time travel creative writing gcse

Insider GCSE creative writing tips + 106 prompts from past papers

by Hayley | Mar 9, 2023 | Exams , Writing | 0 comments

Are you feeling a little bit twitchy about your child’s English GCSE writing task?

Sciences and humanities – although sometimes daunting in their content – seem a fair bet as ‘revisable’ topics. But the creative writing element of the English Language GCSE is less knowable and ultimately more of a frightening prospect for a student keen to do well.

Preparing for the GCSE writing task? You don’t need to do it alone.

We run a weekly online writing club which prepares students to write high-scoring content. Our “Higher” level club is designed to transform your writing so that you can ace the GCSE language paper.

What is the GCSE writing element of the GCSE Language Paper?

There are 5 key GCSE exam boards: AQA , OCR , Pearson Edexcel , WJEC Eduqas and CCEA . Each board sets their own papers which may appear much the same at first glance (bizarrely they all have a similar front cover layout and fonts). Certainly there is plenty of overlap between their mark schemes and the comments and tips they share in their Examiner Reports.

However, as with all your child’s other subjects, it is essential to know which exam board they are preparing for. You may be surprised to discover that schools pick and choose boards by subject, perhaps choosing AQA for chemistry and OCR for mathematics. Individual school departments have their own preferences. My brother teaches at a school where their English Literature and English Language exams have been split between two different boards. This is unusual though, not the norm!

What forms (question formats) can the test take?

It varies by board.

The AQA board has a writing task in their Question Paper 1 called Explorations in creative reading and writing . Students are given two prompts to choose between. The AQA board also has a second persuasive writing task in Paper 2 called Writers’ viewpoints and perspectives.

Jump ahead to AQA creative writing and persuasive writing prompts from past GCSE papers

The Pearson/Edexcel international iGCSE favoured by many UK private schools has two prompts to choose between for each section. The student is asked to complete a piece of transactional writing (perhaps a persuasive speech or an advertisement leaflet) and additionally a piece of imaginative writing.

Jump ahead to Pearson/Edexcel transactional writing and imaginative writing prompts from past GCSE papers

Interestingly, the WJEC Eduqas board favours non-fiction writing. Unit 2 Reading and Writing: Description, Narration and Exposition gives two prompts to choose between, for an account and an essay perhaps, and Unit 3: Reading and Writing: Argumentation, Persuasion and Instructional sets up a letter, or similar.

Jump ahead to WJEC Eduqas non-fiction writing prompts from past GCSE papers

The OCR board offers two prompts to choose between. One might be a talk for other students and the other might be a letter on a difficult subject .

Jump ahead to OCR creative writing prompts from past GCSE papers

The CCEA board has a writing task in called “ Writing for Purpose and Audience and Reading to Access Non-fiction and Media Texts” and a second writing task which offers a choice between personal writing and creative writing.

Jump ahead to CCEA persuasive writing, personal writing, and creative prompts from past GCSE papers

How long do students have to craft their piece of writing?

Creative writing tests are timed at either 45 minutes or 1 hour. The last thing your child will need is to prepare to write for an hour, only to find they have just three-quarters of an hour on the day. If in doubt, insist that they check with their teacher.

AQA students are given 45 minutes to produce their writing response. The introduction advises: ‘ You are reminded of the need to plan your answer. You should leave enough time to check your work at the end.’ What this means is that 30–35 minutes max is what’s really allowed there for the writing itself.

Pearson/Edexcel allows 45 minutes for each of the two writing tasks.

OCR students are given an hour to complete this section of their exam. The introduction states: ‘You are advised to plan and check your work carefully,’ so they will expect the writing itself to take 45–50 minutes.

How long should the completed GCSE writing task be?

Interestingly, although the mark schemes all refer to paragraphingthey don’t state how many paragraphs they expect to see.

‘A skilfully controlled overall structure, with paragraphs and grammatical features used to support cohesion and achieve a range of effects’ (OCR)

‘Fluently linked paragraphs with seamlessly integrated discourse markers’ (AQA)

Why? Because management of paragraph and sentence length is a structural technique available to the student as part of their writers’ toolkit. If the number of optimal paragraphs were to be spelled out by the board, it would have a negative impact on the freedom of the writer to use their paragraphs for impact or to manage the pace of the reader.

For a general guide I would expect to see 3 to 5 paragraphs in a creative piece and 5 paragraphs in a persuasive piece. Leaflets have a different structure entirely and need to be set out in a particular form to achieve the top notes of the mark scheme.

What are the examiners looking for when they are marking a student’s creative writing paper?

There are two assessment objectives for the writing itself:

• It has to be adapted to the form, tone and register of writing for specific purposes and audiences.
• It has to use a range of vocabulary and sentence structures, with appropriate paragraphing, spelling, punctuation and grammar.

As a GCSE English nerd, I really enjoy delving deeper into the Examiner Reports that each board brings out once the previous cohort’s papers have been marked. They are a fascinating read and never disappoint…

Within their pages, examiners spell out the differences they have spotted between the stronger and the weaker responses.

For example, a creative task set by the AQA board was to describe a photograph of a town at sunset. The examiners explained that some of the strongest responses imagined changes in the scene as darkness descended. They enjoyed reading responses that included personification of the city, and those that imagined the setting in the past, or the weariness of the city. Weaker candidates simply listed what was in the picture or referred directly to the fact it was an image. This chronological-list approach weakened the structure of their work.

No surprises that some weaker students relied heavily on conversation. (As an exam marker myself, I dreaded reading acres of uninspiring direct speech.)

Pearson/Edexcel explain that weaker persuasive pieces (in this case on the value of television) simply listed pros and cons rather than developed ideas fully to clarify their own opinions. The higher-level responses here were quirky and engaging, entertaining the reader with a range of appropriate techniques and making the argument their own.

What accommodations are possible for students who have specific learning difficulties?

The UK Government’s Guide for Schools and Colleges 2022: GCSE, AS and A Levels includes information about changes to assessments to support ‘disabled students.’ Their definition of disabled includes specific learning difficulties (dyslexia, dyspraxia, ADHD, ADD, ASD etc).

Exam boards can make a wide range of adjustments to their assessments. Some of the most common adjustments are:

• modified papers (for example, large print or braille exam papers)
• access to assistive software (for example, voice recognition systems or computer readers)
• help with specific tasks (for example, another person might read questions to the student or write their dictated answers)
• changes to how the assessment is done (for example, an oral rather than a written assessment, word-processing rather than hand-writing answers)
• extra time to complete assessments
• exemptions from an assessment

The exam board will expect paperwork to be in place where your child’s specific needs are formally reported by an appropriate professional (Educational Psychologist, Clinical Psychologist, Consultant). The report needs to be recent, but how recent is difficult to confirm.

If your child is likely to need adjustments to their access arrangements you will need to discuss this with their school in plenty of time before the exam itself.

A close friend of mine realised in the final few weeks before her son’s GCSE exams that his tinnitus would have a negative impact on his performance. She approached the school to ask if he might take his exams in a separate room to minimise noise disturbance. Unfortunately, it was far too late by then to apply, and her son was denied the request.

Your child’s school will explain the process for applying for special arrangements and will be able to advise you on what your expectations should be. Never presume your child will be given what they need – but plenty of requests are successful, so stay positive and make sure your paperwork is in order beforehand.

Tips and strategies for writing a high scoring GCSE creative writing paper:

1.         learn the formats.

Know the different formats and conventions of the different GCSE writing tasks. There is a standard layout for a leaflet, for example, where including contact details and a series of bullet points is part of the mark scheme. Not knowing these conventions will knock back a student’s score.

2.         Plan ahead

Prepare a planning structure for each of the written forms you might encounter during the exam. It may need to be flexed on the day, but it will banish fear of the blank page and allow you to get started.

3.         Prepare sentence-openings

Familiarise yourself with appropriate sentence-openings for each type of GCSE writing task. Fronted adverbials of time and place will improve the quality of a creative piece, whereas access to varied and specific conjunctions might push up the mark of a transactional piece.

4.         Check your speaking

Ask your family to check your speech at home. Every now and then try to flip a sentence into formal language, using more interesting synonyms for your usual spoken vocabulary. This will help you to write formally on paper, avoiding colloquialisms.

5.         Forget finishing

Finishing is less important than you might imagine. Sloppy, hurried work is your enemy. GCSE examiners will follow your clear planning and mark you accordingly, even if you’ve not managed to complete that final paragraph.

6.         Note the details

The question often gives additional information the examiner would like to see included. Note it in your plan to make sure it doesn’t get forgotten.

7.         Start strong

Use your best sentence-opener at the start of each paragraph. It will set you up as someone to be taken seriously.

8.         Cut back dialogue

Keep dialogue contained in a single paragraph. Focus on description of the speaker and their actions before noting the second character’s reply.

9.         Revise

Do this by prepping work as above. Nothing beats it.

Would you like me to transform your child’s writing in my higher writing club?

Each week in my higher writing club , we spend 20 minutes on Zoom together. After the task has been introduced, the students write for 15 minutes. Next, they upload their work for 1:1 video marking.

There is no point prepping essays/creative pieces for the GCSE English Language exam if your child’s writing is poor. First, their scruffy presentation, attention to detail, punctuation, grammar and vocabulary need to be addressed.

After 2 months in the higher writing club your child’s written technique and fluency will be transformed by our 1–2-1 video marking system (consistent messaging is achieved by matching your child with their own teacher).

Each weekly activity is drawn directly from the GCSE English Language Subject Content and Assessment Objectives , published by the English Department of Education.

Here’s an example of a student’s writing, BEFORE they joined our club:

It is chaotic, poorly-presented and nonsensical. Letter-sizing is confused and the student is clearly anxious and repeatedly scribbling through small errors.

Below is the same student 2 months later:

Observe the rich vocabulary, authorial techniques (the jagged rocks are ‘like shards of broken glass’) and general fluency and sophistication.

Real and recent GCSE example questions/prompts from each of the 5 key exam boards

Aqa english language gcse questions, paper 2 writers’ viewpoints and perspectives:.

• ‘Our addiction to cheap clothes and fast fashion means young people in poorer countries have to work in terrible conditions to make them. We must change our attitude to buying clothes now.’ Write an article for a magazine or website in which you argue your point of view on this statement. ( Source )
• ‘People have become obsessed with travelling ever further and faster. However, travel is expensive, dangerous, damaging and a foolish waste of time!’ Write an article for a news website in which you argue your point of view on this statement. ( Source )
• ‘Cars are noisy, dirty, smelly and downright dangerous. They should be banned from all town and city centres, allowing people to walk and cycle in peace.’ Write a letter to the Minister for Transport arguing your point of view on this statement. ( Source )
• ‘All sport should be fun, fair and open to everyone. These days, sport seems to be more about money, corruption and winning at any cost.’ Write an article for a newspaper in which you explain your point of view on this statement. ( Source )

Paper 1 Explorations in creative reading and writing:

• A magazine has asked for contributions for their creative writing section. Either write a description of an old person as suggested by the picture below or write a story about a time when things turned out unexpectedly. ( Source )

• Your school or college is asking students to contribute some creative writing for its website. Either, describe a market place as suggested by the picture below or write a story with the title, ‘Abandoned’. ( Source )

• Your local library is running a creative writing competition. The best entries will be published in a booklet of creative writing. Either, write a description of a mysterious place, as suggested by the picture below or write a story about an event that cannot be explained. ( Source )

• A magazine has asked for contributions for their creative writing section. Either, describe a place at sunset as suggested by the picture below or write a story about a new beginning. ( Source )

OCR English Language GCSE questions

Paper: communicating information and ideas.

