Paper 3 IGCSE

To understand how to write a piece of effective descriptive writing.

Showing, NOT telling!

•What can be seen?"His ashen face looked like he had seen the

horror of horrors.“

• What can be heard?

"A sound like a thousand crashing cymbals

assaulted our ears“

• What can be felt?"The soft gooey mass clung to

my by now shivering flesh"

• What can be tasted?"The taste was heavenly - like

something you'd looked forward to all

your life.“

• What can be smelt?

"The smell was indescribable; nothing this side of Hell's gates could come close."

• You need to include:

• An interesting choice of adjectives (don’t over do it)

• Vivid verbs and adverbs• Figurative Language – similes, metaphors,

personification.• Varied sentence structures and punctuation for

effect

Structure

• Here is a good way to tackle this kind of writing:Imagine yourself to be a kind of 'human video camera'! With your searching zoom lens you are going to 'record' what was in the particular scene or situation the question asks you to describe:

– a selection of the 'stills' from your video will provide the substance for what you describe;

– a good structure is crucial to a high grade. This can be achieved in several ways, for example, by describing each of the 'stills' from your 'video' location by location: 'In the corner...'; 'By the hot dog stall...'; 'In the sky...'; 'Over there...';

– other structures that work are: from inside to outside..., from then to now..., from the 'general' to the 'particular'... Structure provides 'shape' to your writing and can gain many marks.

Description of a fun fair It was a scorching hot summer’s day: perfect for a day at the fair. The sky was dotted with a few fluffy clouds that looked like candy floss. The entrance to the fair could be seen in the distance and the long queues edged forward slowly. Customers were becoming increasingly excited and impatient as they took a few steps forward every so often. Faint music could be heard from beyond the tall gates with the occasional happy scream suddenly piercing the air. Closer to the entrance and the massive structures of the rides could be seen: a rollercoaster, a big wheel, a helter skelter. They were steel giants reaching for the sun. Once inside, the braver kids ran towards the first rollercoaster. It zipped back and forth across the queue as fast as a bullet. Those sat at the front screamed the loudest, their eyes bulging like frogs, as the wind howled into their faces. Hands gripped the safety bars like a vice as the shuttle suddenly flipped upside down. One formerly cocky boy, immediately felt nauseous, his confidence knocked and his turned face a sickly green colour. Below, younger children stood watching, eating their sweets and snacks. Ice creams wobbled perilously over the cones and dripped down their small fingers as they melted. Some munched on brightly coloured balls of candy floss. The strands dissolved on the tongue and the sweet sugar stuck to the teeth like glue. A few ate too much and complained to their mummies and daddies. Across from the queues for the rides, were the picnic tables, a refuge from the madness. Families, young couples and groups of friends sipped on drinks, applied sun cream or kept a vigilant watch on their children. One harassed mum, struggled as a pack of young wolves yelped and cried around her for a drink, a snack, to go on the tea cups, to go on the big ride, to go to the toilet, to go home.

Assess – Table A ( Content and Structure)Band (11-13)• There are many well-defined, well developed ideas and images,

describing complex atmospheres with a range of details• Overall structure is provided through devices such as the movements o

the persona, the creation of a short time span, or the creation of atmosphere or tension. There is no confusion with writing a story. Repetition is avoided and the sequences of sentences makes the picture clear to the reader

Band 2 (9-10)• There is a good range of images with interesting details which contribute

to a sense of atmosphere.• These are formed into an overall picture of some clarity, largely consistent

and effective. There maybe occasional repetition, and opportunities for development or the provision of detail may be missed. Sentences are often well sequenced.

Assess Table B (Style and Accuracy)

Band 1 (11-12)• Writing is consistent, stylistically fluent,

linguistically strong and accurate; has a sense of audience.

Look for:Appropriately used ambitious wordsComplex sentence structure where appropriate

Try and use a range of punctuation

Colon ( : ) To introduce a list. E.g Jake had a good time at the party. He ate: thirty six jelly babies, a tangerine jelly and a jellied eel.

Semi Colon ( ; )

To associate two sentences when they are closely related. E.g Technology at The Langley Academy is a real success; the equipment is top quality.

To separate items in a list when the items are described or have many adjectives together. E.g. The dog had soft brown eyes; big, hairy paws; long, floppy ears and a short, wagging tail.

Sentence structures.

Short simple sentences

I was quite certain that I heard it. The sound was unmistakable. It was a baby crying. Not a cat, not a dog. They are quite different, you know. What I heard from some distant room on the ground floor was the cry of a newborn baby. I hesitated. Stopped. But it was over at once and it did not come again..

Complex sentences• Complex sentences communicate more than one idea – they

have a main clause and a subordinate clause.

Identify the main and subordinate clauses for the following sentences:

Our hamster, which had been my pet for two years, died on the weekend.

Although the weather was warm, I still had to wear a jumper.

While I was having breakfast, the postman brought some letters.

Common pointers to subordinate clauses

• who• whom• whose• which• that• when• where• as• since• until• before• because

• how• than• as much as• so that• that• in case• if• unless• though• although• even though

Descriptive writingDescribe a party in full swing, and then what the place is like when all the visitors have gone.

Describe a walk through a shady wood

Describe a place that is vibrant and happy

Describe the time when you mastered a skill such as uni-cycling, skateboarding, skiing, cooking or even plate spinning. Describe what you were trying to do, and your thoughts and feelings at the final moment of success.

Describe the last moments before you leave a place for ever