Year 4 · Chapter 11

Writing stories

By the end of this chapter you will be able to

Plan a story with a setting, characters and a plot made of five parts
Build tension with short sentences, precise verbs and an answer that is delayed
Group related ideas into paragraphs, each with a topic sentence
Start sentences with fronted adverbials, and put a comma after them
Write expanded noun phrases, and direct speech with correct punctuation
Improve a draft with pronouns and connecting words, then read it aloud

You should already know

Finding the plot parts and the setting in a story (Chapter 8 of this book)
Fronted adverbials, clauses and conjunctions (Chapter 6 of this book)
Noun phrases, pronouns and Standard English (Chapter 7 of this book)
Direct speech and its punctuation (Chapter 5 of this book)

Where this leads

Writing non-fiction with headings, and editing it (Chapter 12 of this book)

National Curriculum for England, Key Stage 2 English, Year 4. Content: Plan a narrative by discussing similar writing and recording ideas; create settings, characters and plot (WC1, WC4), Organise paragraphs around a theme (WC3, G4-5), Use a range of sentence types, fronted adverbials with commas, and expanded noun phrases (WV1, WV5, WV7, G4-3), Use direct speech with its punctuation (WV9, G4-7), Use varied vocabulary and cohesion: connecting words and accurate pronouns (WC2, WC7, WV3, G4-6), Edit a draft, and read your own writing aloud with intonation, tone and volume (WC7, WC9).

Exercise P Do you remember?

FWrite the plural possessive: the toys that belong to the girls. Write the words only.

Done

FAdd the comma in the right place: Yesterday we went swimming.

Done

FWrite a sentence that uses the word because to give a reason.

Done

FCopy the noun phrase in this sentence: The tall tree dropped its leaves.

Done

FPut these three words in alphabetical order: character, cake, chapter.

Done

11.1

Planning a story: setting, characters and plot

Year 4
Plan a narrative by discussing similar writing and recording ideas (WC1), Create settings, characters and plot in a narrative (WC4)

Video lesson: Planning a story: setting, characters and plotComing soon

Story. Noor and her grandad are walking up Larch Hill. Before she writes her story, Noor makes a plan, so that every part has a clear place.

A story plan helps a writer decide what will happen before they write the full story. A strong plan includes a setting (where and when the story takes place), characters (who is in the story and what they are like) and a plot (the events, in order). The plot has five parts: an opening, a build-up that raises the tension, a problem, a resolution that solves the problem, and an ending.

Read the plan in the box, and look at the diagram of the plot. Then answer the questions in exercise 11A.

The five parts of a plot, from the opening to the ending

Plan: The Compass on Larch Hill

Setting: a village at the edge of a pine forest, early on a misty autumn morning. The path climbs to a hilltop viewpoint.
Characters: Noor, aged ten, who loves maps; her grandad, who has walked the hill for years and carries a brass compass.
Opening: Noor and Grandad set off up the path, and Noor checks the map.
Build-up: the path forks, a mist rolls in and the signpost is hidden, and a bird calls somewhere in the trees.
Problem: the path disappears in the fog, and the compass needle spins.
Resolution: Noor remembers the stream they crossed and follows the sound of the water downhill.
Ending: they reach the car park, and Grandad says the map was never the only way home.

Key ideas

The setting tells the reader where and when the story happens.
Characters should be real enough that the reader cares what happens to them.
The plot is the sequence of events, and it has five parts: opening, build-up, problem, resolution and ending.
A good problem gives the story its main challenge.

Worked example 11.1.1

In the plan, which plot part comes straight after the build-up?

Method. Read the plot parts in their order.

Find the build-up. Build-up is the second plot part, after the opening.
Build-up
Read the next part. The part that comes next is the problem.
Problem
Check the order. The five parts run: opening, build-up, problem, resolution, ending.
Opening, Build-up, Problem, Resolution, Ending
Write the answer.
Problem

Check. Problem is the part after build-up. ✓

Worked example 11.1.2

Write a setting, with a place and a time, for a story about a lost puppy.

Method. A setting names where and when the story happens.

Choose a place. A park is a place where a puppy could get lost.
the park by the station
Choose a time. A windy Saturday morning gives the reader a time to picture.
a windy Saturday morning
Join them in one sentence. A setting joins the place and the time in one sentence.
On a windy Saturday morning, in the park by the station
Write the answer.
On a windy Saturday morning, in the park by the station

Check. The sentence names a place and a time. ✓

Worked example 11.1.3

Noor loves maps. How could this character detail help the plot?