• Either, Write a post for an online forum for young people about ‘A moment that changed my life’.
• Or, You are giving a talk at a parents’ information evening about why all children should study science at school. Explain your views. ( Source )
• Either, Write a letter to a friend to describe a challenging and unpleasant task you once had to do.
• Or, Write a short guide for new workers about how to deal successfully with difficult customers. ( Source )
• Either, “Was it worth it?” Write an article for a magazine to describe a time when you had to do something difficult.
• Or, Write a speech for an event to congratulate young people who have achieved something remarkable. ( Source )
• Either, Write the words of a talk to advise pet owners how to make life more enjoyable for their pet and themselves.
• Or, Write an article for a travel magazine to describe your dramatic encounter with an animal. ( Source )
• Either, ‘How I prefer to spend my time.’ Write the words of a talk to young people about your favourite activity
• Or, Write a magazine article to persuade parents to allow their teenage children more freedom. You are not required to include any visual or presentational features. ( Source )
• Either, Write a talk for other students about a person you either admire strongly or dislike intensely
• Or, Write a letter to a friend to explain a difficult decision you had to make. ( Source )

Paper: Exploring effects and impact

• Either, Hunger satisfied. Use this as the title for a story.
• Or, Write about a time when you were waiting for something. ( Source )
• Either, The Taste of Fear Use this as the title for a story.
• Or, Write about a time when you were exploring a particular place. ( Source )
• Either, Alone. Use this as the title for a story.
• Or, Describe a time when you found yourself in a crowd or surrounded by people. ( Source )
• Either, Land at Last. Use this as the title for a story.
• Or, Imagine you have visited somewhere for the first time and are now reporting back on your experience. ( Source )
• Either, The Playground Use this as the title for a story
• Or, Write about a memory you have of playing a childhood game. ( Source )
• Either, It seemed to me like I had been magically transported. Use this as the title for a story.
• Or, Describe a place where you have felt comfortable. ( Source )

Pearson Edexcel English Language iGCSE questions

Paper 1: transactional writing.

• Either, ‘In our busy twenty-first century lives, hobbies and interests are more important than ever.’ Write an article for a newspaper expressing your views on this statement.
• Or, ‘We are harming the planet we live on and need to do more to improve the situation.’ You have been asked to deliver a speech to your peers in which you explain your views on this statement. ( Source )
• ‘ Zoos protect endangered species from around the world.’ ‘No wild animal should lose its freedom and be kept in captivity. Write an article for a magazine in which you express your views on zoos.
• Write a review of an exciting or interesting event that you have seen. ( Source )
• Your local newspaper has published an article with the headline ‘Young people today lack any desire for adventure’. Write a letter to the editor of the newspaper expressing your views on this topic.
• ‘The key to success in anything is being prepared.’ Write a section for a guide giving advice on the importance of preparation. ( Source )
• You and your family have just returned from a holiday that did not turn out as you expected. Write a letter to the travel agent with whom you booked your holiday, explaining what happened.
• A magazine is publishing articles with the title ‘Friendship is one of the greatest gifts in life’. Write your article on this topic. ( Source )
• ‘Important lessons I have learned in my life.’ You have been asked to deliver a speech to your peers on this topic.
• Your local/school library wants to encourage young people to read more. Write the text of a leaflet explaining the benefits of reading. ( Source )
• ‘Most memorable journeys.’ A website is running a competition to reward the best articles on this subject. Write an article for the competition about a memorable journey.
• ‘Cycling is one form of exercise that can lead to a healthier lifestyle.’ Write a guide for young people on the benefits of exercise. ( Source )
• ‘Television educates, entertains and helps global understanding.’ ‘Television is to blame for society’s violence and greed and delivers one-sided news.’ You have been asked to deliver a speech in which you express your views and opinions on television.
• ‘Choosing a career is one of the most important decisions we ever make.’ Write the text of a leaflet that gives advice to young people on how to choose a career. ( Source )
• Write the text for a leaflet aimed at school students which offers advice on how to deal with bullying.
• A museum is planning to open a new exhibition called ‘Life in the Twenty-First Century’. ( Source )

Paper 2: Imaginative writing

• Write about a time when you, or someone you know, enjoyed success
• Write a story with the title ‘A Surprise Visitor’.
• Look at the two images below. Choose one and write a story that begins ‘I did not have time for this’ ( Source )

• Write about a time when you, or someone you know, challenged an unfair situation.
• Write a story with the title ‘Bitter, Twisted Lies’.
• Look at the two images below. Choose one and write a story that begins ‘It was a new day …’ You may wish to base your response on one of these images. ( Source )

• Write about a time when you, or someone you know, visited a new place.
• Write a story with the title ‘The Storm’
• Look at the two images below. Choose one and write a story that ends ‘I decided to get on with it.’ ( Source )

• Write about a time when you, or someone you know, saw something surprising.
• Write a story with the title ‘The Meeting’.
• Look at the two images below. Choose one and write a story that starts ‘Suddenly, without warning, there was a power cut.’ ( Source )

• Write about a time when you, or someone you know, went on a long journey.
• Write a story with the title ‘A New Start’
• Look at the two images below. Choose one and write a story that begins ‘I tried to see what he was reading. ( Source )

• Write about a time when you, or someone you know, felt proud.
• Write a story with the title ‘The Hidden Book’.
• Look at the two images below. Choose one and write a story that begins ‘It was like a dream’ ( Source )

• Write about a time when you, or someone you know, had to be brave
• Write a story with the title ‘Everything Had Changed’
• Look at the two images below. Choose one and write a story that begins ‘It was an unusual gift’. ( Source )

WJEC Eduqas English Language GCSE questions

Unit 2 reading and writing: description, narration and exposition.

• Write an account of a time when you enjoyed or hated taking part in an outdoor activity.
• “It’s essential that more people are more active, more often.” (Professor Laura McAllister, Chair of Sport Wales) Write an essay to explain how far you agree with this view, giving clear reasons and examples. ( Source )
• Describe an occasion when you did something you found rewarding.
• Famous chefs such as Jamie Oliver and Mary Berry have spoken of the need for better food and better education about food in schools. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an account of a visit to a dentist or a doctor’s surgery.
• NHS staff, such as doctors and nurses, provide excellent service in difficult circumstances. Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Write an article for a travel magazine describing somewhere interesting that you have visited.
• You see the following in your local newspaper: ‘Young people are selfish. They should all be made to volunteer to help others.’ Write an essay to explain your views on this subject, giving clear reasons and examples. ( Source )
• Describe an occasion when technology made a difference to your life.
• Write an account of a time you were unwilling to do something. ( Source )
• Describe a time when you faced a challenge
• Write an essay explaining why charity is important, giving clear reasons and examples. ( Source )
• Write an account of a time when you did something for the first time.
• “It’s time for us to start making some changes. Let’s change the way we eat, let’s change the way we live, and let’s change the way we treat each other.” Tupac Shakur Write an essay on the subject of change, giving clear reasons and examples. ( Source )
• “School uniform is vitally important in all schools.” Write an essay explaining your views on this, giving clear reasons and examples.
• Describe a time when you had to create a good impression. ( Source )

Unit 3: Reading and writing: Argumentation, persuasion and instructional

• Your school/college is considering using more Fairtrade items in its canteen. Although this will help to support Fairtrade farmers, it will mean an increase in the price of meals. You feel strongly about this proposal and decide to write a letter to your Headteacher/Principal giving your views. ( Source )
• Increasing litter levels suggest we have lost all pride in our beautiful country. Prepare a talk for your classmates in which you give your opinions on this view. ( Source )
• Write a guide for other students persuading them to stay safe when using social media and the internet. ( Source )
• According to your PE teacher, ‘Swimming is the very best form of exercise.’ You have been asked to prepare a talk for your classmates in which you give your views about swimming. ( Source )
• You read the following in a newspaper: ‘Plastic is one of the biggest problems faced by our planet. Why would we use something for a few minutes that has been made from a material that’s going to last forever?’ Write a letter to the newspaper giving your views on the use of plastic. ( Source )
• “People today never show enough kindness to one another. We must make more effort to be kind.” Write a talk to give on BBC Wales’ new programme Youth Views persuading young people to be kind to others. ( Source )
• ‘We have enough problems in the world without worrying about animals.’ Write an article for the school or college magazine giving your views on this statement.
• You would like to raise some money for an animal charity. Write a talk for your classmates persuading them to donate to your chosen charity. ( Source )

CCEA English Language GCSE questions

Unit 1: writing for purpose and audience and reading to access non-fiction and media texts.

• Write a speech for your classmates persuading them to agree with your views on the following issue: “Young people today are too worried about their body image.” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following question: “Should school uniform have a place in 21st century schools?” ( Source )
• Write a speech for your classmates persuading them to agree with your views on the following question: “Are celebrities the best role models for teenagers?” ( Source )
• Write an article for your school magazine persuading the readers to agree with your views on the following statement: “Advertising is just another source of pressure that teenagers don’t need!” ( Source )

Unit 4: Personal or creative writing and reading literacy and non-fiction texts

• Either, Personal writing: Write a personal essay for the examiner about what you consider to be one of the proudest moments in your life.
• Or, Creative writing: Write your entry for a creative essay writing competition. The audience is teenagers. You may provide your own title. ( Source )
• Write a personal essay for the examiner about an experience that resulted in a positive change in your life.
• Write a creative essay for the examiner. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a speech for your classmates about the most interesting person you have ever met.
• Creative writing: Write a creative essay for your school magazine. The picture below is to be the basis for your writing. You may provide your own title. ( Source )

• Personal writing: Write a personal essay for the examiner describing your dream destination.
• Creative writing: Write a creative essay for publication in your school magazine. The picture below is to be the basis for your creative writing. You may provide your own title. (Source)

Get 1:1 support and personalized feedback on your GCSE creative writing practice

For 1–2-1 writing support for your pre-GCSE child, join the Griffin Teaching Higher Writing Club—online weekly writing classes specifically tailored to English GCSE creative writing preparation.

In just 20 minutes per week and their writing will be transformed.

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Past, present, paradox: writing about time travel, crafting a believable time travel story requires careful consideration of the logic at play. let's crack the temporal code on traveling through time in fiction.

Table of Contents

Time travel in fiction can open your story to infinite possibilities. Ever wondered what it would be like if somebody taught the Romans how to make a nuclear bomb? Do you need to retcon an event in your story? Time travel!

It may seem simple for your time-traveling characters to hop in Tony’s Terrific Temporal Transport and whiz through time, but there are many hurdles to overcome when writing about time travel.

Chief among these is dealing with time travel paradoxes, so let’s look at those, discuss how you can write convincing time travel stories, and explore how some popular stories handle it.

The Problem With Time Travel

Consider an ordinary day in your life. It follows a sequence of events where one thing leads to another. This is called causality , the concept that everything that happens results from events that happened before it. The problem with time travel in fiction, especially travel to the past, is that it often breaks the rules of causality.

