Checkpoin

t FLE:
Paper 2
Fiction Reading & Writing Revision
Skills and Knowledge: Fiction
Reading
Skills
• Close, careful reading
• Skimming and scanning
• Retrieving information
• Inferring information
• Explaining in your own words
• Selecting evidence and quoting
• Identifying techniques and analysing their effects

Knowledge
• General vocabulary
• Literary terminology
• Punctuation and grammar
Fiction Reading: Question Types

1-2 Mark Questions

• Multiple-choice: literary devices, genre, purpose
• Find a word or phrase that matches a definition/ description
• Find a word or phrase that creates a certain effect
• Identify techniques and/ or effects
• Briefly explain the meaning of a word or phrase in your own words
• Explain what a word or phrase suggests/ implies
A. Example Question: 1 Mark
Multiple-Choice
‘the evening was all damp and still, sorry for its outburst’
What is this phrase an example of?
Tick () one box.

hyperbole

assonance

personification

onomatopoeia
A. Example Question: 1 Mark
Multiple-Choice
‘the evening was all damp and still, sorry for its outburst’
What is this phrase an example of?
Tick () one box.

hyperbole

assonance

personification

onomatopoeia
B. Example Question: 1 mark -
identify a phrase
Look at lines 27–32.
For a moment the setting sun shone wildly in their faces, all amongst
the rain, so that the wings suddenly looked like flames dancing with
water. Then a black cloud shut it out and Christina realised that the day
was finished. The ground was grey and disappearing, a light shining
here and there, and they were marooned in the sky like outcasts.

Give a phrase that shows Christina feels they are stranded and isolated.
………………………………………………………………………………… [1]

Note: questions which ask you to ‘find’, ‘give’ or ‘identify’

something from the text usually only require you to copy the
key word/ phrase
B. Example Question: 1 mark -
identify a phrase
Look at lines 27–32.
For a moment the setting sun shone wildly in their faces, all amongst
the rain, so that the wings suddenly looked like flames dancing with
water. Then a black cloud shut it out and Christina realised that the day
was finished. The ground was grey and disappearing, a light shining
here and there, and they were marooned in the sky like outcasts.

Give a phrase that shows Christina feels they are stranded and isolated.
marooned in the sky like outcasts ………………..……………………… [1]

Note: questions which ask you to ‘find’, ‘give’ or ‘identify’

something from the text usually only require you the key copy
a word/ phrase
C. Example Question: 2 marks -
Inference + Evidence
Look at lines 35–40:
She looked down, but Will had dropped into one of his tight
corkscrew descents, and she could not bear it. All her insides
corkscrewed in sympathy, and she shut her eyes tight, ground her
teeth and hid her face in her hands.

(a) What emotion does Cristina feel as the plane is coming down?
Support your answer with a quotation from the text.
.........................................................................................................
.................
.........................................................................................................
.................
.........................................................................................................
C. Example Question: 2 marks -
Inference + Evidence
Look at lines 35–40:
She looked down, but Will had dropped into one of his tight corkscrew
descents, and she could not bear it. All her insides corkscrewed in
sympathy, and she shut her eyes tight, ground her teeth and hid her
face in her hands.

What emotion does Cristina feel as the plane is coming down?

Support your answer with a quotation from the text.

As the plane is coming down, Christine feels a sense of terror: ‘shut her
eyes tight’
D. Example Question: Explain
what is suggested
‘Christina’s stomach had contracted again.’ (line 2)

What does this suggest about her feelings towards the flight?

.........................................................................................................
........... [1]
D. Example Question: Explain
what is suggested
‘Christina’s stomach had contracted again.’ (line 2)

What does this suggest about her feelings towards the flight?

The mark-scheme says:

Award 1 mark for answers that identify:

• She is feeling nervous/afraid/frightened.
• (She is feeling sick with) fear.
Do not accept she is feeling ill/unwell.
Fiction Reading: Question Types

3-4 Mark Questions

• Explain the meanings of multiple words/ phrases in your own words
• Explain what different examples suggest/ imply
• Provide multiple ideas on a theme supported by evidence
• Find multiple quotes connected to a theme
• Provide examples and comment on technique/ effect
• Identify/ comment on features of genre, aspects of perspective etc
E. Example Question: Multiple
Ideas + Evidence
Look at lines 21–25.