Method. A character detail helps the plot when it is used to solve the problem.

Find the detail. The plan says Noor loves maps.
loves maps
Link it to the problem. The problem is that the path disappears in the fog.
the path disappears
Connect them. A reader who knows Noor loves maps expects her to use one to find the way.
use a map to find the way
Write the answer.
She can read the map when the path disappears in the fog.

Check. The detail and the problem connect. ✓

Watch out

Watch out: a plan is a set of notes, not the story. Use the plan to make choices, then write the story in full sentences.

Exam tip

Grown-up tip. Ask your child to tell you a favourite film or book in five parts, and to name each part. Then ask them to plan one story of their own with a setting, one character and a problem, before they start to write.

11.2

Building tension

Year 4
Build tension in a narrative with short sentences, precise verbs and a delayed answer (WC2, WC4), Choose varied vocabulary that suits the mood of a story (WC2)

Video lesson: Building tensionComing soon

Story. Freya has been sent to the old boathouse to fetch a torch. The door is stiff, the air smells of wet wood, and she is not sure that she is alone.

Tension is the feeling of worry or suspense that a reader has while waiting to find out what will happen. A writer builds tension slowly. They show small signs of danger, use short sentences to make the reader pause, choose precise verbs such as crept or groaned instead of plain verbs, and delay the answer to a question, so that the reader keeps reading.

Read the text in the box, and look at the tension curve. Then answer the questions in exercise 11B.

The Boathouse

The boathouse was silent. Freya pushed the heavy door, and it groaned on its hinges. Somewhere in the dark, water lapped against the wooden posts.

She reached for the torch, but the battery had gone flat. A soft scrape came from the corner. Freya froze. The scrape came again, closer this time.

Her heart thudded in her ears. She took one slow step forward, and the floorboards creaked beneath her feet.

A sketch of tension in a story: it rises to the problem and falls after the resolution

Key ideas

Tension builds slowly, with small signs of danger.
A very short sentence makes the reader pause, as at a moment of shock.
Precise verbs and sound words add to the mood, such as groaned and scrape.
Delaying the answer to a question keeps the reader reading.

Worked example 11.2.1

Why is the sentence Freya froze. written as a sentence on its own?

Method. Think about how a very short sentence is read.

Find the short sentence. Freya froze. has only two words.
Freya froze.
Read it aloud in your head. A very short sentence makes the reader stop for a moment.
a pause
Link it to the mood. The pause shows that Freya is frightened and still.
frightened and still
Write the answer.
It makes the reader pause at the moment Freya is frightened.

Check. The short sentence slows the reader down. ✓

Worked example 11.2.2

Rewrite the flat sentence The door opened. so that it builds tension.

Method. Replace plain words with slow, precise ones, and add a sound.

Find the plain words. Opened is a plain verb, and the door is not described.
The door opened.
Choose a precise verb. Creaked gives a sound and suggests something old.
creaked
Add a slow, careful detail. Slowly and a little show the door moving carefully.
Slowly, ... a little
Write the answer.
Slowly, the heavy door creaked open a little.

Check. The new sentence gives a sound and a slow movement. ✓

Worked example 11.2.3

Put these four sentences in order, from the least tense to the most tense. Her heart thudded in her ears. Freya heard nothing. A soft scrape came from the corner. The torch was empty.

Method. Build the tension step by step, so that each sentence is more worrying than the one before.

Find the calmest sentence. Freya heard nothing, so there is no danger yet.
Freya heard nothing
Find the next step. An empty torch makes her more worried.
The torch was empty
Find the most tense sentence. A soft scrape and a pounding heart show danger close by.
A soft scrape ... thudded in her ears
Write the answer.
Freya heard nothing. The torch was empty. A soft scrape came from the corner. Her heart thudded in her ears.

Check. Each sentence adds more worry than the one before. ✓

Watch out

Watch out: tension comes from the reader waiting and wondering, not from writing "It was scary". Show the danger, and let the reader feel it.

Exam tip

Grown-up tip. Read a short, safe, mysterious passage together. Ask: "Which sentence made you want to read on? Why?" Ask your child to find one short sentence and one slow verb.

11.3

Paragraphs that group related ideas

Year 4
Organise paragraphs around a theme, with a topic sentence (WC3, G4-5), Plan a narrative with an opening, a middle and an ending (WC1, WC4)

Video lesson: Paragraphs that group related ideasComing soon

Story. Dylan is writing about the village dog show. He puts each part of his story into its own paragraph, so that the reader can follow the events one at a time.

