Writing: Composition Set 2 - Worksheets, Questions and Revision

19 original exam-style questions - 9 pages of questions with a full mark scheme - free printable PDF.

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CE.E8 Writing: Composition Set 2

ISEB COMMON ENTRANCE CE.E8 · Calculators not allowed · about 130 minutes

Total Marks

Name: _______________________________ Date: ____ / ____ / ______

This pack adds a second 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 finally two full composition tasks (a persuasive letter 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 kettle ___ on the stove for several minutes before anyone noticed.(1)

A) was
B) whistled
C) sounded
D) went

(b)The children ___ down the corridor the moment the bell rang.(1)

A) went
B) moved
C) sprinted
D) walked

(c)The old attic door ___ shut behind her.(1)

A) went
B) shut
C) slammed
D) was

(d)The smell of fresh bread ___ through the kitchen.(1)

A) was
B) came
C) drifted
D) went

(Total for Question 1 is 4 marks)

State two techniques a writer can use to build suspense in a narrative, other than simply telling the reader that something exciting is about to happen.

(Total for Question 2 is 2 marks)

Identify whether each sentence is simple, compound or complex.

(i)'The cat slept.'(1)

(ii)'The cat slept, but the dog stayed awake.'(1)

(iii)'Since the storm had passed, the garden looked bright and fresh.'(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.

watch your step whispered the caretaker the lights are broken along this corridor

(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)'This morning, Leila run to the bus stop and drops her ticket.'(2)

(b)'By the time the alarm rings, the building already empties.'(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 marketplace at dawn(1)

(b)the staircase in the old manor(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 chaotic playground at lunchtime.(2)

(b)Write one original metaphor describing determination just before a big match.(2)

(Total for Question 7 is 4 marks)

Write one original sentence that uses personification to describe the sea retreating at low tide.

(Total for Question 8 is 2 marks)

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

Daniel was very embarrassed when he tripped in front of the whole class.

(Total for Question 9 is 3 marks)

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

W: Zara retraces her steps through the school, checking every classroom as panic tightens in her chest.
X: Zara laughs with relief, checks that her project is unharmed, and jogs home before the streetlights come on.
Y: Zara realises halfway home that her backpack, with her science project inside, is missing.
Z: Rounding the last corner of the yard, she sees the caretaker holding up a familiar strap and calling her name.

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.

amirs kite was tangled in the tree branches he tugged the string gently but it wouldnt budge dont give up called his sister racing over to help

(Total for Question 11 is 5 marks)

Write three different sentence openers to begin a description of a busy high street, 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 Last Bus'. 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 Meadow'. 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 letter arguing that a local swimming pool should stay open, jot down a brief plan using bullet points. Your plan should include: an opening address or hook aimed at the council; a strong argument for keeping the pool open; a counter-argument you can acknowledge and rebut; and a concluding call to action.

(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 at the village fete was GOOD.(1)

(b)'Get back here!' he SAID crossly.(1)

(c)She WENT along the corridor to find her locker.(1)

(d)It was a BIG wave that hit the pier.(1)

(e)The film was really BORING.(1)

(Total for Question 16 is 5 marks)

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

It was hard to acheive anything when she felt so concious of everyone watching. She was suprised that the results would not be ready until tommorow, and there was something wierd about the silence in the corridor as she left.

(Total for Question 17 is 5 marks)

Persuasive 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.)

Your local council is deciding whether to close the community swimming pool to save money. Write a persuasive letter to the council arguing that the pool should stay open.

(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 felt like you did not belong somewhere, real or invented, and explain how the experience changed you.

(Total for Question 19 is 20 marks)

Mark scheme · CE.E8 Writing: Composition Set 2

Question 1

(a) B1 B only, cao
(a) Answer: B) whistled
(b) B1 C only, cao
(b) Answer: C) sprinted
(c) B1 C only, cao
(c) Answer: C) slammed
(d) B1 C only, cao
(d) Answer: C) drifted

Question 2

B1 one valid technique, e.g. withholding information from the reader (oe)
B1 a second valid technique, e.g. using short sentences, sensory detail or time pressure to build tension (oe)
Answer: Any two of: withholding information from the reader; using short, clipped sentences to speed up the pace; adding sensory detail that hints at danger; introducing a ticking clock or time pressure; ending a paragraph on a cliffhanger.

