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CE.E28 Writing: Composition Set 6

ISEB COMMON ENTRANCE CE.E28 · Calculators not allowed · about 130 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

This pack is a sixth block of entirely fresh material for the ISEB Common Entrance Composition paper, spanning narrative, descriptive, discursive/persuasive and personal writing. Short questions on vocabulary, sentence craft, punctuation and planning come first, followed by two short levels-marked writing tasks (one narrative, one descriptive) and a plan for a persuasive speech, and finally two full composition tasks (a discursive essay and a personal reflective piece) marked using the grids provided. Spend a few minutes planning each composition before you begin, and leave time at the end to check your work.

For each sentence, select the option containing the most powerful and precise word for a piece of composition writing.

(a)The gate ___ shut behind them as the wind picked up.(1)

A) closed
B) banged
C) went
D) was closed

(b)Rain ___ against the classroom windows all afternoon.(1)

A) fell
B) came
C) hammered
D) was there

(c)The kite ___ across the sky before diving towards the sea.(1)

A) moved
B) soared
C) went
D) was flying

(d)The crowd ___ as the final whistle blew.(1)

A) made noise
B) roared
C) shouted loudly
D) was noisy

(Total for Question 1 is 4 marks)

State two ways a writer can make a piece of descriptive writing more original, other than simply adding more adjectives.

(Total for Question 2 is 2 marks)

Identify whether each sentence is simple, compound or complex.

(i)'The engine stalled.'(1)

(ii)'The engine stalled, and the driver groaned.'(1)

(iii)'Since the engine stalled, the driver groaned.'(1)

(Total for Question 3 is 3 marks)

Punctuate this line of speech correctly, adding inverted commas and any other punctuation needed. Do not change the words.

mind the step called the guide the floor is uneven

(Total for Question 4 is 4 marks)

Each sentence below has an error in verb tense. Rewrite each sentence correctly, keeping it consistently in the past tense.

(a)'Yesterday, Kofi run to the shop and buys a carton of milk.'(2)

(b)'By the time the bell rings, the pupils already finishes their lunch.'(2)

(Total for Question 5 is 4 marks)

Write an expanded noun phrase (using at least two well-chosen describing words or phrases) for each of the following.

(a)the tower above the harbour(1)

(b)the path through the woods(1)

(Total for Question 6 is 2 marks)

Write one original sentence for each task below. Do not copy any example used elsewhere in this pack.

(a)Write one original simile describing a swimming pool changing room just after a school gala.(2)

(b)Write one original metaphor describing the hush in a classroom during a chess tournament.(2)

(Total for Question 7 is 4 marks)

Write one original sentence that uses personification to describe rain drumming on a tent at night.

(Total for Question 8 is 2 marks)

Rewrite this sentence so that it shows Marcus's feelings through his actions, senses or physical details, without using the words 'proud', 'pleased' or similar feeling words.

Marcus was very proud after winning the chess tournament.

(Total for Question 9 is 3 marks)

Below are four plan notes for a story titled 'The Lost Kite', labelled W, X, Y and Z, but they are not in the correct order.

W: A sudden gust rips the string from Yusuf's fingers, sending the kite spinning towards the row of trees at the field's edge.
X: Yusuf and his little cousin launch the kite from the top of the hill, laughing as it catches the wind.
Y: Yusuf climbs back down, kite in hand, and hands the string back to his cousin with a relieved grin.
Z: Yusuf scrambles up the lowest branches, stretching just far enough to snatch the tangled kite before it can tear.

Write the letters in the correct order to show the Opening, Build-up, Climax and Resolution of the story.

(Total for Question 10 is 4 marks)

Add the missing capital letters, apostrophes and punctuation to this paragraph.

leons science project was ruined he stared at the soggy poster board but there was nothing to be done dont worry said his teacher well print you a new one

(Total for Question 11 is 5 marks)

Write three different sentence openers to begin a description of a fish market at dawn, each using a different technique.

(a)Begin with an -ing (participle) opener.(1)

(b)Begin with an adverb.(1)

(c)Begin with a preposition or prepositional phrase.(1)

(Total for Question 12 is 3 marks)

Write an opening paragraph (about 60 to 90 words) for a story titled 'The Locked Classroom'. Your paragraph should create a sense of tension and make the reader want to read on.

(Total for Question 13 is 6 marks)

Write an opening paragraph (about 60 to 90 words) for a description titled 'The Flooded Cellar'. Your paragraph should create a strong sense of atmosphere and make the reader want to read on.

