold Bloom ate with relish the inner organs of beasts and fowls. He liked thick giblet soup, nutty gizzards, a stuffed roast heart, liverslices fried with crustcrumbs, fried hencods' roes. Most of all he liked grilled mutton kidneys which gave to his palate a fine tang of faintly scented urine."

How do you describe the smell of rain in creative writing?

The technical term for the smell of rain is "petrichor".

Rain brings with it a freshness, a crispness, an earthiness. It awakens the scents of other things like dry soil, flowers and grass.

Writing Prompt

Similar to the task above which involves a trip out to a busy place, like a park, sit down and have a good sniff. Another good place to try is a coffee shop. Lots of smells of roasting coffee and baking cakes in there.

Importantly, think about where those smells lead you in your mind. Do they trigger memories? Do associated words pop into your mind? From your character's perspective, this is what their experience would be like too.

Imagery And The 5 Senses

The main aim of using the 5 senses is to create imagery in the minds of readers. That is the ultimate aim of writing fiction-to transfer the thoughts and ideas from the writer to the reader.

It's arguably the most magical thing about writing, the ability for an author to connect with a reader thousands of miles away or hundreds of years into the future.

So it's up to the writer to create vivid imagery and the 5 senses is one way of achieving that.

There are actually specific terms for the types of imagery that each sensory organ can conjure. Here they are:

Visual Imagery - this, of course, relates to sight

Olfactory Imagery - this fancy word relates to smell

Auditory Imagery - you may have guessed, this one relates to the description of sounds

Gustatory Imagery - this one's all about taste

Tactile Imagery - and this final one is all about touch, an often-forgotten sense

5 senses imagery, in short, is a powerful tool in a writer's arsenal. Let's look at some examples of how it's used in practice.

The 5 Senses And Descriptive Writing Examples

Let's move on to look at the 5 senses and descriptive writing examples. As we've seen above, vivid imagery is often used to help the reader feel immersed in the story. So in this section, I've provided some descriptive writing examples from some bestselling books that make great use of the 5 senses.

"The tearing of flesh, as though a butcher were yanking meat from a flank. The bubbling of liquids and the soft rasping of the cutting tools." Tooth & Nail, Ian Rankin

"Stars spun across his vision and his head felt as if it were about to burst... With difficulty, Hanno undid the chinstrap and eased off his helmet. Cool air ruffled his sweat-soaked hair." Hannibal: Fields of Blood Ben Kane

"A cold wind was blowing out of the north, and it made the trees rustle like living things. All day, Will had felt as though something were watching him, something cold and implacable that loved him not." A Game of Thrones, George RR Martin

"It was dark and dim all day. From the sunless dawn until evening the heavy shadow had deepened, and all hearts in the City were oppressed. Far above a great cloud streamed slowly westward from the Black Land, devouring light, borne upon a wind of war; but below the air was still and breathless, as if all the Value of Anduin waited for the onset of a ruinous storm." The Return Of The King, JRR Tolkien.

This last one for me is a great example of a descriptive paragraph using the five senses. From the off, you not only get a vivid image of the setting (dark, dim, sunless dawn), but you can feel what it's like to be there on an emotional level (hearts in the City were oppressed). Our senses are further teased with the description of a "still and breathless" air.

If you'd like to find more sensory description examples, I recommend doing this simple exercise:
Pick up any book that you see, one ideally that you don't mind marking with a pen or highlighter. Next, scan the pages, looking for descriptive scenes. Whenever you see a sentence that refers to any of the five senses, highlight it in some way.
The benefit of doing this is that you get examples from a variety of different writers, each with their own clever way of making their exposition more immersive.

Something you may notice is that many of them employ metaphors and similes to help you build a visual image in your mind. This is a very effective way of using the 5 senses in writing. You could say things like:

The water smashed into the ground like the tide hitting a rocky coast

A squeal filled the air like a pig fearing slaughter

It smelled like an overflowing latrine pit sat in the baking sun

You can learn more about using metaphors and similes in this guide on writing prose.
More Examples Of Descriptive Writing Using The 5 Senses

If you're looking for more 5 senses examples for your writing, one of the best things you can do is to read books that pay particular attention to this. One of the standout books that explore this is Blindness by José Saramago.

