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11+ · English - Creative and Persuasive Writing (Extended Tasks)

EP.E21 Creative and Persuasive Writing Prompts

GL ASSESSMENT / CSSE 11+ Entrance English (GL Assessment / CSSE style) · Calculators not allowed · about 260 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

Answer ALL questions. Show all your working.

Timed task: you have 5 minutes. Plan (do NOT write in full) a short speech to persuade your head teacher, Mr Adeyemi, to set up a quiet reading corner in part of the playground. Use bullet points only, not full sentences.

Note: your main argument in one line; two supporting reasons or pieces of evidence; one objection Mr Adeyemi might raise, and a brief answer to it; a memorable closing line or call to action.

(Total for Question 1 is 6 marks)

Timed task: you have 5 minutes. Plan (do NOT write in full) the opening of a story titled 'The Locked Door'. Use bullet points only, not full sentences.

Note: your main character (name and one telling detail); the setting (where and when); what is behind the locked door and why it matters to your character; one word or phrase for the mood or atmosphere you want.

(Total for Question 2 is 6 marks)

Write the opening of a story (250-350 words, about 20-25 minutes). Your story must begin with this exact sentence:

'The letter had been sitting on the doormat for three days before anyone noticed it.'

PLANNING FRAME (not marked, but use it before you write): your main character and one telling detail about them; the setting; who the letter might be from and why nobody noticed it sooner; one hint about what happens next.

Focus on hooking your reader and establishing character, setting and a sense of intrigue.

(Total for Question 3 is 18 marks)

Describe a busy street market on a Saturday morning (250-350 words, about 20-25 minutes). You do not need to tell a story; focus on creating a vivid, sustained picture using more than one sense.

PLANNING FRAME (not marked, but use it before you write): at least one detail for sight, sound, smell and touch; an order for your description (for example, as if walking through the market); one overall mood or impression to sustain throughout.

Focus on precise vocabulary and at least one piece of figurative language (simile, metaphor or personification).

(Total for Question 4 is 18 marks)

Your local council is deciding whether to spend GBP 40,000 on extending the car park behind the leisure centre, or on building a small skate park on the same land. Write a letter to the council persuading them to choose the skate park (250-350 words, about 20-25 minutes).

PLANNING FRAME (not marked, but use it before you write): your main argument and at least two supporting reasons or pieces of evidence; the car park counter-argument and how you will answer it; at least one persuasive technique you plan to use (for example a rhetorical question or the rule of three); a memorable closing line.

Use appropriate letter conventions (for example an address and date, a suitable greeting and sign-off).

(Total for Question 5 is 18 marks)

Write a recount of a day when something did not go according to plan (250-350 words, about 20-25 minutes). It can be a real memory or an invented one, but it should feel truthful and personal.

PLANNING FRAME (not marked, but use it before you write): the events of the day in order, including the moment things went wrong; at least one specific feeling or reaction; how the day was resolved or what you learned from it.

Focus on a genuine personal voice and specific, convincing detail rather than a general list of events.

(Total for Question 6 is 18 marks)

Write the opening of a story (250-350 words, about 20-25 minutes). Your story must begin with this exact sentence:

'Nobody in the village would go near the old windmill after dark, but tonight Priya had no choice.'

PLANNING FRAME (not marked, but use it before you write): a plausible reason nobody goes near the windmill after dark; a specific, urgent reason Priya has no choice tonight; the mood or atmosphere you want to build.

Focus on building atmosphere and tension without over-explaining the mystery.

(Total for Question 7 is 18 marks)

Describe an abandoned house from the point of view of someone walking through it for the first time (250-350 words, about 20-25 minutes). You do not need to tell a story; focus on vivid, sustained description.

PLANNING FRAME (not marked, but use it before you write): sensory details across more than one sense; an order for the description (for example, room to room); one small, specific object or detail to focus on; one overall mood to sustain.

Avoid generic 'spooky house' images; aim for detail that feels specific and original.

(Total for Question 8 is 18 marks)

Write a speech to be delivered to your class persuading your classmates that some homework time should be replaced with independent 'project time', where pupils choose their own topic to research and present (250-350 words, about 20-25 minutes).

PLANNING FRAME (not marked, but use it before you write): your main argument and at least two supporting reasons or pieces of evidence; acknowledge that some homework is still useful, and plan how you will answer this; at least one persuasive technique you plan to use; a memorable opening and closing line.

Use appropriate speech conventions (for example direct address to your audience).

