This pack continues building the skills needed for the ISEB Common Entrance Composition paper, with entirely fresh material. 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.
1
For each sentence, select the option containing the most powerful and precise word for a piece of composition writing.
(a)The crowd ___ as the winning goal went in.(1)
A) reacted
B) responded
C) erupted
D) behaved
(b)The old floorboards ___ under his feet.(1)
A) made a noise
B) creaked
C) sounded
D) went
(c)The soup was ___ after standing on the stove all afternoon.(1)
A) hot
B) scalding
C) warm
D) fine
(d)The dog ___ towards the gate the moment it heard the car.(1)
A) ran
B) went
C) bolted
D) moved
(Total for Question 1 is 4 marks)
2
State two purposes that an effective concluding paragraph in a story or description should achieve, other than simply ending the piece.
(Total for Question 2 is 2 marks)
3
Identify whether each sentence is simple, compound or complex.
(i)'The bell rang.'(1)
(ii)'The bell rang, and the pupils lined up.'(1)
(iii)'Because the bus was late, Aisha missed the start of the lesson.'(1)
(Total for Question 3 is 3 marks)
4
Punctuate this line of speech correctly, adding inverted commas and any other punctuation needed. Do not change the words.
follow me murmured the ranger the path gets steep from here
(Total for Question 4 is 4 marks)
5
Each sentence below has an error in verb tense. Rewrite each sentence correctly, keeping it consistently in the past tense.
(a)'Last night, Priya text her friend and forgets her homework.'(2)
(b)'By the time the whistle blows, the runners already finish.'(2)
(Total for Question 5 is 4 marks)
6
Write an expanded noun phrase (using at least two well-chosen describing words or phrases) for each of the following.
(a)the orchard in autumn(1)
(b)the platform at rush hour(1)
(Total for Question 6 is 2 marks)
7
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 crowded classroom on the first day of term.(2)
(b)Write one original metaphor describing the fear felt just before a race begins.(2)
(Total for Question 7 is 4 marks)
8
Write one original sentence that uses personification to describe dawn breaking over a valley.
(Total for Question 8 is 2 marks)
9
Rewrite this sentence so that it shows Priya's feelings through her actions, senses or physical details, without using the words 'excited', 'happy' or similar feeling words.
Priya was very excited about the school trip.
(Total for Question 9 is 3 marks)
10
Below are four plan notes for a story titled 'The Missing Key', labelled W, X, Y and Z, but they are not in the correct order.
W: A shadow crosses the frosted glass of the door, and the handle slowly begins to turn from the other side. X: Sam hears the front door click shut behind the postman, and realises with a jolt that it has locked automatically. Y: Sam finally remembers the spare key hidden inside the plant pot, and unlocks the door with relief. Z: Sam checks every pocket and the hallway table outside, growing more anxious as the afternoon light begins to fade.
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)
11
Add the missing capital letters, apostrophes and punctuation to this paragraph.
toms trainers were soaked through his socks squelched with every step but he didnt stop running wait for me he shouted gasping for breath
(Total for Question 11 is 5 marks)
12
Write three different sentence openers to begin a description of a forest at dusk, 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)
13
Write an opening paragraph (about 60 to 90 words) for a description titled 'The Abandoned Lighthouse'. Your paragraph should create a strong sense of atmosphere and make the reader want to read on.
(Total for Question 13 is 6 marks)
14
Write a paragraph (about 60 to 90 words) reflecting on a time you learned something important from a mistake, real or invented. Use at least one example of figurative language to help convey how you felt.
(Total for Question 14 is 6 marks)
15
Before writing a discursive piece titled 'Should Mobile Phones Be Banned in Schools?', jot down a brief plan using bullet points. Your plan should include: an opening hook or question; a point in favour of the ban; a point against the ban; and your own concluding view.
(Total for Question 15 is 4 marks)
16
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 mountain summit was GREAT.(1)
(b)'Get out of my way!' he SAID angrily.(1)
(c)She WENT across the room to answer the door.(1)
(d)It was a SMALL kitten hiding under the car.(1)
(e)The lecture was really BAD.(1)
(Total for Question 16 is 5 marks)
17
Proofread this paragraph and correct the five spelling errors. Write out the corrected paragraph.
It was not neccessary to explain what had occured, but she felt embarassed all the same. She left the room imediately, feeling strangely dissapointed that no one had noticed.
(Total for Question 17 is 5 marks)
18
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)
19
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 all pupils should have to learn a musical instrument at school. Write a discursive piece giving both sides of the argument, and your own view.
