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CE.E3 Writing: Composition

ISEB CE CE.E3 · Calculator allowed · about 130 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

This pack builds the skills needed for the ISEB Common Entrance Composition paper. Short questions on vocabulary, sentence craft, punctuation and planning come first, followed by two short levels-marked writing tasks, and finally two full composition tasks 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 rain ___ against the window.(1)

A) came
B) fell
C) hammered
D) went

(b)She was ___ when she found the missing letter.(1)

A) happy
B) pleased
C) ecstatic
D) fine

(c)The old house ___ at the end of the lane.(1)

A) was
B) loomed
C) sat
D) is

(d)The wind ___ through the trees.(1)

A) went
B) blew
C) howled
D) moved

(Total for Question 1 is 4 marks)

State two purposes that a strong opening paragraph in a story or description should achieve, other than simply starting the piece.

(Total for Question 2 is 2 marks)

Identify whether each sentence is simple, compound or complex.

(i)'The dog barked.'(1)

(ii)'The dog barked, and the cat hissed.'(1)

(iii)'Although the rain had stopped, the pavements were still wet.'(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 here

(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, Tom run to school and forgets his bag.'(2)

(b)'By the time the bell rings, the class already leaves.'(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 forest at midnight(1)

(b)the crowd at the market(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 busy railway station.(2)

(b)Write one original metaphor describing silence in an empty house.(2)

(Total for Question 7 is 4 marks)

Write one original sentence that uses personification to describe a storm approaching a coastline.

(Total for Question 8 is 2 marks)

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

James was very nervous before his exam.

(Total for Question 9 is 3 marks)

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

W: Maya finally finds the courage to open the door and discovers it was only the cat.
X: Maya is alone in the old house on a stormy night, and hears the wind rattling the shutters.
Y: A shadow moves outside the window, and the door handle slowly begins to turn.
Z: Maya hears footsteps on the stairs and grips a poker from the fireplace.

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.

the girls bag was heavy with books her shoulders ached but she didnt want to complain isnt this exciting she said trying to sound brave

(Total for Question 11 is 5 marks)

Write three different sentence openers to begin a description of a beach, 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 Empty Chair'. Your paragraph should create a sense of mystery and make the reader want to read on.

(Total for Question 13 is 6 marks)

Write a short passage of dialogue (at least three lines of speech) between two characters who disagree about whether to explore a cave. Use correctly punctuated direct speech and show each character's personality through what they say.

(Total for Question 14 is 6 marks)

Before writing a composition titled 'The Storm', jot down a brief plan using bullet points. Your plan should include: the opening image or hook; the build-up event; the climax; and the resolution or final image.

(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 view from the cliff top was NICE.(1)

(b)'Stop right there!' he SAID loudly.(1)

(c)She WENT to the door and listened.(1)

(d)It was a BIG storm that night.(1)

(e)The food at the harbour cafe was GOOD.(1)

(Total for Question 16 is 5 marks)

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

It was definately the strangest post she had ever recieved. The handwriting looked seperate from anything she recognised, and she could not beleive that such an unusual parcel had apeared on the doorstep without warning.

(Total for Question 17 is 5 marks)

Descriptive 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.)

Look at the picture description below, then write a description suggested by it. You may write about the scene described, or use it only as a starting point for your own ideas.

(Total for Question 18 is 20 marks)

Narrative 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 a story that begins with this sentence: 'The key did not fit the lock, not any more.' You may continue the story in any way you choose.

(Total for Question 19 is 20 marks)

Mark scheme · CE.E3 Writing: Composition

Question 1

(a) B1 C only, cao
(a) Answer: C) hammered
(b) B1 C only, cao
(b) Answer: C) ecstatic
(c) B1 B only, cao
(c) Answer: B) loomed
(d) B1 C only, cao
(d) Answer: C) howled

Question 2

B1 one valid purpose, e.g. to hook or engage the reader's interest (oe)
B1 a second valid purpose, e.g. to establish setting, mood, character or situation (oe)
Answer: Any two of: to hook the reader's interest; to establish the setting or atmosphere; to introduce a character or situation; to hint at what is to come.

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 here.'

