time travel creative writing gcse

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Past, present, paradox: writing about time travel, crafting a believable time travel story requires careful consideration of the logic at play. let's crack the temporal code on traveling through time in fiction.

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Time travel in fiction can open your story to infinite possibilities. Ever wondered what it would be like if somebody taught the Romans how to make a nuclear bomb? Do you need to retcon an event in your story? Time travel!

It may seem simple for your time-traveling characters to hop in Tony’s Terrific Temporal Transport and whiz through time, but there are many hurdles to overcome when writing about time travel.

Chief among these is dealing with time travel paradoxes, so let’s look at those, discuss how you can write convincing time travel stories, and explore how some popular stories handle it.

The Problem With Time Travel

Consider an ordinary day in your life. It follows a sequence of events where one thing leads to another. This is called causality , the concept that everything that happens results from events that happened before it. The problem with time travel in fiction, especially travel to the past, is that it often breaks the rules of causality.

This can lead to time travel paradoxes and unforeseen results , including:

• Continuity paradoxes: The act of time travel renders itself impossible.
• Closed causal loop paradoxes: Traveling to the past creates a condition where an idea, object, or person has no identifiable origin and exists in a closed loop in time that repeats infinitely.
• The butterfly effect: Even the smallest action can have massive consequences.

With all that in mind, let’s embark on a journey through time and explore these further!

Grandfather Paradox

This thought experiment posits the idea of somebody traveling back in time and killing their grandfather before their parents were born. Because the grandfather never has children, the time traveler—his grandchild—cannot exist.

However, if the time traveler never existed, they couldn’t kill their grandfather, so he would go on to have children and grandchildren. One of those grandchildren is the time traveler, though, who might go back in time and kill their grandfather. If that seems confusing, it’s okay—it’s supposed to be.

The bottom line is that if somebody travels to the past and changes something that prevents them from ever traveling to the past, they have broken the timeline's continuity.

Polchinski’s Paradox

American theoretical physicist Joseph Polchinski removed human intervention from the time travel equation.

Imagine a billiard ball travels into a wormhole, tunnels through time in a closed loop, and emerges from the same wormhole just in time to knock its past self away.

Doing so prevents it from ever entering the wormhole and traveling through time, to begin with. However, if it does not travel back in time, it cannot emerge to knock itself out of the way, giving it a clear path to travel back in time.

Bootstrap Paradox

The Bootstrap Paradox is the first closed causal loop paradox we will explore. This presents a situation where an object, idea, or person traveling to the past creates the conditions for their existence, leading to it having no identifiable origin in the timeline.

Imagine sending the schematics for your time machine to your past self, from which you create a time machine. Where did the knowledge of how to create the time machine begin?

Predestination Paradox

The most nihilistic of paradoxes explores the idea that nothing we do matters, no matter what. Events are predetermined to still occur regardless of when and where you travel in time.

Suppose you time travel to the past to talk Alexander the Great out of invading Persia, but he hadn’t even considered this until you mentioned it. By traveling to the past to prevent Alexander’s conquest, you caused it.

Butterfly Effec t

Less of a paradox and more an exploration of unintended consequences, the butterfly effect explores the idea that any action can have sweeping repercussions, no matter how small.

In the 1960s, meteorologist Edward Lorenz discovered that adding tiny changes to computer-based meteorological models resulted in unpredictable changes far from the origin point. In traveling back in time, we don’t know what effect even minor changes might have on the timeline.

How to Write Convincing Time Travel Stories

Time travel can be pretty complex at the best of times, but that doesn't mean writing about it has to be a challenge. Here are a few practical tips to craft narratives that crack the temporal code.

Ask Yourself, "Why Time Travel?"

If your story has time travel, to begin with, it likely plays a pretty significant role in the narrative. Define the purpose that time travel has in your story by asking yourself questions like:

• How and why is time travel possible in your setting?
• What does it mean for your story and your characters?
• What are your characters meant to use time travel for?
• Is the actual practice of time travel different from its intent?

If you can't be clear about time travel's purpose in your story, how can you convincingly write about it? To get crafty with time, you first need to master its relevant mechanics.

Keep a Record of Everything

You're asking your reader to potentially make several mental leaps when time travel is involved in a story, so it's imperative to have all of your details sorted. Do the work of planning out dates and events ahead of time by creating a time map for yourself—like a mindmap, but for a timeline.

You'll be able to keep a birds-eye view of the narrative at all times, be more strategic about moving the order of events around, and ensure that you never miss a detail. You may even want to have multiple versions—a strictly linear timeline and a more loosely structured time map where you draw connections between events and in the order they appear in the narrative.

In Campfire, you can do both with the Timeline Module —create as many Timelines as you want by using the Page feature in the element. You can also connect your Timeline(s) to a custom calendar from the Calendar Module for extra fun with time wonkiness in your world.

If a new idea pops up while writing, don't stress! You'll have your handy time map already laid out so you can easily see if a new scene or chapter makes sense, as well as where it will best fit into the narrative.

Never Forget Causality

I mentioned this concept earlier in the article, but it should be reiterated: The most important rule of time travel is that every action results in a consequence. Remember cause and effect : an action is taken (your character time travels to the past), and causes an effect, the consequence (the timeline is forever changed).

"Consequence" doesn't have to be a negative thing, either, even though the word has that connotation. The resulting consequence of a given action could be a positive effect, too.

Regardless, seek to maintain causality so you don't confuse your readers (or yourself, for that matter). Establishing clear rules for how time travel works in your setting and sticking to them will help you keep your time logic consistent and avoid running into narrative dead ends or plot holes.

Tips & Tricks For the Time-Traveling Author

Now that we’ve examined several obstacles you can encounter when writing about time travel, let’s see how you can either avoid them or exploit them. That’s right! Even time travel paradoxes present opportunities for superb storytelling.

Focus on the Future

Fortunately, all the named paradoxes here involve the past, so the easy way to avoid them is to not go there! Thanks to Einstein’s theory of special relativity, you don’t even have to invent a clever way to travel instead to the future.

An aspect of Einstein's theory is time dilation , in which the faster an object moves through space, the slower it moves through time. With this, you need only zip around at near the speed of light for a few weeks or months, and when you come back to Earth, years or centuries will have gone by.