There's no shortage of sensory language examples out there for you to study. From books to writing guides like this, there are plenty of helpful resources you can learn from.

5 Senses Writing Checklist

Something I've done to improve my use of the 5 senses in my writing is to include them within the planning process. It's good to save it until the end when you've plotted out your story or chapter, however.

What I do is read over the plan and try and place myself in the scenes. Working my way through each sense, I list everything that pops into my head.

1. It'll be unlikely that you need to spend too much time on sight, but taking the time to consider things in detail can provoke new and unique ideas. What little details can be included? Remember the power of specificity.

2. Next, onto sounds. Like sights, it's unlikely you'll need to spend too much time on this but it's always helpful to consider the likes of characters' voices and any usual sounds that could be featured.

3. Smells. When it comes to smells a good starting point is to list everything that comes to mind, even mere whiffs, which can be the most telling of all. Smells can provoke memories and emotions too, like the smell of perfume could remind a character of their dead lover, and that leaves you open to describe emotions.

4. What can your character touch or feel? How does the hilt of the sword feel in your character's fingers? How does the touch of a vivacious woman feel to your lonely character? What information can be gleaned from the manner of a handshake?

5. Lastly, what tastes, if any, can you include? Is your character eating? Can they taste blood after being punched in the cheek? Do they enter a room where the smell is so foetid they can taste it?

Examples Of A Descriptive Paragraph Using Sensory Details

I wanted to provide you with a few examples of descriptive paragraphs that use sensory details. Examine how they elevate the scene by drawing you deeper. Each little detail paints a more vivid picture, such that you can almost feel yourself there, experiencing it yourself. This is a real skill when it comes to creative writing, but it's definitely one you can learn and master.

Let's look at our first 5 senses paragraph example:

Example 1
The mud of the road sucked at her tattered leather boots, a quagmire after incessant rains. Autumn circled like a hawk. The wind grabbed at her woollen green cloak and homespun dress. The hand-me-downs from her cousins never fitted, always too wide at the waist and short of length. She pulled her cloak tight about her, bundling it around her hands to keep away the biting chill.
Example 2
The ringing gave way to those crashes and bangs, each one coming with the beat of his heart. His eyes flickered open. Slate-grey clouds hung above. Dust hovered in the air, rocks and debris showered down upon him. He raised his throbbing head and looked around. Men and women, hands over their ears, cowered down behind the crenellations of the wall, fear etched upon their faces, consuming their eyes, paralyzing their bodies. A few defiant individuals continued to loose arrows. For many, it was the last they shot. The Karraban thunder smashed the parapets to bits, obliterated siege engines, battered the cliff behind them and knocked from it great chunks of rock that tumbled down to crush those below. The ringing in Jem's ears eased enough for him to hear the screams. They became the backdrop to the rumbling of the Karraban thunder. Only one thought entered Jem's mind: flee.
Example 3
The bells rang loud and panicked across Yurrisa. Hidden in the shadows of the abandoned warehouse, Edvar and the others lay in wait. He peered through a crack in a boarded window at the cobbled street. Echoing along it came a shout. Another. Steps rushed toward him, and into view burst a group of soldiers, breaths billowing mist in the cold morning air.
Example 4
Laughter rippled from the table behind Edvar. The three men were tanners, the least difficult of all working men to identify: stained clothes and hands and stinking of a peculiar cocktail of rotten flesh and mint. They rubbed themselves with the latter to mask the stench of the former. Nobody could bear their presence long enough to tell them it didn't work.
As you can see, these examples use each of the five senses to great effect. If you're curious where these came from, I pinched them from Pariah's Lament.

Using The 5 Senses In Writing - Exercises

Here are a few useful exercises to get into the swing of using the senses. The more you practice, the more it'll become ingrained in the way you write.

One place, one sense. As the title suggests, think of a place and describe everything you can using just one sense. Challenge yourself. Pick a sense you feel you struggle with. Or do one sense, then a different one.

Close your eyes and pick something up. This one was mentioned above, but it's a powerful tool. Jot down everything you can think of.