(Total for Question 19 is 20 marks)
Mark scheme · CE.E3B Writing: Composition: Practice Set 2
Question 1
(a) B1 C only, cao
(a) Answer: C) erupted
(b) B1 B only, cao
(b) Answer: B) creaked
(c) B1 B only, cao
(c) Answer: B) scalding
(d) B1 C only, cao
(d) Answer: C) bolted
Question 2
B1 one valid purpose, e.g. to leave the reader with a strong final impression (oe)
B1 a second valid purpose, e.g. to resolve the central tension, draw together the piece's ideas, or echo the opening (oe)
Answer: Any two of: to leave the reader with a strong final impression; to resolve the story's tension or bring closure; to draw together or reflect on the piece's main ideas; to echo the opening for a sense of unity.
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 'Follow' (cso)
B1 comma after 'me' and closing inverted commas before 'murmured the ranger' (cso)
B1 comma after 'ranger', then reopening inverted commas before lower-case 'the' (cso)
B1 closing full stop placed inside the final inverted commas (cso)
Answer: 'Follow me,' murmured the ranger, 'the path gets steep from here.'
Question 5
(a) B1 corrects 'text' to 'texted' (cso)
(a) B1 corrects 'forgets' to 'forgot' (cso)
(a) Answer: Last night, Priya texted her friend and forgot her homework.
(b) B1 corrects 'blows' to 'blew' (cso)
(b) B1 corrects 'already finish' to 'had already finished', using the past perfect for the earlier action (cso)
(b) Answer: By the time the whistle blew, the runners had already finished.
Question 6
(a) B1 a noun phrase headed by 'orchard' with at least two effective modifiers (oe)
(a) Answer: e.g. 'the sun-warmed, apple-heavy orchard'
(b) B1 a noun phrase headed by 'platform' with at least two effective modifiers (oe)
(b) Answer: e.g. 'the crowded, restless platform'
Question 7
(a) B1 a grammatically complete simile using 'like' or 'as' (oe)
(a) B1 an apt, effective image suited to a crowded classroom, e.g. noise, unfamiliarity or nervous energy (oe)
(a) Answer: e.g. 'The classroom buzzed like a disturbed wasp nest, thirty strangers talking over each other at once.'
(b) B1 a grammatically complete metaphor stating that fear is/becomes something else, with no use of 'like' or 'as' (oe)
(b) B1 an apt, effective image suited to pre-race nerves (oe)
(b) Answer: e.g. 'Fear coiled itself around her ribs, tightening with every step towards the start line.'
Question 8
B1 gives dawn or the light a human action, feeling or intention (oe)
B1 an effective, apt choice of verb or feeling suited to a gentle sunrise (oe)
Answer: e.g. 'Dawn stretched its fingers slowly across the valley, coaxing the frost from the grass.'
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. 'Priya packed her bag three times the night before, then set two alarms just in case one of them failed.'
B1 capital 'Tom's' at the start, with the apostrophe showing possession (cso)
B1 full stop after 'through' and capital 'His' to start the next sentence (cso)
B1 comma before 'but' and full stop after 'running' (cso)
B1 apostrophe in "didn't" (cso)
B1 inverted commas and exclamation mark around the direct speech, with comma before 'he shouted' (cso)
Answer: Tom's trainers were soaked through. His socks squelched with every step, but he didn't stop running. 'Wait for me!' he shouted, gasping for breath.
Question 12
(a) B1 sentence begins with a present participle phrase, grammatically correct (oe)
(a) Answer: e.g. 'Casting long shadows between the trunks, the forest grew quiet as dusk settled.'
(b) B1 sentence begins with a single adverb followed by a comma, grammatically correct (oe)
(b) Answer: e.g. 'Slowly, the last light faded from between the branches.'
(c) B1 sentence begins with a prepositional phrase, grammatically correct (oe)
(c) Answer: e.g. 'Beneath the tangled canopy, the air turned cool and still.'
Question 13
Level 1 (1-2): A simple, largely generic opening with little sense of atmosphere; limited or repetitive vocabulary; the lighthouse or setting is barely described.
Level 2 (3-4): A clear attempt to create atmosphere, for example through description of the lighthouse or its surroundings, or by hinting at its history; some appropriate vocabulary and sentence variety.
Level 3 (5-6): An effective, engaging opening that creates a strong sense of atmosphere through carefully chosen detail and precise vocabulary; suggests history or abandonment through specific detail; uses varied sentence structures; clearly makes the reader want to read on.
Indicative content:
describes the lighthouse itself (e.g. peeling paint, rusted door, broken lamp) to create atmosphere
uses sensory or atmospheric detail about the surroundings (wind, sea, gulls) to build mood
suggests history or abandonment through specific detail rather than simply stating it
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 lighthouse is abandoned or mysterious
Question 14
Level 1 (1-2): A simple, largely literal account with little genuine reflection; limited or repetitive vocabulary; feelings are named rather than conveyed.