This can lead to time travel paradoxes and unforeseen results , including:

• Continuity paradoxes: The act of time travel renders itself impossible.
• Closed causal loop paradoxes: Traveling to the past creates a condition where an idea, object, or person has no identifiable origin and exists in a closed loop in time that repeats infinitely.
• The butterfly effect: Even the smallest action can have massive consequences.

With all that in mind, let’s embark on a journey through time and explore these further!

Grandfather Paradox

This thought experiment posits the idea of somebody traveling back in time and killing their grandfather before their parents were born. Because the grandfather never has children, the time traveler—his grandchild—cannot exist.

However, if the time traveler never existed, they couldn’t kill their grandfather, so he would go on to have children and grandchildren. One of those grandchildren is the time traveler, though, who might go back in time and kill their grandfather. If that seems confusing, it’s okay—it’s supposed to be.

The bottom line is that if somebody travels to the past and changes something that prevents them from ever traveling to the past, they have broken the timeline's continuity.

Polchinski’s Paradox

American theoretical physicist Joseph Polchinski removed human intervention from the time travel equation.

Imagine a billiard ball travels into a wormhole, tunnels through time in a closed loop, and emerges from the same wormhole just in time to knock its past self away.

Doing so prevents it from ever entering the wormhole and traveling through time, to begin with. However, if it does not travel back in time, it cannot emerge to knock itself out of the way, giving it a clear path to travel back in time.

Bootstrap Paradox

The Bootstrap Paradox is the first closed causal loop paradox we will explore. This presents a situation where an object, idea, or person traveling to the past creates the conditions for their existence, leading to it having no identifiable origin in the timeline.

Imagine sending the schematics for your time machine to your past self, from which you create a time machine. Where did the knowledge of how to create the time machine begin?

Predestination Paradox

The most nihilistic of paradoxes explores the idea that nothing we do matters, no matter what. Events are predetermined to still occur regardless of when and where you travel in time.

Suppose you time travel to the past to talk Alexander the Great out of invading Persia, but he hadn’t even considered this until you mentioned it. By traveling to the past to prevent Alexander’s conquest, you caused it.

Butterfly Effec t

Less of a paradox and more an exploration of unintended consequences, the butterfly effect explores the idea that any action can have sweeping repercussions, no matter how small.

In the 1960s, meteorologist Edward Lorenz discovered that adding tiny changes to computer-based meteorological models resulted in unpredictable changes far from the origin point. In traveling back in time, we don’t know what effect even minor changes might have on the timeline.

How to Write Convincing Time Travel Stories

Time travel can be pretty complex at the best of times, but that doesn't mean writing about it has to be a challenge. Here are a few practical tips to craft narratives that crack the temporal code.

Ask Yourself, "Why Time Travel?"

If your story has time travel, to begin with, it likely plays a pretty significant role in the narrative. Define the purpose that time travel has in your story by asking yourself questions like:

• How and why is time travel possible in your setting?
• What does it mean for your story and your characters?
• What are your characters meant to use time travel for?
• Is the actual practice of time travel different from its intent?

If you can't be clear about time travel's purpose in your story, how can you convincingly write about it? To get crafty with time, you first need to master its relevant mechanics.

Keep a Record of Everything

You're asking your reader to potentially make several mental leaps when time travel is involved in a story, so it's imperative to have all of your details sorted. Do the work of planning out dates and events ahead of time by creating a time map for yourself—like a mindmap, but for a timeline.

You'll be able to keep a birds-eye view of the narrative at all times, be more strategic about moving the order of events around, and ensure that you never miss a detail. You may even want to have multiple versions—a strictly linear timeline and a more loosely structured time map where you draw connections between events and in the order they appear in the narrative.

In Campfire, you can do both with the Timeline Module —create as many Timelines as you want by using the Page feature in the element. You can also connect your Timeline(s) to a custom calendar from the Calendar Module for extra fun with time wonkiness in your world.

If a new idea pops up while writing, don't stress! You'll have your handy time map already laid out so you can easily see if a new scene or chapter makes sense, as well as where it will best fit into the narrative.

Never Forget Causality

I mentioned this concept earlier in the article, but it should be reiterated: The most important rule of time travel is that every action results in a consequence. Remember cause and effect : an action is taken (your character time travels to the past), and causes an effect, the consequence (the timeline is forever changed).

"Consequence" doesn't have to be a negative thing, either, even though the word has that connotation. The resulting consequence of a given action could be a positive effect, too.

Regardless, seek to maintain causality so you don't confuse your readers (or yourself, for that matter). Establishing clear rules for how time travel works in your setting and sticking to them will help you keep your time logic consistent and avoid running into narrative dead ends or plot holes.

Tips & Tricks For the Time-Traveling Author

Now that we’ve examined several obstacles you can encounter when writing about time travel, let’s see how you can either avoid them or exploit them. That’s right! Even time travel paradoxes present opportunities for superb storytelling.

Focus on the Future

Fortunately, all the named paradoxes here involve the past, so the easy way to avoid them is to not go there! Thanks to Einstein’s theory of special relativity, you don’t even have to invent a clever way to travel instead to the future.

An aspect of Einstein's theory is time dilation , in which the faster an object moves through space, the slower it moves through time. With this, you need only zip around at near the speed of light for a few weeks or months, and when you come back to Earth, years or centuries will have gone by.

Create a Multiverse

A popular trope in science fiction today, and a theory gaining popularity among theoretical quantum physicists, is the multiverse concept. According to multiverse theory, whenever an event occurs, every possible outcome of the event happens simultaneously, splitting the universe into parallels that each contain differing outcomes.

Since all these realities exist, perhaps changing the past is simply a way for time travelers to travel between realities, shifting their perspective to a timeline where things occurred differently than in their original reality.

Get Creative With Consequences

Instead of avoiding paradoxes, maybe you want them to occur. Leading to some fascinating stories, this can be approached in a variety of ways. Perhaps you want to examine the unintended consequences of the butterfly effect, create a time-traveling police force that enforces the laws of time travel, or simply break time itself and revel in the chaos that ensues.

Just be sure to remember the action-consequence rule and keep your timeline handy for easy reference—especially if you're toying around with multiple timelines!

Best Time Travel Stories

What follows are what I think are some of the best time travel stories. As you will see, the first two fall victim to time travel paradoxes, while the other two do a great job of exploring various elements we’ve discussed.

Terminator 2: Judgment Day

The corporation Cyberdyne Systems has remnants of the Terminator from the first movie, which they use to create an artificial intelligence system called Skynet. Skynet then actually creates the terminators and sends one back in time. Thus, it gives humanity the technology to create itself in a classic example of a bootstrap paradox.

Back to the Future

In this film, Marty McFly travels to the past and inadvertently interrupts the event where his parents first meet. This causes a chain of events where Marty’s parents never get married and have children, threatening to erase Marty and his siblings from the timeline.

Some argue that the McFly offspring ceasing to exist is a great exploration of the consequences of time travel. However, they would never have been at risk had Marty not been in the past to impede their parents’ romance. And if he ceases to exist, he’ll never go back and get in the way, thus creating a grandfather paradox.

War of the Twins

In this second volume of the Dragonlance Legends trilogy by Margaret Weis and Tracy Hickman, the mage Raistlin Majere travels into the past, kills a wizard named Fistandantilus in a battle for power, and assumes his identity. Throughout the book, Raistlin unwittingly follows the historical fate of Fistandantilus, in a wonderful exploration of the predestination paradox.

It’s hard to talk about time travel in fiction these days without mentioning Loki. The show explores two suggestions from my list above: the multiverse and policing the timeline. In this series, varying outcomes of events lead to branching timelines, creating a multiverse of possibilities. However, an agency called the Time Variance Authority exists to prevent this from happening, and they set out to eliminate any branches separate from what they consider the Sacred Timeline.

Bon Voyage!

I hope this exploration of time travel leaves you prepared to tackle these obstacles and opportunities that naturally present themselves when playing around with time.

Just knowing about the complexities of time travel and the paradoxes it can bring about is the best way to avoid trouble and create innovative storytelling moments. So, dust off your DeLorean, polish your paradox-proof plot, and get ready to write your adventure through the ages!

Learn more about making a timeline with Campfire in the dedicated Timeline Module tutorial . And be sure to check out the other plotting and planning articles and videos here on Learn, for advice on how to plan your very own time travel adventures!

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English Language Paper 1: Section B: 12 AQA A Star Creative Writing Answers

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

22 October 2023

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This resource will provide you with 12 crystal clear and accurate examples of ‘A’ star (Grade 9) AQA GCSE English Language - Paper 1: Section B: Creative Writing answers. (7669 words in this document) This resource is in complete alignment with the changes to the 2022 and 2023 GCSE AQA English Language exams. I teach both GCSEs and A levels and I am a qualified and experienced teacher and tutor of over 18 years standing. I teach, write academic resources for the Times Educational supplement and provide independent tuition in Central and West London. Featuring 12 Grade 9 essays:

• Question: Your entry will be judged by a panel of people of your own age.

Write the opening part of a story about a place that is severely affected by the weather.

• Question: Your local newspaper is running a creative writing competition and they intend to publish the winning entries.

Write a story about two people from very different backgrounds.

• Question: An online competition for story writing is being held, and you have decided to enter.

Write a story with the title ‘Discovery’.

• Question: Your school or college is asking students to contribute some creative writing for its website.

Write a story about a magical world.

• Your local newspaper is running a creative writing competition and the best entries will be published.

Describe life as you imagine it in 200 years’ time.

Write a story with the title ‘Abandoned’.

• Question: Your local library is running a creative writing competition. The best entries will be published in a booklet of creative writing.

Write a story about an event that cannot be explained.

Describe a place you think is beautiful.

• Question: Your local newspaper is running a creative writing competition and the best entries will be published.

Write a story about time travel.

• Question: A magazine has asked for contributions for their creative writing section.

Write a description of an old person.

Write a story, set in a mountainous area.

Write a description of a mysterious place.

I am a teacher/tutor whose students have received A’s and A stars in AQA English Language examinations for many years following the methods and model answers outlined here.

