SKILLS PRACTICE:
WRITING CREATIVE FICTION
TEACHER GUIDE &
STUDENT WORKSHEETS
This booklet is a companion to the online curriculum available at
www.yourfavouriteteacher.com.
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To be used in conjunction with online resources at www.yourfavouriteteacher.com
Writing Creative Fiction
This scheme covers the skills required to approach both creative descriptive and creative narrative
pieces of fiction. Within this scheme are topics relevant to enhancing communication, style of
content, structure, as well as techniques for developing setting and characters.
Suggested Teaching Order and Learning Objectives
1) Effective Communication: to understand how to clearly communicate ideas fit for purpose; to
understand how to plan imaginative ideas fit for purpose; to be able to demonstrate effective and
accurate paragraphing in writing.
2) Plot and Narrative Structure: to be able to define conventional story structure; to be able to
describe common ways of opening and ending fiction writing effectively.
3) Narrative vs. Descriptive Writing: to be able to differentiate between features of narrative and
descriptive writing; to be able to understand how to effectively sequence between subjects in fiction
writing.
4) Establishing and Changing Setting: to understand how time, place and atmosphere create setting;
to be able to describe common ways authors develop their settings for effect; to be able to utilise
various sentencing and paragraphing techniques to sequence between settings.
5) Characterisation: to understand how action, description and speech establish character; to be
able to describe common ways authors develop their characters for effect; to be able utilise
descriptive writing for effect in creating a character.
6) Language and Imagery: to be able to identify different word classes and imagery devices; to be
able to use writing to evoke desired implications and connotations.
7) Ambitious Vocabulary: to be able to utilise a range of positive and negative word choices for
effect; to be able to confidently apply ambitious vocabulary.
8) Varying Sentence Types and Styles: to be able to utilise different types of sentence structures for
effect; to be able to utilise a variety of sentence opening styles.
9) Contrast and Juxtaposition: to be able to utilise contrast and juxtaposition within descriptions
and between paragraphs; to understand how to utilise flashbacks in descriptive and narrative
writing.
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Suggested Questions for Discussion and/or Activities
Lesson Focus
Effective
Communication
Plot & Narrative
Structure
Narrative vs.
Descriptive Writing
Establishing &
Changing Setting
Questions/Activities
o What are the key components of a piece of fiction?
o How is a piece of fiction structured or written differently to
a letter, essay, or newspaper article?
o Organise the following parts of fiction into order from most
to least importance: setting, character, conflict, narrator,
genre, theme.
o When should a new paragraph be started?
o Why might it be effective to withhold information in a piece
of fiction?
o When is it ineffective to withhold information in fiction?
o Define exposition and denouement.
o Define in media res.
o Define an inciting incident.
o Why are flashbacks often used in the opening of a story?
What is the difference between a cliff hanger and a plot
twist? How might a text be ended in a way which leaves
readers in suspense?
o Why might an author include a resolution which is
unsatisfactory to readers?
o List 5 different types of conflict. How might conflict be
introduced into a piece of fiction?
o Define narrator.
o What three types of narrative are most commonly used for
writing fiction?
o Why is sensory language more important in a piece of
descriptive writing than in narrative?
o Why might a descriptive piece of writing not require
characters?
o Why are characters more important in narrative fiction than
in descriptive fiction?
o In a single physical setting, how might a descriptive piece of
writing change in atmosphere? List 3 ideas.
o For both descriptive writing and narrative writing, rank the
following features from most to least importance: setting,
character,
conflict,
narrator,
sensory
language,
metaphorical language.
o Define atmosphere.
o Define flashback and flashforward.
o Define preposition and explain why prepositions are useful
when sequencing in writing.
o Describe the way that novels commonly begin.
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Characterisation
Language &
Imagery
o Compare how settings are presented in a narrative versus a
description.
o When should one paragraph end and another begin?
o Why is a description of the weather an effective way to open
creative fiction?
o When opening a description, why is it a good idea to focus
on a broader setting before zooming in on smaller details?
o Why are longer, listing sentences useful for creating and
changing settings in a piece of fiction?
o How might sentences be formed in a way to increase pace
within a piece of fiction?
o How much short sentences be an effective way of creating
quick changes in setting?
o Define protagonist and antagonist.
o Why might relatable characters evoke greater sympathy
from readers?
o Define characterisation.
o What does the phrase “show, don’t tell” mean and how
could it be applied to characters?
o What is the difference between dialogue and narrative?
o How can the two be used to reveal characters in different
ways?
o Define archetype.
o Why might archetypes and stereotypes be useful for
creating characters?
o Why do characters not require as much detail and depth in
a description versus narrative writing?
o Arrange the following character-features from most to least
importance when creating a character: physical
appearance, personality, values and beliefs, family and
background, actions, dialogue.
o Why is conflict important to the creation of character?
o Define connotations.
o List 5 ways to create effective imagery in a piece of writing.