Level 2 (3-4): Some genuine reflection on what was learned; an attempt at figurative language, though not always effective; some appropriate vocabulary.
Level 3 (5-6): A thoughtful, convincing reflection that clearly conveys what was learned and why it mattered; figurative language used effectively to convey feeling; varied, controlled sentence structures.
Indicative content:
identifies a specific mistake or moment, rather than a vague generalisation
reflects on what was learned or how the writer changed as a result
uses at least one simile, metaphor or other figurative device to convey feeling
conveys feeling through detail rather than simply naming emotions
varies sentence length or structure for effect
Question 15
B1 a suitable opening hook or question relevant to the topic (oe)
B1 a suitable point in favour of banning mobile phones in school (oe)
B1 a suitable point against banning mobile phones, i.e. a counter-argument (oe)
B1 a suitable concluding view that brings the piece to a close (oe)
Answer: e.g. Opening: a question such as 'Could you last a whole school day without your phone?'; For: phones distract pupils from lessons and can enable cheating or bullying; Against: phones can support learning, safety and contact with parents; Conclusion: a balanced view, perhaps allowing phones at breaktimes only.
Question 16
(a) B1 a precise, more vivid alternative to 'great', e.g. magnificent, awe-inspiring, breathtaking (oe)
(a) Answer: e.g. 'magnificent'
(b) B1 a precise alternative to 'said' that conveys anger, e.g. snarled, snapped, growled (oe)
(b) Answer: e.g. 'snarled'
(c) B1 a precise alternative to 'went' that conveys manner of movement, e.g. darted, hurried, dashed (oe)
(c) Answer: e.g. 'darted'
(d) B1 a precise alternative to 'small' suited to a kitten, e.g. tiny, minuscule, diminutive (oe)
(d) Answer: e.g. 'tiny'
(e) B1 a precise alternative to 'bad' that conveys tedium or poor quality, e.g. tedious, dire, dreary (oe)
(e) Answer: e.g. 'tedious'
Question 17
B1 'neccessary' corrected to 'necessary' (cso)
B1 'occured' corrected to 'occurred' (cso)
B1 'embarassed' corrected to 'embarrassed' (cso)
B1 'imediately' corrected to 'immediately' (cso)
B1 'dissapointed' corrected to 'disappointed' (cso)
Answer: It was not necessary to explain what had occurred, but she felt embarrassed all the same. She left the room immediately, feeling strangely disappointed that no one had noticed.
Question 18
Content, organisation and style (AO5, 14 marks)
Level 4 (12-14): Vivid, wholly convincing description sustained throughout; ambitious and precisely chosen vocabulary and imagery create a strong, unified impression; sophisticated structural choices (such as a considered shift in focus or a resonant closing image) actively shape the reader's response; entirely appropriate register.
Level 3 (8-11): Clear, well organised description with a consistent viewpoint; vocabulary and imagery are increasingly ambitious and mostly effective; deliberate structural features, such as a controlled focus and logical progression, give the piece shape.
Level 2 (4-7): Some effective moments of description; vocabulary and imagery are attempted for effect but success is inconsistent; simple structural features give a basic sense of order.
Level 1 (1-3): Largely literal, list-like description; vocabulary is limited and repetitive; little evidence of planning or deliberate structure.
Technical accuracy (AO6, 6 marks)
Level 3 (5-6): A wide range of sentence forms is used accurately and for deliberate effect; spelling and punctuation are almost always accurate, including with ambitious vocabulary.
Level 2 (3-4): Some variety of sentence forms; spelling and punctuation are generally accurate, with occasional errors that do not obscure meaning.
Level 1 (1-2): A limited range of sentence forms; spelling and/or punctuation errors are frequent, though meaning generally remains clear.
Question 19
Content, organisation and style (AO5, 14 marks)
Level 4 (12-14): A compelling, well balanced discussion that explores both sides of the argument with genuine insight; ambitious vocabulary and a confident, considered personal view are sustained throughout; sophisticated structural choices, such as clear paragraphing by point and a persuasive final position, shape the whole piece.
Level 3 (8-11): A clear, balanced discussion of both sides of the argument; increasingly ambitious vocabulary; a considered personal view is given; deliberate structural choices, such as one idea per paragraph, support coherence.
Level 2 (4-7): Some attempt to consider both sides of the argument, though the balance may be uneven; a personal view is stated but not always developed; simple structural features with some sense of coherence.
Level 1 (1-3): A one-sided or list-like response with little genuine discussion; limited vocabulary; little evidence of planning or structure.
Technical accuracy (AO6, 6 marks)
Level 3 (5-6): A wide range of sentence forms, including discourse markers used to link and contrast ideas, applied accurately and for deliberate effect; spelling and punctuation almost always accurate.
Level 2 (3-4): Some variety of sentence forms and discourse markers; 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.