KS3 English curriculum Creative Writing Sentence

Structures

Couch to 5k Writing: 30 Creative writing sentence structures

You can find training videos for each of these sentences on
sites.google.com/view/oat-english/implementation/c25k-writing/slow-writing
1. The Comma sandwich
Teach Model Write
Comma sandwiches add detail, increase Cyclops, whose eye The [subject] ,
tension and vary sentences. was a mass of melted [embedded
The ‘sandwich’ is a relative clause between jelly, screamed in relative clause] ,
two commas. agony. [verb +
predicate.]
Embedded relative clauses are easier to The monster, which
write with relative pronouns (which, whose, no one had ever
who) seen, roared in the
The relative clause splits the main clause distance.
between the subject and verb.
Watch out for comma splices and
fragments
2. The more, the more, the more / The less, the less. the less
Teach Model Write
Start with 2 x more (or less) = The more The more Cyclops The more
you learn, the more you’ll earn. The more screamed, the more [subject] + [verb],
you give, the more you get. he thrashed about, the more
the more he suffered. {pronoun] +
Make sure ‘the’ is repeated at the
[verb], the more
beginning of each clause The less sound
{pronoun] +
filtered into the
It’s easier to write these sentences about [verb].
chapel, the less his
characters rather than things.
feet wanted to move
Choose active verbs rather than reflexive forward, the less he The less _______,
or modal verbs: action (screamed) + wanted to find out the less
similar action (thrashed about) + the fate waiting for __________, the
consequence (he suffered). him inside. [In this less _________.
example the final
clause is more
developed]
3. Comparative more, more
Teach Model Write
First part of sentence focuses on emotion, Every step Gawain Every _________
the second part focuses on an action took towards the the __________ ,
associated with the emotion or an sinister chapel, the more [adjective],
intensification of that emotion eerie green glow more [adjective].
became more fearful,
Comparative clauses, separated by a With _________,
more overwhelming.
comma, can go at the end of a sentence _____ _________,
(examples 1 and 2) or at the start With each step more ____, more
(example 3) forward, the ________.
darkness grew
Comparatives adjectives show the state
deeper, more
being described is growing more intense
complete, more
This sentence is great for ramping up worrying.
tension or heightening excitement.
KS3 English curriculum Creative Writing Sentence
Structures

Additional comparative clauses can be Becoming more

added (Example 3) fearsome, more
formidable, more
Opportunity to teach the effects of
ferocious with every
alliteration (Example 3)
bone-crushing step,
Grendel approached
the trembling
warriors.
4. Semicolon split
Teach Model Write
A semicolon can be used to connect two All signs of life were [main clause];
main clauses that are closely related in suddenly gone; even [main clause].
meaning but not joined by a coordinating Gawain’s breath ________________;
conjunction (such as ‘and,’ ‘but,’ or ‘or’). seemed a distant ________________.
intrusion.
A semicolon indicates a stronger
connection between the clauses than a full Beowulf was
stop would, emphasizing their determined to slay The _____________;
relationship. Grendel's mother and there was
avenge the fallen _________.
The semi colon performs the function of a
warriors;
conjunction
unhesitatingly, he
Readers pause for longer at a full stop so dived into the
using a semicolon speeds up the pace of treacherous depths
writing. This can help inject a sense of of the murky lake.
urgency.

5. Colon clarification
Teach Model Write
Colons join two main clauses together. A huge figure suddenly [main clause]:
stepped forward: it was [main clause].
The second clause should clarify some
the Green Knight.
ambiguity or further explain events in the Character +
first clause. There was the faintest of action: it/
sounds: it was my own there
A colon can also be used to
breathing. was/is_______:
- emphasise or draw attention to a it
The valiant and fearless
particular point or idea. It highlights is/was_______.
Beowulf is the perfect
the information that follows and
warrior: his unwavering
indicates its significance.
courage, unparalleled
- Introduce a punchline or deliver a
strength, and indomitable
humorous effect
spirit inspire awe and
- Convey authority or expertise
admiration.
- Create anticipation or build suspense
- Emphasise a dramatic reveal or
surprising information
It's important to use colons sparingly and
appropriately to maintain their impact and
effectiveness.