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English Language Papers' 1 and 2: Section B: 24 AQA GCSE A Star Writing Answers

Featuring 12 AQA GCSE English Language - Paper 1: Section B: Creative Writing ‘A’ star (Grade 9) answers. (7669 words in this document). Featuring 12 ‘A’ star (Grade 9) AQA GCSE English Language - Paper 2: Section B: Writing answers. (7904 words in this document). (15573 total words in this bundle). I am a teacher/tutor whose students have received A’s and A stars in AQA GCSE English Language examinations for many years following the methods and model answers outlined here. This bundle of 2 resources will provide you with crystal clear and accurate examples of ‘A’ star grade AQA GCSE English Language: Papers' 1 and 2: Section B: Writing - examination answers from the current syllabus and enables students to achieve the same grade in their upcoming examinations. I teach both GCSEs and A levels and I am a qualified and experienced teacher and tutor of over 20 years' standing. I teach, write, examine and provide independent tuition in central and west London. My students have been fortunate enough to attain places to study at Oxford, Cambridge and Imperial College, London and other Russell Group Universities. The students have done very well in their examinations. The resources in this bundle WILL help in obtaining an A or A star in the AQA GCSE English Language examinations, as they have done and will continue to do so, for my students. Very best wishes, Joseph

Creative Writing, Macbeth and An Inspector Calls - Exam Question Practice

Featuring 12 AQA GCSE English Language - Paper 1: Section B: Creative Writing ‘A’ star (Grade 9) answers. (7669 words in this document) Featuring 12 Macbeth essays in chronological order of the play: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (10128 words in this document). Featuring 12 An Inspector Calls essays: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (7883 words in this document). (25680 total words in this bundle) I am a teacher/tutor whose students have received A’s and A stars in AQA GCSE English Literature and English Language examinations for many years following the methods and model answers outlined here. This bundle of 3 resources will provide you with crystal clear and accurate examples of ‘A’ star grade AQA GCSE English Language - Paper 1: Section B: Creative Writing, AQA GCSE English Literature: Macbeth and ‘An Inspector Calls’ examination answers from the current syllabus and enables students to achieve the same grade in their upcoming examinations. I teach both GCSEs and A levels and I am a qualified and experienced teacher and tutor of over 18 years standing. I teach, write, examine and provide independent tuition in central and west London. My students have been fortunate enough to attain places to study at Oxford, Cambridge and Imperial College, London and other Russell Group Universities. The students have done very well in their examinations. The resources in this bundle WILL help in obtaining an A or A star in the AQA GCSE English Literature and English Language examinations, as they have done and will continue to do so, for my students. Very best wishes, Joseph This resource is in complete alignment with the changes to the 2022 and 2023 GCSE AQA English Literature and English Language examinations.

Creative Writing, Romeo and Juliet, A Christmas Carol and An Inspector Calls - Exam Question Practice

Featuring 12 AQA GCSE English Language - Paper 1: Section B: Creative Writing ‘A’ star (Grade 9) answers. (7669 words in this document) Featuring 12 Romeo and Juliet essays in chronological order of the play: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (10810 words in this document). Featuring 12 ‘A Christmas Carol’ essays in chronological order of the novella: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (11701 words in this document). Featuring 12 An Inspector Calls essays: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (7883 words in this document). (38063 total words in this bundle) I am a teacher/tutor whose students have received A’s and A stars in AQA GCSE English Literature and English Language examinations for many years following the methods and model answers outlined here. This bundle of 4 resources will provide you with crystal clear and accurate examples of ‘A’ star grade AQA GCSE English Language - Paper 1: Section B: Creative Writing, AQA GCSE English Literature: Romeo and Juliet, ‘A Christmas Carol’ and ‘An Inspector Calls’ examination answers from the current syllabus and enables students to achieve the same grade in their upcoming examinations. I teach both GCSEs and A levels and I am a qualified and experienced teacher and tutor of over 18 years standing. I teach, write, examine and provide independent tuition in central and west London. My students have been fortunate enough to attain places to study at Oxford, Cambridge and Imperial College, London and other Russell Group Universities. The students have done very well in their examinations. The resources in this bundle WILL help in obtaining an A or A star in the AQA GCSE English Literature and English Language examinations, as they have done and will continue to do so, for my students. Very best wishes, Joseph This resource is in complete alignment with the changes to the 2022 and 2023 GCSE AQA English Literature and English Language examinations.

Creative Writing, Romeo and Juliet, Macbeth, A Christmas Carol and An Inspector Calls - Exam Question Practice

Featuring 12 AQA GCSE English Language - Paper 1: Section B: Creative Writing ‘A’ star (Grade 9) answers. (7669 words in this document) Featuring 12 Romeo and Juliet essays in chronological order of the play: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (10810 words in this document). Featuring 12 Macbeth essays in chronological order of the play: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (10128 words in this document). Featuring 12 ‘A Christmas Carol’ essays in chronological order of the novella: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (11701 words in this document). Featuring 12 An Inspector Calls essays: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (7883 words in this document). (48191 total words in this bundle) I am a teacher/tutor whose students have received A’s and A stars in AQA GCSE English Literature and English Language examinations for many years following the methods and model answers outlined here. This bundle of 5 resources will provide you with crystal clear and accurate examples of ‘A’ star grade AQA GCSE English Language - Paper 1: Section B: Creative Writing, AQA GCSE English Literature: Romeo and Juliet, Macbeth, ‘A Christmas Carol’ and ‘An Inspector Calls’ examination answers from the current syllabus and enables students to achieve the same grade in their upcoming examinations. I teach both GCSEs and A levels and I am a qualified and experienced teacher and tutor of over 18 years standing. I teach, write, examine and provide independent tuition in central and west London. My students have been fortunate enough to attain places to study at Oxford, Cambridge and Imperial College, London and other Russell Group Universities. The students have done very well in their examinations. The resources in this bundle WILL help in obtaining an A or A star in the AQA GCSE English Literature and English Language examinations, as they have done and will continue to do so, for my students. Very best wishes, Joseph This resource is in complete alignment with the changes to the 2022 and 2023 GCSE AQA English Literature and English Language examinations.

Creative Writing, Macbeth, A Christmas Carol and An Inspector Calls - Exam Question Practice

Featuring 12 AQA GCSE English Language - Paper 1: Section B: Creative Writing ‘A’ star (Grade 9) answers. (7669 words in this document) Featuring 12 Macbeth essays in chronological order of the play: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (10128 words in this document). Featuring 12 ‘A Christmas Carol’ essays in chronological order of the novella: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (11701 words in this document). Featuring 12 An Inspector Calls essays: 12 AQA GCSE English Literature Grade 9, A-Star Exam Answers. (7883 words in this document). (37381 total words in this bundle) I am a teacher/tutor whose students have received A’s and A stars in AQA English Literature examinations for many years following the methods and model answers outlined here. This bundle of 4 resources will provide you with crystal clear and accurate examples of ‘A’ star grade AQA GCSE English Language - Paper 1: Section B: Creative Writing, AQA GCSE English Literature: Macbeth, ‘A Christmas Carol’ and ‘An Inspector Calls’ examination answers from the current syllabus and enables students to achieve the same grade in their upcoming examinations. I teach both GCSEs and A levels and I am a qualified and experienced teacher and tutor of over 18 years standing. I teach, write, examine and provide independent tuition in central and west London. My students have been fortunate enough to attain places to study at Oxford, Cambridge and Imperial College, London and other Russell Group Universities. The students have done very well in their examinations. The resources in this bundle WILL help in obtaining an A or A star in the AQA GCSE English Literature and English Language examinations, as they have done and will continue to do so, for my students. Very best wishes, Joseph This resource is in complete alignment with the changes to the 2022 and 2023 GCSE AQA English Literature and English Language exams.

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Time traveller story

Time Travel Story

I was sitting in my room watching T.V, when the phone rang.  I picked it up and said

“Hello”. I recognised the voice it was my boss.

He said “Get ready because I have a mission for you”.

“What sort of mission?” I replied.

“I’m sending you back into the past and into Ancient Roman Times, you’ll be involved in a battle, look for Laemilius Paullus when you get there.  A time machine waiting for you this minute outside your house”

“I don’t know what to say, thank you” I replied.  I grabbed my toothbrush, searched for my gun, took a few clothes and supplies of food and drinks and headed to the past in the time machine.

I was in the past, travelling all the way to the time of the Romans.  I was so excited; I couldn’t wait for my mission to unfold.  I was nearly there.  Suddenly a bell rang; I looked outside and was disgusted with what I saw.  Seeing people lying on the floor with blood coming from their heads and soldiers fighting with swords sent a shiver down my spine.  Although I was scared, it felt incredible.  I stepped out of the time machine and thought to myself “I haven’t seen such incredible things before”.

I walked around for an hour or two, and then all of a sudden a battle erupted before me.  I watched with despair until there was flash and hundreds of people lay there on the floor with blood dripping from there skulls.  I trembled with fear.  I paused.  My legs started to move; I was walking again.  I came towards a big brown building and entered.  I looked around cautiously.  Suddenly I could smell smoke so I quickly ran out of the building.

As I was running I bumped into a large, hairy, terrifying man.

“Who are you?” I said

This is a preview of the whole essay

“I’m Laemilus Paullus”, the man replied

“What do you do?”  I questioned.

“I’m a Roman Commander”, the man answered back.  We talked for about half an hour then Laemilus Paullus took me to a building.  I followed him.  It was the tallest building I’d ever seen.  I thought to myself, it must be about hundred and forty feet high.  I didn’t know what to expect.  We went inside and he showed me around and told me to follow him to a room.  It was surrounded by beautiful portraits of himself and his family.  He reached for a hidden picture; it was one of him at the battle of Cannae. It was wonderful.  He then asked me if I would like to take part in a battle.  I was lost for words, I looked though my bag and got my gun ready, I didn’t need to think about it.  It was something my boss told me I’d have to do.  We headed off to the battle.  When I got there, I loaded my gun, I weren’t going to use a sword!  Just as I was about to aim  I got a phone call from my boss.  “Hello”, I said.  He said, “I want you to go out there and fight for your life because your ancestors were killed in this battle and I want you to go out there and win it for your family”

“OK”, I shouted back as I put the phone down.  I aimed and shot someone, “BANG” he was dead.  I turned around I was approached from the back then instantly I shot again “BANG!” he was dead too.  After three hours, the battle was won.  I was overjoyed as I won this battle for my dead ancestors and my family.  Laemilus took me back to the building and I slept dined with him before going to bed.  I woke up the next day and went for a walk.  When I got back, the Roman Commander showed me pictures of the battle, which I won.  The pictures were remarkable; I placed them in my bag to treasure.  I received another call from my boss telling me it was time to go back home.  I said goodbye to Laemilus and thanked him for the experience before packing my bags.  

I got my stuff and headed for the time machine.  I set the year and it set off back to the present.  I reflected on the experience as I headed home.  There was another ring I had reached the present.  I got out of the time machine, and headed back into my house.  I called my boss and told him I reached.  I dropped my stuff, went upstairs and slept.  I needed to get used to the time again!  

Document Details

• Author Type Student
• Word Count 819
• Page Count 2
• Subject English
• Type of work Coursework

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enter our groundbreaking creative writing competition for schools

Open now - closes on 26 april 2024, enter your pupils aged 7-16 into our exciting tech-led creative writing competition for the chance to win amazing tech and literary prizes. the 'time to write' competition is open to all schools, and will use cutting-edge adaptive comparative judgement technology to shortlist entries, allowing schools and pupils to take part in the shortlisting process, the top 10 entries in each category (as decided by you) will be read by a panel of judges, who will decide on the winners and runners up., the winning writers will have their stories turned into illustrated books, and win a set of amazing tech and book prizes. plus, each winner's school will also win a great set of prizes, including a £1000 voucher to spend on school resources.

• Submit your entries now

The Categories

Writers in Years 3 and 4: 500 words Writers in Years 5 and 6: 650 words Writers in Years 7, 8, and 9: 750 words Writers in Years 10 and 11: 1000 words

Word counts are advised lengths and final submissions can be +/- 10%

Judging and criteria

The 'Time to Write' competition will be judged in two rounds. Entries will be shortlisted by a group of judges - and you can take part in this! The top ten entries shortlisted in each category will be read by a panel of esteemed judges.