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 'Watch' (cso)
B1 comma after 'step' and closing inverted commas before 'whispered the caretaker' (cso)
B1 comma after 'caretaker', then reopening inverted commas before lower-case 'the' (cso)
B1 closing full stop placed inside the final inverted commas (cso)
Answer: 'Watch your step,' whispered the caretaker, 'the lights are broken along this corridor.'

Question 5

(a) B1 corrects 'run' to 'ran' (cso)
(a) B1 corrects 'drops' to 'dropped' (cso)
(a) Answer: This morning, Leila ran to the bus stop and dropped her ticket.
(b) B1 corrects 'rings' to 'rang' (cso)
(b) B1 corrects 'already empties' to 'had already emptied', using the past perfect for the earlier action (cso)
(b) Answer: By the time the alarm rang, the building had already emptied.

Question 6

(a) B1 a noun phrase headed by 'marketplace' with at least two effective modifiers (oe)
(a) Answer: e.g. 'the hushed, half-lit marketplace'
(b) B1 a noun phrase headed by 'staircase' with at least two effective modifiers (oe)
(b) Answer: e.g. 'the creaking, dust-covered staircase'

Question 7

(a) B1 a grammatically complete simile using 'like' or 'as' (oe)
(a) B1 an apt, effective image suited to a chaotic playground, e.g. noise, sudden movement or energy (oe)
(a) Answer: e.g. 'The playground exploded like a firework display, a dozen games breaking out at once.'
(b) B1 a grammatically complete metaphor stating that determination is/becomes something else, with no use of 'like' or 'as' (oe)
(b) B1 an apt, effective image suited to resolve or nerve before competing (oe)
(b) Answer: e.g. 'Determination hardened into steel inside her chest as she walked out onto the pitch.'

Question 8

B1 gives the sea a human action, feeling or intention (oe)
B1 an effective, apt choice of verb or feeling suited to a retreating tide (oe)
Answer: e.g. 'The sea sighed and drew back from the shore, reluctant to leave the sand behind.'

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. 'Daniel's cheeks burned scarlet as he scrambled to his feet, refusing to meet anyone's eye for the rest of the lesson.'

Question 10

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

Question 11

B1 capital 'Amir's' at the start, with the apostrophe showing possession (cso)
B1 full stop after 'branches' and capital 'He' to start the next sentence (cso)
B1 comma before 'but' and full stop after 'budge' (cso)
B1 apostrophe in "wouldn't" (cso)
B1 inverted commas and exclamation mark around the direct speech, with comma before 'called his sister' (cso)
Answer: Amir's kite was tangled in the tree branches. He tugged the string gently, but it wouldn't budge. 'Don't give up!' called his sister, racing over to help.

Question 12

(a) B1 sentence begins with a present participle phrase, grammatically correct (oe)
(a) Answer: e.g. 'Weaving between shoppers and delivery vans, a cyclist rang her bell twice before turning down the side street.'
(b) B1 sentence begins with a single adverb followed by a comma, grammatically correct (oe)
(b) Answer: e.g. 'Suddenly, a burst of laughter spilled out from the cafe on the corner.'
(c) B1 sentence begins with a prepositional phrase, grammatically correct (oe)
(c) Answer: e.g. 'Above the awnings, seagulls wheeled and called to one another.'