A paragraph is a group of sentences about one idea, one time or one place. A new paragraph starts when the time, the place or the main idea changes, and when a different speaker begins. Many paragraphs begin with a topic sentence that tells the reader what the paragraph is about. The other sentences add detail to it.

Read the story in the box, and look at the layout. Then answer the questions in exercise 11C.

Biscuit Goes Missing

1The village dog show was held on the green on Saturday morning. Dozens of owners brought their dogs, and the air was full of barking and excited voices.

2Dylan had tied Biscuit's lead to the gate while he signed up for the show. When he turned around, the lead was lying on the grass, and Biscuit had gone. He searched the stalls and called her name, but she did not come.

3Later that morning, Dylan heard a bark from behind the cake tent. There was Biscuit, sitting proudly next to a basket of lemon buns. Dylan hugged her and decided to hold her lead from then on.

Three paragraphs, each with one theme: setting, problem and ending

Key ideas

A paragraph groups related ideas.
The topic sentence tells the reader what the paragraph is about.
Start a new paragraph when the time, the place, the idea or the speaker changes.
Every sentence in a paragraph should add detail to the same idea.

Worked example 11.3.1

What is the topic sentence of paragraph 1?

Method. The topic sentence is usually the first sentence.

Read the first sentence. It says where and when the show is held.
the green, Saturday morning
Check the rest of the paragraph. The other sentence adds detail about the owners and the barking.
owners and barking
Name the topic sentence. The first sentence states the topic of the paragraph.
The village dog show was held on the green on Saturday morning.
Write the answer.
The village dog show was held on the green on Saturday morning.

Check. The first sentence names the topic. ✓

Worked example 11.3.2

Which paragraph does the sentence Dylan hugged her belong to?

Method. Find the part of the story that the sentence describes.

Read the sentence. Dylan hugged her shows that the search is over.
the search is over
Find the time in the paragraphs. Paragraph 3 begins with Later that morning, when Biscuit is found.
Later that morning
Match the idea. The ending of the story is in paragraph 3.
paragraph 3
Write the answer.
paragraph 3

Check. The idea of the sentence matches the ending. ✓

Worked example 11.3.3

Should a new paragraph start at Later that morning? Explain why.

Method. Look for a change in time or idea.

Look at the time. Later that morning shows that time has passed.
Later that morning
Check the idea. The idea changes from searching to finding Biscuit.
searching to finding
Decide. When the time and the idea both change, a new paragraph starts.
a new paragraph
Write the answer.
Yes, because the time changes and the idea changes from searching to finding Biscuit.

Check. A change of time and idea starts a new paragraph. ✓

Watch out

Watch out: a paragraph is not a list of unrelated sentences. Every sentence should belong to the same idea, time or place.

Exam tip

Grown-up tip. Ask your child to say what each paragraph is about in five words. If two paragraphs have the same answer, ask whether they should be one paragraph.

11.4

Sentence types and fronted adverbials with commas

Year 4
Use a range of sentence types, including sentences with more than one clause (WV1), Use fronted adverbials of time, place and manner, with a comma after them (WV5, WV7, G4-4, G4-9)

Video lesson: Sentence types and fronted adverbials with commasComing soon

Story. Samir and his sister Bea are on their first camping trip. When the wind rises in the night, Samir has to think quickly.

A fronted adverbial is a word or phrase at the start of a sentence that tells the reader when, where or how. When it comes first, put a comma after it. A fronted adverbial can be one word (Suddenly,), a phrase (On the first night,) or a subordinate clause that starts with a word such as because, although, when, before or if (Because the rain was heavy,). A subordinate clause cannot stand alone as a sentence. A sentence can also join two clauses with and, but or so.

Read the text in the box, then answer the questions in exercise 11D.

Trouble at the Campsite

On the first night, the campers ate their supper by torchlight. Suddenly, a gust of wind shook the tent. Although Samir had pegged the ropes tightly, one corner began to lift. Quickly, he called his sister, Bea. Because the rain was heavy, they held the poles together until the storm passed. In the morning, the sun came out and the campers laughed about their adventure.

Key ideas

A fronted adverbial tells the reader when, where or how, and it comes first.
Put a comma after a fronted adverbial at the start of a sentence.
A subordinate clause at the start, such as Because the rain was heavy, also takes a comma after it.
Vary the start of your sentences: use an adverbial, a subject, or a clause.

Worked example 11.4.1

Add the comma: Suddenly a gust of wind shook the tent.

