Model Answer: Descriptive Writing (Cambridge (CIE) IGCSE English Language)

Revision Note

Deb Orrock

Written by: Deb Orrock

Reviewed by: Kate Lee

Model Answer: Descriptive Writing

In Section B of Paper 2, you will be given the choice of four titles: Questions 2 and 3 will be descriptive writing titles, and Questions 4 and 5 will be narrative writing titles. Each of the options is worth 40 marks and you are only required to choose one of them (either descriptive or narrative). While descriptive writing will contain elements of narration, and vice versa, it is important to be aware that there is a distinction between the two styles of writing and you must shape your responses accordingly. You should therefore consider all four choices before selecting the one you feel will best allow you to demonstrate your skills as a writer.

The following guide will provide you with a descriptive writing model answer, based on a past paper task.

Planning your descriptive writing

Once you have decided on your choice of title from the options, you should spend 10 minutes planning your writing.

Let’s take this descriptive writing task as an example:

“Describe trying to sleep before an important day.”

We can use “panoramic, zoom, single line, shift, shift, panoramic” six-step structure to plan our response:

Stage

Suggested techniques and details

Step 1

Panoramic

  • Introduce motif of clock

  • Dark outside, contrasting with light and stillness

  • Describe what I can hear and feel

Step 2

Zoom

  • Focus on a fly - add movement and sound

Step 3

Single line

  • Turn over/re-adjust bedding

Step 4

Shift

  • Focus on what is going on in my mind

  • Use imagery to convey inner thoughts

Step 5

Shift

  • Describe what can be heard outside in the street

Step 6

Panoramic

  • Wake up - must have fallen asleep

  • Describe changes in light and atmosphere

  • Return to motif of clock - late

Descriptive writing model answer

The following model answer demonstrates a top-mark response to the above task:

Descriptive writing model answer part 1
Descriptive writing model answer part 2
Descriptive writing model answer part 3

Unannotated model answer

The soft glow from the digital display flickered as the minutes sluggishly passed. The pale green cast an eerie shadow across my bed, while outside was as dark as a raven’s pupil. The streetlight outside of the window had blown its bulb and towered, redundantly, over the pavement. Nothing moved, apart from me, anxiously turning and fidgeting my blankets into a tangle. I heard a faint hum from downstairs; the sound of the dishwasher automatically starting, churning and rumbling the plates from dinner until they sparkled. My mind churned like the machine, impossible to turn off now it had started. I checked the clock again. The night felt endless.

I shuffled over to turn on the light. Silhouetted against the inside of a shade, a fly lazily crept to the top, balancing on the rim like a tiny tightrope walker. I watched as it fluttered its wings slightly, before it took off in a frenzy of buzzing around the top of my bed, going nowhere in particular. I wondered what its purpose was. Why was it here? It hummed close to my face and I swatted it away gruffly. It landed back on the rim, satisfied with its little flurry of activity, as I reached over to turn off the light again.

I straightened out my blankets and turned again. 

The clock’s mechanical glow informed me that only a few minutes had passed. I sighed and attempted to still my mind. I had numbers, facts and figures spiralling down a rabbit hole in my mind, becoming jumbled and muddled. I could see the dim outlines of my post-it notes, meticulously written and ordered, with all of the information I could ever need neatly written in my careful handwriting. But now all of that order had turned to chaos, as I struggled to remember even the simplest of equations. I needed to get some sleep, but my brain point-blank refused to let me.

Outside, I heard the sudden honking of a horn and a dog’s incessant barking. Voices muffled by wall and curtain were just about audible, sounding like they were being spoken through a thick soup of fog. A car door slammed; the dog’s barking became increasingly urgent. Voices raised again, before another slam and the roar of an engine increased and then faded out as the car disappeared down the street. The dog stopped barking and all was still once again. I stared at my curtains, considering whether to go downstairs to make myself a drink.

The light now was different. The glow from the clock was less lurid, more muted, and the darkness of the room less extreme. I lazily looked up at my curtains once again, and my mind registered that the soft light of day had altered the atmosphere in the room from one of suspended animation to action. I turned over and saw the time. Like a jack-in-the-box, I jumped wildly out of bed. What was, just a few seconds ago, stillness and peace, was now urgency and panic. I was late.

Commentary

  • The first paragraph employs contrast and literary techniques to establish an eerie atmosphere of the middle of the night

  • The second paragraph zooms in on detail and incorporates movement

  • A single sentence is used for contrast and effect

  • The motif of the clock is woven throughout the response

  • The focus shifts to something “off camera”, using sensory language

  • The final paragraph indicates a shift in time and mood

  • It contrasts stillness with activity

Summary

  • Remember, you are not writing a story, so think of describing a scene as though from behind the lens of a camera

  • Spend 10 minutes planning your writing, using the suggested six-step structure above

  • Allow five minutes to re-read and check your writing for any obvious mistakes with spelling, grammar or punctuation

  • Employ sensory language, shifts in perspective, figurative language and contrasts to add interest and detail to your writing

  • Do not include dialogue

  • Vary your sentence and paragraph lengths

  • Make sure you add movement to your description

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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.

Kate Lee

Author: Kate Lee

Expertise: English and Languages Lead

Kate has over 12 years of teaching experience as a Head of English and as a private tutor. Having also worked at the exam board AQA and in educational publishing, she's been writing educational resources to support learners in their exams throughout her career. She's passionate about helping students achieve their potential by developing their literacy and exam skills.