Create a Multiverse

A popular trope in science fiction today, and a theory gaining popularity among theoretical quantum physicists, is the multiverse concept. According to multiverse theory, whenever an event occurs, every possible outcome of the event happens simultaneously, splitting the universe into parallels that each contain differing outcomes.

Since all these realities exist, perhaps changing the past is simply a way for time travelers to travel between realities, shifting their perspective to a timeline where things occurred differently than in their original reality.

Get Creative With Consequences

Instead of avoiding paradoxes, maybe you want them to occur. Leading to some fascinating stories, this can be approached in a variety of ways. Perhaps you want to examine the unintended consequences of the butterfly effect, create a time-traveling police force that enforces the laws of time travel, or simply break time itself and revel in the chaos that ensues.

Just be sure to remember the action-consequence rule and keep your timeline handy for easy reference—especially if you're toying around with multiple timelines!

Best Time Travel Stories

What follows are what I think are some of the best time travel stories. As you will see, the first two fall victim to time travel paradoxes, while the other two do a great job of exploring various elements we’ve discussed.

Terminator 2: Judgment Day

The corporation Cyberdyne Systems has remnants of the Terminator from the first movie, which they use to create an artificial intelligence system called Skynet. Skynet then actually creates the terminators and sends one back in time. Thus, it gives humanity the technology to create itself in a classic example of a bootstrap paradox.

Back to the Future

In this film, Marty McFly travels to the past and inadvertently interrupts the event where his parents first meet. This causes a chain of events where Marty’s parents never get married and have children, threatening to erase Marty and his siblings from the timeline.

Some argue that the McFly offspring ceasing to exist is a great exploration of the consequences of time travel. However, they would never have been at risk had Marty not been in the past to impede their parents’ romance. And if he ceases to exist, he’ll never go back and get in the way, thus creating a grandfather paradox.

War of the Twins

In this second volume of the Dragonlance Legends trilogy by Margaret Weis and Tracy Hickman, the mage Raistlin Majere travels into the past, kills a wizard named Fistandantilus in a battle for power, and assumes his identity. Throughout the book, Raistlin unwittingly follows the historical fate of Fistandantilus, in a wonderful exploration of the predestination paradox.

It’s hard to talk about time travel in fiction these days without mentioning Loki. The show explores two suggestions from my list above: the multiverse and policing the timeline. In this series, varying outcomes of events lead to branching timelines, creating a multiverse of possibilities. However, an agency called the Time Variance Authority exists to prevent this from happening, and they set out to eliminate any branches separate from what they consider the Sacred Timeline.

Bon Voyage!

I hope this exploration of time travel leaves you prepared to tackle these obstacles and opportunities that naturally present themselves when playing around with time.

Just knowing about the complexities of time travel and the paradoxes it can bring about is the best way to avoid trouble and create innovative storytelling moments. So, dust off your DeLorean, polish your paradox-proof plot, and get ready to write your adventure through the ages!

Learn more about making a timeline with Campfire in the dedicated Timeline Module tutorial . And be sure to check out the other plotting and planning articles and videos here on Learn, for advice on how to plan your very own time travel adventures!

Insider GCSE creative writing tips + 106 prompts from past papers

by Hayley | Mar 9, 2023 | Exams , Writing | 0 comments

Are you feeling a little bit twitchy about your child’s English GCSE writing task?

Sciences and humanities – although sometimes daunting in their content – seem a fair bet as ‘revisable’ topics. But the creative writing element of the English Language GCSE is less knowable and ultimately more of a frightening prospect for a student keen to do well.

Preparing for the GCSE writing task? You don’t need to do it alone.

We run a weekly online writing club which prepares students to write high-scoring content. Our “Higher” level club is designed to transform your writing so that you can ace the GCSE language paper.

What is the GCSE writing element of the GCSE Language Paper?

There are 5 key GCSE exam boards: AQA , OCR , Pearson Edexcel , WJEC Eduqas and CCEA . Each board sets their own papers which may appear much the same at first glance (bizarrely they all have a similar front cover layout and fonts). Certainly there is plenty of overlap between their mark schemes and the comments and tips they share in their Examiner Reports.

However, as with all your child’s other subjects, it is essential to know which exam board they are preparing for. You may be surprised to discover that schools pick and choose boards by subject, perhaps choosing AQA for chemistry and OCR for mathematics. Individual school departments have their own preferences. My brother teaches at a school where their English Literature and English Language exams have been split between two different boards. This is unusual though, not the norm!

What forms (question formats) can the test take?

It varies by board.

The AQA board has a writing task in their Question Paper 1 called Explorations in creative reading and writing . Students are given two prompts to choose between. The AQA board also has a second persuasive writing task in Paper 2 called Writers’ viewpoints and perspectives.

Jump ahead to AQA creative writing and persuasive writing prompts from past GCSE papers

The Pearson/Edexcel international iGCSE favoured by many UK private schools has two prompts to choose between for each section. The student is asked to complete a piece of transactional writing (perhaps a persuasive speech or an advertisement leaflet) and additionally a piece of imaginative writing.

Jump ahead to Pearson/Edexcel transactional writing and imaginative writing prompts from past GCSE papers

Interestingly, the WJEC Eduqas board favours non-fiction writing. Unit 2 Reading and Writing: Description, Narration and Exposition gives two prompts to choose between, for an account and an essay perhaps, and Unit 3: Reading and Writing: Argumentation, Persuasion and Instructional sets up a letter, or similar.

Jump ahead to WJEC Eduqas non-fiction writing prompts from past GCSE papers

The OCR board offers two prompts to choose between. One might be a talk for other students and the other might be a letter on a difficult subject .

Jump ahead to OCR creative writing prompts from past GCSE papers

The CCEA board has a writing task in called “ Writing for Purpose and Audience and Reading to Access Non-fiction and Media Texts” and a second writing task which offers a choice between personal writing and creative writing.

Jump ahead to CCEA persuasive writing, personal writing, and creative prompts from past GCSE papers

How long do students have to craft their piece of writing?

Creative writing tests are timed at either 45 minutes or 1 hour. The last thing your child will need is to prepare to write for an hour, only to find they have just three-quarters of an hour on the day. If in doubt, insist that they check with their teacher.