Method. Find the fronted adverbial, then put a comma after it.

Find the fronted adverbial. Suddenly tells the reader how the wind came, and it comes first.
Suddenly
Put a comma after it. A comma marks the end of the opening words.
Suddenly,
Check the main clause. The main clause starts with a gust of wind.
a gust of wind shook the tent
Write the answer.
Suddenly, a gust of wind shook the tent.

Check. The comma follows the fronted adverbial. ✓

Worked example 11.4.2

Move the reason to the front: We ran home because it was late.

Method. A clause that gives a reason can come first, with a comma after it.

Find the reason clause. Because it was late gives the reason for running home.
because it was late
Move it to the front. Put it at the start, with a capital letter for Because.
Because it was late
Add the comma. A comma goes after the clause, before the main clause.
Because it was late, we ran home.
Write the answer.
Because it was late, we ran home.

Check. The reason comes first, with a comma after it. ✓

Worked example 11.4.3

In the sentence Although Samir had pegged the ropes tightly, one corner began to lift., which word starts the subordinate clause?

Method. Look for the first word of the sentence, then check that it starts a clause.

Find the first word. The sentence starts with Although.
Although
Check the type of word. Although is a conjunction, and it joins a clause that gives a contrast.
a conjunction
Find where the clause ends. The clause ends at the comma after tightly.
tightly,
Write the answer.
Although

Check. Although starts the clause at the front. ✓

Watch out

Watch out: when a subordinate clause comes first, the comma goes after the whole clause, not after its first word.

Exam tip

Grown-up tip. Ask your child to start three sentences of their next story with a fronted adverbial. Ask them to read each sentence aloud, pausing at the comma.

11.5

Expanded noun phrases and direct speech

Year 4
Use expanded noun phrases with adjectives and prepositional phrases to add detail (G4-3), Use direct speech, with inverted commas and the correct punctuation, in a narrative (WV9, G4-7)

Video lesson: Expanded noun phrases and direct speechComing soon

Story. On a summer trip along the canal, Ella and her father watch the boats, the ducks and a tall heron. Ella asks many questions, and her father has answers.

An expanded noun phrase adds words to a noun to give the reader more detail. The boat becomes the old wooden barge, and a bridge becomes a mossy stone bridge over the canal. Adjectives describe the noun, and a prepositional phrase (a phrase that starts with a word such as on, over, through or beside) says where something is.

Direct speech shows the exact words that a person says. Put the spoken words inside inverted commas (speech marks), and put the end mark inside them. The reporting clause, such as said Ella, may come before or after the speech. Start a new line each time a different person speaks.

Read the text in the box, then answer the questions in exercise 11E.

The Canal Trip

The old wooden barge drifted past the mossy bridge, and the children waved at the ducks. "Look at those ducks!" whispered Ella. "They are following the boat," replied her father, smiling at the bright yellow ribbons on the rail. "Shall we follow them too?" Ella nodded eagerly.

A tall heron stood on the muddy bank, watching the water with patient eyes. "Do not frighten it," said her father quietly. "Herons are very careful birds."

Key ideas

An expanded noun phrase gives more detail about a noun.
Adjectives describe; a prepositional phrase says where.
Put the spoken words inside inverted commas, with the end mark inside them.
A comma separates the speech from a reporting clause: "Hello," said Ella. Ella said, "Hello."
Start a new line when a different person speaks.

Worked example 11.5.1

Punctuate this line: Look at those ducks whispered Ella.

Method. Find the spoken words, then add the inverted commas and the end mark.

Find the spoken words. Look at those ducks is said aloud, so it goes inside inverted commas.
"Look at those ducks
Add the end mark inside the speech. The speech is an exclamation, so it ends with an exclamation mark inside the inverted commas.
"Look at those ducks!"
Add the reporting clause. whispered Ella follows the speech and ends with a full stop.
"Look at those ducks!" whispered Ella.
Write the answer.
"Look at those ducks!" whispered Ella.

Check. The end mark is inside the inverted commas. ✓

Worked example 11.5.2

Write the expanded noun phrase for the boat, with two adjectives and a prepositional phrase.

Method. Add adjectives before the noun, and a prepositional phrase after it.

Start with the noun. The noun is barge.
barge
Add adjectives. Old and wooden describe the barge.
old wooden barge
Add a prepositional phrase. On the canal says where the barge is.
the old wooden barge on the canal
Write the answer.
the old wooden barge on the canal

Check. The phrase has two adjectives and a prepositional phrase. ✓

Worked example 11.5.3

Write this speech with the reporting clause at the end: Do not frighten it, said her father quietly.