(Total for Question 9 is 18 marks)

Write a recount of the most memorable school trip you have been on (250-350 words, about 20-25 minutes). You may invent one if you prefer. Focus on what made it memorable and how it made you feel.

PLANNING FRAME (not marked, but use it before you write): the key moments of the trip in order; the single moment that made it most memorable; at least one specific feeling or reflection; how you will end your recount.

Focus on specific, convincing detail (particular people, places and moments) rather than a general account.

(Total for Question 10 is 18 marks)

Write the opening of a story (350-450 words, about 30-35 minutes). This task is marked out of more marks than the others because it asks you to control several techniques at once.

Your opening must include:
- a storm
- a decision your character has to make in seconds
- a final sentence of no more than five words that creates tension

PLANNING FRAME (not marked, but use it before you write): your character and the storm setting; the split-second decision and its consequences either way; a possible final short sentence (five words or fewer), drafted in advance.

Focus on controlling pace, for example through sentence length, to build tension towards your final line.

(Total for Question 11 is 21 marks)

Mark scheme · EP.E21 Creative and Persuasive Writing Prompts

Question 1

Quality of plan (structure and ideas) (AO5)
- Level 3 (5-6): A well-structured plan with a clear main argument, at least two specific supporting reasons or pieces of evidence, a plausible objection that is briefly answered, and a memorable closing idea. Ideas are specific and relevant throughout.
- Level 2 (3-4): A clear plan with a main argument and at least one supporting reason, in a logical order. Some specific detail included, but the objection or the closing idea may be missing or underdeveloped.
- Level 1 (1-2): A basic plan with a main argument but little supporting detail, no clear objection considered, and no closing idea noted.
- Level 0 (0): Nothing worthy of credit.

Question 2

Quality of plan (structure and ideas) (AO5)
- Level 3 (5-6): A well-structured plan with a specific, named character and detail, a clear setting, a genuinely intriguing idea about the door, and a mood or atmosphere noted. Ideas are specific and original throughout.
- Level 2 (3-4): A clear plan with a character, a setting and an idea about the door, in a logical order. Some specific detail included, but a stage may be underdeveloped or the mood not clearly identified.
- Level 1 (1-2): A basic plan with an idea about a character or setting, but little sense of what the door means or the atmosphere intended.
- Level 0 (0): Nothing worthy of credit.

Question 3

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, convincing narrative opening that manages the reader's response throughout, for example through pace, suspense or a controlled hint of what is to come. Precise, ambitious vocabulary and a confident range of narrative techniques used for deliberate effect. A clear, distinctive voice.
- Level 3 (7-9): A well-organised opening with a clear sense of character, setting and situation, and at least one deliberate technique (for example a simile, dialogue or varied sentence lengths) used for effect. Some awareness of how to engage the reader.
- Level 2 (4-6): A clear opening with a recognisable character and setting, and some appropriate vocabulary. Limited use of description or technique to engage the reader.
- Level 1 (1-3): A simple opening with a single idea; limited vocabulary and mostly simple sentence structures; little sense of character or setting established.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 4

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, sustained description that creates a vivid and convincing overall impression, using precise, ambitious vocabulary and a confident range of descriptive techniques (for example figurative language, varied sentence structures, precise sensory detail) for deliberate effect.
- Level 3 (7-9): A well-organised description with a clear sense of place and atmosphere, using sensory detail across more than one sense and at least one deliberate descriptive technique (for example simile or personification) for effect.
- Level 2 (4-6): A clear description with some relevant sensory detail and appropriate vocabulary, but limited variety of technique or sentence structure.
- Level 1 (1-3): A simple description with limited, mostly visual detail; little variety of vocabulary or sentence structure.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 5

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, sustained argument that manages the reader throughout, using precise, ambitious vocabulary, a confident range of persuasive techniques (for example rhetorical question, rule of three, direct address) used for deliberate effect, and a considered, well-answered counter-argument.
- Level 3 (7-9): A well-organised argument with a clear main position, relevant supporting reasons, and at least one deliberate persuasive technique used for effect. Appropriate letter conventions used correctly.
- Level 2 (4-6): A clear argument with a main position and some supporting reasons, using some appropriate vocabulary, but limited use of persuasive technique or letter conventions.
- Level 1 (1-3): A simple statement of opinion with limited supporting reasons; little use of persuasive technique or appropriate letter form.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 6