AQA students are given 45 minutes to produce their writing response. The introduction advises: ‘ You are reminded of the need to plan your answer. You should leave enough time to check your work at the end.’ What this means is that 30–35 minutes max is what’s really allowed there for the writing itself.

Pearson/Edexcel allows 45 minutes for each of the two writing tasks.

OCR students are given an hour to complete this section of their exam. The introduction states: ‘You are advised to plan and check your work carefully,’ so they will expect the writing itself to take 45–50 minutes.

How long should the completed GCSE writing task be?

Interestingly, although the mark schemes all refer to paragraphingthey don’t state how many paragraphs they expect to see.

‘A skilfully controlled overall structure, with paragraphs and grammatical features used to support cohesion and achieve a range of effects’ (OCR)

‘Fluently linked paragraphs with seamlessly integrated discourse markers’ (AQA)

Why? Because management of paragraph and sentence length is a structural technique available to the student as part of their writers’ toolkit. If the number of optimal paragraphs were to be spelled out by the board, it would have a negative impact on the freedom of the writer to use their paragraphs for impact or to manage the pace of the reader.

For a general guide I would expect to see 3 to 5 paragraphs in a creative piece and 5 paragraphs in a persuasive piece. Leaflets have a different structure entirely and need to be set out in a particular form to achieve the top notes of the mark scheme.

What are the examiners looking for when they are marking a student’s creative writing paper?

There are two assessment objectives for the writing itself:

• It has to be adapted to the form, tone and register of writing for specific purposes and audiences.
• It has to use a range of vocabulary and sentence structures, with appropriate paragraphing, spelling, punctuation and grammar.

As a GCSE English nerd, I really enjoy delving deeper into the Examiner Reports that each board brings out once the previous cohort’s papers have been marked. They are a fascinating read and never disappoint…

Within their pages, examiners spell out the differences they have spotted between the stronger and the weaker responses.

For example, a creative task set by the AQA board was to describe a photograph of a town at sunset. The examiners explained that some of the strongest responses imagined changes in the scene as darkness descended. They enjoyed reading responses that included personification of the city, and those that imagined the setting in the past, or the weariness of the city. Weaker candidates simply listed what was in the picture or referred directly to the fact it was an image. This chronological-list approach weakened the structure of their work.

No surprises that some weaker students relied heavily on conversation. (As an exam marker myself, I dreaded reading acres of uninspiring direct speech.)

Pearson/Edexcel explain that weaker persuasive pieces (in this case on the value of television) simply listed pros and cons rather than developed ideas fully to clarify their own opinions. The higher-level responses here were quirky and engaging, entertaining the reader with a range of appropriate techniques and making the argument their own.

What accommodations are possible for students who have specific learning difficulties?

The UK Government’s Guide for Schools and Colleges 2022: GCSE, AS and A Levels includes information about changes to assessments to support ‘disabled students.’ Their definition of disabled includes specific learning difficulties (dyslexia, dyspraxia, ADHD, ADD, ASD etc).

Exam boards can make a wide range of adjustments to their assessments. Some of the most common adjustments are:

• modified papers (for example, large print or braille exam papers)
• access to assistive software (for example, voice recognition systems or computer readers)
• help with specific tasks (for example, another person might read questions to the student or write their dictated answers)
• changes to how the assessment is done (for example, an oral rather than a written assessment, word-processing rather than hand-writing answers)
• extra time to complete assessments
• exemptions from an assessment

The exam board will expect paperwork to be in place where your child’s specific needs are formally reported by an appropriate professional (Educational Psychologist, Clinical Psychologist, Consultant). The report needs to be recent, but how recent is difficult to confirm.

If your child is likely to need adjustments to their access arrangements you will need to discuss this with their school in plenty of time before the exam itself.

A close friend of mine realised in the final few weeks before her son’s GCSE exams that his tinnitus would have a negative impact on his performance. She approached the school to ask if he might take his exams in a separate room to minimise noise disturbance. Unfortunately, it was far too late by then to apply, and her son was denied the request.

Your child’s school will explain the process for applying for special arrangements and will be able to advise you on what your expectations should be. Never presume your child will be given what they need – but plenty of requests are successful, so stay positive and make sure your paperwork is in order beforehand.

Tips and strategies for writing a high scoring GCSE creative writing paper:

1.         learn the formats.

Know the different formats and conventions of the different GCSE writing tasks. There is a standard layout for a leaflet, for example, where including contact details and a series of bullet points is part of the mark scheme. Not knowing these conventions will knock back a student’s score.

2.         Plan ahead

Prepare a planning structure for each of the written forms you might encounter during the exam. It may need to be flexed on the day, but it will banish fear of the blank page and allow you to get started.

3.         Prepare sentence-openings

Familiarise yourself with appropriate sentence-openings for each type of GCSE writing task. Fronted adverbials of time and place will improve the quality of a creative piece, whereas access to varied and specific conjunctions might push up the mark of a transactional piece.

4.         Check your speaking

Ask your family to check your speech at home. Every now and then try to flip a sentence into formal language, using more interesting synonyms for your usual spoken vocabulary. This will help you to write formally on paper, avoiding colloquialisms.

5.         Forget finishing

Finishing is less important than you might imagine. Sloppy, hurried work is your enemy. GCSE examiners will follow your clear planning and mark you accordingly, even if you’ve not managed to complete that final paragraph.

6.         Note the details

The question often gives additional information the examiner would like to see included. Note it in your plan to make sure it doesn’t get forgotten.

7.         Start strong

Use your best sentence-opener at the start of each paragraph. It will set you up as someone to be taken seriously.

8.         Cut back dialogue

Keep dialogue contained in a single paragraph. Focus on description of the speaker and their actions before noting the second character’s reply.

9.         Revise

Do this by prepping work as above. Nothing beats it.

Would you like me to transform your child’s writing in my higher writing club?

Each week in my higher writing club , we spend 20 minutes on Zoom together. After the task has been introduced, the students write for 15 minutes. Next, they upload their work for 1:1 video marking.

There is no point prepping essays/creative pieces for the GCSE English Language exam if your child’s writing is poor. First, their scruffy presentation, attention to detail, punctuation, grammar and vocabulary need to be addressed.