Why are adjectives and adverbs important in creating
effective descriptions in fiction?
o List 5 aggressive verbs; how might these be used to
exaggerate the description of a setting, conflict or
character? What is the difference between a simile and a
metaphor? Define extended metaphor.
o Can you think of any ways that a description of x (a bus
journey, a city, a marketplace, a storm, etc.) can be
compared to y (a jungle, a wild animal, a beating heart,
etc.)?
o Why are listing and repetition key to helping enhance
imagery and descriptions?
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Ambitious
Vocabulary
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Varying Sentence
Types and Styles
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Contrast and
Juxtaposition
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Define emotive language. Define synonym and antonym.
Can you think of 5 synonyms for the word …?
Can you think of 10 adjectives to describe your topic?
Now, organise your 10 adjectives in order from least to most
extreme.
Define and use the following words in a sentence to
describe the weather: bestow, vacant, perpetual,
confounding, tempest, subordination, vast, blustering,
omnipresent, centrifugal. Organise the following emotive
adjectives in order from least to most extreme: hurt,
threatened, hateful, mad, aggressive, frustrated, distant,
fatal, critical.
Sort the following adjectives into groups of 3 synonyms:
optimistic, peaceful, proud, interested, amused, inspired,
hopeful, sublime, confident, boastful, inquisitive, open.
What is the difference between a sentence and a clause?
What effect might the use of a minor sentence have in the
middle of an action-packed piece of writing?
Where does a fronted clause go within a sentence?
Where does an embedded clause go within a sentence?
What are three different ways of punctuating an embedded
clause?
What is the difference between a subject and an object in a
sentence?
Rewrite the following sentence in a way which begins with
an adverb, a simile, a dynamic verb, a preposition, a list of 3
adjectives, and a conjunction: The man ran for the bus.
Define pace.
Where might an author place a short sentence to make
reader rethink what they have read within a long
paragraph?
Why might an author juxtapose long and short sentences?
Define juxtaposition.
Why might an author use contrasting adjectives within a
single piece of writing?
How are juxtaposition and contrast different from one
another?
How might two characters be described in a way which
juxtaposes them and their personalities?
How can juxtaposition be used to show a change in a
setting’s description between the beginning and the end of
a piece of writing?
How might juxtaposition be used to help create conflict
with a piece of narrative writing?
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o How would contrast and juxtaposition be used differently
in narrative writing, in comparison with descriptive
writing?
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Effective Communication Worksheet
Effective communication in writing requires accurate spelling, grammar and punctuation.
For each sentence below, identify whether it has a spelling, grammar or punctuation error within it.
Write your own corrected version of the sentence below each.
1. Weather it rains tomorrow or not: there will be plenty of chances to get some sunshine.
Correction: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2. Why? She asked as she looks over the table at him.
Correction: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3. When shopping for produce its always good to make sure you choose the mostly fresh
stock possible.
Correction: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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4. At a new restaurant whilst out for dinner with her parents Sara would try many new dishs
she’d not seen before.
Correction: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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5. Intrestingly, plenty of people (myself included) don’t feel comfortible speaking in from of
large audiances.
Correction: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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6. Over all, there werent many good examples to choose from; so, she chose the cheapest
option available.
Correction: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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7. If it weren’t there friends dog, Michelle and Lauren wouldve never learnt their allergic.
Correction: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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8. Not untill long after she’d said it did Chloe realise she needed to apologies.
Correction: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Effective Communication ANSWERS
Effective communication in writing requires accurate spelling, grammar and punctuation.
For each sentence below, identify whether it has a spelling, grammar or punctuation error within it.
Write your own corrected version of the sentence below each.
1. Weather it rains tomorrow or not: there will be plenty of chances to get some sunshine.
Correction: Whether it rains tomorrow or not: there will be plenty of chances to get some
sunshine.
2. Why? She asked as she looks over the table at him.
Correction: “Why?” She asked as she looked over the table at him.
3. When shopping for produce its always good to make sure you choose the mostly fresh
stock possible.
Correction: When shopping for produce, it’s always good to make sure you choose the most
fresh stock possible.
4. At a new restaurant whilst out for dinner with her parents Sara would try many new dishs
she’d not seen before.
Correction: At a new restaurant, whilst out for dinner with her parents, Sara would try many
new dishes she’d not seen before.
5. Intrestingly, plenty of people (myself included) don’t feel comfortible speaking in from of
large audiances.
Correction: Interestingly, plenty of people (myself included) don’t feel comfortable speaking
in front of large audiences.
6. Over all, there werent many good examples to choose from; so, she chose the cheapest
option available.
Correction: Overall, there weren’t many good examples to choose from; so, so chose the
cheapest option available.