(Total for Question 14 is 6 marks)

Before writing a persuasive speech arguing that your school should extend the lunch break by fifteen minutes, jot down a brief plan using bullet points. Your plan should include: a strong opening reason for the change; a specific piece of evidence or example supporting your case; a considered response to a likely objection; and a clear call to action for your reader.

(Total for Question 15 is 4 marks)

Each sentence below uses an overused, vague word. Replace the underlined word with a more precise and effective alternative, keeping the sentence's meaning.

(a)The cake tasted NICE after cooling on the windowsill for an hour.(1)

(b)The engine made a BAD noise as it struggled to start.(1)

(c)The horse WENT across the field towards the open gate.(1)

(d)It was a BIG storm that hit the coast overnight.(1)

(e)Grandma looked HAPPY when she opened the parcel.(1)

(Total for Question 16 is 5 marks)

Proofread this paragraph and correct the five spelling errors. Write out the corrected paragraph.

Maya felt utterly dissapointed when the trip was cancelled. The coach company explained that it was neccessary to reschedule because they could not immediatly find a replacement vehicle that would acommodate the whole class, and everyone had to accept the existance of the delay with as much patience as they could manage.

(Total for Question 17 is 5 marks)

Discursive writing task. You are advised to spend about 30 minutes on this question. Plan before you begin and leave time to check your work. (14 marks for content, organisation and style; 6 marks for technical accuracy.)

Some people believe that mobile phones should be banned in secondary school classrooms. Write a discursive piece exploring both sides of this argument before reaching your own conclusion.

(Total for Question 18 is 20 marks)

Personal writing task. You are advised to spend about 30 minutes on this question. Plan before you begin and leave time to check your work. (14 marks for content, organisation and style; 6 marks for technical accuracy.)

Write about a time when you had to speak up for something you believed in, even though it felt difficult to do so. This can be a real experience or one you invent, but explain how it changed you.

(Total for Question 19 is 20 marks)

Mark scheme · CE.E28 Writing: Composition Set 6

Question 1

(a) B1 B only, cao
(a) Answer: B) banged
(b) B1 C only, cao
(b) Answer: C) hammered
(c) B1 B only, cao
(c) Answer: B) soared
(d) B1 B only, cao
(d) Answer: B) roared

Question 2

B1 one valid technique, e.g. using figurative language such as simile, metaphor or personification rather than long strings of adjectives (oe)
B1 a second valid technique, e.g. appealing to senses other than sight, choosing precise nouns and verbs, structuring the description with a clear viewpoint, or showing the effect a scene has on a character (oe)
Answer: Any two of: using figurative language such as simile, metaphor or personification rather than long strings of adjectives; appealing to senses beyond sight (sound, smell, touch, taste); choosing precise, specific nouns and verbs rather than generic ones propped up with modifiers; structuring the description with a clear viewpoint, such as moving from general to specific or panning across a scene; showing the effect the scene has on a character rather than only listing its features.

Question 3

(i) B1 simple (cao)
(i) Answer: Simple sentence
(ii) B1 compound (cao)
(ii) Answer: Compound sentence
(iii) B1 complex (cao)
(iii) Answer: Complex sentence

Question 4

B1 opening inverted commas before capital 'Mind' (cso)
B1 comma after 'step' and closing inverted commas before 'called the guide' (cso)
B1 comma after 'guide', then reopening inverted commas before lower-case 'the' (cso)
B1 closing full stop placed inside the final inverted commas (cso)
Answer: 'Mind the step,' called the guide, 'the floor is uneven.'

Question 5

(a) B1 corrects 'run' to 'ran' (cso)
(a) B1 corrects 'buys' to 'bought' (cso)
(a) Answer: Yesterday, Kofi ran to the shop and bought a carton of milk.
(b) B1 corrects 'rings' to 'rang' (cso)
(b) B1 corrects 'already finishes' to 'had already finished', using the past perfect for the earlier action (cso)
(b) Answer: By the time the bell rang, the pupils had already finished their lunch.

Question 6

(a) B1 a noun phrase headed by 'tower' with at least two effective modifiers (oe)
(a) Answer: e.g. 'the weathered, salt-stained tower above the harbour'
(b) B1 a noun phrase headed by 'path' with at least two effective modifiers (oe)
(b) Answer: e.g. 'the narrow, moss-covered path through the woods'

Question 7

(a) B1 a grammatically complete simile using 'like' or 'as' (oe)
(a) B1 an apt, effective image suited to a busy, steamy, noisy post-gala changing room (oe)
(a) Answer: e.g. 'Steam rolled off the changing room floor like mist over a summer field, voices bouncing off every tile.'
(b) B1 a grammatically complete metaphor stating that the hush is/becomes something else, with no use of 'like' or 'as' (oe)
(b) B1 an apt, effective image suited to a quiet, concentrated tournament classroom (oe)
(b) Answer: e.g. 'A thick hush wrapped itself around the classroom, broken only by the soft click of pieces being set down.'