Method. Put the spoken words in inverted commas, with the comma inside them.

Find the spoken words. Do not frighten it is what the father says.
Do not frighten it
Add the comma inside the speech. The comma goes before the closing inverted commas, before the reporting clause.
"Do not frighten it,"
Add the reporting clause. said her father quietly follows the speech, with a full stop.
said her father quietly.
Write the answer.
"Do not frighten it," said her father quietly.

Check. The comma is inside the inverted commas before the reporting clause. ✓

Watch out

Watch out: the end mark belongs inside the inverted commas, and the reporting clause starts with a small letter: "Look at the ducks!" whispered Ella.

Exam tip

Grown-up tip. Read a short dialogue together. Ask your child to point out each new speaker, and to say where the new line starts.

11.6

Cohesion and editing a draft

Year 4
Propose changes to grammar and vocabulary for consistency, including accurate pronouns (WC7, WV3, G4-6), Use connecting words and pronouns so that the sentences link together (WC2, WC7), Read your own writing aloud, checking the flow, and edit it (WC9)

Video lesson: Cohesion and editing a draftComing soon

Story. Jamal has written the first draft of a story about a day at the fair. Before he hands it in, he reads it aloud, checks each sentence and makes changes.

Cohesion is how sentences and paragraphs stick together, so that the reader can follow them. Writers create cohesion with connecting words (such as afterwards or meanwhile), with pronouns (such as he, she, it and they) that stand in for a noun, and by avoiding needless repetition. A pronoun must match the noun it stands for, so that the reader knows who or what is meant.

Editing means improving a draft by checking its spelling, punctuation, tense, pronouns and repeated words. Reading the writing aloud helps you hear where a sentence is too long, too flat or unclear.

Read the first draft in the box, then answer the questions in exercise 11F.

The Big Wheel (first draft)

1Mia and her brother went to the fair. The fair was loud and bright. Mia wanted to ride the big wheel. Her brother did not want to go on it.

2"I am scared," he said. "Come on" said Mia. They got on the big wheel. The big wheel went round and round.

3At the top, Mia could see the whole town. She waved to her brother. He waved back. Suddenly the wheel stopped. The wheel was stuck. Everyone was quiet. Mia held her brother's hand, and it was not scared any more.

Check	Question to ask
Pronouns	Does each pronoun clearly stand for one noun, and match it?
Punctuation	Is there a comma after each fronted adverbial, and are the speech marks correct?
Repetition	Have I repeated the same name or phrase too often?
Tense	Do the verbs stay in the same tense, unless the time changes?
Connecting words	Do the connecting words show the right link between events?

Key ideas

Cohesion helps the reader follow the text.
A pronoun replaces a noun, and it must match the noun it stands for.
A connecting word shows the link between events, such as afterwards or meanwhile.
Editing improves a draft; proof-reading finds the mistakes that are left.

Worked example 11.6.1

The draft says "Come on" said Mia. Write the speech correctly.

Method. Check the punctuation inside the speech.

Find the spoken words. Come on is what Mia says.
Come on
Add the comma inside the speech. A comma goes inside the inverted commas, before the reporting clause.
"Come on,"
Check the reporting clause. said Mia follows the speech and ends with a full stop.
said Mia.
Write the answer.
"Come on," said Mia.

Check. The comma is inside the speech. ✓

Worked example 11.6.2

Replace the repeated phrase in They got on the big wheel. The big wheel went round and round. with a pronoun.

Method. A pronoun can stand in for a noun phrase that has just been used.

Find the repeated noun phrase. The big wheel is used twice in a row.
The big wheel
Choose a pronoun. It stands for the big wheel, which is a thing.
It
Write the sentence. The pronoun makes the sentence shorter and links it to the sentence before.
It went round and round.
Write the answer.
It went round and round.

Check. The pronoun links the sentences. ✓

Worked example 11.6.3

Find the pronoun error in Mia held her brother's hand, and it was not scared any more. Correct it.

Method. Check which noun the pronoun stands for, then choose a pronoun that matches it.

Find the pronoun. It should stand for her brother, who is a boy.
it
Choose a pronoun that matches. He is the pronoun for a boy.
he
Write the corrected sentence. The new pronoun matches the boy it stands for.
Mia held her brother's hand, and he was not scared any more.
Write the answer.
Mia held her brother's hand, and he was not scared any more.