7. If it weren’t there friends dog, Michelle and Lauren wouldve never learnt their allergic.
Correction: If it weren’t their friend’s dog, Michelle and Lauren would’ve never learn they
were allergic.
8. Not untill long after she’d said it did Chloe realise she needed to apologies.
Correction: Not until long after she’s said it did, Chloe realised she needed to apologise.
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Plot & Narrative Structure Worksheet
Use the chart below to plan some ideas for your narrative plot:
Exposition:
Inciting Incident / Rising Action:
Climax:
Falling Action:
Resolution / Denouement:
Choose a range of Narrative Structure Techniques to plan ways to enhance your narrative:
Narrative Structure Techniques:
Flashback
Flashforward
Atmosphere Conflict
Protagonist Antagonist
Description Repetition
Juxtaposition
Multiple Narrators
Suspense
Cliffhanger
Characterisation Theme
Shifts in Focus
Sensory Language
Dialogue
Plot-twists
Motif
Personification
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Descriptive Writing Worksheet: Sensory Language
Using the sensory language below, write a description of the image provided.
Your description should avoid sentences which begin with “I can smell…” Instead, use each word to
front your sentences.
Sight
Smell
Sound
Touch
Taste
Flash, brightly,
misty, foggy,
vibrant, vivid, hazy,
dazzling, shadowy,
gleaming,
luminous, shaded,
blackened
Musty, damp,
fragrant, odorous,
pungent, mouldy,
subtle, softened,
overbearing,
masking, stinging
Rustle, rattle,
cracking,
thumping,
plodding,
reverberating,
echoing,
drumming,
whistling, howling,
hammering,
whooping
Quiver, bending,
shaking,
shuddering,
damped, wetted,
vibrating, tremor,
bitter, wrapping,
shaken, piercing.
Fresh, sharp, bitter,
dry, metallic, stale,
grassy, unctuous,
thin, full, supple.
Your Writing:
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Establishing Setting Worksheet
Personification is a helpful way to create convincing settings. Inspired by the image below, write an
example personifying each part of the image. Use the sentence starters to support your work.
Ship:
Like an old relative, sunken
into their chair, the ship...
Rocks:
Masts:
Warily watching the
newcomer, the rocks...
Reaching out towards the
ocean, the masts...
Ocean:
Sky:
Impatient to get ashore, the
waves...
Pulling back the brooding
clouds, the sky...
Wind:
Brushing cool, easing air
over the ship, the winds...
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Characterisation Worksheet
Write a description of a character who fits the image below.
Use the questioning grid to help you brainstorm some ideas to support your character’s description
What is the person
doing in this setting?
What kind of person
might be found in this
setting?
What emotion might
someone feel if they
were inside this image?
When/where is this set?
List 5 positive & 5
negative adjectives to
describe this person:
List 3 details which prove
why.
List 5 objects or
people who might
create conflict with
your character:
What happened just
before the image
was taken?
How would your
character react?
What happens just after
this image is taken?
What is your character
very good at?
What is your character
not very good at?
How would your
character react?
How might they show
their skill in this setting?
How might they struggle
in this setting because of
it?
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Language and Imagery Worksheet
Use the chart below to plan language which is suited for your description task:
Alliteration, Assonance
& Sibilance:
Comparisons to create
metaphors and similes:
Powerful Verbs:
Contrast & Juxtaposition:
Sensory Language (Taste,
Touch, Sight, Smell, Sound):
Language
& Imagery
Devices
Ending Atmosphere:
Opening Atmosphere:
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Ambitious Vocabulary Worksheet
Review the list of emotive language choices below.
Free
Sceptical
Numb
Overwhelmed
Alienated
Resentful
Dismayed
Liberated
Ecstatic
Detestable
Abhorred
Loathing
Relentless
Reckless
Withdrawn
Tiresome
Vulnerable
Isolated
Irreverent
Hopeful
Inspired
Intrepid
Repugnant
Suspicious
Irritated
Provoked
Guarded
Devastated
Courageous
Victimised
Boundless
Awe
Alacrity
Demure
Insignificant
Inferior
Aversion
Respect
Inquisitive
Amusement
Confidence
Wary
Disillusioned
Vivacious
Sarcastic
Choose language which will fit your writing and organise them into two contrasting groups.
Emotion #1
Emotion #2
Write an example for each of the narrative components below, using the language you’ve organised
above.
Setting
Characterisation
Conflict
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Varying Sentence Types Worksheet
Review the sample sentence types below.
For each sentence style, write your own version of the sentence found in the centre.
-ing sentence:
Fragment and Compound
Sentence:
Listing and Explanation:
Ask and reply:
The sun
suddenly
disappeared.
Drop-in clause:
It couldn't be, could it?