After 2 months in the higher writing club your child’s written technique and fluency will be transformed by our 1–2-1 video marking system (consistent messaging is achieved by matching your child with their own teacher).

Each weekly activity is drawn directly from the GCSE English Language Subject Content and Assessment Objectives , published by the English Department of Education.

Here’s an example of a student’s writing, BEFORE they joined our club:

It is chaotic, poorly-presented and nonsensical. Letter-sizing is confused and the student is clearly anxious and repeatedly scribbling through small errors.

Below is the same student 2 months later:

Observe the rich vocabulary, authorial techniques (the jagged rocks are ‘like shards of broken glass’) and general fluency and sophistication.

Real and recent GCSE example questions/prompts from each of the 5 key exam boards

Aqa english language gcse questions, paper 2 writers’ viewpoints and perspectives:.

• ‘Our addiction to cheap clothes and fast fashion means young people in poorer countries have to work in terrible conditions to make them. We must change our attitude to buying clothes now.’ Write an article for a magazine or website in which you argue your point of view on this statement. ( Source )
• ‘People have become obsessed with travelling ever further and faster. However, travel is expensive, dangerous, damaging and a foolish waste of time!’ Write an article for a news website in which you argue your point of view on this statement. ( Source )
• ‘Cars are noisy, dirty, smelly and downright dangerous. They should be banned from all town and city centres, allowing people to walk and cycle in peace.’ Write a letter to the Minister for Transport arguing your point of view on this statement. ( Source )
• ‘All sport should be fun, fair and open to everyone. These days, sport seems to be more about money, corruption and winning at any cost.’ Write an article for a newspaper in which you explain your point of view on this statement. ( Source )

Paper 1 Explorations in creative reading and writing:

• A magazine has asked for contributions for their creative writing section. Either write a description of an old person as suggested by the picture below or write a story about a time when things turned out unexpectedly. ( Source )

• Your school or college is asking students to contribute some creative writing for its website. Either, describe a market place as suggested by the picture below or write a story with the title, ‘Abandoned’. ( Source )

• Your local library is running a creative writing competition. The best entries will be published in a booklet of creative writing. Either, write a description of a mysterious place, as suggested by the picture below or write a story about an event that cannot be explained. ( Source )

• A magazine has asked for contributions for their creative writing section. Either, describe a place at sunset as suggested by the picture below or write a story about a new beginning. ( Source )

OCR English Language GCSE questions

Paper: communicating information and ideas.

• Either, Write a post for an online forum for young people about ‘A moment that changed my life’.
• Or, You are giving a talk at a parents’ information evening about why all children should study science at school. Explain your views. ( Source )
• Either, Write a letter to a friend to describe a challenging and unpleasant task you once had to do.
• Or, Write a short guide for new workers about how to deal successfully with difficult customers. ( Source )
• Either, “Was it worth it?” Write an article for a magazine to describe a time when you had to do something difficult.
• Or, Write a speech for an event to congratulate young people who have achieved something remarkable. ( Source )
• Either, Write the words of a talk to advise pet owners how to make life more enjoyable for their pet and themselves.
• Or, Write an article for a travel magazine to describe your dramatic encounter with an animal. ( Source )
• Either, ‘How I prefer to spend my time.’ Write the words of a talk to young people about your favourite activity
• Or, Write a magazine article to persuade parents to allow their teenage children more freedom. You are not required to include any visual or presentational features. ( Source )
• Either, Write a talk for other students about a person you either admire strongly or dislike intensely
• Or, Write a letter to a friend to explain a difficult decision you had to make. ( Source )

Paper: Exploring effects and impact

• Either, Hunger satisfied. Use this as the title for a story.
• Or, Write about a time when you were waiting for something. ( Source )
• Either, The Taste of Fear Use this as the title for a story.
• Or, Write about a time when you were exploring a particular place. ( Source )
• Either, Alone. Use this as the title for a story.
• Or, Describe a time when you found yourself in a crowd or surrounded by people. ( Source )
• Either, Land at Last. Use this as the title for a story.
• Or, Imagine you have visited somewhere for the first time and are now reporting back on your experience. ( Source )
• Either, The Playground Use this as the title for a story
• Or, Write about a memory you have of playing a childhood game. ( Source )
• Either, It seemed to me like I had been magically transported. Use this as the title for a story.
• Or, Describe a place where you have felt comfortable. ( Source )

Pearson Edexcel English Language iGCSE questions

Paper 1: transactional writing.

• Either, ‘In our busy twenty-first century lives, hobbies and interests are more important than ever.’ Write an article for a newspaper expressing your views on this statement.
• Or, ‘We are harming the planet we live on and need to do more to improve the situation.’ You have been asked to deliver a speech to your peers in which you explain your views on this statement. ( Source )
• ‘ Zoos protect endangered species from around the world.’ ‘No wild animal should lose its freedom and be kept in captivity. Write an article for a magazine in which you express your views on zoos.
• Write a review of an exciting or interesting event that you have seen. ( Source )
• Your local newspaper has published an article with the headline ‘Young people today lack any desire for adventure’. Write a letter to the editor of the newspaper expressing your views on this topic.
• ‘The key to success in anything is being prepared.’ Write a section for a guide giving advice on the importance of preparation. ( Source )
• You and your family have just returned from a holiday that did not turn out as you expected. Write a letter to the travel agent with whom you booked your holiday, explaining what happened.
• A magazine is publishing articles with the title ‘Friendship is one of the greatest gifts in life’. Write your article on this topic. ( Source )
• ‘Important lessons I have learned in my life.’ You have been asked to deliver a speech to your peers on this topic.
• Your local/school library wants to encourage young people to read more. Write the text of a leaflet explaining the benefits of reading. ( Source )
• ‘Most memorable journeys.’ A website is running a competition to reward the best articles on this subject. Write an article for the competition about a memorable journey.
• ‘Cycling is one form of exercise that can lead to a healthier lifestyle.’ Write a guide for young people on the benefits of exercise. ( Source )
• ‘Television educates, entertains and helps global understanding.’ ‘Television is to blame for society’s violence and greed and delivers one-sided news.’ You have been asked to deliver a speech in which you express your views and opinions on television.
• ‘Choosing a career is one of the most important decisions we ever make.’ Write the text of a leaflet that gives advice to young people on how to choose a career. ( Source )
• Write the text for a leaflet aimed at school students which offers advice on how to deal with bullying.
• A museum is planning to open a new exhibition called ‘Life in the Twenty-First Century’. ( Source )