Round 1: Shortlisting

The first round of judging will be completed using Adaptive Comparative Judgement technology via RM Compare. Schools that enter pupils into the competition will be able to take part in this process as judges. We'll be looking for the most creative entries in the first round of judging.

Who can take part in the shortlisting process?

All schools that enter pupils into the competition will be able to take part in the shortlisting process during the first judging window.

If you have not submitted any entries but would still like to take part, please contact us at [email protected] .

Round 2: Final judging

The top ten entries in each category will be read and reviewed by a panel of judges in the traditional way.

The judging panel

Judging criteria

The panel of judges will review the top ten entries with the following criteria in mind: Idea: is there an original and creative idea that makes the story stand out? Structure: is there a clear plot that develops thematically? Character: are the characters well-developed and convincing? Language: are words chosen and language devices used confidently and creatively?

The Time to Write competition is open to all schools, with four categories for different age groups, and prizes for both the winning writers and their schools . The top ten entries shortlisted in each category will be read by a panel of esteemed judges. The winning writers in each category will see themselves in print , as each will have their story turned into an illustrated book ! Prizes will also be awarded to the winning writers’ schools , including £1000 to spend on school resources! A range of other exciting prizes will be on offer for the winners and runners-up , including Amazon Fire tablets, Altec Lansing Bluetooth speakers and headphones, and vouchers.

About the competition

The Independent Schools Examinations Board is a leading provider of innovative qualifications and assessments to schools in the UK and internationally. Founded in 1903 to create and deliver the Common Entrance exams, ISEB has been at the forefront of assessment at 11+ and 13+ for 120 years.

We've partnered with RM Compare to bring schools a unique, interactive creative writing competition for 2024. The time travel theme of the 'Time to Write' competition was chosen to align with ISEB's 120th anniversary. By appreciating the achievements and events of the past, and looking forward to the developments of new innovations and technologies, we can all make sure we are supporting all children to achieve for years to come.

“In celebrating 120 years at the heart of assessment in the independent school sector, we wanted to bring all schools an exciting opportunity to celebrate our core principles of creativity, inclusivity, innovation, and heritage in an interactive and hands-on way. Creative writing is the ultimate creative activity for young people, allowing them to dream big and show us their flair and individuality. We can’t wait to read their stories.” Julia Martin, ISEB

Register your interest for competition updates:

Entry is open now and will close on 26 April 2024. All entries must be submitted by schools. If you are a parent or guardian, please ask your child's school to enter your child into the competition. Schools can submit all entries from pupils together via an online entry form .

• Go to the online entry form

Time to Write is open to all residents aged 7-16 years as of 26 April 2024. Stories must be written by an individual and not by a pair, or writing team. Writers may only submit one story each. Entries must be a piece of original fiction and can not depict events that actually took place. Entries can not use details of any living person and must not include personal details about the writer and their family, teachers, or friends.

All entries must be submitted by a school - if you are a parent, please talk to your child's school about submitting your child's entry. Entries must be saved as PDF files, and the file name should be structured as 'Story name, school name'. The writer's name should not be included anywhere on the PDF. Entries can be hand-written or typed, but must not contain any additional embellishments such as drawings or diagrams. All entries must be in English. For full information please see our Terms and Conditions . How to enter 1. Read the competition terms and conditions. 2. Download the ISEB Time to Write - Pupil Entry Submission Upload spreadsheet . 3. Populate the spreadsheet with details for all pupils you are entering and once finished, save as a .CSV (comma delimited) file. 4. Save all entries as PDF files and ensure all files are named correctly ('Story name, school name'). Do not include the pupil’s name anywhere on entries, either in the file name or on the PDF. Entries can be typed or hand-written (as long as they are fully legible). 5. Save all PDF entries to a .ZIP file. 6. Visit the online entry form on the ISEB website . 7. Complete the online entry form, uploading your completed pupil entry submission .CSV file, and your .ZIP file of PDFs. If you have any questions please get in touch with ISEB via our support portal .

The 'Time to Write' creative writing competition is all about celebrating the past and looking forward to the future. The theme is...

A time machine is found hidden in a cave. Inside, there is a clock with two options: the first, to travel in time 120 years into the past, and the second, to travel in time 120 years into the future. Who finds it, and what happens next?

We'll be looking for the most creative story in the first round of judging. Find out more about the judging process and criteria.

Visit the resource hub for support articles and information designed to to spark inspiration and support your pupils to produce their stories. Explore our collection of resources.

TERMS AND CONDITIONS

Please read our terms and conditions to find out everything you need to know about how the Time to Write competition will work, and how to enter.

1. The Promoter The Promoter is: ISEB Limited of Endeavour House, Crow Arch Lane, Ringwood, BH24 1HP, UK. 2. The competition The title of the competition is ISEB Time to Write. It is a creative writing competition for school pupils aged 7-16. 3. How to enter 3.1 The competition will run from 00:00 on 15 February 2024 (the "Opening Date") to 23:59 on 26 April 2024 (the "Closing Date") inclusive. 3.2 All competition entries must be received by the Promoter by the Closing Date. All competition entries received after the Closing Date will not be entered into the competition. 3.3 To enter the competition: All entries must be submitted using the online entry form on the ISEB website. All entries must be submitted by a school. Visit write.iseb.co.uk and follow the instructions to find the online entry form. 3.4 Schools entering pupils must first complete the ‘Time to Write Pupil Entry spreadsheet supplied as an .Excel file. This can be downloaded from the website and is located above the online entry form. 3.5 Schools will also need to save all writing submissions as PDF files and format the file name as: Title of submission, school name. The pupil’s name should not be included anywhere on the PDF submission. 3.6 These files will need to be uploaded via the online entry form. Entries can be typed as saved as PDF files, or they may be hand-written and saved as PDF files. If entries are submitted in hand-written format, they must be fully legible, and should only contain hand-written words as part of the story. If typed, they should be typed in any font, in 12pt size, and in black. 3.7 No entries may contain additional content such as drawings or diagrams. Entries containing additional content other than the typed or hand-written words of the story will not be accepted. 3.8 Entries must be written in English. Entries must not exceed the word count defined for each category. 3.9 No purchase is necessary. 3.10 The Promoter will not accept responsibility for competition entries that are lost, mislaid, damaged or delayed in transit, regardless of cause, including, for example, as a result of any equipment failure, technical malfunction, systems, satellite, network, server, computer hardware or software failure of any kind. 3.11 By submitting a competition entry, you are agreeing to be bound by these terms and conditions. 3.12 For help with entries, please submit a ticket at support.iseb.co.uk. 4. Eligibility 4.1 The competition is only open to all residents worldwide aged 7-16 years, except: (a) employees of the Promoter or its holding or subsidiary companies; (b) employees of agents or suppliers of the Promoter or its holding or subsidiary companies, who are professionally connected with the competition or its administration; or (c) members of the immediate families or households of (a) and (b) above. 4.2 In entering the competition, you confirm that you are eligible to do so and the Promoter may require you to provide proof that you are eligible to enter the competition. 4.3 The Promoter will not accept competition entries that are: (a) automatically generated by computer or created by artificial intelligence (including but not limited to chatbots such as ChatGPT or similar software applications); (b) completed by third parties or in bulk; (c) illegible, have been altered, reconstructed, forged or tampered with; (d) photocopies and not originals; or (e) incomplete. 4.4 We are sorry but competition entries cannot be returned. 4.5 The story submitted must be written by an individual and not by a writing pair or team. 4.6 Writers may only submit one story. If more than one story is submitted, only the first story received will be accepted. 4.7 The use of generative AI tools to create any part of an entry is not permitted and will lead to disqualification. 4.8 The story must be a piece of original fiction - stories can reference historical figures and eras but can not depict events that actually took place and can not use details of any living person. Stories must not include any personal details about the writer and/or their families/friends/teachers/schools. 4.9 Stories must be unpublished. 5. The prizes 5.1 The prizes for each winner of a category are: (a) The story submitted will be turned into an illustrated and bound book. (b) A Bluetooth speaker and set of Bluetooth headphones from Altec Lansing, models as defined by the Promoter on write.iseb.co.uk (c) An Amazon Fire Tablet, model as defined by the Promoter on write.iseb.co.uk (d) A National Book Tokens voucher to the amount defined by the Promoter on write.iseb.co.uk (e) An Audible voucher to the amount defined by the Promoter on write.iseb.co.uk. 5.2 The prizes for the two runners-up of a category are: (a) A Bluetooth speaker and set of Bluetooth headphones from Altec Lansing, models as defined by the Promoter on write.iseb.co.uk (b) An Audible voucher to the amount defined by the Promoter on write.iseb.co.uk. 5.3 The prizes for the school each winner attends/was entered by are: (a) A selection of fiction and non-fiction books as defined by the Promoter on write.iseb.co.uk (b) A portable pen scanner as defined by the Promoter on write.iseb.co.uk (c) A £1000 voucher (including VAT) to spend with the TTS Group as defined by the Promoter on write.iseb.co.uk. 5.4 All prizes are non-negotiable, no compensation is payable for competition entries or winners and there are no cash alternatives for the prizes. 6. Judging 6.1 The competition entries will be shortlisted to a shortlist of ten entries per category by a pool of judges using the RM Compare platform. Shortlisting will be completed using the following holistic statement: Which entry is the most creative? 6.2 The top ten entries in each category will be judged by a panel of four judges. The decision of the panel of judges (acting reasonably) will be final. 6.3 The top ten entries in each category will be judged on the following criteria: Idea: is there an original and creative idea that makes the story stand out? Structure: is there a clear plot that develops thematically? Character: are the characters well-developed and convincing? Language: are words chosen and language devices used confidently and creatively? 7. Winners 7.1 The decision of the Promoter is final and no correspondence or discussion will be entered into. The Promoter can not offer feedback on entries. 7.2 The Promoter will contact the school each winner and runner-up was entered by personally as soon as practicable after the Announcement Date, using the telephone number or email address provided with the competition entry. The Promoter will not amend any contact information once the competition entry form has been submitted. 7.3 The Promoter must either publish or make available information that indicates that a valid award took place. To comply with this obligation the Promoter will publish the names of the winners and runners-up, the titles of their writing submissions, and the schools of the winning writers on the ISEB website in June 2024. 7.4 If a school or pupil objects to any or all of their name, country and winning entry being published or made available, please contact the Promoter at the address set out at condition three. In such circumstances, the Promoter must still provide the information and winning entry to the Advertising Standards Authority on request. 8. Claiming the prize 8.1 The Promoter will make all reasonable efforts to contact the winner. If the winner cannot be contacted or is not available, or has not responded within 7 of days of the Announcement Date, the Promoter reserves the right to offer the prize to the next eligible entrant selected from the correct entries that were received before the Closing Date. 8.2 The Promoter does not accept any responsibility if you are not able to take up the prize. 9. Limitation of liability Insofar as is permitted by law, the Promoter, its agents or distributors will not in any circumstances be responsible or liable to compensate the winner or accept any liability for any loss, damage, personal injury or death occurring as a result of taking up the prize except where it is caused by the negligence of the Promoter, its agents or distributors or that of their employees. Your statutory rights are not affected. 10. Ownership of competition entries and intellectual property rights 10.1 All competition entries and any accompanying material submitted to the Promoter will become the property of the Promoter on receipt and will not be returned. 10.2 By submitting a competition entry and any accompanying material, pupils are: (a) assigning to the Promoter all ownership rights with full title guarantee; and (b) waiving all moral rights, in and to your competition entry and otherwise arising in connection with your entry to which you may now or at any time in the future be entitled under the Copyright, Designs and Patents Act 1988 as amended from time to time and under all similar legislation from time to time in force anywhere in the world. 10.3 Without limitation on condition 10.2, the Promoter intends, but is in no way obliged to: (a) publish the competition entry in local, regional, or national press outlets, both print and digital; (b) display the competition entry on the ISEB website or social media platforms; and/or (c) use the competition entry in any promotional materials related to the competition, including posters, flyers, and online advertisements. 10.4 You agree that the Promoter may, but is not required to, make your entry available on its website iseb.co.uk and any other media, whether now known or invented in the future, and in connection with any publicity of the competition. 11. Data protection and publicity 11.1 The Promoter will only process your personal information as set out in the Promoter's Privacy Policy, which is available on the iseb.co.uk website. 11.2 The Promoter will collect the following personal data from the school representative submitting entries. (a) Your first name and surname (b) Your school’s name and location (c) Your email address and phone number (d) Your job title This information will be used by the Promoter to administer the competition, obtain the relevant permissions if required, communicate with the school on matters relating to the competition, and, if an entry submitted by your school is shortlisted or wins a prize, this information may be used as part of promotion on the Promoter’s website and other marketing channels. 11.3 The Promoter will collect the following personal data on pupils aged 7-16 being entered into the competition from the school submitting the entries: (a) Entrant’s first name and surname (b) Entrant’s age and date of birth (c) Entrant’s school name (d) Entrant’s school type (e) Entrant’s school year (f) Entrant’s gender (g) Entrant’s submission title This information will be used by the Promoter to administer the competition, and if an entry is shortlisted or wins a prize, some of this information may be used as part of promotion on the Promoter’s website and other marketing channels. The safety of all pupils is paramount to the Promoter and we will not publish more personal information than necessary. 11.4 Schools are to request permission from your parent/guardian in order to grant The Promoter the rights to become the 'data controller'. RM Compare will be the 'data processor'. 11.5 The Promoter is the ‘data controller’ of your personal data. This means the Promoter will decide what your personal data is used for, however, the Promoter will only collect and process your data in accordance with the purposes in these terms and conditions. The Promoter will comply with data protection law as the data controller. 12. General 12.1 If there is any reason to believe that there has been a breach of these terms and conditions, the Promoter may, at its sole discretion, reserve the right to exclude you from participating in the competition. 12.2 The Promoter reserves the right to hold void, suspend, cancel, or amend the prize competition where it becomes necessary to do so. 12.3 These terms and conditions are governed by English law. If any entrants to this promotion wish to take court proceedings, then they must do this within the courts in the United Kingdom.

