How to Write Dialogue in Creative Writing (AQA GCSE English Language): Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Nick Redgrove

Updated on

Do I need to include dialogue in my creative writing?

Dialogue can be a useful tool to develop your characters, but you can get full marks without using any direct speech in your creative writing. If you do choose to use it, you must ensure you know how to format and punctuate it correctly, and ensure it serves a purpose. Using dialogue as a “filler” because you don’t know how to move your writing on, or you are not sure what else to write, will not gain you marks.

Dialogue versus internal monologue

Both dialogue and internal monologue can help the reader get a better understanding of your character or characters. The difference between the two lies in who is communicating and how.

Dialogue

Internal monologue

  • A conversation between two or more characters, using words that are spoken and enclosed in quotation marks

  • Dialogue can drive interactions between characters, reveal relationships and personalities and advance the plot

  • A character’s inner thoughts, presented as though they are speaking to themselves

  • Internal monologue can provide insight into emotions, motivations or inner conflicts

  • It does not require quotation marks

In narrative writing, both dialogue and internal monologue can effectively enhance your story. However, they serve different purposes, and dialogue in particular needs to stick to certain conventions of form and structure. 

Internal monologue (which doesn’t require complex punctuation) can therefore be a viable alternative to dialogue to develop your characters. For example:

Example

How does this help with character development?

He stared at the invitation, fingers gripping the edges as if it might disappear. Why had they invited him? After all these years, after everything that happened… did he really think he would just show up and pretend nothing had happened?

And yet, part of him wanted to go. Just to see. Just to prove to himself that he didn’t care anymore.

  • It reveals the character’s emotions and inner struggle

  • It hints at past events without stating them outright

  • The short, fragmented sentences reflect the character’s hesitation

  • It develops personality traits, such as pride, vulnerability and unresolved feelings

Examiners will reward variety in your writing, so avoid over-using dialogue without purpose or making an internal monologue too long or overwhelming.

How do you correctly write dialogue?

If you choose to include dialogue in your writing, there are some grammar and punctuation conventions you should follow:

  1. Enclose spoken words in double quotation marks:

    • “I can’t believe you did that,” muttered Sarah.

  2. New speaker, new line (each new speaker should have their spoken words written on a new line):

    • “Where are you going?” asked Lisa.

    • “Nowhere,” Jake replied, avoiding her gaze.

    • “You’re lying,” she whispered.

  3. Commas go inside quotation marks when using a dialogue tag (such as “said” or “asked”):

    • “I can’t do this,” she replied.

    • End the dialogue tag with a full stop

  4. Use a full stop inside the quotation marks if there is no dialogue tag:

    • “I can’t do this.” She turned away.

  5. Question marks and exclamation marks stay inside the quotation marks:

    • “Are you serious?”

    • “I can’t believe you!”

How to blend dialogue and internal monologue

The following example blends both dialogue and internal monologue to develop the characters:

“You’re really leaving?” My voice was barely above a whisper.

Liam hesitated, shifting his weight from one foot to another. “Yeah. First thing tomorrow.”


I nodded slowly, eyes fixed on the ground. “Right.”


Say something. Don’t just stand here like an idiot, I thought.


“It’s not like that. It’s just… I need to go.” His fingers curled into fists. “You know that.”


Yeah I do. But that doesn’t make it any easier. “Well… I guess this is goodbye.”

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Deb Orrock

Author: Deb Orrock

Expertise: English Content Creator

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

Nick Redgrove

Author: Nick Redgrove

Expertise: English Senior Content Creator

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