Narrative writing

1. Narrative writing The detective genre

2. 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.

3. 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.

4. 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

5. 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

6. 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.

7. 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

8. Writing in a specific genre Setting: Town, city, village, country house Villain – name, background, Relationship with detective A detective – rank, history peculiarities, habits - family The detective’s techniques Crime Colleagues – a side kick A crime – murder – theft - abduction Victim 4-5 main events Suspects - clues 6 Ws An arrest - closure

9. 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’.

10. Smarty pants

12. 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.

13. 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 four-wheeled 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, non-threatening intelligence, patriotic, compassionate, resourceful and brave—qualities which mirror those of his creator.

14. 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.’

15. 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

16. Why do we love detective fiction? Death in particular seems to provide the minds of the Anglo-Saxon 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

17. 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

18. 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.

19. 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.

20. 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

21. 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

22. 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

23. 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