Paper 2: Imaginative writing

• Write about a time when you, or someone you know, enjoyed success
• Write a story with the title ‘A Surprise Visitor’.
• Look at the two images below. Choose one and write a story that begins ‘I did not have time for this’ ( Source )

• Write about a time when you, or someone you know, challenged an unfair situation.
• Write a story with the title ‘Bitter, Twisted Lies’.
• Look at the two images below. Choose one and write a story that begins ‘It was a new day …’ You may wish to base your response on one of these images. ( Source )

• Write about a time when you, or someone you know, visited a new place.
• Write a story with the title ‘The Storm’
• Look at the two images below. Choose one and write a story that ends ‘I decided to get on with it.’ ( Source )

• Write about a time when you, or someone you know, saw something surprising.
• Write a story with the title ‘The Meeting’.
• Look at the two images below. Choose one and write a story that starts ‘Suddenly, without warning, there was a power cut.’ ( Source )

• Write about a time when you, or someone you know, went on a long journey.
• Write a story with the title ‘A New Start’
• Look at the two images below. Choose one and write a story that begins ‘I tried to see what he was reading. ( Source )

• Write about a time when you, or someone you know, felt proud.
• Write a story with the title ‘The Hidden Book’.
• Look at the two images below. Choose one and write a story that begins ‘It was like a dream’ ( Source )

• Write about a time when you, or someone you know, had to be brave
• Write a story with the title ‘Everything Had Changed’
• Look at the two images below. Choose one and write a story that begins ‘It was an unusual gift’. ( Source )

WJEC Eduqas English Language GCSE questions

Unit 2 reading and writing: description, narration and exposition.

• Write an account of a time when you enjoyed or hated taking part in an outdoor activity.
• “It’s essential that more people are more active, more often.” (Professor Laura McAllister, Chair of Sport Wales) Write an essay to explain how far you agree with this view, giving clear reasons and examples. ( Source )
• Describe an occasion when you did something you found rewarding.
• Famous chefs such as Jamie Oliver and Mary Berry have spoken of the need for better food and better education about food in schools. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an account of a visit to a dentist or a doctor’s surgery.
• NHS staff, such as doctors and nurses, provide excellent service in difficult circumstances. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an article for a travel magazine describing somewhere interesting that you have visited.
• You see the following in your local newspaper: ‘Young people are selfish. They should all be made to volunteer to help others.’ Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Describe an occasion when technology made a difference to your life.
• Write an account of a time you were unwilling to do something. ( Source )
• Describe a time when you faced a challenge
• Write an essay explaining why charity is important, giving clear reasons and examples. ( Source )
• Write an account of a time when you did something for the first time.
• “It’s time for us to start making some changes. Let’s change the way we eat, let’s change the way we live, and let’s change the way we treat each other.” Tupac Shakur Write an essay on the subject of change, giving clear reasons and examples. ( Source )
• “School uniform is vitally important in all schools.” Write an essay explaining your views on this, giving clear reasons and examples.
• Describe a time when you had to create a good impression. ( Source )

Unit 3: Reading and writing: Argumentation, persuasion and instructional

• Your school/college is considering using more Fairtrade items in its canteen. Although this will help to support Fairtrade farmers, it will mean an increase in the price of meals. You feel strongly about this proposal and decide to write a letter to your Headteacher/Principal giving your views. ( Source )
• Increasing litter levels suggest we have lost all pride in our beautiful country. Prepare a talk for your classmates in which you give your opinions on this view. ( Source )
• Write a guide for other students persuading them to stay safe when using social media and the internet. ( Source )
• According to your PE teacher, ‘Swimming is the very best form of exercise.’ You have been asked to prepare a talk for your classmates in which you give your views about swimming. ( Source )
• You read the following in a newspaper: ‘Plastic is one of the biggest problems faced by our planet. Why would we use something for a few minutes that has been made from a material that’s going to last forever?’ Write a letter to the newspaper giving your views on the use of plastic. ( Source )
• “People today never show enough kindness to one another. We must make more effort to be kind.” Write a talk to give on BBC Wales’ new programme Youth Views persuading young people to be kind to others. ( Source )
• ‘We have enough problems in the world without worrying about animals.’ Write an article for the school or college magazine giving your views on this statement.
• You would like to raise some money for an animal charity. Write a talk for your classmates persuading them to donate to your chosen charity. ( Source )

CCEA English Language GCSE questions

Unit 1: writing for purpose and audience and reading to access non-fiction and media texts.

• Write a speech for your classmates persuading them to agree with your views on the following issue: “Young people today are too worried about their body image.” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following question: “Should school uniform have a place in 21st century schools?” ( Source )
• Write a speech for your classmates persuading them to agree with your views on the following question: “Are celebrities the best role models for teenagers?” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following statement: “Advertising is just another source of pressure that teenagers don’t need!” ( Source )

Unit 4: Personal or creative writing and reading literacy and non-fiction texts

• Either, Personal writing: Write a personal essay for the examiner about what you consider to be one of the proudest moments in your life.
• Or, Creative writing: Write your entry for a creative essay writing competition. The audience is teenagers. You may provide your own title. ( Source )
• Write a personal essay for the examiner about an experience that resulted in a positive change in your life.
• Write a creative essay for the examiner. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a speech for your classmates about the most interesting person you have ever met.
• Creative writing: Write a creative essay for your school magazine. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a personal essay for the examiner describing your dream destination.
• Creative writing: Write a creative essay for publication in your school magazine. The picture below is to be the basis for your creative writing. You may provide your own title. (Source)

Get 1:1 support and personalized feedback on your GCSE creative writing practice

For 1–2-1 writing support for your pre-GCSE child, join the Griffin Teaching Higher Writing Club—online weekly writing classes specifically tailored to English GCSE creative writing preparation.