Check. The pronoun now matches the boy it stands for. ✓

Watch out

Watch out: a pronoun that could stand for two people is confusing. If the reader might not know who is meant, use the name again.

Exam tip

Grown-up tip. Ask your child to read their draft aloud to you. Each time they stumble, ask: "Which word or sentence would help the reader more here?" Let them choose the change.

Chapter summary

Skill	Method
Plot	The sequence of events: opening, build-up, problem, resolution and ending.
Setting	Where and when the story happens. Give a place and a time.
Characters	Who is in the story, with a detail that shows what they are like and what they want.
Tension	The worry or suspense that builds with small signs of danger, short sentences, precise verbs and a delayed answer.
Paragraph	A group of sentences about one idea, one time or one place. Start a new one when the idea, time, place or speaker changes.
Fronted adverbial	A word or phrase at the start that tells when, where or how. Put a comma after it.
Expanded noun phrase	A noun with adjectives or a prepositional phrase that gives more detail, such as the old wooden barge.
Direct speech	The exact spoken words, in inverted commas, with the end mark inside them.
Cohesion	Connecting words and pronouns that link sentences, so that the reader can follow them.
Editing	Improving a draft: checking spelling, punctuation, tense, pronouns and repeated words, then reading it aloud.

Can you…?

I can plan a story with a setting, characters and a plot made of five parts
I can build tension with small signs of danger, short sentences and precise verbs
I can group related ideas into paragraphs, each with a topic sentence
I can start sentences with fronted adverbials, and put a comma after them
I can write an expanded noun phrase that gives the reader more detail
I can punctuate direct speech, including a split speech with a reporting clause
I can use pronouns and connecting words so that my sentences link together
I can edit a draft, checking pronouns, punctuation and repeated words
I can read my story aloud, and change any sentence that does not read well

Key terms

plot: the sequence of events in a story, in five parts: opening, build-up, problem, resolution and ending
setting: where and when a story takes place
character: a person or animal in a story, who has a personality and wants something
tension: the worry or suspense a reader feels while waiting to find out what happens
build-up: the part of the plot that raises the tension before the problem
problem: the difficulty that the characters must face in a story
resolution: the part of the plot where the problem is solved
paragraph: a group of sentences about one idea, one time or one place
topic sentence: the sentence that tells the reader what a paragraph is about
fronted adverbial: a word or phrase at the start of a sentence that tells when, where or how; a comma follows it
clause: a group of words with a verb, which can be part of a sentence
subordinate clause: a clause that starts with a word such as because, although or when, and cannot stand alone
expanded noun phrase: a noun with extra words that describe it, such as adjectives or a prepositional phrase
prepositional phrase: a phrase that starts with a preposition, such as on, over or through, and says where
direct speech: the exact words a person says, shown in inverted commas
reporting clause: the words that say who is speaking, such as said Ella
cohesion: the way sentences and paragraphs link together so that the reader can follow them
pronoun: a word such as he, she, it or they that stands in for a noun
connecting word: a word such as afterwards or meanwhile that shows the link between events
draft: a first version of a piece of writing, which is improved later
editing: improving a draft by checking its spelling, punctuation, tense, pronouns and repeated words
proof-read: to read a finished piece carefully for mistakes
intonation: the rise and fall of the voice, which helps the reader hear the meaning when reading aloud

Total 20 marks. Allow about 20 minutes.

← Chapter 10: Reading non-fiction Chapter 12: Writing non-fiction and editing →

Writing stories

By the end of this chapter you will be able to

You should already know

Where this leads

Exercise P Do you remember?

Planning a story: setting, characters and plot

Plan: The Compass on Larch Hill

Key ideas

Watch out

Exam tip

Exercise 11A Practice: planning a story

Building tension

The Boathouse

Key ideas

Watch out

Exam tip

Exercise 11B Practice: building tension

Paragraphs that group related ideas

Biscuit Goes Missing

Key ideas

Watch out

Exam tip

Exercise 11C Practice: paragraphs and topic sentences

Sentence types and fronted adverbials with commas

Trouble at the Campsite

Key ideas

Watch out

Exam tip

Exercise 11D Practice: sentence types and fronted adverbials

Expanded noun phrases and direct speech

The Canal Trip

Key ideas

Watch out

Exam tip

Exercise 11E Practice: expanded noun phrases and speech

Cohesion and editing a draft

The Big Wheel (first draft)

Key ideas

Watch out

Exam tip

Exercise 11F Practice: cohesion and editing

Chapter summary

Can you…?

Key terms

Exercise 11Z Check-up

Exercise 11X Practice test questions