Question 5

(a) B1 corrects 'run' to 'ran' (cso)
(a) B1 corrects 'forgets' to 'forgot' (cso)
(a) Answer: Yesterday, Tom ran to school and forgot his bag.
(b) B1 corrects 'rings' to 'rang' (cso)
(b) B1 corrects 'already leaves' to 'had already left', using the past perfect for the earlier action (cso)
(b) Answer: By the time the bell rang, the class had already left.

Question 6

(a) B1 a noun phrase headed by 'forest' with at least two effective modifiers (oe)
(a) Answer: e.g. 'the silent, moon-streaked forest'
(b) B1 a noun phrase headed by 'crowd' with at least two effective modifiers (oe)
(b) Answer: e.g. 'the noisy, jostling crowd'

Question 7

(a) B1 a grammatically complete simile using 'like' or 'as' (oe)
(a) B1 an apt, effective image suited to a busy station, e.g. noise, crowding or urgency (oe)
(a) Answer: e.g. 'The platform buzzed like a disturbed hive, commuters jostling in every direction.'
(b) B1 a grammatically complete metaphor stating that silence is/becomes something else, with no use of 'like' or 'as' (oe)
(b) B1 an apt, effective image suited to stillness or emptiness (oe)
(b) Answer: e.g. 'Silence pressed against every wall, a thick blanket smothering the empty rooms.'

Question 8

B1 gives the storm a human action, feeling or intention (oe)
B1 an effective, apt choice of verb or feeling suited to a threatening storm (oe)
Answer: e.g. 'The storm clenched its fists over the bay, threatening to hurl itself at the harbour wall.'

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. 'James's pen tapped a jittery rhythm on the desk as he read the first question three times without taking in a single word.'

Question 10

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

Question 11

B1 capital 'The' at the start, plus apostrophe in 'girl's' (cso)
B1 full stop after 'books' and capital 'Her' to start the next sentence (cso)
B1 comma before 'but' and full stop after 'complain' (cso)
B1 apostrophes in "didn't" and "isn't" (cso)
B1 inverted commas and question mark around the direct speech, with comma before 'she said' (cso)
Answer: The girl's bag was heavy with books. Her shoulders ached, but she didn't want to complain. 'Isn't this exciting?' she said, trying to sound brave.

Question 12

(a) B1 sentence begins with a present participle phrase, grammatically correct (oe)
(a) Answer: e.g. 'Stretching for miles in either direction, the beach lay empty under a pale morning sky.'
(b) B1 sentence begins with a single adverb followed by a comma, grammatically correct (oe)
(b) Answer: e.g. 'Gradually, the tide crept further up the shining sand.'
(c) B1 sentence begins with a prepositional phrase, grammatically correct (oe)
(c) Answer: e.g. 'Beyond the last rockpool, the sand darkened where the sea had recently retreated.'

Question 13

Level 1 (1-2): A simple, largely generic opening with little sense of mystery; limited or repetitive vocabulary; the chair or setting is barely described.
Level 2 (3-4): A clear attempt to create mystery, for example through description of the chair or its setting, or by withholding a small piece of information; some appropriate vocabulary and sentence variety.
Level 3 (5-6): An effective, engaging opening that creates a strong sense of mystery through carefully chosen detail and precise vocabulary; deliberately withholds information; uses varied sentence structures; clearly makes the reader want to read on.
Indicative content:
- describes the chair itself (e.g. worn, oddly placed, undisturbed for years) to create intrigue
- uses sensory or atmospheric detail about the room to build unease or curiosity
- deliberately withholds information, e.g. why the chair is empty or who used to sit there
- 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 story is a mystery

Question 14

Level 1 (1-2): Dialogue with little characterisation or contrast between speakers; frequent errors in the punctuation of direct speech.
Level 2 (3-4): Dialogue shows some characterisation and a clear difference between the two speakers' attitudes; direct speech is mostly punctuated correctly.
Level 3 (5-6): Dialogue clearly conveys two distinct characters through word choice and tone, moving the disagreement forward; direct speech is accurately and confidently punctuated throughout, using varied reporting clauses.
Indicative content:
- each character's speech reflects a distinct attitude, e.g. one eager and impulsive, the other cautious and reluctant
- reporting clauses are varied (e.g. 'she urged', 'he muttered') rather than repeating 'said' throughout
- the dialogue develops the disagreement rather than simply stating opposite opinions once each
- direct speech is correctly opened and closed with inverted commas, with all punctuation placed inside the speech marks
- word choice and sentence length differ between the two characters to suggest personality

Question 15

B1 a suitable opening image or hook relevant to a storm (oe)
B1 a suitable build-up event that increases tension (oe)
B1 a suitable climax, i.e. the moment of greatest tension or drama (oe)
B1 a suitable resolution or final image that brings the piece to a close (oe)
Answer: e.g. Opening: darkening sky and dropping temperature over a coastal village; Build-up: fishing boats hurrying back to harbour as the wind rises; Climax: a boat's mooring rope snaps in the height of the storm; Resolution: dawn breaks calm and still, with the village assessing the damage together.