The rain stung Christina’s face, hammering on the wings with a noise
like a drum to accompany the screaming of the engine. Will shouted
over his shoulder, ‘We’ll have to find somewhere to land when the
storm’s over. It’ll be dark soon. Look for a good place!’ He had
pushed his goggles up in order to see, and the rain was pouring over
him as if they were under a waterfall. Christina could feel it going
through her scarves and trickling down her neck.

Give three things you learn about the rain from the writer’s
description.
Support your answers with quotations from the text.
E. Example Question: Multiple
Ideas + Evidence
Look at lines 21–25.

The rain stung Christina’s face, hammering on the wings with a noise
like a drum to accompany the screaming of the engine. Will shouted
over his shoulder, ‘We’ll have to find somewhere to land when the
storm’s over. It’ll be dark soon. Look for a good place!’ He had
pushed his goggles up in order to see, and the rain was pouring over
him as if they were under a waterfall. Christina could feel it going
through her scarves and trickling down her neck.

Give three things you learn about the rain from the writer’s
description.
Support your answers with quotations from the text.
E. Example Question: Multiple
Ideas + Evidence
Look at lines 21–25.

The rain stung

hammering
a noise like a drum
pushed his goggles up
pouring
as if they were under a waterfall
feel it going through her scarves and trickling down her neck.

Give three things you learn about the rain from the writer’s
description.
E. Example Question: Multiple
Ideas + Evidence
Look at lines 21–25.

The rain stung – being in it was painful

hammering - the rain was powerful
a noise like a drum – it was noisy
pushed his goggles up – it caused poor visibility
pouring … as if they were under a waterfall – it cascaded down
feel it going through her scarves and trickling down her neck. – caused
discomfort

Give three things you learn about the rain from the writer’s description.
Fiction Reading
Knowledge Revision
Literary Terminology Match these key terms to the examples:

LITERARY TERM EXAMPLES

1. Simile Deafening silence. The living dead. A small crowd.
2. Metaphor A fearsome fox. The house of horrors. Tearful toddlers.
3. Personification The blue flute. Free to dream. Brighter times ahead.
4. Repetition Tiger, tiger burning bright/ In the forests of the night.
5. Alliteration As splendid as a queen. Deep and murky like the ocean.
6. Onomatopoeia The cold hand of fear ran an icy finger down my neck.
7. Rhyme The ghost appeared. The ghost spoke. The ghost vanished.
8. Assonance Whoosh. Tweet. Drip. Screech. Buzz. Flip-flop.
9. Oxymoron Restroom (toilet). Passed on (died). Interesting taste (yuck!)
10. Euphemism The moon was a silver coin. A sea of trees. Endless summers
Literary Terminology Match these key terms to the examples:

LITERARY TERM EXAMPLES

1. Simile As splendid as a queen. Deep and murky like the ocean.
2. Metaphor The moon was a silver coin. A sea of trees. Endless summers
3. Personification The cold hand of fear ran an icy finger down my neck.
4. Repetition The ghost appeared. The ghost spoke. The ghost vanished.
5. Alliteration A fearsome fox. The house of horrors. Tearful toddlers.
6. Onomatopoeia Whoosh. Tweet. Drip. Screech. Buzz. Flip-flop.
7. Rhyme Tiger, tiger burning bright/ In the forests of the night.
8. Assonance The blue flute. Free to dream. Brighter times ahead.
9. Oxymoron Deafening silence. The living dead. A small crowd.
10. Euphemism Restroom (toilet). Passed on (died). Interesting taste (yuck!)
Literary Terminology: Irony
Irony can be a tricky concept because there is more than one type:
1. Situational Irony: a surprising/ unlikely/ coincidental but also strangely fitting/ appropriate outcome:
It was ironic: just as we were saying how lucky we had been with the weather, it started to pour down.
He was run over by an ambulance – the irony!

2. Linguistic Irony: a bit like sarcasm (which is more common in speech) but less biting and harsh; saying

one thing and meaning another, sometimes the very opposite:

Lockdown was fun, wasn’t it?
I think we’ve all really been missing the wisdom of Donald Trump recently.