Question 8

B1 gives the rain a human action, feeling or intention (oe)
B1 an effective, apt choice of verb or feeling suited to rain drumming on a tent at night (oe)
Answer: e.g. 'The rain drummed impatiently on the tent roof, demanding to be let in from the dark.'

Question 9

B1 no direct emotion words used (cao)
B1 includes at least one physical, sensory or behavioural detail that implies the feeling (oe)
B1 the rewrite is coherent and clearly implies the same emotion (oe)
Answer: e.g. 'Marcus held the trophy a little higher than necessary, grinning at anyone who caught his eye on the walk home.'

Question 10

B1 X identified as the Opening (cao)
B1 W identified as the Build-up (cao)
B1 Z identified as the Climax (cao)
B1 Y identified as the Resolution (cao)
Answer: Correct order: X, W, Z, Y (Opening, Build-up, Climax, Resolution).

Question 11

B1 capital 'Leon's' at the start, with the apostrophe showing possession (cso)
B1 full stop after 'ruined' and capital 'He' to start the next sentence (cso)
B1 comma before 'but' and full stop after 'done' (cso)
B1 apostrophe in "don't" (cso)
B1 inverted commas around 'Don't worry,' with capital 'D', comma before 'said his teacher', and apostrophe in "we'll" (cso)
Answer: Leon's science project was ruined. He stared at the soggy poster board, but there was nothing to be done. 'Don't worry,' said his teacher, 'we'll print you a new one.'

Question 12

(a) B1 sentence begins with a present participle phrase, grammatically correct (oe)
(a) Answer: e.g. 'Hauling crates of glistening mackerel from the boat, a fisherman called out the morning's catch.'
(b) B1 sentence begins with a single adverb followed by a comma, grammatically correct (oe)
(b) Answer: e.g. 'Briskly, a trader arranged fresh ice around rows of silver fish.'
(c) B1 sentence begins with a prepositional phrase, grammatically correct (oe)
(c) Answer: e.g. 'Beneath the corrugated awning, gulls circled low, watching for scraps.'

Question 13

Level 1 (1-2): A simple, largely generic opening with little sense of tension; limited or repetitive vocabulary; the situation is barely described.
Level 2 (3-4): A clear attempt to create tension, for example through the stuck door handle, the fading corridor sounds, or a character's reason for being locked in; some appropriate vocabulary and sentence variety.
Level 3 (5-6): An effective, engaging opening that creates a strong sense of tension through carefully chosen detail and precise vocabulary; deliberately withholds information; uses varied sentence structures; clearly makes the reader want to read on.
Indicative content:
- establishes time pressure or isolation, e.g. the last pupil left behind after the bell, or a door that will not budge
- uses sensory or atmospheric detail about the setting (a humming light, footsteps fading down the corridor, a cold draught under the door) to build unease
- deliberately withholds information, e.g. why the door was locked in the first place
- uses a short, impactful sentence or a rhetorical question to hook the reader
- varies sentence length or structure for effect rather than using a flat, uniform style
- avoids simply announcing that the situation is tense or frightening

Question 14

Level 1 (1-2): A simple, largely generic description with little sense of atmosphere; limited or repetitive vocabulary; the cellar is barely described.
Level 2 (3-4): A clear attempt to create atmosphere, for example through the standing water or the dripping pipes; some appropriate vocabulary and sentence variety.
Level 3 (5-6): An effective, engaging description that creates a strong sense of atmosphere through carefully chosen detail and precise vocabulary; suggests unease or mystery through specific detail; uses varied sentence structures; clearly makes the reader want to read on.
Indicative content:
- describes the standing water and its effects (floating boxes, a half-submerged bicycle, damp creeping up the walls)
- uses sensory or atmospheric detail (dripping pipes, the smell of stagnant water, an echo underfoot) to build mood
- notes a specific unexpected detail, such as a child's toy floating past or a bulb still flickering above the water, to suggest a story behind the flood
- uses a short, impactful sentence or vivid image to hook the reader
- varies sentence length or structure for effect rather than using a flat, uniform style
- avoids simply announcing that the cellar is flooded or unpleasant

Question 15

B1 a suitable, appealing opening reason for the change (oe)
B1 a specific piece of evidence or example supporting the case (oe)
B1 a suitable, considered response to a likely objection (oe)
B1 a clear, appropriate call to action for the reader (oe)
Answer: e.g. Opening reason: pupils currently queue for so long that many barely have ten minutes left to eat; Evidence: a survey of Year 8 found most pupils spend under eight minutes actually eating their lunch; Objection answered: pupils worried about losing lesson time could make it up with a slightly earlier start to the school day; Call to action: ask the school council to trial the change for one half-term and review it together.