Question 16

(a) B1 a precise, more vivid alternative to 'nice', e.g. breathtaking, spectacular, stunning (oe)
(a) Answer: e.g. 'breathtaking'
(b) B1 a precise alternative to 'said' that conveys volume or force, e.g. bellowed, roared, yelled (oe)
(b) Answer: e.g. 'bellowed'
(c) B1 a precise alternative to 'went' that conveys manner of movement, e.g. crept, tiptoed, edged (oe)
(c) Answer: e.g. 'crept'
(d) B1 a precise alternative to 'big' suited to a storm, e.g. ferocious, violent, immense (oe)
(d) Answer: e.g. 'ferocious'
(e) B1 a precise alternative to 'good' that conveys quality, e.g. delicious, exquisite, superb (oe)
(e) Answer: e.g. 'delicious'

Question 17

B1 'definately' corrected to 'definitely' (cso)
B1 'recieved' corrected to 'received' (cso)
B1 'seperate' corrected to 'separate' (cso)
B1 'beleive' corrected to 'believe' (cso)
B1 'apeared' corrected to 'appeared' (cso)
Answer: It was definitely the strangest post she had ever received. The handwriting looked separate from anything she recognised, and she could not believe that such an unusual parcel had appeared on the doorstep without warning.

Question 18

Content, organisation and style (AO5, 14 marks)
- Level 4 (12-14): Compelling, highly convincing descriptive writing; ambitious, precisely chosen vocabulary and imagery sustained for effect; sophisticated structural choices (for example a shifting focus, deliberate contrast, or a considered final image) guide the reader; wholly appropriate to task and register.
- Level 3 (8-11): Clear, effectively organised description; increasingly ambitious vocabulary and imagery used for effect; deliberate structural features, such as a clear focus and logical progression, support coherence.
- Level 2 (4-7): Some effective description; conscious attempts at vocabulary and imagery for effect, though not always successful; simple structural features with some sense of coherence.
- Level 1 (1-3): Simple, largely literal description; limited vocabulary and few, if any, deliberate techniques; little evidence of planning or structure.
Technical accuracy (AO6, 6 marks)
- Level 3 (5-6): Wide range of sentence forms used accurately and for deliberate effect; spelling and punctuation almost always accurate, including ambitious vocabulary.
- Level 2 (3-4): Some variety of sentence forms; generally accurate spelling and punctuation, with occasional errors that do not affect meaning.
- Level 1 (1-2): 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): Compelling narrative voice and characterisation, sustained across the response; ambitious vocabulary and narrative techniques (for example tension, foreshadowing or dialogue) used precisely for effect; sophisticated structure with a convincing opening hook, clear shifts of pace or focus, and a satisfying overall shape.
- Level 3 (8-11): Clear, consistent narrative voice; effective characterisation and use of narrative detail; deliberate structural choices, such as a clear opening and building tension, support the story's shape.
- Level 2 (4-7): Some successful narrative elements; an attempt at characterisation and event sequencing, not always fully controlled; simple structure with some sense of coherence.
- Level 1 (1-3): Simple narrative with limited characterisation or event development; few, if any, deliberate techniques; little evidence of planning.
Technical accuracy (AO6, 6 marks)
- Level 3 (5-6): Wide range of sentence forms, including dialogue punctuation where used, applied accurately and for deliberate effect; spelling and punctuation almost always accurate.
- Level 2 (3-4): Some variety of sentence forms; generally accurate spelling and punctuation, including dialogue where used, with occasional errors that do not affect meaning.
- Level 1 (1-2): Limited range of sentence forms; frequent errors in spelling and/or punctuation, though meaning generally remains clear.

Writing: Composition - Worksheets, Questions and Revision