6. Three Verb Sentence

KS3 English curriculum Creative Writing Sentence
Structures

Teach Model Write

Verbs must agree - either all present The crumbling rock of the [noun phrase]
(1st example) or all past tense (2nd walls rose, loomed, verb, verb, verb
example). towered overhead. _______.
It’s also possible to use present Beowulf pivots, twists,
continuous (_ing) dodges in his charge
towards the dragon.
Verbs can be synonyms or can show
an arc of action (see 3rd example) The Green Knight’s axe
rose, paused, fell with
Past participles are often irregular
sudden terrifying speed.
7. Not (not) nor nor
Teach Model Write
This sentence is, despite its Not the homes of Not [noun
appearance, a single main clause. innocents, nor the public phrase1], nor
buildings of the forum, [noun phrase2].
Start with the adverb ‘not’
nor the whole of the nor [noun phrase
Commas are used to divide the list of Empire will be safe from 3] [verb] [noun
noun phrases beginning with his vengeance. phrase 4].
coordinating conjunction ‘nor’
Not the bonds of loyalty,
The final noun phrase must contain nor the ties of kinship, nor Not _________, not
the subject of the sentence and a the honour of Rome will ___________, nor
verb. sway my decision to ________, nor even
The structure used in the sentence, protect the Republic. _____________will
with repeated clauses beginning with Not the flames of divine ________________.
"nor," creates a sense of emphasis wrath, not the chains of
and reinforces the idea of defiance imprisonment, nor the
and determination. prayers of the righteous,
The repeated negative clauses create nor even the armies of
a sense of escalation and intensifies heaven can deter my
the impact of the sentence. insidious mission to sow
chaos and rebellion
The structure also conveys a sense of
throughout creation.
completeness and exhaustiveness.
8. Prepositional push off
Teach Model Write
Prepositions are words that show Next to offering Antony [preposition]
relationships between nouns, our throats, allowing him ______,
pronouns, or phrases to other words to speak at Caesar’s _________________.
in a sentence, indicating location, funeral is as close to
direction, time, and other spatial or suicide as it’s possible to
abstract relationships. imagine. [preposition]+
Teach the most common prepositions [subordinate
Beneath the dark canopy
(above, across, against, along, cluse], [main
of the forest, the world
among, around, at, before, behind, clause].
seemed to have come to
below, beneath, beside, between, by,
an end.
down, from, in, into, near, of, off, on,
to, toward, under, upon, with and Between the whispers of
within) conspiracy and the knives
of treachery, my
Sentence begins with a subordinate
presence at the Senate is
clause followed by a main clause
KS3 English curriculum Creative Writing Sentence
Structures

Comma as pivot point as close to a defiant act

of courage as mortal man
Prepositions act as subordinating
can conceive.
conjunctions
9. Never did, than (so much as)
Teach Model Write
‘Never’ is an adverb which, when used in Never did a place fill Never did [noun
conjunction with the verb ‘did’ introduces me with a greater phrase], than
the main clause sense of wonder than [noun phrase].
this beautiful, sea
‘Than’ is used as a conjunction to connect Never did ________
green world.
a second clause than __________.
Never did I feel so at
‘Than’ can be swapped with alternative Never did [main
peace than in the
phrases such as ‘as much as’ (3rd clause] so much
shade of those
example) as [subordinate
magnificent trees. clause].
Really useful for descriptive passages
Never did anyone
which explore emotions Never did ________
frighten me as much as much as
No comma is needed as ‘than’ performs as this cold, __________.
the pivoting role. forbidding man.
10. The writer’s aside
Teach Model Write
This is a variant of the 1. The comma But – and you might find The [subject] –
sandwich. this surprising – [embedded
although I was cut off relative clause] –
An aside is a remark addressed to an
and isolated, I felt at [verb +
audience outside the world of the text.
peace. predicate.]
In the embedded clause the writer
The familiar world – as
directly addresses the reader, usually
you can imagine – was a
with direct pronouns
million miles away.
Parenthetic dashes intensify the tone,
However, when I
as if the speaker has raised their voice
attempted to speak –
(brackets act like a lowered voice)
and you can surely
understand my
frustration – the only
result was a series of
grunts.
11. So, so sentence
Teach Model Write
Focus on an object and the overall idea There was the The
you want to show faintest glimmer of ________(adjective
light, so small, so ) _____(object),
Use an initial adjective to describe it
distant, it didn’t so______
Use two additional adjectives to intensify seem to exist (adjective),
it so______
Anger grew in me, so
Use a verb linking to an action/state which (adjective),_______
hot, so destructive,
shows it __ (verb linking to
that I had to leave
an action or state)
Use commas to separate embedded the room.
clause from the main clause
KS3 English curriculum Creative Writing Sentence
Structures

12. The big because

Teach Model Write
Because is used as a subordinating Because it was the Because _______
conjunction first patch of (object),
sunlight, the relief I ___________(feelin
Object and related adjectives
felt was edged with a g caused by
Linked to verb (action or state) little dismay. object).
Use a comma to separate the subordinate Because everyone Because it was
clause from the main clause loves his plays, he _________,
thinks he can treat the______
me however he
wants.
13. But no... more than
Teach Model Write
But is acting as a coordinating But no one more than But no
conjunction (yes you can start a me would put up with (comparison)
sentence with but!) his rudeness! more than
[subject]
Focus on an [object] to be described and But no statue more
________________.
the overall intention than this immense idol
could stand so tall.
‘More than’ is a preposition phrase
showing one amount is greater than But no woman
another captivated Petrarch's
heart more than the
beautiful Laura.