3. Dramatic Irony: a theatrical term used to describe a situation where the audience knows something
important that the character(s) may be unaware of:
In pantomimes: Watch out! She’s behind you!
Lois Lane to Clarke Kent: If only Superman were here!
In horror films: I’m just going for a late-night walk in the woods – what could possibly go wrong?
Genres
Match the following genres to the correct descriptions:
Genre BRIEF DESCRIPTION
1. Science Fiction Attempts to represent the world as we know it
2. Fantasy Imagines a flawed and often terrifying future world
3. Horror/ ghost Mystery stories focusing on criminal investigations
4. Detective/ Crime Based on reality, but set in the distant past
5. Historical Focus on mysterious/ frightening/ supernatural events
6. Comic Space-travel. Time-travel. Aliens. Futuristic technology.
7. Realistic The main goal is to create humour and entertain
8. Dystopian Often set in imaginary worlds: magical and mythical.
Genres
Match the following genres to the correct descriptions:
Genre BRIEF DESCRIPTION
1. Science Fiction Space-travel. Time-travel. Aliens. Futuristic technology.
2. Fantasy Often set in imaginary worlds: magical and mythical.
3. Horror/ ghost Focus on mysterious/ frightening/ supernatural events
4. Detective/ Crime Mystery stories focusing on criminal investigations
5. Historical Based on reality, but set in the distant past
6. Comic The main goal is to create humour and entertain
7. Realistic Attempts to represent the world as we know it
8. Dystopian Imagines a flawed and often terrifying future world
Semi-colon (;)
As a general rule, the semi-colon is used in the following ways:

When joining two connected sentences.

• For example:
We set out at dawn; the weather looked promising.
or
• Assertive behaviour concerns being able to express feelings, wants and desires
appropriately; passive behaviour means complying with the wishes of others.
• The semi-colon can also be used to assemble detailed lists.
• For example:
The conference was attended by delegates from Paris, France; Paris, Texas; London,
UK; Stockholm, Sweden; Colombo, Sri Lanka; and Mumbai, India.
Colon (:)
The colon within a sentence makes a very pointed pause between two
phrases. There are two main uses of the colon:

It is most commonly used when listing.

For example:

She placed the following items into the trolley: beer, fruit, vegetables, toilet rolls,
cereals and cartons of milk.
Or it can be used within a heading, or descriptive title.

For example:
Human Resource Management: Guidelines for Telephone Advisers
Hyphen (-)
The hyphen is used to link words together.

For example:

• sub-part, eighteenth-century people, gender-neutral, non-verbal

The hyphen is also used when a word is split between two lines. The hyphen should
be placed between syllables at the end of the upper line and indicates to the
reader that the word will be completed on the next line.
Parenthesis ( )
• Brackets always come in pairs ( ) and are used to make an aside, or a point
which is not part of the main flow of a sentence. If you remove the words
between the brackets, the sentence should still make sense.

For example:

• “The strategy (or strategies) chosen to meet the objectives may need to change
as the intervention continues.”
Ellipsis (…)
• An ellipsis, or ellipses in the plural form, is a punctuation mark of
three dots (. . .) that shows speech trailing off, represents a pause, or
suggests there's something left unsaid.

• Would you like sugar for your coffee, or . . .

• And then only two remained . . .
• With sweaty palms, I reached out for the knob and threw the door open to
reveal . . . a lost puppy.
Dash (-)
Dashes save the day when other punctuation would be awkward.

• After a split second of hesitation, the second baseman leaped for the ball or, rather, limped for it.
• After a split second of hesitation, the second baseman leaped for the ball — or, rather, limped for
it.

• The rain in the forecast, because it came after a long, unbroken stretch of sunny days, at a time
of year that is usually quite wet, made the gardeners happy even though they had to reschedule
the event.
• The rain in the forecast — because it came after a long, unbroken stretch of sunny days, at a
time of year that is usually quite wet — made the gardeners happy even though they had to
reschedule the event.
Punctuation: Insert the punctuation marks into the examples:

PUNCTUATION MARK EXAMPLE

1. Semi-colon ; There was a pause nobody spoke.
Lizzy was the winner I had to settle for silver.
2. Colon : He tumbled in breathlessly, full of excuses he was
late again.
3. Dash – She said they would win she was right.
The storm was terrible the worst in living memory
4. Hyphen - Knee length shorts. Parent teacher meeting.
Health and Well being.
5. Parenthesis () ‘Hey, Bright Eyes!’ for that was what they called me
in those days ‘Good to see you!’
6. Ellipsis … There was a loud scream and then silence.
Engines revved. The journey was about to begin
Punctuation: Insert the punctuation marks into the examples:

PUNCTUATION MARK EXAMPLE

1. Semi-colon ; There was a pause; nobody spoke.
Lizzy was the winner; I had to settle for silver.
2. Colon : He tumbled in breathlessly, full of excuses: he was
late again.
3. Dash – She said they would win – she was right.
The storm was terrible – the worst in living memory
4. Hyphen - Knee-length shorts. Parent-teacher meeting.
Health and Well-being.
5. Parenthesis () ‘Hey, Bright Eyes!’ (for that was what they called
me in those days) ‘Good to see you!’
6. Ellipsis … There was a loud scream and then … silence.
Engines revved. The journey was about to begin …
Show, Don’t Tell

How could these examples be improved?

1. My sister is angry > She shouted and smashed her fist down on the table, shaking the plates and
glasses. I stayed silent in fear.
2. My mother is stressed and nervous > My mum frowned and wiped the sweat from her forehead.
3. My mother opens the letter with a surprised face
4. Everyone was shocked. We couldn’t believe it!
5. After a few days of hard work, I became a top student.
6. He was devastated by the news.
7. The atmosphere in the classroom was chaotic.
Fiction Writing
Skills and Knowledge: Fiction
Writing
Skills
• Writing clearly and accurately
• Writing descriptively
• Following a narrative structure
• Making use of narrative conventions, e.g. hook, dialogue, twist
• Using a wide range of vocabulary
• Using a variety of sentence structures and punctuation

Knowledge
• Narrative structure and conventions
• Different genres
• General vocabulary
• Spelling, punctuation and grammar
Fiction Writing: Task Types

• A complete story
• A story continuation
• Story opening
• Fictional letter or diary entry

The theme of the story-task is usually related to the Reading text.

Unless you are writing a story continuation, you are should be free to
choose your own style/ genre.
Fiction Writing: Assessment
Criteria

How many marks are awarded for each of the following?

Fiction Writing: Assessment
Criteria

How many marks are awarded for each of the following?

Fiction Writing: Top Band
Descriptors

Which aspects apply specifically to story-writing, rather than

just writing in general?
Fiction Writing: Top Band
Descriptors

Which aspects apply specifically to story-writing, rather just

writing in general?
Fiction Writing: Top Band
Descriptors

Which areas do you need to improve in to reach the top bands?

Narrative Features

A B C D

E F G H I
Narrative Features – Match the
pictures to the features

1. Twist
2. Narrative Arc
3. Tension
C D
4. Hook
A B
5. Narrative
Perspective
6. Dialogue
7. Complication
8. Resolution
9. Description
E F G H I
Narrative Features – Match the
pictures to the features

1. Twist
2. Narrative Arc
3. Tension
C6 D7
4. Hook
A4 B9
5. Narrative
Perspective
6. Dialogue
7. Complication
8. Resolution
9. Description
E3 F8 G1 H2 I5
 ESSENTIALS
Narrative Writing Plan Perspective:
Tense:
Describe character/ setting and introduce the situation Genre:

Include a hook to interest the reader: something unexpected, different, strange, ominous or all too normal

Use dialogue to introduce a complication, problem, challenge, surprise, change (already hinted at in the hook)

Develop the complication, problem, challenge etc – describe the characters’ actions and emotions

Include a surprise, twist or dramatic moment – the climax of all the complication, the reader’s ‘oh’ moment

Resolution: tie up loose ends and explain what happened/ consequences/ flash forward: satisfying ending
Narrative Writing: Common
Problems
• Not enough descriptive detail – don’t summarise and generalise
• Too much telling and not enough showing
• Lack of planning
• Not much of a narrative arc – no problems or hurdles
• Lack of narrative features: hook, twist etc
• Not enough balance between dialogue, action and description
• Switching tense / person unintentionally: past > present / 1st > 3rd
• Language accuracy: tenses, subject-verb, plurals, run-on sentences
Example Story Task (Grade 8 Mock
Exam)
Example Narrative Writing Plan ESSENTIALS
Perspective: First Person
Tense: Present
Describe character/ setting and introduce the situation
Genre: Realistic fiction
A poor family in a rundown old house. They dream of better.
Include a hook to interest the reader: something unexpected, different, strange, ominous or all too normal
The implication that things are about to change