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English Language GCSE: Your Step-By-Step Guide to Creative Writing

Are you preparing for your English language GCSE creative writing task? Feeling a mixture of excitement and anxiety about how to channel your creativity into a structured piece of writing that ticks all the boxes for examiners? You're not alone. Creative writing can seem daunting, but with the right approach and understanding, you can craft a story that not only captivates but also earns you top marks. This guide will walk you through the process of developing your narrative, from the initial brainstorming phase to the final touches before 'pens down'!

Understanding the Assessment Criteria

Before embarking on your creative writing journey, gaining a comprehensive understanding of the assessment criteria is imperative. The evaluators of your English language GCSE creative writing piece will scrutinise several key areas: the coherence of your narrative structure, range of ideas you explore, the variety and complexity of your sentence structures, and the precision of your spelling, punctuation, and grammar. Familiarity with these standards is not just a prerequisite but a strategic tool; it enables you to tailor your creative efforts to meet these benchmarks. As you proceed with each stage of your writing, keep these criteria at the forefront of your mind. They serve as a guiding framework, ensuring that every element of your piece, from the initial plot conception to the final dialogue, contributes towards a cohesive, engaging, and technically proficient narrative. Remember, understanding what is expected is the first step to excelling in your creative writing question.

Finding Your Inspiration

We often talk about 'cultural capital' and how evident it is in the most engaging creative pieces we read when examining. Cultural capital is all around you: let curiosity be your guide, leading you through books that span genres and eras, conversations that challenge and provoke, and the rich tapestry of everyday life. Engage with various forms of art - cinema, paintings, music - to stimulate your senses and uncover fresh perspectives. Record fleeting thoughts, overheard conversations, or the peculiarities of a typical day in a dedicated notebook. This reservoir of ideas will become an invaluable resource to tap into in the exam. Always remember, the seeds of great stories lie in the willingness to explore and the readiness to be inspired by the world around you.

Planning Your Story

After identifying a spark of inspiration, it's crucial to channel that energy into a structured plan for your piece. Crafting an outline is essential, so don't skip the plan! Examiners can always spot an unplanned piece as it will fall apart somewhere around the middle. You only have 50 minutes:: you have time to write a moment, not a movie. Imagine a fascinating five minutes in the picture you've been given as stimulus. Plan a conflict, a contrast or a change that could happen within the five minutes. Remember, a well-thought-out plan not only acts as a roadmap for your writing but also ensures that your narrative remains coherent and compelling from start to finish.

Crafting Descriptive Settings

The environment where your narrative unfolds plays a pivotal role in immersing your audience in the world you’ve created. To craft settings that captivate, employ descriptive language that appeals to the senses. Envision your scene's sights, sounds, smells, and textures, and articulate these in your writing to conjure vivid imagery. Consider the emotional tone your setting imparts; a bustling city street can exude energy and possibility, whereas a secluded forest path might evoke tranquillity or mystery. Reflect on how the environment influences your characters’ actions and decisions, adding depth to your story. A well-drawn setting acts not merely as a backdrop but as a character in its own right, with the power to affect mood, reveal aspects of your characters, and even steer the narrative’s direction. Through thoughtful description, your settings can become memorable landscapes that linger in the reader’s mind long after they've turned the final page.

Don't skip the final five minute check

It feels very tempting to write to the last second but I implore you not to. Even if your spelling, punctuation and grammar is already perfect, the last second tweaks and edits you make could take you from one grade into the next.

Found this helpful? You can sign up for my creative writing guided revision session here .

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Time-Travel Writing - Doctor Who-themed reading/writing KS3 SOW to prepare for GCSE English Language

Subject: English

Age range: 11-14

Resource type: Other

Last updated

1 March 2021

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A SOW designed specifically to prepare students for GCSE English Language (specifically OCR 1-9, but could be adjusted).

Contents include: SOW Homework menu Powerpoint (2-3 lessons) - what is travel writing? Powerpoint (2-3 lessons) - the Romans Powerpoint (2-3 lessons) - Medieval writings Powerpoint (2-3 lessons) - the Tudors Powerpoint (2-3 lessons) - the Restoration OCR marking criteria for reading questions Student-friendly marking criteria for reading questions

Each Powerpoint includes a starter, extracts (I did also have printable Word versions, but TES would only let me upload so much…), reading questions, helpful hints, and writing tasks.

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10+ GCSE creative writing ideas, prompts and plot lines

Getting a good GCSE creative writing plot going can be difficult, here are some ideas to help you out.

Ahead of your exams, here are a selection of GCSE creative writing ideas and prompts to hopefully provide some inspiration.

The Lost Timepiece

Prompt: In an old, dusty attic, a teenager discovers a mysterious pocket watch that doesn’t seem to tell the correct time.

Potential Story Directions:

• The watch could transport the teenager to different moments in history whenever it's wound.
• The watch might belong to a long-lost relative, leading to a family mystery.
• The watch could be counting down to a significant event, and the protagonist must figure out what is about to happen.

The Secret Garden Door

Prompt: Behind the overgrown ivy in the school's garden, a student finds a door that wasn't there before.

• The door could lead to a magical world, offering an escape from everyday life but with challenges of its own.
• It might be a portal to the past, showing the school's history and secrets.
• The door could be a metaphorical passage to self-discovery, revealing hidden aspects of the character’s personality.

The Last Message

Prompt: A character receives a mysterious message in a bottle on the beach, written in a cryptic language.

• Deciphering the message could lead to an adventure, perhaps a treasure hunt or a rescue mission.
• The message might be from a distant land or time, offering insights into an ancient or futuristic world.
• It could be a personal message from someone significant in the character’s past, triggering a journey of emotional growth.

Midnight at the Museum

Prompt: A night guard at a museum notices that the exhibits come to life after midnight.

• The guard could interact with historical figures, learning about history firsthand.
• There might be a plot to steal an exhibit, and the living exhibits help to thwart it.
• The phenomenon could be linked to a supernatural event or an ancient curse that needs resolving.

The Forgotten Melody

Prompt: A pianist discovers an old, unplayed piano in a neglected music room that plays a melody no one seems to recognize.

• The melody could be a key to unlocking forgotten memories or a hidden past.
• It might be a magical melody, having various effects on listeners.

Each of these prompts offers a starting point for creative exploration, allowing students to develop their storytelling skills in imaginative and engaging ways.

Galactic Storm

Prompt: Astronauts on a mission to a distant planet encounter a bizarre, otherworldly storm.