14. Past participle start

Teach Model Write
Sentence begins with a subordinate clause Filled with the spirit [past participle] +
which uses a comma to pivot to main of the Lord, David [preposition]
clause. walked confidently ______,
towards Goliath. _________________.
The past participle must be followed by a
preposition (‘with,’ ‘to’ etc) in a longer Amazed, I watched [past participle],
subordinate clause. this puny boy make [subject]
his was towards me. __________.
Past participles are often irregular (2nd
example) Bound to the pillars
of the temple,
Subordinated clause may just be a single
verb (3rd example) but for this to work, Samson prayed for
the past participle must be followed by his strength to be
the subject of the sentence (and it must restored.
be possible to insert ‘was’ between
subject and verb)
Beginning sentence with a verb focuses
attention on action.
15. Whoever, whenever, whatever
Teach Model Write
Sentence begins with 3 relative Whoever I pretended to be Whoever
clauses followed by a main after Osborne’s death, _________,
KS3 English curriculum Creative Writing Sentence
Structures

clause. whenever the echoes of whenever________

laughter subsided, whatever __, whatever
The relative pronouns whoever,
we has said to each other, I _________,
whenever and whatever
couldn't escape the relentless _________________.
(wherever) are used in the same
ache caused by the absence
way as subordinating
of my dearest friend.
conjunctions Whoever
Whoever Stanhope appeared
Each relative clause provides [subordinate
to others, whenever his
additional information about the clause], whenever
leadership seemed uncertain,
subject of the main clause. [subordinate
whatever flaws he possessed, clause], whatever
Sentence has the effect of wherever he led, I couldn't [subordinate
suggesting the situation is help but be in awe of his clause], [main
universal and inevitable. unwavering strength and clause].
The order of relative pronouns unwritten heroism.
can be varied.
16. Adjective attack
Teach Teach Teach
Double adjectives at the start of Magnificent and proud, I [adjective] and
the sentence which adds towered above him. [adjective],
information to the object ________.
Angry and disappointed, God
‘And’ needs to be placed between unleashed a flood upon the
the 2 adjectives world.
Past participles and present Patient and uncomplaining,
particles can be used as Noah waited for the flood to
adjectives. recede.
Using adjectives at the start of Soaring and swooping, the
the sentences focuses readers’ doves spiralled away into the
attention on description rather clouds.
than action.
Adjectives are often synonyms
17. End loaded sentence
Teach Model Write
Sometimes called a After listening to the drivelling idiot [subordinate
periodic or left branching drone on about love this, beautiful clause],
sentence that, I can tell you once and for all [subordinate
that I’ve had enough of both poetry clause],
The main clause comes
and men to last a lifetime! [subordinate
after a long or multiple
clause], [main
subordinate clauses As I plotted alongside Nicholas,
clause].
cunningly deceiving John, and
Start clauses with
gleefully anticipating Absolon's
subordinating conjunctions
humiliation, I revelled in the chaos
The effect is to make the that ensued.
reader wait to find out the
While rallying the women of Athens,
main thrust of the
tirelessly organizing our plan to
sentence.
withhold our bodies from our
Can be used to build husbands, and courageously defying
tension societal norms, I stood as the driving
Attention is focussed on force behind our extraordinary
description and the
KS3 English curriculum Creative Writing Sentence
Structures

writer’s craft. revolution.

18. Present participle start
Teach Model Write
Present participles always end in Speaking for myself, I like a ___ing ___________,
‘_ing’ man who is practical and _________________.
honest.
Present participles start a
subordinate clause (examples 1-3) Having no possibility of
return, the way ahead ___ing,
Present participle can be a one
seemed suddenly less ___________.
word subordinate clause (example
daunting.
4)
Dropping to her knees in ___ing and
Present tense action is
despair, tears rolled down ________,
foregrounded which makes the
her cheeks. _________________.
sentence feel immediate
Gasping, I suddenly realised
Present participle start sentences
what I had to do.
can also be adjective attacks
(Example 5) Simpering and sappy, I can’t
stand that milksop Silvius.
19. As if pivot
Teach Model Write
‘As if’ denotes a simile – something Her face was seamed [main clause], as
imaginary is being described with wrinkles, as if if ________________.
she were an apple
The conjunctions ‘as if’ as a connective
left to dry in sunlight
phrase which introduces a clause.
for too long. As if ____________,
Main clause focus on concrete image
As if a thousand ________________.
Although it’s possible to use ‘as if’ as a meteors had
simile start, it can be more effective if the suddenly struck the
sentence begins with a main clause and earth, an explosion
then pivots into a comparison. tore through the
tower block.