Use dialogue to introduce a complication, problem, challenge, surprise, change (already hinted at in the hook)
‘You’re never going to believe this –our long lost great aunt Constance has left
us $666 000 in her will!’
Develop the complication, problem, challenge etc – describe the characters’ actions and emotions
They move to a new house but they are not happy there. The more money they
spend the unhappier they become.
Include a surprise, twist or dramatic moment – the climax of all the complication, the reader’s ‘oh’ moment
They sell their posh new house at a huge loss!

Resolution: tie up loose ends and explain what happened/ consequences/ flash forward: satisfying ending
They just have enough to rent their old place again. They are penniless, but they
work on renovating the house and are happy
Narrative Arc
Fortunes of the main character

This kind of up-down-

up shape works well
in many stories – think
about almost any
movie you have seen
too!
Series 1
 Story Arc: Example (Mock Exam
Story)
They sell their posh
Fortunes of the main character new house at a huge
loss! They just have
‘You’re never going to enough to rent their
believe this –our long lost old place again. They
great aunt Constance has are penniless, but they
left us $666 000 in her will!’ work on renovating the
house and are happy

A poor family in a
rundown old house. They
dream of better. The
implication that things They move to a new
are about to change house but they are not
happy there. The more
Series 1 money they spend the
unhappier they become.
Develop general ideas with
details
How could each of these general ideas be developed?

1. We finally got our dream house.

2. Papa went out and bought a new car.
3. Bricks and house materials went with the storm.
4. My dad failed to pay the debt, so they took away Kiki and Nenny.
5. The house burnt down.
Language Errors &
Improvements
COMMON LANGUAGE ERRORS OTHER LAGUAGE ERRORS
VT NN
SV WO
BV NAS
PL NP
WW NARRATIVE WRITING ERRORS
WF SDT
RO NLNS
REP
UNC
DEV
Language Errors &
Improvements
COMMON LANGUAGE ERRORS OTHER LANGUAGE ERRORS
VT – wrong verb tense NN – word not needed
SV – subject-verb agreement WO – wrong word order
BV – base verb needed NAS – not a complete sentence
PL – single/ plural error NP – New paragraph needed
WW – wrong word choice NARRATIVE WRITING ERRORS
WF – right word, wrong form SDT – Show, don’t tell
RO – run-on sentence used (no FS) NLNS – new line for a new speaker
REP – awkward repetition
DEV – develop idea with details
UNC – unclear phrase/ sentence
Fiction: Story-Writing Tips
• Whatever type of task you get, try to include some narrative features
• Be clear about basics: genre, perspective, time-frame/ tenses
• Don’t forget Description: character and setting
• Try to build excitement and intrigue – make the story enjoyable:
Hook, Complication, Tension, Twist
• Do include Dialogue, but don’t overdo it!
• Try to use the full range of your vocabulary – don’t be repetitive
• Be accurate – check for errors: VT, RO, SV, BV, WW, WF, sp, p
 Writing a Story Opening:
• Setting
Create a vivid sense of place: Use sensory details (sight, sound, smell, touch, taste) to make the setting come
alive for the reader. Describe the atmosphere, weather, and surroundings to set the story's mood.

• Character
Introduce at least one character: Instead of listing character traits, show their personality through what
they’re doing, thinking, or saying in the moment.

• Plot
Begin with a small conflict or mystery: Start with something that raises questions, like an unusual sight or a
surprising event, to draw the reader in and give the story momentum.
Foreshadow larger events: Drop subtle hints about what might happen next, creating suspense or intrigue that
encourages the reader to keep going.
End the opening with a decision or discovery: Conclude the introduction with a moment that prompts the
character to act or discover something, leading naturally into the main events of the story.
Practice Task: Story
Continuation
His heart was thumping. Jamie followed the trail of
wet footprints across the floor. When he reached the
door he looked back. The librarian was looking after
See the separate
him with a particularly unpleasant smile. Reading Insert
for the full text
‘Good luck,’ she said. ‘You’ll need it.’

Continue the story.

You should consider:

• how you will create suspense
• who Jamie will meet
• what will happen to Jamie next.