Narrative writing
The detective genre
Writing criteria
• AO3 Writing (En3)
• Candidates will be required to demonstrate their
ability to:
• (i) communicate clearly and imaginatively, using
and adapting forms for different readers and
purposes;
• (ii) organise ideas into sentences, paragraphs
and whole texts using a variety of linguistic
• and structural features;
• (iii) use a range of sentence structures
effectively with accurate punctuation and
spelling.
Writing:
From the range of writing undertaken during the course,
assessment will be based on the best piece of
writing. Assignment 3 will take the form of writing either to
inform, explain, describe, or to explore, imagine, entertain
(e.g. personal/reflective/descriptive writing, or narrative
writing )
Assignment 4 will be a piece of writing either to argue,
persuade, advise, or to analyse, review, comment (e.g.
discursive writing, an article, a report, a leaflet). However,
problems of comparability may arise in the case of shorter
writing forms such as poetry and letters. In these cases it
will be advisable to give evidence of ability to sustain these
skills: e.g. a selection of poems, a pair of formal letters.
Sentence structure, punctuation and spelling (out of 6 marks)
Band 3- 4 marks
• a range of grammatical structures is used to vary the length and focus of
sentences
• simple, compound and complex sentences are used to achieve particular
effects
• a range of punctuation is used accurately to structure sentences and texts,
sometimes to create deliberate effects, including parenthetic commas
• most spelling, including that of irregular words, is usually correct
• control of tense and agreement is secure
Band 4 5-6 marks
• there is appropriate and effective variation of sentence structures
• there is a sophisticated use of simple, compound and complex sentences to
achieve particular effects
• accurate punctuation is used to vary pace, clarify meaning, avoid ambiguity
and create deliberate effects
• virtually all spelling, including that of complex irregular words, is correct
• tense changes are used confidently and purposefully
Marks awarded
Content and Organisation /14
Sentence structure, punctuation and spelling /6
TOTAL /20
Band 3 8-10 marks
• overall the writing is controlled and coherent
• plot and characterisation are convincingly sustained (e.g. dialogue helps to
develop character)
• narrative is organised and sequenced purposefully
• narrative has shape, pace and detail, engaging the reader’s interest
• detailed content is well organised within and between paragraphs
• paragraphs of varied length are linked by text connectives and progression
is clear
• there is some use of devices to achieve particular effects
• there is a range of vocabulary selected to create effect or to convey
precise meaning
Band 4 11-14 marks
• the writing is developed with originality and imagination
• plot and characterisation are effectively constructed and sustained
• material is selected and prioritised to maintain interest
• narrative is purposefully organised and sequenced and well paced
• paragraphs are effectively varied in length and structure to control detail
and progression
• cohesion is reinforced by the use of text connectives and other linking
devices
• devices to achieve particular effects are used consciously and effectively
• a wide range
Grade A
• In a range of contexts, candidates select and use
appropriate styles and registers. They vary their
sentence structure, vocabulary and expression
confidently for a range of purposes. They show assured
use of standard English in a range of situations and for a
variety of purposes.
• Candidates' writing has shape and assured control of a
range of styles. Narratives use structure as well as
vocabulary for a range of effects and is coherent, logical
and persuasive. A wide range of grammatical
constructions is used accurately. Punctuation and
spelling are correct; paragraphs are well constructed and
linked to clarify the organisation of the writing as a
whole.
Creative writing – an opening
chapter – complete narrative
• Select a genre
• Analyse what is typical of your genre
• Answer the following questions of your
story:
• Who, what, where, when, why and how?
• Create believable characters
• Create settings appropriate to your story
Writing in a specific genre
Setting: Town, city, village, country house
Villain – name, background,
Relationship with detective
The detective’s
techniques
A detective – rank,
history peculiarities,
habits - family
Crime
A crime – murder
– theft - abduction
Suspects - clues
Colleagues
– a side kick
Victim
6
Ws
An arrest closure
4-5
main
events
Preparatory work on character
■ Students think of a few details about a character, such as their name and
age. They imagine what they might have in their pocket or bag that would
show something about them. For example, what kind of person would have
in their bag: a first class train ticket to Ascot; a champagne cork; a lipstick;
an expensive-looking leather purse containing several credit cards and a
betting slip?
■ Students write or draw these objects on separate pieces of paper and put
them in an envelope.
■ Having created the ‘pocket’ or ‘bag’, students pass it to a partner.
■ They take out the things from their partner’s envelope or bag, one by one.
They try to imagine what kind of person would have these things in their bag
or pocket. Students share their ideas with their partner.
■ They can then choose one of the following tasks:
● write one or two paragraphs about the character they created, making use
of some items from their ‘bag’ or ‘pocket’
● write one or two paragraphs about the character their partner created,
making use of one or two items from their partner‘s ‘bag’ or ‘pocket’.
Smarty pants
Holmes
In height he was rather over six feet, and so
excessively lean that he seemed to be considerably
taller. His eyes were sharp and piercing, save during
those intervals of torpor to which I have alluded; and
his thin hawk-like nose gave his whole expression an
air of alertness and decision. His chin, too, had the
prominence and squareness which mark the man of
determination. His hands were invariably blotted with
ink and stained with chemicals, yet he was
possessed of extraordinary delicacy of touch, as I
frequently had occasion to observe when I watched
him manipulating his fragile philosophical
instruments.