Here you'll find a range of support resources for schools, young writers, and parents and guardians. We'll be adding more resources here over the coming weeks so keep checking back to see what's new!

Why should schools enter?

The benefits of creative writing go beyond essential core English skills. Not only does it support creative thinking and the development of imagination (as you might expect!), but other skills too: looking at things from a fresh perspective, expressing feelings and emotions, thinking about structure and choosing your words carefully; all skills that support development in every subject and in the wider world. A benchmark of pupil performance All schools that enter will receive a data report that shows how their pupils have performed alongside other pupils in the competition, as well as information about the types of themes and trends that have emerged. Hands-on experience with Adaptive Comparative Judgement technology The shortlisting process will be done via the RM Compare platform, using cutting-edge Adaptive Comparative Judgement technology. All schools that enter will be given the opportunity to take part as a judge in the shortlisting process and see for themselves how it works. Be a part of wider research on creative writing in schools The information gathered through the competition will help shape the way creative writing skills are developed and assessed in the future.

• Enter the competition
• Resources for schools, pupils, and parents and guardians

Interview with the author

with Ali Sparkes, competition judge, and children's author of the popular Shapeshifter series

Hi Ali! Did you always aspire to become an author? What first sparked your interest in writing stories? I was a pretty slow reader to begin with; a bit of a struggler. But around about the age of eight I started reading Famous Five books which kicked off my enthusiasm at last. From there I went on to other authors, like Joan Aiken, Anthony Buckeridge, Norman Hunter, Jean Craighead George and many more. I was very much the kid at school who was in the corner of the playground, opening up a book like a trapdoor and disappearing into another world. It didn't hurt that books were part of family life and our parents read to us. But did I aspire to be an author? Nah. I was obsessed with the theatre. For literally as far back as I can remember I wanted to be a singer and an actress. I was in school shows, quite often the lead, and then bigger shows, including a couple of stints as a lead in musicals at The Mayflower (or The Gaumont) as it was back then. Did a little local telly, too. So I was pretty good at the whole acting and singing thing (if not the dancing!) - but always used to write for fun; comedy scripts with my siblings and friends, daft poems, even full on action adventures (a four part series at secondary school!). I never really thought about a career as a writer, but the hallmarks were there throughout my teens; I even wrote a comedy musical for my cohort at college, which we staged as the final part of our Theatre Studies A level. Writing was just a very natural, fun thing to do. I didn't pay it very much attention; I just did it. How do you come up with ideas for your stories? Is there a special place or activity that helps you find inspiration? Ideas arrive at any time, from any direction; something someone says. an interesting location, a what if..?  thought. Dark Summer was inspired by the caves at Wookey Hole, Thunderstruck was inspired by a gravestone in a cemetery just off Southampton Common, 100 Summers was partly inspired by my sons, who both have ADHD. I've never had much problem coming up with ideas; they seem like jets, circling Heathrow, waiting to land. My biggest problem is finding enough time to write them all. But getting out walking (with Willow, the labradoodle) or running definitely helps me to un-knot any plot problems I'm having, or to cook up a new idea when I've been asked to come up with something. The best ideas usually occur nowhere near the keyboard. What does your process of writing a story from start to finish look like? The idea occurs and then, if it's a goer, tends to hang around in my head, getting a bit more evolved. Characters show up. Their problems and their wants and needs slowly get more apparent. Once I have a nice idea beginning to flesh out I will pitch it to my editor or agent and if they like it, I'll work up a synopsis and a few chapters. If it meets with approval I will write the whole thing. Between pitching the idea and getting it published usually takes about 18 months, although it can be much faster for shorter books, such as the titles I write for educational publishers like Oxford Reading Tree and Collin's Big Cat. There's a fair bit of to-ing and fro-ing between me and my editors to get the story as good as it can be, but I rarely write more than three drafts. Working as a journalist in newspapers and then BBC radio has trained me to write and edit quite tightly as I go. Can you tell us about any specific challenges or setbacks in your writing journey? How did you overcome them? I had sooooo many rejections, across a period of about four years. They were maddening because so often I would get a great response from an editor or an agent, full of compliments, but still not quite wanting to take me on. But I think my theatrical experiences helped because, even as a child performer, you get used to rejection and learn to handle it. Sending a manuscript is an audition, except you're not there in front of them when they decide whether or not you're hired. I learned to read the rejection letter, sigh, and then send the manuscript off to the next one on my list that same day. Rejection can come at any point in your writing career - I'm in no way immune to it. I find having lots of different ideas out there really helps, because if one thing falls through there are still others keeping your spirits up. What's the coolest thing about being a children's author? Do you get to do any fun research for your books? I love coming up with an idea and then getting the chance to share it with readers all over the world. I also love the research; the coolest was probably getting to mooch about behind the scenes at the caves in Wookey Hole, where the tourists don't usually get to go - and interviewing a cave diver to find out all about cave rescues. It was also really fun to hang out for a while with Mark King, lead singer and legendary bassist in hit 1980s band Level 42, as part of my research for Destination Earth. If you could give one piece of advice to kids who dream of becoming authors, what would that advice be? Read. Read. And read some more. And then write. Write. And write some more. It's not complicated. If you want to be a writer you have to study the form (reading!) and then practise (writing!) until you get better at it. Entering competitions is also useful because, whether or not you win them, you're training yourself to finish work, polish it, send it, and then deal with the feedback; something every writer has to do throughout their career. You do have to be brave about sharing your work with others and that's not easy for everyone - but it's part and parcel of the whole writer thing.  Write with friends. Have a blast! Play with words. Don't be afraid to put your stories out there.

Understanding the Time to Write competition terms and conditions

A breakdown for parents and guardians.

As the parent or guardian of a young person submitting an entry to the Time to Write competition, you will need to agree to some terms and conditions via your child's school. We recommend that you read these in full, but here is a breakdown of the main things you need to know and agree to. Your child’s school will collect your permission and share this with ISEB , so please liaise with your child’s school about this. If you need any help from ISEB, you can submit an enquiry through our customer support portal . Assigning ownership to ISEB When your child writes a story, they are the owner of their piece of work. When they enter the competition, they will need to assign these ownership rights to ISEB . ISEB will then upload the piece of work into the RM Compare platform so that it can be processed as part of the shortlisting process, which will use RM’s cutting-edge Adaptive Comparative Judgement technology to find the top ten entries in each category. By shortlisting in this way, a large group of judges can take part, ensuring a totally fair, transparent, and reliable process. This is what your child’s school will ask you to agree to. What else will ISEB do with these ownership rights? If your child is a winner or runner up in the Time to Write competition, ISEB may publish your child’s entry on our website and social media platforms and any other ISEB-owned platforms. We may also publish your child’s story in third-party press outlets. We will always let parents and guardians know where these stories have been published. We may also use your child’s story in promotional materials for either the Time to Write competition or future ISEB products. By agreeing to the terms and conditions via your child’s school you are giving your permission for us to do these things. If your child wins their category, their story will be turned into an illustrated and bound book. We’ll provide a limited number of printed copies to you and your child’s school. To be able to turn your child’s story into a book, we also need ownership transferred to us. What about data relating to your child? ISEB will need to collect a set of personal data about your child to administer the competition. This includes your child’s name, date of birth, school name, school type, school year, their gender, and the title of their entry. If your child is a winner or runner up, ISEB may use some of this personal data in promoting the results of the competition. We will put pupil safety first and we will not publish more personal information than necessary. By agreeing to the terms and conditions, you are allowing ISEB to become the ‘data controller’ of your child’s personal information and piece of work submitted. What about RM Compare? Once you have assigned ownership of your child’s piece of work to ISEB, ISEB will grant RM Compare the rights to become the data processor. This gives RM Compare the levels of permission required to run the shortlisting process. As the ‘data controller’ ISEB will decide what your child’s data is used for and will comply with data protection law (in England).