20. As if avalanche
Teach Model Write
‘As if’ is a conditional clause It was as if the presence of the It [past participle]
acting as a simile – must be stranger had infused me with ________________,
precede by ‘It’ and past Heathcliff’s wild energy and __________, ______,
participle verb (It was, it felt, it leant me his indomitable,
seemed etc.) brutish strength. ________, ________.

The comparison in the initial It felt as if the marshland was

main clause is extended and dragging me into its depths,
varied in a succession of engulfing me with sadness,
subordinate clauses using consuming me with grey
present participle verbs (__ing). misery, swamping me in
despondency.
The subordinate clauses can be
extended indefinitely to create It seemed as if the spectral
an increasingly intense effect as figure was guiding me to her,
if the reader is being buried by reaching for me, bowing her
KS3 English curriculum Creative Writing Sentence
Structures

an avalanche. head, dropping to her knees in

sorrow.
21. Three adjective punch
Teach Model Write
This is very similar to sentence 16. The Desperate, frenzied, [adjective],
adjective attack except there is no use of compelled, I pounded [adjective],
and to connect the adjectives. and scratched at the [adjective], [main
wall. clause]
The use of commas makes the adjective
more of a rapid onslaught of description. Maddened, thwarted, _____, ______, ____,
confounded, _________________.
Heathcliff stormed
away into the bleak
landscape.

22. Almost, almost, when

Teach Model Write
This sentence is effective for building I had almost taken [subject]+[past
tension and creating cliff-hangers his hand in mine, participle]+
almost felt the warm almost _______,
Start with a main clause – the first ‘almost’
flesh of his hand, almost ____, when
must come after the verb.
when he woke and _______.
The second almost can begin the first retreated for ever out
subordinate clause of my grasp.
_______ almost
Final subordinate clause must start with He was almost at the ____,
‘when’ top, had almost
reached safety, when almost
the searchlight ___________,
picked him out when
against the ____________.
mountainside.
23. Repeat and reload
Teach Model Write
This is an example of My desire was blind and insistent: [subject]+[verb]+
anadiplosis – a rhetorical blind in that I had no real idea [adjective 1] and
technique used to connect what drove me, insistent in that [adjective 2]:
ideas. my passion could never be [adjective 1]
denied. ___________,
Sentence starts with a main
[adjective 2]
clause containing two Her laughter was genuine and
____________.
predicate adjectives infectious and: genuine because it
came from a place of pure
Colon indicates that the next
happiness, infectious because it
clause will clarify or explain
spread joy to everyone around
the first clause.
her.
Repeat adjectives in order
His dedication was unwavering
they were used and explain
and relentless: unwavering as he
or clarify their meaning
faced every obstacle with
Using ‘because,’ ‘in that,’ steadfast determination,
‘due to,’ ‘as’ etc. makes it relentless in his pursuit of
KS3 English curriculum Creative Writing Sentence
Structures

easier to reload the repeated excellence.

adjectives
24. Let loose sentence
Teach Model Write
Begin with a simple main clause The chaos had engulfed the [main clause]:
followed by a colon city: the blaring sirens, the _____,
screeching tires, the frantic _________________,
Similarly to 20 The As If Avalanche,
shouting, the smell of _________________,
the intention is to ‘let loose’ a
burning buildings, all
stream of clarification and _________________,
becoming an unsettling
exemplification in successive
backdrop to daily life in the _________________,
clauses.
city. [link back to first
The more additional clauses
It had all become normal: clause.]
students can use, they more they
the constant thundering of
will have ‘let loose’
the guns, the cold shivering
Ideally, the final clause will echo into our bones, our bodies
back the wording of the first itching with filth and lice,
clause. the moaning of the
wondered and the stench of
the dead, all a normal part
of life.
25. Simile start
Teach Model Write
The vehicle of the simile must precede Like men dying of thirst, Like ___________,
the tenor in a subordinate clause we drank down every _______________.
last moment of peace
The sentence must begin with the
and comfort.
prepositions ‘like’ or ‘as’ which act like As ______ as
subordinating conjunctions Like a spreading poison, ______,
jealous thoughts ate
Comma pivots between the vehicle in _________________.
through Othello’s mind.
the subordinate clause and the tenor in
the main clause. Like a bat out of hell, I’ll
be gone when the ____-like,
Similes must be plausible and effective
morning comes. _________.
(Avoid sentences like, ‘Like a fast
runner, she ran quickly.) As corrosive as acid,
bitter thoughts
Worth exploring abstract and concrete
tormented his soul.
nouns to help students construct
effective similes. Serpent-like, a tendril of
fear wormed in my
Ensure verbs link to the effect of the
stomach.
simile.
26. Or and or
Teach Model Write
Start with a simple Rain began to fall in stops and starts, or [main clause] or
main clause else it spattered onto the dry earth, and ___
small drops trickled along cracks, or _________________,
Think of 2 related
slowly seeped into everything, filling up or _______________.
actions using
the black, empty space that surrounded
different verbs and
everything.
clarifying adverbs
KS3 English curriculum Creative Writing Sentence
Structures