• The storm could have strange, mind-altering effects on the crew.
• It might be a living entity, communicating in an unprecedented way.
• The crew must navigate through the storm to discover a hidden aspect of the universe.

Unearthed Powers

Prompt: A teenager suddenly discovers they have a supernatural ability.

• The power could be a family secret, leading to a journey of self-discovery.
• It might cause conflict with friends and society, forcing the protagonist to make difficult choices.
• The ability could attract unwanted attention, leading to a thrilling adventure.

Reflections of Reality

Prompt: A story that mirrors a significant real-life experience involving friendship or a pet.

• The story could explore the depth of human-animal bonds or the complexities of friendship.
• It might involve a heartwarming journey or a challenging ordeal.
• The protagonist learns valuable life lessons through these relationships.

Chronicle of Times

Prompt: A character discovers a way to travel through time.

• Traveling to the future, they encounter a radically different world.
• In the past, they might inadvertently alter history.
• The story could explore the moral and emotional implications of time travel.

Apocalyptic Event

Prompt: A natural disaster of unprecedented scale threatens humanity.

• The story could focus on survival, resilience, and human spirit.
• It might involve a journey to avert the disaster.
• The narrative could explore the societal changes that occur in the face of such a disaster.

The Unsolved Case

Prompt: A detective starts investigating a complex and mysterious murder.

• The investigation uncovers deep secrets and conspiracies.
• The detective's personal life might intertwine with the case.
• The story could have a surprising twist, challenging the reader's expectations.

Retold Fable

Prompt: Modernize a classic fable or story, such as the Boy Who Cried Wolf, in a contemporary setting.

• The story could be set in a modern city, exploring current social issues.
• It might be told from a different perspective, offering a fresh take on the moral of the story.
• The narrative could blend the original fable with current events, creating a powerful commentary.

Forbidden Love

Prompt: Two characters from vastly different worlds fall in love, against all odds.

• Their love could challenge societal norms and expectations.
• The story might explore the sacrifices they make for each other.
• It could be a journey of self-discovery and acceptance in the face of adversity.

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Mr Hanson's English

Discovering english and film, travel writing for gcse english language paper 2.

In the summer, I came across Rebecca Lowe’s compelling account of her recent bicycle ride across Europe and the Middle East: you can read her fascinating blog, The Bicycle Diaries, here . Her writing is evocative, personal but also accessible. Some of the content might be a little adult, so a little editing might be in order! Lowe’s story led me to try and find a similar resource from 19 th century travel writing to act as a companion/comparison piece. There is a great deal of nineteenth century travel writing by women and this is available for free on Project Gutenberg amongst other places. I have been reading some of the work of Isabella Bird, a prolific traveller and writer and I chose an extract from her book Journeys in Persia and Kurdistan – available here:  http://www.gutenberg.org/files/38827/38827-h/38827-h.htm#i082

The reason for my choice was obvious, I suppose. I wanted a companion piece to Lowe’s description of Tripoli and chose Bird’s description of the bazaars of Baghdad, then a city in Persia. I felt both were accessible and also might help open up a discussion with students about misconceptions, prejudices and attitudes towards people, places and customs.

I’ve included the two extracts below. On Dropbox I’ve included the word documents too: see here . I’ve also included a brief PPT that you can add to. It includes a recap of how to answer Q2.

The extracts

Source A: The Beautiful and The Damned from ‘The Bicycle Diaries’ by Rebecca Lowe

In 2015, Rebecca Lowe embarked on a 12 month long bicycle trip across Europe and the Middle-East. Here she describes her first night in Tripoli.   

Tripoli at dusk is a dispiriting place. As I cycle from the boat into the city centre, around me loom a series of sombre, grey tower blocks, rising like skeletal sentinels among a wasteland of debris. Several are sprinkled with bullet holes, I note with mild alarm, and I nudge Maud (my bike) along a little faster. I’m fairly sure the local mercenaries have downed tools for the time being, but I’m already far too far behind schedule to risk being shot on my first day (though it would admittedly do wonders for my social media profile).

I’m hoping to stay with the friend of a friend of a friend, but am yet to hear back from him. It’s worrying, as the motels look poky and miserable, oozing an aura of indecency and regret. I distract myself from my plight by buying a tea in a grimy café and counting the perplexing number of passing Mercedes and BMWs, which seem by far the most popular car in this far-from-affluent city.

Two hours later, I finally hear from my contact, B. I am hugely relieved, and almost immediately the city’s shadowy nooks seem sunnier, its sharp edges softer. Within ten minutes, I’m being warmly welcomed by B and his Filipino housekeeper (apparently all houses have one) in his carpet shop just half a mile away. The sectarian conflict in the city is under control now, I’m told, and I feel a little foolish for conjuring spectres out of the undergrowth. How different everything seems when you’re no longer alone and abandoned in the dark!

B is a 27-year-old Australian who moved to Lebanon seven years ago. He enjoys the ‘freedom’ here, he says, which seems to boil down to driving without a licence and not paying his taxes. I ask him about the cars and he tells me it’s due to people’s idolisation of Germany and their superficiality. Plastic surgery is reportedly huge, and often deliberately conspicuous. Everyone wants to flash their cash and status.

In Tripoli, curiously, this showiness goes hand in hand with a strong social conservatism. Most women wear hijabs, and B tells me he wouldn’t want to be seen drinking in public. Another friend later tells me that the city is surprisingly tolerant, despite its image. ‘You sometimes get burkinis and bikinis on the same beach, and nobody minds,’ she says. ‘But all people remember are the jihadists splashed across the papers.’

The next morning, as I prepare for my cycle to Beirut, B warns me that ‘the biggest storm of the year’ is due to hit today. … As I stand drowning under a lashing sheet of rain that soaks me instantly to the core, following yet another puncture 30km down the road, I can’t help feeling that it may have been the wrong decision. For half an hour I wait, helpless and sodden, as the sky turns leaden and swampy and slowly engulfs the entire Mediterranean Sea. Then, just as I’m losing hope of rescue, a car finally stops beside me and two textbook murderers (dirty trousers, rakish facial hair) get out and offer me a ride – an offer I know I should on no account accept.