• Read the full terms and conditions

Getting started with writing a story - 10 things to think about

Are you ready to embark on an exciting adventure of imagination and creativity? Writing a story is like painting a picture with words, and the best part is that you get to be the artist of your own tale. Here are some things to think about as you get started on your storytelling journey: 1. Imagine your world: Close your eyes and let your imagination soar! What kind of world do you want your story to be in? Is it a land of talking animals, a futuristic city, or a mysterious enchanted forest? Picture it vividly in your mind – the colours, sounds, and even the smells. This is the beginning of your magical creation. 2. Meet your characters: Who will be the heroes of your story? Create characters with personalities as unique as yours. Think about their strengths, weaknesses, and what makes them special. Are they brave adventurers, mischievous fairies, or curious explorers? Your characters are the heart of your story, so make them unforgettable! 3. What's the big idea? Every great story has a big idea, or what we call a plot. It's like the roadmap that guides your characters through exciting adventures and challenges. What amazing quest will your characters go on? Maybe they're searching for hidden treasure, solving a mystery, or saving their magical world. Your big idea is the magic that keeps readers turning the pages. 4. Start with a bang: Begin your story with a burst of excitement! It could be a funny joke, a mysterious riddle, or your characters finding a magical object (like a time machine!). The beginning is your chance to grab your reader's attention and invite them into your enchanting world. 5. Use your senses: Make your story come alive by using your senses. Describe what your characters see, hear, smell, taste, and touch. If they're in a candy kingdom, how does the air smell? What do the rainbow-colored candies taste like? Engaging the senses helps your readers feel like they're right there in your magical world. 6. Add dialogue magic: Let your characters talk and share their feelings. Dialogue is like the magic spell that brings your characters to life. Use quotation marks around what they say and show how they react to different situations. Maybe they laugh, cry, or even do a happy dance! 7. Build suspense: Keep your readers on the edge of their seats by adding suspense. Will your characters solve the mystery? What's behind the hidden door in the enchanted forest? Building suspense makes your story even more thrilling and exciting. 8. End with a bang, too: Just like the beginning, your story's ending should be spectacular! It could be a surprising twist, a heart-warming reunion, or a celebration. Make your readers feel satisfied and happy after going on this magical journey with your characters. 9. Share your magic: Once your story is complete, share it with others! Whether it's your friends, family, or even your pet, sharing your magical tale is a wonderful way to spread joy. You're the author, and your words have the power to enchant everyone who reads them. 10. Have fun! Most importantly, have fun with your storytelling adventure. Writing a story is your chance to let your imagination run wild and create something truly magical. So grab your pen, pencil, or computer, let the words flow, and enjoy every moment of your enchanting journey into the world of storytelling.

FEELING STUCK? HOW TO OVERCOME WRITER’S BLOCK

BY EMMA DRAGE, COMPETITION JUDGE, AND SENIOR COMMISSIONING EDITOR AT OXFORD UNIVERSITY PRESS

It can be daunting to be faced with a blank piece of paper, and even the best writers can feel stuck at times. Here are some top tips to help you get writing! Free writing Give yourself the challenge of writing for ten minutes without stopping. This is sometimes called free writing. Set a timer and write whatever comes into your head. Try to keep your hand moving the whole time and don’t cross anything out. You don’t need to share this work with anyone – it’s not going to be your final piece of writing, but you might find that some interesting ideas emerge that you can use as a starting point for your story. Free writing can help to increase the flow of ideas. It can also help to stop you overthinking and ruling out ideas before you’ve given them a chance! Create some writing prompts Write a list of five characters on separate slips of paper or pieces of card and put them face down on a table. Then create a list of five different locations on slips of paper or card and lay them out upside down on the table too. Pick out one character and one location at random. Use whatever combination you pick out as a starting point for a story. It’s a great way to come up with unusual combinations, for examples robots in a castle or dinosaurs in a cinema. Take inspiration from your favourite stories Make a list of some of your favourite stories. Think about what it is that you enjoy most about them. For example, if you love reading books about aliens, perhaps you could try writing your own alien story. If you’re writing something you’d love to read yourself, you are going to feel more motivated to start – and finish – it. Imagine untold stories An interesting starting point can be to retell an existing story from a different character’s point of view – or even from the perspective of an inanimate object. Myths, legends, and fairytales can be great sources of inspiration. For example, what if you retold Cinderella from the point of view of the stepmother, or Jack and the Beanstalk from the point of view of the bean? It’s very important never to simply copy existing texts, but lots of great writers have enjoyed great success reimagining or reinterpreting well-known tales from different perspectives. Carry a notebook with you If you’re still struggling to get started or are feeling like you’ve reached a dead end with your story, a change of scene can help. Try going for a walk or doing another activity, keeping a notebook with you. Jot down any ideas that come to you. You could try carrying a notebook with you throughout the day – you might be surprised when inspiration strikes! Some writers also like to keep a notebook by their bed to jot down their dreams when they wake up in the morning to use as inspiration. Remember, starting is often the hardest part and everyone struggles with it from time to time! Try not to put too much pressure on yourself, pick a topic you enjoy, and have fun!

10 ways to cultivate a love of storytelling in your child

Encouraging children to explore the enchanting world of storytelling can be a delightful journey for both parents and children. Cultivating a love for writing not only enhances language skills but also nurtures creativity and self-expression. Here are some magical ways for parents and guardians to spark their children's interest in writing stories: 1. Create a writing wonderland: Designate a cozy writing corner at home. Make it a special place where your child can escape into the world of imagination. The allure of a dedicated writing space can turn the act of writing into a magical adventure. 2. Be a storytelling role model: Share your own stories or even create tales together. When children see their parents engaging in storytelling, it ignites their curiosity and provides a model for expressing thoughts through words. It can be a collaborative experience, with each family member contributing to the unfolding narrative. 3. Start with short and sweet: Begin with short writing activities that are both manageable and fun. Encourage your child to write a brief description of their day, compose a silly poem, or invent a dialogue between fictional characters. Short and sweet exercises help build confidence and lay the foundation for more elaborate storytelling adventures. 4. Turn everyday events into stories: Transform routine activities into story prompts. You could ask your child to narrate their trip to the supermarket, turning it into a whimsical adventure with talking fruits and mischievous shopping carts. This helps them see storytelling opportunities in everyday life, making writing a natural and enjoyable activity. 5. Embrace diverse writing tools: Explore various writing tools to make the process more engaging. From traditional pencils and papers to colourful markers, or even a kid-friendly writing app on a tablet, the choice of tools can add an extra layer of excitement to the writing experience. 6. Inspire with book adventures: Take regular trips to the library or bookshop and let your child explore different genres and styles of books. Share captivating stories that align with their interests, whether it's adventures, mysteries, or tales of magical lands. A love for reading often blossoms into a desire to create stories of their own. 7. Celebrate storytelling traditions: Share family stories and traditions with your child. Whether it's tales from your own childhood, stories passed down through generations, or even cultural folklore, storytelling traditions connect children to their roots and inspire them to create their own narratives. 8. Organise writing challenges: Turn writing into a playful challenge. Set weekly themes or prompts and encourage your child to create short stories around them. It could be anything from 'space adventures' to 'talking animal tales.' This adds an element of excitement and creativity to their writing routine. 9. Create a story journal: Provide your child with a special journal where they can jot down story ideas, doodle characters, or even draft short paragraphs. A story journal serves as a personal space for their thoughts to flourish and can become a treasure trove of inspiration for future writing endeavours. 10. Foster a positive writing environment: Cultivate a positive attitude towards writing. Offer praise for their efforts, celebrate their unique ideas, and create an environment where mistakes are seen as stepping stones to improvement. A nurturing atmosphere boosts confidence and makes writing a joyful exploration. Remember, the key to getting children interested in writing stories is to make it a delightful and imaginative experience. By weaving storytelling into the fabric of everyday life, parents can nurture the budding authors within their children, fostering a lifelong love for the magic of words and storytelling. Check out our Time to Write competition - if your child would like to write a creative time travel story, talk to your school about entering.

Five time travel writers for children

Time travel is a captivating theme in children's literature, transporting young readers to different eras and adventures. There are several notable authors who have created time-traveling narratives that have engaged and inspired the imaginations of countless children. Here are five time travel writers for children that you can discuss in the classroom: 1. Mary Pope Osborne: Renowned for her 'Magic Tree House' series, Mary Pope Osborne has taken young readers on thrilling time-traveling adventures since 1992. The series follows siblings Jack and Annie as they discover a magical treehouse that allows them to travel through time and space. Each book introduces historical events and figures, making learning an integral part of the enchanting tales. Osborne's storytelling has made history accessible and exciting for generations of young readers. 2. Madeleine L'Engle: Madeleine L'Engle's classic 'A Wrinkle in Time' is a timeless work that blends science fiction and fantasy. While not strictly about time travel in the conventional sense, the novel explores the concept of 'tessering,' a form of space-time travel that takes the protagonist, Meg Murry, and her friends to otherworldly realms. L'Engle's imaginative narrative, rich characters, and exploration of cosmic concepts have made 'A Wrinkle in Time' a beloved and influential work in children's literature. 3. Eoin Colfer: Eoin Colfer, known for his Artemis Fowl series, also delved into time travel with 'W.A.R.P.' (Witness Anonymous Relocation Program). The series combines science fiction, historical elements, and fast-paced adventure as young FBI agent Chevie Savano time-travels to Victorian London. Colfer's witty writing and engaging characters make the W.A.R.P. series an entertaining and thought-provoking experience for young readers interested in time travel. 4. Judy Blume: While Judy Blume is widely recognized for her contemporary and realistic fiction, she ventured into time travel with the book 'Here's to You, Rachel Robinson.' In this novel, the protagonist, Rachel, has an encounter with a mysterious old woman that propels her back in time to experience life in the 1960s. Blume's exploration of time travel adds an intriguing layer to her body of work, allowing readers to consider the impact of different eras on the lives of young people. 5. H.G. Wells (Retold by Stephanie Baudet): H.G. Wells' classic science fiction novel 'The Time Machine' has been retold for children by Stephanie Baudet in a series titled 'Classic Science Fiction for Kids.' Baudet maintains the essence of Wells' original narrative while adapting it for younger readers. 'The Time Machine' introduces children to the concept of time travel through the adventures of the Time Traveller in a captivating and accessible format. Baudet's retelling allows young readers to explore Wells' timeless masterpiece. These five authors have made significant contributions to children's literature by incorporating time travel into their narratives. From magical treehouses to mysterious wrinkle-filled dimensions, their stories not only entertain but also stimulate curiosity and imagination. Time travel continues to be a compelling theme that opens doors to exploration, discovery, and understanding for young readers across generations. Why not explore some of these authors with your pupils, and see if their stories spark creative ideas for the Time to Write competition!

Four children’s books still popular 120 years later

In 1904, the world of children's literature was undergoing a transformation, marked by the publication of several notable books that have since become classics. The turn of the 20th century saw a shift in the way stories were written for young readers, with authors increasingly focusing on themes of imagination, morality, and adventure. One of the prominent releases of this era was ‘The Tale of Benjamin Bunny’ by Beatrix Potter . Published in 1904, Beatrix Potter's charming tale continued the adventures of Peter Rabbit and introduced readers to Benjamin Bunny, Peter's cousin. Potter's stories were revolutionary in their use of anthropomorphic animals and vivid illustrations, captivating the imaginations of young readers and laying the foundation for future generations of children's literature. Another significant work from 1904 is L. Frank Baum's ‘The Marvelous Land of Oz.’ Building upon the success of ‘The Wizard of Oz,’ Baum's sequel continued to transport readers to the magical realm of Oz, introducing new characters such as Tip and Jack Pumpkinhead. Baum's imaginative storytelling and fantastical world-building contributed to the enduring popularity of the Oz series. In the realm of fairy tales, ‘The Tale of Tales’ by Giambattista Basile , originally published in Italy in 1634–36, was translated into English in 1904 by John Edward Taylor . This collection of fairy tales, often referred to as the first comprehensive compilation of European folk tales, provided a rich source of inspiration for later authors and storytellers. While not a traditional children's book, Kenneth Grahame's ‘The Wind in the Willows’ was first published in 1908 but began serialisation in 1904. The charming adventures of Mole, Rat, Toad, and Badger in the idyllic English countryside have since become a staple of children's literature. Grahame's work captured the essence of friendship, adventure, and the natural world, resonating with readers of all ages. As the early 1900s unfolded, children's literature continued to evolve, reflecting the cultural shifts and values of the time. These foundational works from 1904 paved the way for the diverse and expansive landscape of children's books we enjoy today. Why not explore these stories in the classroom as your pupils work on their creative writing entries for the Time to Write competition.

