Golden Rules for all Written Work


1) Keep your sentences short and sweet.

2) Never use a long word when a short word will do.

3) Always check your spelling, especially if you are experimenting with vocabulary.

4) If a sentence becomes too complicated or confusing, stop writing and think about how you can: a) finish the sentence clearly, b) re-write the sentence, or c) break the sentence into two smaller, clearer sentences.

5) Make sure that your handwriting is legible.

6) Use only one conjunction (e.g. and, but, however, therefore) per sentence.

7) Make sure that what you write always makes sense. Think carefully about exactly what you want to say.

8) Re-read your work carefully when you have finished writing. You will always find some mistakes that need correcting.




Punctuation

The careful use of punctuation such as full-stops, commas, apostrophes and speech marks is essential for success in English Common Entrance.


The full-stop ( . ) is the unit of punctuation that we use to mark the end of sentences. The common problem is a failure to use them enough! Avoid long, complicated, confusing sentences. NEVER use a comma instead of a full-stop. ALWAYS start a sentence with a capital letter.

The comma ( , ) can be inserted into sentences where there is a need for a slight pause. Try to avoid over-use of commas. Be aware of the importance of commas in writing lists and punctuating direct speech.

Speech marks ( “” ) are also known as quotation marks or inverted commas.
They are used to mark the point where someone is speaking and should surround the actual spoken words. Use them carefully. Always remember to close your speech marks after you have opened them. Remember also to start a new paragraph whenever the speaker changes.

Apostrophes ( ’ ) are used to show possession (John’s bike) or omission (of a letter: e.g. don’t instead of do not). An apostrophe is only used in “its” if it is making the absence of the letter “i” in “it is” (e.g. it’s a shame). There is a choice with names, which end in “s” such as James. You can use either an apostrophe on its own (James’ bike) or an apostrophe and the letter “s” (James’s bike).

Colons and Semi-colons are used for different purposes. A colon ( : ) is used to introduce a list. For example, “There was a choice of four different sports to play: football, rugby, cricket and tennis.” A semi-colon ( ; ) is used to separate two statements that are linked in terms of the general theme of the passage. This can often be a contrast. For example, “I love playing football; my brother prefers rugby.”





Diaries and Journals

Date of Diary Entry A diary entry should give an account a particular individual’s thoughts, emotions and activities on a given day. It should be a personal and intimate piece, not necessarily designed for an audience. It does not need to be in full sentences.

Speech (Persuasive Writing)

In a piece of persuasive writing, you need to be very clear about your opinion and point of view so that this can be portrayed to your audience effectively.

Start your speech by clearly conveying the issue at hand and the point of view you will be offering.

Then justify your opinion by referring to clear/reliable information and facts (normally taken from a passage).

Do your best to eliminate any possible opposing arguments. Be sure to use confident, persuasive language, e.g. I believe…
I implore you…
I have no doubt…
I appeal to your consciences…

At the end, briefly summarise your argument and repeat your overriding message/opinion.

Play script


Set the scene with narrative written in a different colour (or italics) and place in brackets.

Name of the speaker should be in the margin.

Name should be followed (where helpful) by the tone of voice in which the words should be spoken.

Words spoken should NOT be surrounded by speech marks.

Lines of speech may be punctuated by significant gestures, movements or pieces of action, which are taking place at that time.

Leave a line between each change of speaker.

Longer pieces of narrative may be included between each speaker.


An example of a play script

(Bob storms into the living room where his brother Fred is sitting.)

Bob (angrily): How dare you embarrass me like that!

Fred (looking up bemused): Like how? It was you who fell into the rosebush.

Bob: But you could have told me it was there.

Fred: Should have looked where you were going, shouldn’t you, Mr. Magoo?!

(Bob punches Fred in the face. Blood pours from Fred’s nose.)

Bob (smugly): But I found your ugly mug with that, didn’t I? And you, Mr. Eagle- Eyes, didn’t even see it coming!

(Fred shoves Bob out of the way and goes to find his mother in the kitchen.)


Conversation (Direct Speech)


This should form part of a regular piece of narrative (a story).

All spoken words should be enclosed within speech marks ( “ ” ).

Whenever the speaker changes, a new paragraph should be started.

Avoid excessive use of non-descriptive ‘speech’ words like ‘said’.

Use more dynamic descriptive words which show mood, tone and intention.
e.g. grumbled yelled inquired
mumbled suggested whimpered
shrieked groaned blubbered

If you do say ‘said’, accompany it with an adverb.

Take care with punctuation: Exclamation marks
Question marks
Commas
Speech marks




Notes


The style of your notes can be of your own choice, but they should be easy to navigate.

Bullet points should contain key information only.

You do not need to include full sentences!