Fragment and
Compound Sentence:
Lost. Not one of them
could recognise the
forest they'd ended up in.
Listing and Explanation:
Trees, deep greens,
brooding blacks and
hedges thicker than
night: they were
surrounded.
-ing sentence:
Wondering how they'd
ever get home again,
they felt more lost than
ever before.
They
were
very lost.
Ask and reply:
What was it that made
the forest so dense? The
night, slowly falling,
obscured their vision.
Drop-in clause:
One by one - each more
confused than the last took turns rummaging
through the map.
It couldn't be, could it?
It couldn't be that they'd
driven in the wrong
direction all day long,
could it?
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Juxtaposition Worksheet
Juxtaposition: Placing two things closely together for a contrasting effect.
For each of the sentences below, identify and underline the two things being juxtaposed.
Example: A part of life is death.
1. The sunrise always follows the darkest of nights.
2. Even the softest whisper can scream in your ears.
3. Dark clouds crept across the light blue sky.
4. April showers bring May flowers.
5. Ben was looking into the future, trying to forget the past.
6. The ornately decorated vase shattered into sharp, jagged pieces.
7. In a sky full of stars, this one shone the brightest.
8. Even happy people sometimes have their down days.
Complete each of the sentences below with a word which would create a contrasting
juxtaposition.
1. His mind was full of _____________.
2. What’s good for the __________________ is good for the gander.
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3. Try as he might, Joe knew that he was only making a __________________ out of a
mole hill.
4. He couldn’t complain in the end; he knew beggars can’t be _______________.
5. Once, she was young, brilliant and ambitious, but now she felt forever
___________________.
6. They would’ve given everything they had for just a single _________
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Exam Style Questions
a) Read the example of characterisation given below:
Passing through the city crowd, she could hardly be seen under the broad, lumbering
shoulders of men and whizzing blur of busy-bodied entrepreneurs. Even if her head wasn’t
bowed gravely, as if in prayer, the knitted cap on her humble head would’ve been hard to
spot. Moving slowly, trying to find her way down streets untravelled by her before, making
her way gingerly towards the subway entrance, she looked from stranger to stranger: each
too absorbed in their own world to rudely disrupt, she thought. She fastened her scarf:
Mum’s old scarf, still smelling of her after all this time. She’d retrieved the scarf just the
night before from a bottom of old boxes of winter clothes which came to her new home
when she arrived back in June. Now, November, it was time to rejoin school. “Better late
than never,” she told herself. Never had she expected to need Mum’s warmth so soon.
b) List 5 ways in which the character in this text is described.
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Sample Answer: “she could hardly be seen under… shoulders of men,” “Even if her head wasn’t
bowed,” “the knitted cap on her humble head,” “Moving slowly,” “She fastened her scarf.”
c) For each description of the character, write 2 inferences about what this piece of writing
shows about the character.
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Sample Answer: The fact that she “fastened her scarf” might imply that the character seeks to cover
herself from others and is therefore shy. Also, this might imply the character is unusually cold,
suggesting they are undernourished.
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d) Write your own example of a character walking through a busy city street trying to show the
qualities of their character without stating them explicitly. In your description consider:
a. How do they walk? What is their body language like?
b. How do they interact with others?
c. What are they wearing which might reflect their character?
d. As they walk, what do they think about the world around them?
e. As they walk, what objects or types of people do they move towards or away from?
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1. Using the image prompt below, write a description of the weather which is full of metaphor,
simile, pathetic fallacy and personification.
https://www.tweetspeakpoetry.com/wp-content/uploads/2018/07/Metaphor-BeachTreasures.jpg
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Sample Answer:
Bright-cheeked, stretching and reaching up through the clouds, the sun cooed into a long, gentle
yawn. From the dark clouds which seemed to promise rain, winds careened gingerly along the water,
caressing their way ashore. Thankfully, the soft falsetto of the winds eased any worries the beachgoers had about impending rain. Instead, like a heavy, burdensome blanket slowly pulled back, the
clouds relinquished, revealing the day for all its singing splendour.
2. Write a dramatic opening paragraph for a story which begins with the line: “Thunder. The
night started with thunder.”
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Sample Answer:
Thunder. The night started with thunder. No warnings came. All asleep, nestled into what they
thought was the safety of their beds, suddenly she was jarred from her sleep. Shaking the window,
clattering her teeth and shaking the walls, thunder was thrust down, separating Amelia from her
sleep. No sooner could she have recovered bed from the shock when another bolt was hurled down.
Reverberations shook the house to its core. “That couldn’t have been far,” Amelia thought to herself.
As though tempting the gods, Amelia’s thought seemed to spark another flash and bang, flash and
bang, then again a third, fissuring flash. However, this time, it wasn’t the bang that disturbed her,
but the shoulders that flash silhouetted just outside her window.
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