How can Scanning pens reader 2 support creative writing?

Five tips on using your Reader 2 from Time to Write competition sponsor, Scanning Pens Ltd. Start with inspirational reading Use your C-Pen to explore a piece of writing from an author that you admire. By using append mode, you can scan as much text as you wish. You can toggle the blue highlighter around the screen and follow as you play back the scanned words. Hold the centre button down to enlarge new words and listen again. You can play back the word, a sentence or the whole paragraph as many times as you wish. Immerse yourself in the inspirational writing that you chose. Analyse the punctuation Now, let's look at the construction of the sentences that you have scanned. You can explore how punctuation creates clarity or impact. The pen has a punctuation pause to help you to see it and understand its purpose. Decoding new vocabulary Did you find new words that you like the sound of? Use the dictionary function to find a quick definition of a new word. Finding word definitions quickly will give you more thinking time. Why not try using these words in your own creative writing! Listening for devices Through your headphones, tune in to patterns in your inspirational reading piece, listen and look for devices like alliteration, rhythm and rhyme. Did you find a repeating element or motif? Could you use these or other devices that you have found in your writing? Find your word bank All the words that you enlarged and looked up can be found in a word bank called practice mode. You can also find the words you looked up in the dictionary history. You have a ready-made word list to use in your creative writing. Now, it's Time to Write! When you are feeling inspired, you are ready to start writing.

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A glossary of creative writing terms for your class

Plot: The sequence of events that make up a story, including the exposition, rising action, climax, falling action, and resolution. Characterisation: The process of creating and developing characters in a story, including their traits, motivations, and behaviours. Setting: The time and place in which a story takes place, including the physical environment and historical context. Theme: The central idea or message of a story, often exploring universal truths or human experiences. Point of View (POV): The perspective from which a story is told, such as first-person, second-person, or third-person. Dialogue: The conversation between characters in a story, used to reveal their personalities, advance the plot, and provide exposition. Conflict: A problem or challenge that drives the plot forward, often involving a struggle between opposing forces. Foreshadowing: Hints or clues about future events in a story, used to create suspense or build anticipation. Symbolism: The use of symbols or objects to represent deeper meanings or themes within a story. Imagery: Vivid descriptions that appeal to the senses, helping to create a mental picture for the reader. Metaphor: A figure of speech that makes a comparison between two unlike things, often highlighting similarities in a creative or imaginative way. Simile: A figure of speech that compares two unlike things using 'like' or 'as,' often for descriptive or expressive purposes. Irony: A literary device in which there is a discrepancy between what is expected to happen and what actually occurs, often for humorous or dramatic effect. Tone: The author's attitude or emotional perspective toward the subject matter or audience of a story, conveyed through language and style. Style: The distinctive manner in which a writer uses language, including word choice, sentence structure, and tone, to convey meaning and create an artistic effect. Flashback: A narrative technique that interrupts the chronological sequence of events to depict an earlier scene or event. Fiction: Literary works that are imagined or invented, as opposed to factual or non-fictional writing. Non-Fiction: Literary works that are based on facts, real events, and real people, as opposed to imagined or invented stories. Protagonist: The main character or central figure in a story, often the one who drives the plot forward and undergoes significant development. Antagonist: The character or force that opposes the protagonist, creating conflict and obstacles for them to overcome. We hope these terms are useful as your class dreams up their creative stories for the Time to Write competition.

HOW TO THINK CREATIVELY

By Dr Ellen Spencer, competition judge, and Senior Researcher at the Centre for Real World Learning at the University of Winchester

Taking part in a creative writing competition is an exciting adventure that invites you to stretch your imagination, challenge yourself, and grow your creative thinking habits . Creativity isn't about waiting for inspiration or making things out of thin air. Anyone can be creative , because it involves using thinking habits that are useful whenever you need to think creatively. A story built on the creative habits of being inquisitive , imaginative , persistent , disciplined , and collaborative is like a castle constructed brick by brick with your ideas and effort. While good writing can seem like a magic art, creativity is a process you can use in many situations in life, and it happens like this: first you explore, then you come up with your own ideas, then you produce your work (in this case, a story), then evaluate your efforts and make changes if you need to. Everyone can learn creativity – it’s a skill like any other. Let's look at how can you practise and use your creative habits as you write your story: - Being inquisitive involves wondering and questioning. Imagine your story is a mystery box, and your curiosity is the key. Ask yourself, 'What if?' as you explore different worlds and ideas to find that one spark that lights up your story. Don’t rely on what’s already in your head though. If I wanted to write about wolves, or the ice age, I would look at how other people have written about them. I’d spend time reading all about them. The details you bring to light through being inquisitive will give your story authenticity and authority. - Creative thinking involves being imaginative . But how do you do this? Play with possibilities, let your imagination run wild! Think of the most extraordinary places, characters, and events. What might your story look like if it were science fiction? How would it be different if it involved magic? These imaginative leaps make your story truly unique. - Now to turn these imaginative thoughts into a coherent story. Thinking about what happens next, and how your ideas fit together, isn't always easy. Remember, every author faces these challenges. Being persistent involves sticking with difficulty. If you get stuck, take a deep breath, and try again. Maybe you need to re-think a character, or even change something drastic. Don’t give up though, because your persistence will help your story grow from the seed of an idea, into a towering tree you’re proud of. - How can you polish the story and make it shine? Thinking creatively involves being disciplined . For a writer this means choosing your words carefully, reading through to check all your characters are convincing, and that your story doesn’t have an overly detailed beginning, rushed middle and loose ends! Taking the time to review and improve it will make your story the best it can be. - Lastly, nobody is creative all by themselves. Being a creative thinker involves being collaborative . Share your story ideas with friends, family, or even your pet! Talking about your story can spark new ideas and help you see your story from different perspectives, making it better and more engaging.

Creative Habits of Mind (image: CCE. Framework developed at the Centre for Real-World Learning at the University of Winchester)

Use these five habits to guide you, but run with your ideas. Every writer's 'voice' is unique , just like every zebra's stripe pattern is one-of-a-kind. To be human is to be creative, and your creativity has no limits, so go ahead and write the story that only you can tell!

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10+ GCSE creative writing ideas, prompts and plot lines

Getting a good GCSE creative writing plot going can be difficult, here are some ideas to help you out.

Ahead of your exams, here are a selection of GCSE creative writing ideas and prompts to hopefully provide some inspiration.

The Lost Timepiece

Prompt: In an old, dusty attic, a teenager discovers a mysterious pocket watch that doesn’t seem to tell the correct time.

Potential Story Directions:

• The watch could transport the teenager to different moments in history whenever it's wound.
• The watch might belong to a long-lost relative, leading to a family mystery.
• The watch could be counting down to a significant event, and the protagonist must figure out what is about to happen.

The Secret Garden Door

Prompt: Behind the overgrown ivy in the school's garden, a student finds a door that wasn't there before.

• The door could lead to a magical world, offering an escape from everyday life but with challenges of its own.
• It might be a portal to the past, showing the school's history and secrets.
• The door could be a metaphorical passage to self-discovery, revealing hidden aspects of the character’s personality.

The Last Message

Prompt: A character receives a mysterious message in a bottle on the beach, written in a cryptic language.

• Deciphering the message could lead to an adventure, perhaps a treasure hunt or a rescue mission.
• The message might be from a distant land or time, offering insights into an ancient or futuristic world.
• It could be a personal message from someone significant in the character’s past, triggering a journey of emotional growth.

Midnight at the Museum

Prompt: A night guard at a museum notices that the exhibits come to life after midnight.

• The guard could interact with historical figures, learning about history firsthand.
• There might be a plot to steal an exhibit, and the living exhibits help to thwart it.
• The phenomenon could be linked to a supernatural event or an ancient curse that needs resolving.

The Forgotten Melody

Prompt: A pianist discovers an old, unplayed piano in a neglected music room that plays a melody no one seems to recognize.

• The melody could be a key to unlocking forgotten memories or a hidden past.
• It might be a magical melody, having various effects on listeners.

Each of these prompts offers a starting point for creative exploration, allowing students to develop their storytelling skills in imaginative and engaging ways.

Galactic Storm

Prompt: Astronauts on a mission to a distant planet encounter a bizarre, otherworldly storm.

• The storm could have strange, mind-altering effects on the crew.
• It might be a living entity, communicating in an unprecedented way.
• The crew must navigate through the storm to discover a hidden aspect of the universe.

Unearthed Powers

Prompt: A teenager suddenly discovers they have a supernatural ability.

• The power could be a family secret, leading to a journey of self-discovery.
• It might cause conflict with friends and society, forcing the protagonist to make difficult choices.
• The ability could attract unwanted attention, leading to a thrilling adventure.

Reflections of Reality

Prompt: A story that mirrors a significant real-life experience involving friendship or a pet.

• The story could explore the depth of human-animal bonds or the complexities of friendship.
• It might involve a heartwarming journey or a challenging ordeal.
• The protagonist learns valuable life lessons through these relationships.

Chronicle of Times

Prompt: A character discovers a way to travel through time.

• Traveling to the future, they encounter a radically different world.
• In the past, they might inadvertently alter history.
• The story could explore the moral and emotional implications of time travel.

Apocalyptic Event

Prompt: A natural disaster of unprecedented scale threatens humanity.

• The story could focus on survival, resilience, and human spirit.
• It might involve a journey to avert the disaster.
• The narrative could explore the societal changes that occur in the face of such a disaster.

The Unsolved Case

Prompt: A detective starts investigating a complex and mysterious murder.

• The investigation uncovers deep secrets and conspiracies.
• The detective's personal life might intertwine with the case.
• The story could have a surprising twist, challenging the reader's expectations.

Retold Fable

Prompt: Modernize a classic fable or story, such as the Boy Who Cried Wolf, in a contemporary setting.

• The story could be set in a modern city, exploring current social issues.
• It might be told from a different perspective, offering a fresh take on the moral of the story.
• The narrative could blend the original fable with current events, creating a powerful commentary.

Forbidden Love

Prompt: Two characters from vastly different worlds fall in love, against all odds.

• Their love could challenge societal norms and expectations.
• The story might explore the sacrifices they make for each other.
• It could be a journey of self-discovery and acceptance in the face of adversity.

Thomas Brella is the founder of Student Hacks, starting the website in 2013 while studying at the University of Brighton to share tips and tricks on life as a cash-strapped student. He's now spent over 10 years scoping out the best ways to live on a budget

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