Sitting the A’Level Creative Writing (CREW) exam with my students last week felt a little like I was teetering dangerously on that precipice that says bravely on one side and utterly foolish on the other. Everything to lose surely, and not much to gain. Everyone would expect a Head of English to shine at the subject she teaches, right? Well, I knew it was a risk and hey, I have no idea how it all went. But I’m very glad I did it.
It’s been *coughs* quite a while since I sat an exam. The adrenaline was pumping fast as we entered the exam hall. My fixed grin and thumbs up to the girls were met with nervous smiles and it hit home that this was just one of several similar ordeals they would endure this exam season. How we forget that intensity of pressure! My worst fear last week was public humiliation, possibly that joyous ignominy of a two-line diatribe in the Mail on teachers failing their pupils etc. But these girls? their future – or their perception of it at least, their university places hanging in the balance, their hopes and dreams and desires are all wrapped up in this. Last week, my heart went out to them in a way it hadn’t before.
But just for a short while, my job was to be just like them: focussed, confident, clear-headed, in the zone. The invigilators, necessarily strict and serious, gave me that reassuringly guilty feeling you get when walking through Customs. My contraband pink squash was removed at the door. So far so good. I was pumped. And you need to be for this exam.
The ‘Writing on Demand’ paper in the AQA A’level CREW exam is all about being a journalist writing 300 words to a tight brief and to a tight deadline. You don’t know what type of journalist you are til you see those questions – what kind of voice you will need to adopt, who your audience is, what tone you’ll need to take, what the purpose of your writing is, what the subject is, whether it’s a blog, newspaper article, report or leaflet… This is quite an ask. No other A’level English exam demands this of our students – which is just one of the reasons we need Ofqual to make it stay… but that’s another blog for another day.
Of the four questions, the one asking us to address our writing heroes and how they have influenced our own writing stood out as something of a gift. I was delighted to discover that many of our girls opted for this one. Ruminating on our writing Gods and their choices, whether it be that of the first person, the present tense, their sparse style, the engaging first line… was simply a joy for any of us slightly obsessive writer/readers. Keeping it to 300 words was a challenge but I just kept with the mantra I’d been spouting to my girls for the past three months: refine, edit, distil, every word must earn its place… The other question I opted for was asking for personal experiences of education – for a government website I think.
I don’t believe even one of our girls went for this option. Was it because they felt their own experiences were somehow limited? Had I not taught them to be whomever they so wished when writing? to embellish? to lie? Mixing some personal experience (to really nail that authenticity of voice) with a little bit of embellishment for ‘entertainment’ value was the approach I took but I must say, that’s a question I will be revisiting with my next cohort as an exercise on writing in a different persona.
Two of the other questions demanded that candidates digest information – in one instance, two pages of copy on social media – before synthesising, summarising and rewriting. I steered clear of these as to an old hack like me they seemed more restrictive, but it was interesting that quite a few of our girls opted for one or both. I wonder if it is because there is that sense that they have something concrete to work with – some definite idea of content right there in front of them. I made a note-to-self to boost girls’ confidence by preparing them to write something out of a mere idea a bit more, to bravely find their own voice as they did with their coursework. But let’s face it, if they did it well, (Please God, they did!) what more can I ask of them?
This is a re-blog post originally posted by Sharon Stead and published with kind permission in 2015, and updated in 2019 by UKEd Editorial in accordance with website changes.
The original post can be found here.