The subordinate Iago's mind schemed in twisted ways, or [subject] (initial

clauses work best if else it conjured up elaborate scenarios, action), or
they are complex envisioning a vengeful downfall for (related action, or
and introspective Othello, or relentlessly played out wicked (related action).
manipulations, orchestrating a web of
These sentences give
deceit that would entrap his unsuspecting
the reader a sense of
victim.
multiple possibilities,
of viewing events Okonkwo's heart weighed heavy with
from different remorse, or sank into the depths of
possible angles. despair, regretting the irreversible
consequences of his impulsive actions, or
desperately yearned for a chance to turn
back time and undo the damage he had
caused.
27. Without, without sentence
Teach Model Write
Think of the overall idea you want to Without a hope, without Without
show any idea of where I was ___(emotion),
going, I wandered without any
Think of feelings we would not
aimlessly but now with a ___(emotion),
associate with it
lighter step. I____(adverb)
Think of an action you would use to ___(verb)
Without hesitation, without
demonstrate it
regard for the Without
Think of an adverb to describe it in consequences, Marco [subordinate
more detail seized Eddie's arm and clause], without
Use commas to separate the drove the knife it clutched [subordinate
subordinate clauses from the main into his chest. clause], [main
clause clause].

28. Adverb snap

Teach Model Write
Students may be familiar with this Bitterly, Okonkwo thought [Adverb], [main
sentence as a ‘fronted adverbial’ of the white men and their clause].
white god.
Sentence starts with a subordinate
clause of a single adverb Agonisingly, Othello ----ly, __________
thought of his hands
Readers’ attention is focused on how _______________.
squeezing the life from his
the events in the sentence play out
beloved.
Not all adverbs end in ‘-ly’
Soon, he’d be back in her
arms and the cares of this
life would be over.
29. Double adverb snap
Teach Model Write
Sentence starts with 2 subordinate Slowly, carefully, I [adverb],
clauses of a single adverb scrambled down the sheer [adverb], [main
rockface. clause].
Adverbial phrase can connect the 2
adverbs with a conjunction (and, but Quietly, obsessively, she
etc.) ‘Quickly but clumsily’; ‘Bravely descended further into ----ly, ----ly,
and boldly’ madness, her mind ________
KS3 English curriculum Creative Writing Sentence
Structures

Readers’ attention is focused on how unravelling amidst the __________________

the events in the sentence play out confines of her secluded .
room.
Not all adverbs end in ‘-ly’
Boldly and unabashedly,
Second adverb gives opportunity to ---ly [conjunction]
the Wife of Bath embraces
reteach synonyms or look at ---ly,
her sexuality and
alternative ways an action can be __________________
challenges societal norms,
described .
fearlessly asserting her
autonomy and reclaiming
her own narrative
30. Last word. First word
Teach Model Write
This is an example of The end was close. Close, but ___________
anadiplosis – a rhetorical still each minute seemed an [word].
technique used to connect eternity. [repeat word]
ideas. Suddenly and miraculously, the _____.
The repetition creates a knight was transformed.
cohesive, rhythmic effect Transformed, yet still burdened
by the weight of his past.
The last word of the first
sentence must be repeated as I am trapped within these
the first word of the second suffocating yellow walls,
sentence yearning for a glimpse of
freedom beyond. Beyond lies
The repeated word can be used
the promise of liberation from
as an adverbial phrase at the
this maddening confinement.
start of the second sentence.
With fiery determination, I
Technique can also be used
refuse to be confined by
within a sentence.
society's expectations.
Expectations be damned, I will
forge my own path of
liberation.