The beginning
And it is in A Study in Scarlet that Holmes himself gives proof of his
deductive powers. “There has been murder done, and the murderer
was a man. He was more than six feet high, was in the prime of life,
had small feet for his height, wore coarse, square-toed boots and
smoked a Trichinopoly cigar. He came here with his victim in a fourwheeled cab, which was drawn by a horse with three old shoes and
one new one on his off foreleg. In all probability the murderer had a
florid face, and the fingernails of his right hand were remarkably
long. These are only a few indications but they may assist you.”
Lestrade and Gregson glanced at each other with an incredulous smile.
“If this man was murdered, how was it done?” asked the former.
“Poison,” said Sherlock Holmes curtly, and strode off.
Despite the amount of detailed information about Holmes and his habits
provided by Watson in the short stories, the core of the man remains
elusive. He is obviously clever with a practical, rational, nonthreatening intelligence, patriotic, compassionate, resourceful and
brave—qualities which mirror those of his creator.
Soft boiled and hard centred
It was about eleven
o’clock in the morning,
mid-October, with the sun
not shining and a look of
hard wet rain in the
clearness of the
foothills…. I was neat,
clean, shaved and sober,
and I didn’t care who knew
it. I was everything the
well-dressed private
detective ought to be. I
was calling on four million
dollars.
Raymond Chandler
Marlowe tells his story in the first
person in prose that is terse but
richly descriptive and larded with
wisecracks.
‘I wasn’t wearing a gun…. I
doubted if it would do me any
good. The big man would
probably take it away from
me and eat it.’
Spelling punctuation – and assessment
- if you don’t like it no-one else will…
Check your work for correctness and fluency
Re-read and check for continuity – does it flow? Does it
make sense?
Avoid repetition and drab vocabulary – search for the
right word
Develop a sense of audience – get other people to read
your story and give you an assessment of it
Read your story out loud to yourself, it will bring out any
punctuation flaws
Why do we love detective fiction?
Death in particular seems to provide the minds of the AngloSaxon race with a greater fund of innocent amusement than
any other single subject. Dorothy L. Sayers
“The king died and then the queen died” is a
story. “The king died, and then the queen
died of grief” is a plot…“The queen died, no one
knew why, until it was discovered that it was
through grief at the death of the king.” This is a
plot with a mystery in it, a form capable of high
development.
To that I would add, “Everyone thought that the
queen had died of grief until they discovered the
puncture mark in her throat.” That is a murder
mystery PD James
Adapt the spider gram to suit any story
• Protagonist – and friend /chum/sidekick think
about their back story - make sure you ‘know’
them
• Name them – make it fitting and appropriate to
their physical characteristics
• Create a setting which is appropriate
• Antagonist – the opposing force/character
• 2-3 characters – don’t overdo it you will get
confused
• 2-3 main events – as above
• Ensure you have established the 6Ws
Structure- style of narration
Decide where/how to start :
• At the end, then flashback to the beginning of
the story
• From the first major event – in the middle of the
action, ‘Running, her heart thudding…’
• ‘Because it’s Tuesday, the Ocado delivery was
always on a Tuesday…’
• Using/including a written account - ‘ And so I
arrested him,’ wrote Constable Jones in his neat,
round , blue writing…’
• In a letter, ‘Dear John…’
• With a phone call…’I’m leaving you a message
but please, please call me back…’etc.
Novels - opening chapters
• Resonant opening sentence – ‘It was love
at first sight…Last night I dreamt I went to
Manderley again….The beginning is
simple to mark…’
• Attract the reader, invite them to read on,
give clues as to what is to follow but don’t
reveal too much.
Ending of the chapter
• Make sure the reader is interested in what
happens to your character
• Create a family/work situation which is
believable
• Make your setting evocative
• Leave the story established but not
completed
• Try to end on a cliff-hanger
• Leave a question which needs answering
Characterisation
•
•
Protagonist –think about their back story - make sure you ‘know’ them
Friend /chum/sidekick/colleague– they often deliver a lot of information about
the character-think of Morse and Lewis
•
Name them – make it fitting and appropriate - think of Bond girls and villains –
Dickens made sure the physical characteristics of his characters fitted them –
Uriah Heep is a good example
•
Create a setting which is appropriate
•
Antagonist – the opposing force/character
•
Think about standing back and zooming in- still using all 5 senses
•
Small details – start by thinking about hands, rings, gesture, mannerisms
•
Description should be specific and detailed – catch- all phrases such as
attractive tell us nothing - use simile – and imagination -
•
Think about place – often helpful to think about an older relative – Gran for
example - Sunday lunch – the smell of cooking -a particular chair – the garden
– mannerisms of speech – tone of voice – use someone you know as a guide put all these elements together in your character, make them believable - give
them unique characteristics
Narrative – 6 Ws
• Always start with your 6Ws in place
• Use descriptive writing to set scenes and
keep them appropriate to the story
• Use a range of feelings and emotions to
heighten the experience of reading
• Different ways of telling the story - through
phone calls /emails/reporting/letters...etc...
• Employ a wide ranging vocabulary – use it
effectively - aim to create a range of
effects – avoid repetition
You must…
•
•
•
•
Write in paragraphs
Spell correctly
Use a variety of sentence structures
Create characters and settings that are
believable
• Interest and engage your reader
• Write at length, and in detail