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, convincing recount with a genuine, sustained personal voice, precise and ambitious vocabulary, and a confident range of techniques (for example reflection, varied pace, specific sensory or emotional detail) used for deliberate effect.
- Level 3 (7-9): A well-organised recount in a clear chronological order, with specific, convincing detail and some honest reflection on feelings, using appropriate vocabulary.
- Level 2 (4-6): A clear recount of events in a logical order, with some relevant detail, but limited reflection or variety of vocabulary.
- Level 1 (1-3): A simple, list-like recount of events with little detail or reflection; limited vocabulary and mostly simple sentence structures.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 7

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, convincing narrative opening that manages the reader's response throughout, for example through pace, suspense or a controlled hint of what is to come. Precise, ambitious vocabulary and a confident range of narrative techniques used for deliberate effect. A clear, distinctive voice.
- Level 3 (7-9): A well-organised opening with a clear sense of character, setting and situation, and at least one deliberate technique (for example a simile, dialogue or varied sentence lengths) used for effect. Some awareness of how to engage the reader.
- Level 2 (4-6): A clear opening with a recognisable character and setting, and some appropriate vocabulary. Limited use of description or technique to engage the reader.
- Level 1 (1-3): A simple opening with a single idea; limited vocabulary and mostly simple sentence structures; little sense of character or setting established.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 8

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, sustained description that creates a vivid and convincing overall impression, using precise, ambitious vocabulary and a confident range of descriptive techniques (for example figurative language, varied sentence structures, precise sensory detail) for deliberate effect.
- Level 3 (7-9): A well-organised description with a clear sense of place and atmosphere, using sensory detail across more than one sense and at least one deliberate descriptive technique (for example simile or personification) for effect.
- Level 2 (4-6): A clear description with some relevant sensory detail and appropriate vocabulary, but limited variety of technique or sentence structure.
- Level 1 (1-3): A simple description with limited, mostly visual detail; little variety of vocabulary or sentence structure.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 9

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, sustained argument that manages the reader throughout, using precise, ambitious vocabulary, a confident range of persuasive techniques (for example rhetorical question, rule of three, direct address) used for deliberate effect, and a considered, well-answered counter-argument.
- Level 3 (7-9): A well-organised argument with a clear main position, relevant supporting reasons, and at least one deliberate persuasive technique used for effect. Appropriate speech conventions used correctly.
- Level 2 (4-6): A clear argument with a main position and some supporting reasons, using some appropriate vocabulary, but limited use of persuasive technique or speech conventions.
- Level 1 (1-3): A simple statement of opinion with limited supporting reasons; little use of persuasive technique or appropriate speech form.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 10

Content and organisation (AO5)
- Level 4 (10-12): A sophisticated, convincing recount with a genuine, sustained personal voice, precise and ambitious vocabulary, and a confident range of techniques (for example reflection, varied pace, specific sensory or emotional detail) used for deliberate effect.
- Level 3 (7-9): A well-organised recount in a clear chronological order, with specific, convincing detail and some honest reflection on feelings, using appropriate vocabulary.
- Level 2 (4-6): A clear recount of events in a logical order, with some relevant detail, but limited reflection or variety of vocabulary.
- Level 1 (1-3): A simple, list-like recount of events with little detail or reflection; limited vocabulary and mostly simple sentence structures.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (5-6): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect.
- Level 2 (3-4): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Question 11

Content and organisation (AO5)
- Level 4 (12-14): A sophisticated, tightly controlled narrative opening that combines all three required elements (storm, split-second decision, five-word-or-fewer final sentence) with real skill, managing pace and tension throughout using precise, ambitious vocabulary and a confident range of techniques used for deliberate effect.
- Level 3 (8-11): A well-organised narrative opening that includes all three required elements, with at least one deliberate technique used to build tension and a final short sentence that has some impact.
- Level 2 (4-7): A clear narrative opening that includes most of the required elements, with some appropriate vocabulary, but limited control of pace or tension.
- Level 1 (1-3): A simple opening that includes one or none of the required elements convincingly; limited vocabulary and mostly simple sentence structures.
- Level 0 (0): Nothing worthy of credit.
Technical accuracy (AO6)
- Level 3 (6-7): Consistently accurate spelling, punctuation and grammar throughout, including on ambitious vocabulary and more complex sentence structures; punctuation used precisely for effect, including in the final short sentence.
- Level 2 (3-5): Mostly accurate spelling, punctuation and grammar; occasional errors on more ambitious vocabulary or complex sentences, but meaning is never lost.
- Level 1 (1-2): Frequent errors in spelling, punctuation and/or grammar; simple sentence structures used almost throughout.
- Level 0 (0): Nothing worthy of credit.

Creative and Persuasive Writing Prompts - Worksheets, Questions and Revision