Minutes later, we’re zooming down the road to Byblos. The men give me a satsuma, which I devour like somebody who hasn’t eaten for ten years (it’s been about ten minutes), and stop every mile or so to check Maud hasn’t fallen out the back (she hasn’t). They then drop me directly outside the restaurant where I’ve arranged to meet a friend; and, with a wave, they’re gone. Once again, human kindness trumps doom-laden distrust, I think relievedly. Is the world really crawling with as many psychopaths as the media would have us believe?

Maud – the name of Rebecca Lowe’s bicycle

Byblos – a city in Lebanon

Source B: The Bazaars of Baghdad by Isabella Bird

Isabella Bird was a famous 19 th century traveller who wrote about her experiences. In this extract, she describes the bazaars (or markets) in Baghdad, which was then a city in Persia (now it is the capital of Iraq).

Baghdad’s bazaars, which many people regard as the finest in the East outside of Istanbul, are of enormous extent and very great variety. Many are of brick, with well-built domed roofs, and sides arcaded both above and below, and are wide and airy. Some are of wood, all are covered, and admit light scantily, only from the roof. Those which supply the poorer classes are apt to be ruinous and squalid—” ramshackle ,” to say the truth, with an air of decay about them, and their roofs are merely rough timber, roughly thatched with reeds or date tree fronds. Of splendour there is none anywhere, and of cleanliness there are few traces. The old, narrow, and filthy bazaars in which the gold and silversmiths ply their trade are of all the most interesting. The trades have their separate localities, and the buyer who is in search of cotton goods, silk stuffs, carpets, cotton yarn, gold and silver thread, ready-made clothing, weapons, saddlery, rope, fruit, meat, grain, fish, jewellery, muslins, copper pots, etc., has a whole alley of contiguous shops devoted to the sale of the same article to choose from.

At any hour of daylight at this season, progress through the bazaars is slow. They are crowded, and almost entirely with men. It is only the poorer women who market for themselves, and in twos and threes, at certain hours of the day. In a whole afternoon, among thousands of men, I saw only five women, tall, shapeless, badly-made-up bundles, carried mysteriously along, rather by high, loose, canary-yellow leather boots than by feet. The face is covered with a thick black gauze mask, or cloth, and the head and remainder of the form with a dark blue or black sheet, which is clutched by the hand below the nose. The walk is one of tottering decrepitude. All the business transacted in the bazaars is a matter of bargaining, and as Arabs shout at the top of their voices, and buyers and sellers are equally keen, the roar is tremendous.

The Arab women go about the streets unveiled, and with the  aba  covering their very poor clothing, but it is not clutched closely enough to conceal the extraordinary tattooing which the Bedouin women everywhere regard as ornamental. There are artists in Baghdad who make their living by this mode of decorating the person, and vie with each other in the elaboration of their patterns. I saw several women tattooed with two wreaths of blue flowers on their bosoms linked by a blue chain, palm fronds on the throat, stars on the brow and chin, and bands round the wrists and ankles. These disfigurements, and large gold or silver filigree buttons placed outside one nostril by means of a wire passed through it, worn by married women, are much admired. When these women sell country produce in the markets, they cover their heads with the ordinary  chadar .

The streets are narrow, and the walls, which are built of fire-burned bricks, are high. Windows to the streets are common, and the oriel windows, with their warm brown lattices projecting over the roadways at irregular heights, are strikingly picturesque. Not less so are latticework galleries, which are often thrown across the street to connect the two houses of wealthy residents, and the sitting-rooms with oriel windows, which likewise bridge the roadways. Solid doorways with iron-clasped and iron-studded doors give an impression of security, and suggest comfort and to some extent home life, and sprays of orange trees, hanging over walls, and fronds of date palms give an aspect of pleasantness to the courtyards.

The best parts of the city, where the great bazaars, large dwelling-houses, and most of the mosques are, is surrounded by a labyrinth of alleys, fringing off into streets growing meaner till they cease altogether among open spaces, given up to holes, heaps, rubbish, the slaughter of animals, and in some favoured spots to the production of vegetables. Then come the walls, which are of kiln-burned bricks, and have towers intended for guns at intervals. The wastes within the walls have every element of decay and meanness, the wastes without, where the desert sands sweep up to the very foot of the fortifications, have many elements of grandeur.

Istanbul – now the capital of Turkey

Aba – a loose over-garment which covers the whole body except the head, feet and hands

Bedouin – a nomadic tribe

Chadar – a long garment worn by Muslim women which covers the body and obscures part of the face

Bazaar – a market

Oriel window – a type of bay window that juts out from the wall

Here are some exam style questions to accompany the two extracts

Read again the first two paragraphs of source A.

Choose four statements below which are TRUE.

• The writer thinks that Tripoli is gloomy and depressing
• She arrived in Tripoli on a boat
• There are guards at the tower blocks
• She feels a little scared by the environment
• The writer’s journey has been delayed
• The writer has been shot at
• She has driven a Mercedes around the city
• Tripoli is a rich city

You need to refer to Source A and Source B for this question.

The writers in both sources describe different things about the cities they visit.

Use details from both sources to write a summary of the different things the writer describes in Source A and the things described by the writer in Source B.

You now need to refer only to the final paragraph of Source B.

How does the writer use language to describe this part of the city?

For this question, you need to refer to the whole of Source A, together with the whole of Source B.

Compare how the writers convey their different perspectives and feelings about the places they visit.

In your answer you could:

• Compare their different perspectives and feelings
• Compare the methods the writers use to convey their different perspectives and feelings
• Support your response with references to both texts.

Question 5 (a choice)

“Travelling alone to faraway countries is dangerous and should be banned.”

Write an article for in which you argue for or against this statement.

“Travel is the best form of education”.

Write an article explaining your views on this statement.

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4 thoughts on “ travel writing for gcse english language paper 2 ”.

• Pingback: Film, travel writing and the flaneuse. – Mr Hanson's English

Came across this lesson as I was looking around for extracts for my students. Thanks for including. Just wanted to inform you that the first text is set in Lebanon, not Libya as you’ve written in your intro. Can be tricky as there is a Tripoli in both, but riding from Libya to Beirut would be tough.

Thank you Sam. I will amend accordingly. The importance of proof reading!

Thank you for your resources! They really helped a lot and they are very interesting!

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