Pick your favourite food and eat! This one's a bit more fun. Take chocolate for example. Savour each bite and write down everything, from taste to texture, the sounds of it breaking in your mouth, and importantly, how it makes you feel.

Pick something alien and try to use sensory descriptions. This is a great way to challenge your use of the 5 senses because you have to create everything from scratch and to a whole new level of detail. So if you're a sci-fi writer, this could be a great way to learn how to describe a spaceship in writing.

Here's a brilliant visual exercise too which I highly recommend trying. It's quick, and easy and really does hone your skills when it comes to using the 5 senses in writing.

Another Descriptive Writing Exercise Using The 5 Senses

This exercise I call walk and write. Take a notepad and write five headings: sight, sound, touch, taste, and smell. The next time you go out, even if it's just to the shop on the corner, write down everything you experience. The touch of the rain or breeze, how the pavement feels underfoot, snippets of passing conversation you hear, the whistle of birds, how that warm and crispy sausage roll tastes. *Warning* You may look odd stopping all the time.

Here's a step-by-step guide:

1. Take a walk outside and observe your surroundings. Use your senses to take note of what you see, hear, smell, taste, and touch. Write down your observations.

2. Choose one of the things you noticed on your walk and use it as a prompt for your writing. For example, if you noticed the sound of birds chirping, write a descriptive paragraph that captures that sound.

3. As you write, be sure to use sensory language to bring your description to life. Instead of simply saying "I heard birds chirping," try something like "The melody of birdsong filled my ears, each chirp a delicate note in a symphony of nature."

4. Repeat this exercise for each of the senses. Choose a different observation each time and challenge yourself to use vivid sensory details to paint a picture with your words.

Write A Short Story With The 5 Senses

One of the most effective ways that you can sharpen your sensory description writing is to write a short story with the 5 senses.

The way it works is simple. Plan out your story-characters, plotting, theme-and then when it comes to the writing, you're only permitted to use the five senses.

It can help to think of a story in which you'd likely use the sensory organs more than usual. Let's look at a few writing prompts:

Your protagonist awakens in a dark cave. It's cold and damp. They must figure out what's happened and find their way out.

Your protagonist is fleeing through a forest. What are they running from? What awaits them up ahead?

Your character is upon a ship and is knocked overboard. How do they survive in the turbulent waves?

These are just a few prompts that are specifically designed to help you use the five senses in your writing. Trust me, an exercise like this will have your skillset sharpened in no time.

5 Senses Writing Prompts

Here are some 5 senses writing prompts that may help you get started:

You're at home, watching TV. You catch the scent of something. Something that makes you mute the TV, look around, stand up. What is it you smell?

For three days you've been travelling alone through the woods. You're two days from your destination. Tired, weary. And you're pretty sure something is following you. The sun has long since set. The embers are dying in your fire. And you begin to hear sounds close by...

You've just started a new job. The office is big, labyrinthine. On your way back from lunch on your first day, you get lost. You open a door with stairs leading down. You follow them. Get further lost. And the steps give way. You awake in darkness to the sound of something growling. You reach for your phone, turn on the torch...

There are a few examples of sensory language-based writing prompts for you. See where they take you.

Adjectives For The Five Senses

You can never have enough adjectives to help you describe the five senses. Below, you can find a pretty simple list, but it serves as a great starting point. From there you can add some of your own examples of using the 5 senses in descriptive writing.

Discover More Examples Of Descriptive Writing Using The 5 Senses

Thank you so much for checking out this guide on using the 5 senses in writing. I genuinely hope it's been of use to you. Below, I've included some more guides on writing as well as places you can find extra 5 senses descriptive writing examples that you may find useful.

Using The 5 Senses In Writing - FAQs

Below, you can find answers to some commonly asked questions when it comes to sensory descriptions, as well as more descriptive writing examples using the 5 senses.

Which sentence best uses sensory language to describe the setting?
"The icy wind rattled the ancient shutters upon the windows, stirring a shudder and setting every hair on her body on edge."
This sentence uses sensory language to describe not just how the setting looks (from the rattling ancient shutters we see it's an old possibly abandoned house), and crucially, we get a sense of how it feels to be in that setting, which is the main objective. It feels eerie, we feel the cold. We're spooked.

