National 5EnglishSQARevision Notes4. Portfolio WritingCreative WritingHow to Structure Creative Writing

How to Structure Creative Writing (SQA National 5 English): Revision Note

Exam code: X824 75

Nick Redgrove

Written by: Nick Redgrove

Reviewed by: Deb Orrock

Updated on

Structure is one of the most important elements of creative writing. A well-organised response helps the examiner to follow the flow of your ideas and shows that you can craft your writing with purpose and imagination.

How do I structure creative writing?

There are different ways to approach the structure of creative writing. However, the key is to start with an engaging opening, develop your ideas and description, and end with an impactful ending. Whether you are writing a description, a narrative or an opening, your structure should reflect the style and atmosphere you are trying to create.

Here’s a simple structure you could follow:

AQA GCSE English Language: Structure for creative writing
Structure for creative writing

What should I include in each paragraph?

Each paragraph should serve a clear purpose. This could be to:

  • Build atmosphere

  • Convey emotions

  • Move the scene forward

Here are some key features to include: 

Sensory details

  • Use the five senses to bring your setting to life:

    • The faint scent of worn upholstery mingled with the earthy smell of damp coats

Imagery (simile/metaphor)

  • Create strong visuals through similes and metaphors:

    • ...as if the streets themselves were alive, pulsing like the heartbeats of an unsleeping metropolis

Personification 

  • Make the setting appear active and alive:

    • The brakes squealed in protest

Zoom in technique

  • Focus on a small detail:

    • Her raised hand could not mask the redness around her eyes…

Shifts in tone or perspective

  • Introduce a change in focus or tone:

    • Another young woman shifted in her seat… as though this was a journey she had taken many times before

Symbolism

  • Link to deeper meanings:

    • Signs and shopfronts were reflected… casting shifting patterns of light and shadow…

An example of a creative writing plan

Task:

AQA GCSE English Language Creative Writing Task
Creative writing task

Introduction: establish setting and mood

  • Introduce the setting and atmosphere to immerse the reader immediately:

    • The city bus rattles along the evening streets…

Paragraph 1

  • Use descriptive imagery and sensory language to describe the city outside the bus

Paragraph 2

  • Contrast the exterior with the interior of the bus

  • Build atmosphere through sensory detail:

    • The salty, savoury aroma of…

Paragraph 3

  • Show the world continuing beyond the window:

    • Beyond the window, the world moved on in a ceaseless, chaotic swirl

Paragraph 4

  • Shift focus to a character to add depth to the description:

    • A young woman… her expression stoic

Paragraph 5

  • Describe city life and reflect on themes of routine and anonymity:

    • Silhouettes of figures… marched like worker ants…

Conclusion

  • End with a contrast to create a poignant shift


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    Author
    Reviewer
    Nick Redgrove

    Author: Nick Redgrove

    Expertise: English Content Creator

    Nick is a graduate of the University of Cambridge and King’s College London. He started his career in journalism and publishing, working as an editor on a political magazine and a number of books, before training as an English teacher. After nearly 10 years working in London schools, where he held leadership positions in English departments and within a Sixth Form, he moved on to become an examiner and education consultant. With more than a decade of experience as a tutor, Nick specialises in English, but has also taught Politics, Classical Civilisation and Religious Studies.

    Deb Orrock

    Reviewer: Deb Orrock

    Expertise: English Content Creator

    Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.