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 a countdown, an empty setting, or the risk of missing the bus; 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, e.g. a clock, a departing bus, or a closing gap between the writer and safety
- uses sensory or atmospheric detail about the setting (an empty street, failing light) to build unease
- deliberately withholds information, e.g. why catching this particular bus matters so much
- 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 dangerous

Question 14

Level 1 (1-2): A simple, largely generic description with little sense of atmosphere; limited or repetitive vocabulary; the meadow is barely described.
Level 2 (3-4): A clear attempt to create atmosphere, for example through the stillness of the water or the submerged landmarks; 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 scale or stillness through specific detail; uses varied sentence structures; clearly makes the reader want to read on.
Indicative content:
- describes the floodwater itself (e.g. mirror-still, reflecting the sky, hiding the usual field boundaries)
- uses sensory or atmospheric detail (silence, cold air, distant birds) to build mood
- notes a submerged or half-submerged landmark, such as a fence post or gate, to suggest scale
- 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 flooding is unusual or dramatic

Question 15

B1 a suitable opening address or hook aimed at the council (oe)
B1 a suitable strong argument for keeping the pool open (oe)
B1 a suitable counter-argument that is acknowledged and rebutted (oe)
B1 a suitable concluding call to action (oe)
Answer: e.g. Opening: a direct address such as 'As a resident who has used this pool every week for years...'; For: the pool supports swimming lessons, fitness and community wellbeing that residents would otherwise lose; Counter-argument: acknowledge the cost saving, then argue that closure would cost more in the long run through lost health benefits and travel to other towns; Conclusion: a clear call for the council to look for savings elsewhere and keep the pool open.

Question 16

(a) B1 a precise, more vivid alternative to 'good', e.g. scrumptious, delectable, exquisite (oe)
(a) Answer: e.g. 'scrumptious'
(b) B1 a precise alternative to 'said' that conveys anger, e.g. barked, snapped, growled (oe)
(b) Answer: e.g. 'barked'
(c) B1 a precise alternative to 'went' that conveys manner of movement, e.g. hurried, scurried, dashed (oe)
(c) Answer: e.g. 'hurried'
(d) B1 a precise alternative to 'big' suited to a wave, e.g. colossal, towering, immense (oe)
(d) Answer: e.g. 'colossal'
(e) B1 a precise alternative to 'boring' that conveys tedium, e.g. interminable, tiresome, monotonous (oe)
(e) Answer: e.g. 'interminable'

Question 17

B1 'acheive' corrected to 'achieve' (cso)
B1 'concious' corrected to 'conscious' (cso)
B1 'suprised' corrected to 'surprised' (cso)
B1 'tommorow' corrected to 'tomorrow' (cso)
B1 'wierd' corrected to 'weird' (cso)
Answer: It was hard to achieve anything when she felt so conscious of everyone watching. She was surprised that the results would not be ready until tomorrow, and there was something weird about the silence in the corridor as she left.

Question 18

Content, organisation and style (AO5, 14 marks)
- Level 4 (12-14): A compelling, highly persuasive letter that engages the reader from the opening line; ambitious rhetorical techniques (for example direct address, rhetorical questions, the rule of three) are used precisely and appropriately for a formal audience; anticipates and skilfully counters an opposing view; sophisticated structure builds to a forceful, memorable call to action; register is wholly appropriate to a letter addressed to a council.
- Level 3 (8-11): A clear, effectively organised persuasive letter; deliberate rhetorical techniques are used to strengthen the argument; a counter-argument is acknowledged and addressed; logical paragraphing builds towards a clear call to action; register is mostly appropriate to a formal letter.
- Level 2 (4-7): Some persuasive intent is evident; simple rhetorical techniques are attempted, though not always effective; a counter-argument may be mentioned but not fully addressed; basic paragraphing gives some sense of structure.
- Level 1 (1-3): A largely one-sided statement of opinion with little persuasive technique; limited attempt at letter format or formal register; little evidence of planning or structure.
Technical accuracy (AO6, 6 marks)
- Level 3 (5-6): A wide range of sentence forms, including rhetorical questions and varied sentence lengths, used accurately and for deliberate persuasive effect; spelling and punctuation almost always accurate, including correct letter conventions.
- Level 2 (3-4): Some variety of sentence forms; generally accurate spelling and punctuation, with occasional errors that do not obscure meaning; letter conventions mostly followed.
- Level 1 (1-2): A limited range of sentence forms; frequent errors in spelling and/or punctuation, though meaning generally remains clear; letter conventions may be inconsistent or absent.