What Are The 5 Senses In Writing?

Sensory description in fiction writing requires a writer to utilise the 5 senses - sight, sound, touch, taste and smell.

How do you incorporate the five senses in writing?

Incorporating the senses into your writing is simple. First, focus on what your characters can see in the scene. Then, one by one, think about what they can hear, smell, feel and taste. Assort your various descriptions and pick out your most powerful few.
How are the five senses used in descriptive writing?
The five senses are often used to draw a reader deeper into the scene, to feel closer to the characters. Writers do this by adding extra details focusing on the likes of touch and smell. This vivid writing that appeals to the senses can help immerse readers in our tales.

How do you find 5 senses descriptive writing examples?

The best way is to pick up your favourite book and highlight any sentences or paragraphs that utilise the 5 senses. You'll then have a bank of sensory details examples to call upon whenever you need them.

What does sensory description mean?

A sensory description is one that includes sight, sound, touch, smell and taste. Exploring sensory language examples gives you a greater ability to immerse your readers in the story and experience what the characters feel.

If you have any questions or need more examples of the 5 senses in writing, please contact me.

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The Best Examples Of The 5 Senses And Descriptive Writing

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A guide to using the 5 senses in writing. See 5 senses descriptive writing examples to create vivid writing that appeals to the senses

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C1 and C2 Reading: Identifying and Retrieving - Blended Learning

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C1 and C2 Reading: Identifying and Retrieving - Blended Learning

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Identifying and retrieving - Blended Learning

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C1 and C2: Retrieval of Explicit and Implicit Information

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C1 and C2: Retrieval of Explicit and Implicit Information

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C1 and C2 Help Sheet for 'How does the writer...' : explain-comment-analyse

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C1 and C2 Help Sheet for 'How does the writer...' : explain-comment-analyse

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GCSE English Language - Eduqas - BBC Bitesize

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Easy-to-understand homework and revision materials for your GCSE English Language Eduqas '9-1' studies and exams.

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C1 and C2: Quizlet on Subject terminology

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C1 and C2: Quizlet on Subject terminology

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C2 Reading: Question 1 and Question 3 Tips for success

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C2 Reading: Question 1 and Question 3 Tips for success

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EDUQAS GCSE English Language Paper 2 Q1 & Q3 Video (Cycling)

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C2 Reading: Question 2 Example Responses

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C2 Reading: Question 2 Example Responses

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GCSEPod Eduqas English Language Component 1, Question 2, Example Responses

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GCSEPod English Language Eduqas Component 2 Question 2 Tips for Success

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C2 Reading: Question 4 Example Responses

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C2 Reading: Question 4 Example Responses

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GCSEPod English Language Eduqas Component 2 Question 4 Example Responses

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C2 Reading: Question 5 Example Responses

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C2 Reading: Question 5 Example Responses

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GCSEPod English Language Eduqas Component 2 Question 5 Example Responses

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C2 Reading: Question 6 Example Responses

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GCSEPod English Language Eduqas Component 2 Question 6 Example Responses

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Non-fiction texts - Non-fiction text types - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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Revise the different types of non-fiction texts including articles, reviews and essays with this BBC Bitesize GCSE English Language (Eduqas) study guide.

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C2 Reading: Sample exam question and answer

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Analysing Non-Fiction - Question and extracts - Sample exam question and answer - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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C2 Non-fiction Writing: Introduction to Writing Non-fiction

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C2 Non-fiction Writing: Introduction to Writing Non-fiction

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that deal with facts, opinions and the real world are usually described as non-fiction. Transactional writing includes texts that intend to communicate with a particular reader - for example, a letter, email or speech. Discursive writing involves writing an argument for or against a topic.

Non-fiction texts include:

Different text types, or forms of non-fiction have particular . These are the typical or expected features of a form and include structure, language and tone. For example, a newspaper article usually has a headline, uses formal language and takes a serious tone. A political speech usually addresses the audience directly, includes persuasive language and often has a rousing tone.

With all writing tasks it is important to consider:

the conventions of the form

your intended audience (reader)

the purpose of your writing

Your reader might be one particular person, as with an email or letter. Or it might be a broader group of people, as with an article or speech.