Comprehension Rules

1) Read the whole passage TWICE.
2) Read ALL the questions ONCE.
3) Read the whole passage again.
4) Answer all questions in full sentences unless told
not to do so.
5) Leave a line between each answer.
6) Ensure that you number your answers correctly.
7) Take note of how many marks each question is
worth and write at least one fact per mark.
8) Answer each question as fully as possible, taking care not to answer the following question as well.
9) Whenever possible, give reasons for your answers.
10) Make sure that you spend the most time on the questions worth the most marks and don’t waste too much time on questions worth only one or two marks.
11) Attempt all questions. You can’t score any marks if you don’t write anything. A guess is better then a blank space!
12) Spend five minutes at the end reading through your answers to ensure that you have not made any careless mistakes.



Essay Writing on English Literature texts (C.E. 13+ Paper 2 and Scholarship)


Planning

It is important that when you start answering an essay question you plan your answer carefully. Once you have developed the habit of planning your work, you will get used to doing this automatically; this will benefit your essay writing during examinations.

The first step is to make sure that you have understood the essay question. Look again at all the key words in the question, especially the command words (e.g. Examine, Discuss, Consider) and decide what exactly you are being expected to provide in response.

Once you are sure that you have understood the question, start brainstorming.
Note down key ideas and connect them with each other, as appropriate.

You can then move on to a more detailed plan in which you put ideas in order, in a paragraph plan, together with details of the relevant supporting examples.

Try to support each point you make with a reference to an event in the book, or even a quotation.

You will want to refer to some of the key ideas in your opening paragraph and in your closing paragraph. You will also need to ensure that your argument develops during the course of your essay, building up strength from the various points (and accompanying evidence) that you make.


Presentation

The title of your essay should be copied exactly.

The title of your book or poem and the name of the writer should be written at the top of your essay and underlined.

Short quotations may be included within a paragraph by means of incorporation within an individual sentence. E.g.

In John Steinbeck’s novel Of Mice and Men, Lennie is described as, “a huge man, shapeless of face, with large pale eyes”.

Longer quotations will need to be indented within a paragraph. It is best to avoid these in actual Common Entrance examination situations.



The Best Ways To Excel on Composition Exam Papers
(11+ C.E. Paper 2 and 13+ C.E. Paper 2)


1) Read ALL the titles on offer before choosing which one you are going to write about.

2) Beware of too appealing titles. They are often difficult to do well.

3) Avoid fact or opinion-based essays. Your pot of information will be limited and therefore there is a danger of much waffle and repetition.

4) Take time to plan your work before starting writing. It will save you a lot of thinking time once you start your chosen piece of work.

5) Ensure that whatever you write is relevant to the title chosen.

6) Remember to put the title or title number at the top of your work.

7) Spelling, punctuation, grammar and presentation are important.

8) Start any stories with direct speech. This allows you to get immediately to the main part of the plot, from which you can look back or move forward. It also provides an instant introduction to one of your characters.

9) Make sure that you use paragraphs appropriately in your work (see Paragraphs sheet).

10) Leave five minutes to read through your work. You often find that you have made a few careless mistakes.

Planning a piece of creative writing

A structured collation of ideas. Planning is important but it is vital that the layout used must suit the writer. Spider diagrams, blocks linked by arrows, sketches and labels, storyboards and writing frames are all possible styles that should be explored for possible usage.


The following should be considered during the planning process:

Structure- Beginning (setting, characters, time)
Middle (plot - what happens?)
End (how the plot is resolved)
Maybe break down a familiar story or fairy tale in sections and put into a plan.
Use writing frames or storyboards if desired.

Setting the scene- Establish time, place and characters

Location Description- Where the story is set (e.g. a foreign land, urban or rural, woodland)
Appearance and atmosphere
Vivid description and use of the 5 senses, the weather, scenery.
Maybe draw and colour a map or plan of location to aid visualisation before writing.


Era Description - Seasons. In the past, modern-day, in the future.
Effect on dress and language of characters.

Characterisation - Giving characters a personality and an identity:
(Maybe draw and label main characters)

Identity: Who are they? How old are they? What do they look like?
What is their role in the story? Homeland (accent, language)?

Personality: Previous experiences? Whose side are they on? Relevant interests? Qualities/talents? Fears? Weaknesses? Behaviour traits? How are they likely to respond in different situations?

How the characters will develop or change during the course of the story.

The Plot - Does the story show a clear plot development?
Is each section of the story appropriately expansive and developed?
Speech and thought - Contrast of speech and thought.
How to use direct speech to learn more about situations/relationships.
Use of thought to learn more about minds of characters.

Vivid vocabulary - More descriptive ways of describing basic actions such as:

Saying: shouting, screaming, yelling, whimpering, whispering, mumbling, groaning etc.

Going: running, chasing, hobbling, sneaking, tiptoeing, stomping, strolled, strutted etc.

Eating: gorging, gobbling, scoffing etc.

Use of adjectives and adverbs.

Story Endings - How the plot is resolved.
Different types of endings – happy and sad, cliffhangers, morals etc.
What have characters learned from their experiences in the story?

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  11+ and 13+ Pupils Handbook