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Writing to Describe: A Market

In this worksheet, students will carry out a number of small tasks culminating in writing an extended piece of descriptive writing.

'Writing to Describe: A Market' worksheet

Key stage:  KS 4

Curriculum topic:  Writing

Curriculum subtopic:  Write Accurately, Fluently and Effectively

Difficulty level:  

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Worksheet Overview

QUESTION 1 of 10

This worksheet will help you to prepare for the descriptive writing task in an English exam. You will carry out a number of short tasks culminating in an extended piece of writing.

You will be asked to produce a piece of writing that describes a busy market. Look at this image of a bustling night market to help you.

 


Firstly, you are going to create a plan for your piece of descriptive writing. When writing descriptively, it is often a good idea to plan around the five senses.

To begin, we are going to work on the sense of sight. Write down the heading Sight and list all the things you can imagine seeing at a busy market.

Now look over your list and add colours to the things you have imagined seeing. Try to use similes or alliteration to describe some of the items for sale.

For example: 'bunches of glistening, green grapes are laid out like miniature hills.'

Now write the heading Sound and list all the things you might hear at a busy market. 

Try to include some onomatopoeic words, such as 'crash'. You could also compare the sounds to other things through using similes or metaphors. 

For example: 'the gunshot of a market stall grill being lifted ricochets across the square.'

 

 

Now you are going to focus on smells, textures and tastes in a market. Start off by thinking about a fruit or vegetable stall.

 

 

Write down 5 or 6 different fruits or vegetables. For each one, brainstorm as many different words and phrases as you can to describe its smell, taste and texture. You may wish to include some alliteration.

For example: 'the perfect, purple plums glistened in the sunlight. Their smooth skin, soft to the touch, hid the juicy flesh beneath.'

 

Now it is time to write your description of a busy market. You should write at least three paragraphs: one about the sights at the market, one about the sounds and one about the smells, textures and tastes of the fruit and vegetable stall. 

You should aim to spend about 20 minutes on this task. If you want to look at your previous answers, just press the 'Back' button.

When you have finished, your parent or guardian will mark your description using a mark scheme that is similar to the one used in GCSE writing examinations. You will be awarded a mark out of ten.

  • Question 1

Firstly, you are going to create a plan for your piece of descriptive writing. When writing descriptively, it is often a good idea to plan around the five senses.

To begin, we are going to work on the sense of sight. Write down the heading Sight and list all the things you can imagine seeing at a busy market.

Now look over your list and add colours to the things you have imagined seeing. Try to use similes or alliteration to describe some of the items for sale.

For example: 'bunches of glistening, green grapes are laid out like miniature hills.'

CORRECT ANSWER
EDDIE SAYS
Check that the student has a comprehensive list of things they might see at a market. They should include lots of colour in their descriptions as well as some similes and alliteration.
For example: 'bunches of glistening, green grapes laid out like miniature hills'.
  • Question 2

Now write the heading Sound and list all the things you might hear at a busy market. 

Try to include some onomatopoeic words, such as 'crash'. You could also compare the sounds to other things through using similes or metaphors. 

For example: 'the gunshot of a market stall grill being lifted ricochets across the square.'

 

 

CORRECT ANSWER
EDDIE SAYS
Check that the student has at least five different sounds you might hear at the market and that they have tried to use some onomatopoeic words to describe them, such as 'crash' or 'bang'. See if they have tried to include a simile or metaphor such as: 'the gunshot of a market stall grill being lifted ricochets across the square.'
  • Question 3

Now you are going to focus on smells, textures and tastes in a market. Start off by thinking about a fruit or vegetable stall.

 

 

Write down 5 or 6 different fruits or vegetables. For each one, brainstorm as many different words and phrases as you can to describe its smell, taste and texture. You may wish to include some alliteration.

For example: 'the perfect, purple plums glistened in the sunlight. Their smooth skin, soft to the touch, hid the juicy flesh beneath.'

 

CORRECT ANSWER
EDDIE SAYS
Check that the student has produced a list of words and phrases to describe the taste, texture and smell of at least 5 fruits or vegetables. They may have tried to use alliteration.
For example: 'the perfect, purple plums glistened in the sunlight. Their smooth skin, soft to the touch, hid the juicy flesh beneath.'
  • Question 4

Now it is time to write your description of a busy market. You should write at least three paragraphs: one about the sights at the market, one about the sounds and one about the smells, textures and tastes of the fruit and vegetable stall. 

You should aim to spend about 20 minutes on this task. If you want to look at your previous answers, just press the 'Back' button.

When you have finished, your parent or guardian will mark your description using a mark scheme that is similar to the one used in GCSE writing examinations. You will be awarded a mark out of ten.

CORRECT ANSWER
EDDIE SAYS
Please use the following mark scheme to give the student a mark out of ten. It is loosely based on a GCSE writing examination scheme and you should try to take a 'best fit' approach.

9 – 10 Marks:

• The student communicates ideas effectively and engages the reader with detailed description.

• The student uses a range of linguistic features such as metaphors, similes and alliteration to make their writing interesting.

• The student uses ambitious vocabulary and spells complex words correctly.

• Paragraphs are used correctly and they use a range of different types of sentences with varied punctuation.

5 – 8 Marks:

• The student communicates their ideas and uses some detailed description.

• The student uses some linguistic features such as metaphors, similes and alliteration to make their writing interesting.

• The student attempts to use some ambitious vocabulary and spells some complex words accurately.

• There is an attempt at correct use of paragraphs and sentences are mainly punctuated correctly, with an attempt at varied punctuation.

1-4 Marks:

• There is limited communication of ideas and little description.

• The student uses very few linguistic features such as metaphors, similes and alliteration to make their writing interesting.

• There is limited vocabulary and few complex words are spelt accurately.

• There are no paragraphs and punctuation is often incorrect.

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