Having a clear purpose will allow you to select language best suited to your task. For example, if your purpose is to entertain, your tone might be light-hearted. If your purpose is to persuade, you might include .

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Introduction to writing non-fiction - Writing non-fiction - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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Learn and revise the best techniques for writing a piece of non-fiction with this BBC Bitesize GCSE English (Eduqas) Language study guide.

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C2 Non-fiction Writing: Help Sheet for Section B

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EDUQAS GCSE English Language Paper 2 writing revision podcast

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C2 Non-fiction Writing: Writing a letter

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C2 Non-fiction Writing: Writing a letter

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Writing a letter - Writing non-fiction - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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Learn and revise the best techniques for writing a piece of non-fiction with this BBC Bitesize GCSE English (Eduqas) Language study guide.

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C2 Non-fiction Writing: Writing a Speech

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C2 Non-fiction Writing: Writing a Report

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C2 Non-fiction Writing: Writing a Report

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The Frecklewood Donkey Sanctuary is a charity that cares for rescued and unwanted donkeys. The sanctuary is based a mile away from Frecklewood Academy and the school has a long history of partnership, having sent many year 10 students there for work experience week. The charity is currently in need of funds, having seen a 12% dip in charitable giving during the past few years.

They have asked Frecklewood Academy for their help. This report aims to explore the potential benefits to staff and students of fundraising for this cause and to outline a number of possible activities that could be undertaken.

Benefits of fundraising

As part of this investigation we have spoken with school leaders at the five state secondary schools in the Danshire area about the fundraising activities that they undertake. Collectively they raise funds for numerous causes, including Shelter (a charity that tackles homelessness), Stonewall (a charity that promotes equality for lesbian, gay, bi and trans people) and Young Dementia UK (who provide support for people whose lives are affected by young onset dementia).

Each of the schools report that their students benefit in a variety of ways from supporting these charities. The main benefits cited are:

Students develop a wider sense of community finding.

Students have opportunities to develop team working and leadership skills.

Students learn to think about people other than themselves and learn about different causes.

Staff and students often work together on these projects.

One team leader said 'Some of our students have pursued careers in the charity sector as a result of their fundraising work at school.' Another said 'It's fantastic to see young people working together to make a genuine difference in the world.'

Suggestions for activities

As Frecklewood has a student population of more than 1500, we could easily raise a substantial sum for the Donkey Sanctuary through a non-uniform day in which each student pays £1 for the pleasure of wearing 'normal' clothes to school.

However, if we view this as an opportunity for team building, we could run an event such as a summer fete. Teams of students could be responsible for different aspects of the organisation and promotion. Funds could be raised from ticket sales in advance and also from raffles, duck races and other fun events on the day.

Alternatively, we could give groups of students the challenge of raising the most funds. This will encourage them to work collaboratively, creatively and independently.

Ultimately the benefits of fundraising events are huge. Whichever approach Frecklewood Academy takes, the charity, students and staff are all set to benefit.

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Writing a report - Writing non-fiction - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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The Frecklewood Donkey Sanctuary is a charity that cares for rescued and unwanted donkeys. The sanctuary is based a mile away from Frecklewood Academy and the school has a long history of partnership, having sent many year 10 students there for work experience week.

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C2 Non-fiction Writing: Writing an article

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C2 Non-fiction Writing: Writing an article

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An article is a piece of writing (usually around 800-2000 words) about a particular topic. Sometimes an article will offer a balanced view of a subject. At other times an article might be towards a person or political standpoint.

An article might also be flavoured by the writer's style. Depending on the purpose of your article, you might use very direct informative language or more poetic language to create a sense of the subject matter.

Here are some typical subjects covered by article writers:

The basic structure of an article for a newspaper, magazine or website, is usually in three parts:

- engaging the reader, or outlining the main point of the article

- a series of paragraphs that go into more detail

- a concluding paragraph that draws the points together

Within this structure you could also create a in which the conclusion connects back to the opening idea.

For example, an article about Kerala in India with the writer describing the view from a train. The section describes Alappuzha, the place the writer is travelling away from and goes into details about a boat trip they took there. In the concluding paragraph , the writer brings us back to the train and muses on the highlights of his trip.