Question 16

(a) B1 a precise, more vivid alternative to 'nice', e.g. delicious, scrumptious, heavenly (oe)
(a) Answer: e.g. 'delicious'
(b) B1 a precise alternative to 'bad' suited to an engine noise, e.g. grinding, screeching, ominous (oe)
(b) Answer: e.g. 'grinding'
(c) B1 a precise alternative to 'went' that conveys manner of movement, e.g. cantered, galloped, trotted (oe)
(c) Answer: e.g. 'cantered'
(d) B1 a precise alternative to 'big' suited to a storm, e.g. ferocious, violent, monstrous (oe)
(d) Answer: e.g. 'ferocious'
(e) B1 a precise alternative to 'happy' that conveys the quality of the feeling, e.g. delighted, overjoyed, radiant (oe)
(e) Answer: e.g. 'delighted'

Question 17

B1 'dissapointed' corrected to 'disappointed' (cso)
B1 'neccessary' corrected to 'necessary' (cso)
B1 'immediatly' corrected to 'immediately' (cso)
B1 'acommodate' corrected to 'accommodate' (cso)
B1 'existance' corrected to 'existence' (cso)
Answer: Maya felt utterly disappointed when the trip was cancelled. The coach company explained that it was necessary to reschedule because they could not immediately find a replacement vehicle that would accommodate the whole class, and everyone had to accept the existence of the delay with as much patience as they could manage.

Question 18

Content, organisation and style (AO5, 14 marks)
- Level 4 (12-14): A balanced, well-developed discussion that presents genuinely persuasive, well-evidenced points on both sides of the argument, for example weighing distraction and safety concerns against emergency contact and independent learning; sophisticated connectives of contrast and addition are used precisely; a considered, independent conclusion weighs the arguments rather than simply repeating them; paragraphing and structure guide the reader confidently through the debate.
- Level 3 (8-11): A clear discussion that presents reasonably developed points on both sides; connectives of contrast and addition are used accurately to link ideas; a conclusion reaches a clear view; logical paragraphing structures the debate.
- Level 2 (4-7): Some attempt to present both sides, though development may be thin or one-sided; simple connectives are used; a brief or unclear conclusion; basic paragraphing gives some sense of structure.
- Level 1 (1-3): A largely one-sided statement of opinion with little genuine discussion of the other side; connectives rarely used to link ideas; little evidence of a considered conclusion or planning.
Technical accuracy (AO6, 6 marks)
- Level 3 (5-6): A wide range of sentence forms, including complex sentences that weigh alternatives, used accurately and for deliberate effect; spelling and punctuation almost always accurate, including accurate use of connectives of contrast.
- Level 2 (3-4): Some variety of sentence forms; generally accurate spelling and punctuation, with occasional errors that do not obscure meaning.
- Level 1 (1-2): A limited range of sentence forms; frequent errors in spelling and/or punctuation, though meaning generally remains clear.

Question 19

Content, organisation and style (AO5, 14 marks)
- Level 4 (12-14): A compelling, genuinely reflective account that captures both the difficulty of speaking up and what it revealed about the writer with real honesty and insight; ambitious vocabulary and precise, sensory detail bring the moment vividly to life; sophisticated structure, for example contrasting the hesitation beforehand with the decision to speak, gives the piece a clear shape and a resonant conclusion.
- Level 3 (8-11): A clear, thoughtful account that conveys the difficulty of speaking up and what was learned from it; increasingly ambitious vocabulary and specific detail support the reflection; deliberate structural choices, such as a logical sequence and a considered ending, give the piece coherence.
- Level 2 (4-7): Some genuine reflection on the experience; an attempt at specific detail, though the account may lean towards the general; simple structure with some sense of coherence.
- Level 1 (1-3): A largely literal account with little genuine reflection; limited or repetitive vocabulary; feelings are named rather than conveyed through detail; little evidence of planning.
Technical accuracy (AO6, 6 marks)
- Level 3 (5-6): A wide range of sentence forms used accurately and for deliberate effect, including shifts of pace to mark the moment of decision and its aftermath; spelling and punctuation almost always accurate.
- Level 2 (3-4): Some variety of sentence forms; generally accurate spelling and punctuation, with occasional errors that do not obscure meaning.
- Level 1 (1-2): A limited range of sentence forms; frequent errors in spelling and/or punctuation, though meaning generally remains clear.

Writing: Composition Set 6 - Worksheets, Questions and Revision