Making use of a number of special narrative tricks, adding dialogue or utilising a surprise or ambiguous ending can increase the effectiveness of any piece of GCSE story writing. The techniques listed below will add a finish flourish to examination work.
Interesting Narrative Techniques
Making use of a dual narrative can add spice to any piece of GCSE creative writing. Making use of multiple narrators allows the reader to appreciate the story from more than one viewpoint. Novelists have used this technique since time immemorial. In short story narratives it allows the writer to show the same event from the perspective of two very different characters. Alternatively it is possible to follow the respective stories of multiple characters before drawing together the disparate threads at the end of the narrative.
The non-linear narrative is a technique that can be used to good effect by the astute GCSE student. This facilitates movement back and forward in time, utilising flashbacks or character memories to add spice to writing. Alternatively beginning the story at the end (something that sounds bizarre yet makes for an interesting read) before going back to build up to the conclusion can add a unique feel to any piece of writing. This is a cinematic technique used to great effect by filmmakers. The reader knows what is coming but the fun is in discovering just how the characters get to their resolution point.
The narrative perspective chosen is of paramount importance. Using a third person narrator (often referred to as an omniscient narrator) allows the author to delve into characters thoughts, embellishing details and make authorial interjections. The omniscient narrator is all seeing and all knowing. Literature texts a student may have studied which use this particular technique are Golding’s Lord of the Flies [Penguin, 1953] or Steinbeck’s Of Mice and Men [Penguin re-Issue, Jan 1993]. This particular narrative viewpoint allows a reader to dwell on setting and create a convincing mood and atmosphere
The first person narrative style is somewhat different. Written from a particular characters’ viewpoint it provides the reader with a very immediate and visceral perspective. Stories that read, “I was…” allows the thoughtful writer to explore every aspect of the main protagonist’s psyche and viewpoint.
Dialogue: Tips to Remember
Dialogue is often a double-edged sword for the GCSE student. Clunky and unrealistic dialogue reduces the effectiveness of narrative writing in much the same way that excellent dialogue adds depth and flavour. In terms of characterisation the reader will principally learn about a character through what they say and what others say about them.
Try to keep dialogue tight, relevant and dramatic. If it does not add anything to the story or drive the narrative forward then leave it out. Add spice to dialogue by avoiding he repetitive use of “he said.” Try to be a little more ambitious when selecting verbs. “Please help me,” she implored plaintively tells us a good deal about the character, her present mood and the sense of desperation she feels. Competent writers utilise phrases like he exclaimed, she implored or he shouted threateningly. Interesting use of verbs and adverbs highlights a writer’s versatility and vocabulary for the examiner. Every year students lose marks in narrative essays making tired and lazy phatic utterances that do nothing to propel the story forward.
Consider an Interesting Ending
Leaving a story hanging on a cliff-edge is an effective technique used by many professional writers. A shock or surprise ending leaves the reader stunned, forcing them to think and reflect on what they have just read. Roald Dahl is a master of this technique and reading stories like Lamb to the Slaughter and The Landlady [A Roald Dahl Selection, Longman, 2005] could provide GCSE pupils will much needed inspiration. An ambiguous ending also shows forethought and subtlety. Leaving the reader guessing as to what might happen following the resolution of the narrative is an equally imaginative way of concluding any story.
Additional Advanced Techniques
Most great writing explores a particular theme or issue. Try to focus the story on a key thematic issue. As teenage students issues such as friendship, loneliness, family, loss or danger will speak forcibly to a youthful audience. Look at Romeo and Juliet for example. One of the reasons that a play written in 1597 still resonates so strongly today is that is deals with timeless themes like love, death, family and choices. Adding thematic issues to a piece of writing will add depth and improve marks
Advanced narrative techniques like symbolism or foreshadowing will allow a writer to display some narrative flair. Consider how the conch is used in Lord of the Flies to represent democracy, civilization and freedom of speech. A little bit of thought allows the talented writer to work symbolic or portentous references into their GCSE narrative.
Foreshadowing provides the reader with hints of what is to come later in the story. Stormy weather can be a portent of coming danger (a trick employed numerous times by William Shakespeare); while even character thoughts or conversation can hint at a momentous future event. Used cleverly either of these techniques will greatly impress an examiner.
Tying All the Threads Together
Utilising all of the techniques mentioned above will allow a pupil to enter the examination confidently; secure in the fact that they are armed with the tools required to secure the very highest grades.
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