The language of an article depends upon the and . The language of the article will fit the content and the intended readers. For example, an article about a recent film release would include language that deals with actors, scripts and performance and is likely to include the writer's opinions of the film.

Articles usually have a catchy, memorable . This helps to grab the reader's attention and entice them to read the whole article.

Here's an extract from an article that tries to persuade the reader to eat a more balanced, healthy diet:

Eat Right: Live Longer

It has been scientifically proven that the less junk food a person consumes, the longer they are likely to live. So why isn't everyone dumping the junk? Jordan McIntyre investigates.
Fast food equals fat
A staple part of twenty-first century British home-life is the weekly takeaway treat: finger-licking burgers, sticky ribs and crispy chicken wings are, for many, the normal Friday night feast. The average national calorie count in the UK is a whopping 4500 a day, a key factor in the obesity cases that are soaring. Fast food is packed with fat and obesity contributes to a range of health issues - most significantly heart disease and depression. So why aren't we changing our lifestyles?
Short on time
Families these days are spending less and less time at home during the working week. School commitments, work meetings and extra curricular activities mean that time is short and fewer people are prepared to put in the effort to prepare fresh, healthy meals.

And when time is tight, it seems we are even more willing to compromise our waistlines for a little bit of what we fancy - fast fatty food.
Eat yourself healthy
However, Georgia Thomas of the University of Food says, 'I am convinced that it is possible to live a busy lifestyle AND prepare healthy, satisfying meals. It seems that people have simply got out of the habit of cooking. We are busy people; how do we reward ourselves? You guessed it - food.' Britain clearly needs to shift the stodge, and fast.

The headline grabs the reader's interest and introduces the article. The writer uses by using two imperative or command phrases 'Eat well' followed by 'live longer'. Alliteration is also used with the repetition of 'l'.

The rhetorical question in the opening paragraph encourages the reader to engage with the topic. The subheadings direct the reader through the text, and act as mini headlines. The writer uses colloquial sayings such as 'a little bit of what we fancy' and 'shift the stodge' to create a lively, conversational tone.

The final paragraph uses quotations from an to add credibility to the argument. You would expect the article to go on to explore how we can eat healthily and to conclude with an explanation of how easy it is to do this.

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Writing an article - Writing non-fiction - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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An article is a piece of writing (usually around 800-2000 words) about a particular topic. Sometimes an article will offer a balanced view of a subject. At other times an article might be towards a person or political standpoint. An article might also be flavoured by the writer's style.

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C2 Non-fiction Writing: Writing a review

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C2 Non-fiction Writing: Writing a review

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Review - Non-fiction text types – WJEC - GCSE English Language Revision - WJEC - BBC Bitesize

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Learn about different types of non-fiction and literary non-fiction texts including articles, reviews and essays with BBC Bitesize GCSE English Language.

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C2 Non-fiction Writing: Sample Tasks and Responses

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Sample task and responses - Writing non-fiction - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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Learn and revise the best techniques for writing a piece of non-fiction with this BBC Bitesize GCSE English (Eduqas) Language study guide.

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C2 Non-fiction Writing: Organising your Information and Ideas

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C2 Non-fiction Writing: Organising your Information and Ideas

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Paragraphs - Organising information and ideas - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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Learn how to organise information and ideas effectively with this BBC Bitesize GCSE English Language (Eduqas) study guide.

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C2 Non-fiction Writing: Audience, Purpose and Form

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C2 Non-fiction Writing: Audience, Purpose and Form

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Audience, purpose and form - Audience, purpose and form - Eduqas - GCSE English Language Revision - Eduqas - BBC Bitesize

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Learn about the importance of audience, purpose and from in your own piece of writing with this BBC Bitesize GCSE English Language (Eduqas) study guide.

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Exam Stress | How To Deal with Exam Stress

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It's normal to feel a bit worried about exams, but sometimes they can make you feel anxious or depressed. Find out how you can deal with exam stress.

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Information for 11-18 year olds – Exam stress

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We explain what exam stress is and how it can affect your mental health. Find advice on how to cope with exam stress and where to go for support.

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In this session we will learn: that everyone has different ways of coping with exam stress; that some coping strategies are more helpful than others
20 minutes
Create a safe and positive learning environment by agreeing ground rules for the session.

Key message

We are all different and find some events harder to cope with than others, but we can choose ways of dealing with things that can help us feel more positive about the events we are facing.
This session can be used as a starter for another lesson.
Activity

Scenario: Read out 'Two students are studying for an exam and both fear failure. Student A copes by working harder, asking for help and letting off steam by playing tennis with friends. Student B copes by avoiding work, denying that they are worried and letting off steam by drinking with friends'.

Ask the students to consider what the outcomes of these different coping strategies might be. Discuss in pairs or groups for five minutes. Feedback: Which method is likely to have the more positive outcome? Everyone experiences some kind of stress over exams. Stress can be good for us as it heightens our performance level, but too much is not good for our health, so it's important to look at how to manage stress.

Ask the students to think of how they are coping with the pressures of school work/exams. Complete coping planner. They can do this individually. Sometimes things we try don't work and that's ok, we need to find another way to achieve what we want and be able to cope with what is happening. Encourage students to share ideas and think about what to do if one way of managing exam stress does not work.

Look at the five areas of wellbeing and remind the students that the important thing to remember is balance, not just spending all of their time revising but doing a variety of different things. Ask them to consider if they are doing something in each of these areas to keep a balance in life. (You could set homework and ask them to do something in each area over the next week and to report back what they did and how it felt.)

Reflection

When might I choose coping strategies that are not helpful?

What other choices could I make?

Links and Learning Journeys

This session links to: Ups and downs of the day | My support network | Building resilience

It is also part of 2 suggested learning journeys

Learning journey: learning about me: What is emotional health? | Building resilience | Let it out | Being positive | Barriers to seeking help | Making assumptions (short) | Helping my friends
Make sure young people know what support is available and how to access this support.

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In this session we will learn: that everyone has different ways of coping with exam stress; that some coping strategies are more helpful than others 20 minutes Create a safe and positive learning environment by agreeing ground rules for the session.

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Tackling exam stress | Teaching Resources | British Red Cross

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Secondary PSHE activities to help students cope with exam stress including dealing with stress symptoms and what to say to someone who is stressed about exams.

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Please contact your English tutor if you need any support with accessing any of these resources - remember we are here to help and support you.

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Please contact your English tutor if you need any support with accessing any of these resources - remember we are here to help and support you.

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Exam Dates:

C1 - 9.30 a.m. 21st May 2026

C2 - 9.30 a.m. 05th June 2026

Please arrive at College for 9.00 a.m.

We cannot change these dates so please make every effort to attend.

We wish you all the very best!

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Please contact your English tutor if you need any support with accessing any of these resources - remember we are here to help and support you.

# data[].attributes.subject
Please contact your English tutor if you need any support with accessing any of these resources - remember we are here to help and support you.

# data[].attributes.body
Exam Dates:

C1 - 9.30 a.m. 21st May 2026

C2 - 9.30 a.m. 05th June 2026

Please arrive at College for 9.00 a.m.

We cannot change these dates so please make every effort to attend.

We wish you all the very best!

# data[].attributes.headline
Please contact your English tutor if you need any support with accessing any of these resources - remember we are here to help and support you.

# data[].attributes.subject
Please contact your English tutor if you need any support with accessing any of these resources - remember we are here to help and support you.

# data[].attributes.body
Exam Dates:

C1 - 9.30 a.m. 21st May 2026

C2 - 9.30 a.m. 05th June 2026

Please arrive at College for 9.00 a.m.

We cannot change these dates so please make every effort to attend.

We wish you all the very best!

# data[].attributes.headline
Please contact your English tutor if you need any support with accessing any of these resources - remember we are here to help and support you.

# data[].attributes.subject
Please contact your English tutor if you need any support with accessing any of these resources - remember we are here to help and support you.

# data[].attributes.body
Exam Dates:

C1 - 9.30 a.m. 21st May 2026

C2 - 9.30 a.m. 05th June 2026

Please arrive at College for 9.00 a.m.

We cannot change these dates so please make every effort to attend.

We wish you all the very best!