School entrance English · Focused writing practice

The Father Who Released the Fox — Eltham College 11+

perspective shift practice, with planning guidance and an original atoply teaching example.

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Writing task

Section B: Expressive Writing - 20 marks

Please note the instructions

  • Make your writing as descriptive and vivid as possible
  • Description is as important as narrative
  • You should aim to write approximately 1 to 1½ sides
  • Write on the lined paper provided
  • Write your name on the lined paper provided
  • Plan your writing before you start: the plan will NOT be marked
  • The accuracy of your spelling, punctuation and grammar will form part of the assessment in this section.

1. Continue writing the story from the father’s point of view.

Good answers will show:

  • An understanding of what the father is likely to be feeling, and how he might express himself.
  • An understanding of what might reasonably happen next. (It is unlikely, for example, that an alien spaceship will arrive in this story...)
  • We have started the paragraph for you. You may use it if you wish to.

I was relieved to have finally got out of the car. I could feel my son’s grief swelling silently; but I didn’t put his pet down. We walked from the car towards the clearing, and ….. (please continue)

Relevant source passage (preceding extract):

The fox felt the car slow before the boy did, as he felt everything first. Through the pads of his paws, along his spine, in the sensitive whiskers at his wrists. By the vibrations, he learned also that the road had grown coarser. He stretched up from his boy’s lap and sniffed at threads of scent leaking in through the window, which told him they were now traveling into woodlands. The sharp odours of pinewood, bark, cones, and needles—slivered through the air like blades, but beneath that, the fox recognized softer clover and wild garlic and ferns, and also a hundred things he had never encountered before but that smelled green and urgent.

The boy sensed something now, too. He pulled his pet back to him and gripped his baseball glove more tightly.

The boy’s anxiety surprised the fox. The few times they had travelled in the car before, the boy had been calm or even excited. The fox nudged his muzzle into the glove’s webbing, although he hated the leather smell. His boy always laughed when he did this. He would close the glove around his pet’s head, play-wrestling, and in this way the fox would distract him.

But today the boy lifted his pet and buried his face in the fox’s white ruff, pressing hard. It was then that the fox realized his boy was crying. He twisted around to study his face to be sure. Yes, crying—although without a sound, something the fox had never known him to do. The boy hadn’t shed tears for a very long time, but the fox remembered: always before he had cried out, as if to demand that attention be paid to the curious occurrence of salty water streaming from his eyes.

The fox licked at the tears and then grew more confused. There was no scent of blood. He squirmed out of the boy’s arms to inspect his human more carefully, alarmed that he could have failed to notice an injury, although his sense of smell was never wrong. No, no blood; not even the under-skin pooling of a bruise or the marrow leak of a cracked bone, which had happened once.

The car pulled to the right, and the suitcase beside them shifted. By its scent, the fox knew it held the boy’s clothing and the things from his room he handled most often: the photo he kept on top of his bureau and the items he hid in the bottom drawer. He pawed at a corner, hoping to pry the suitcase open enough for the boy’s weak nose to smell these favoured things and be comforted. But just then the car slowed again, this time to a rumbling crawl. The boy slumped forward, his head in his hands.

The fox’s heartbeat climbed and the brushy hairs of his tail lifted. The charred metal scent of the father’s new clothing was burning his throat. He leaped to the window and scratched at it. Sometimes at home his boy would raise a similar glass wall if he did this. He always felt better when the glass wall was lifted.

Instead, the boy pulled him down onto his lap again and spoke to his father in a begging tone. The fox had learned the meaning of many human words, and he heard him use one of them now: “NO.” Often the “no” word was linked to one of the two names he knew: his own and his boy’s. He listened carefully, but today it was just the “NO,” pleaded to the father over and over.

The car juddered to a stop and tilted off to the right, a cloud of dust rising beyond the window. The father reached over the seat again, and after saying something to his son in a soft voice that didn’t match his hard lie-scent, he grasped the fox by the scruff of the neck. His boy did not resist, so the fox did not resist. He hung limp and vulnerable in the man’s grasp, although he was now frightened enough to nip. He would not displease his humans today. The father opened the car door and strode over gravel and patchy weeds to the edge of a wood. The boy got out and followed.

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Understand the task

The Father Who Released the Fox is a perspective shift task that tests viewpoint, character motivation, continuity with extract. Keep the facts of the source narrative but change the voice to the father’s viewpoint.

  • viewpoint
  • character motivation
  • continuity with extract
  • sentence accuracy

Requirements to keep in mind

Recommended writing time: approximately 25 minutes (as indicated in the paper/section); Writing marks: 20 (subject to separately awarded SPaG marks); Published task/option: 1 (where the source offers alternatives, pupils answer the paper's specified number, not all)

Plan your response

  • Keep the facts of the source narrative but change the voice to the father’s viewpoint.
  • Plan a clear beginning, development and ending within the time available.
  • Use precise vocabulary and vary sentence lengths where appropriate.
  • Proofread spelling, punctuation and paragraphing before finishing.

Check your response against the task requirements. Leave time to review sentence clarity, punctuation and spelling.

Short atoply teaching example

Written by atoply, not an official school answer or mark scheme. This short illustration shows selected techniques. It does not set a target length or expected mark for the timed task.

Reveal example and teaching notes

I stood beside the trees long after the fox had vanished. The box seemed strangely heavy now that it was empty. For weeks the animal had watched us from the shed, its bright eyes measuring every movement, and I had wondered whether it could ever learn to trust the wild again. A twig snapped deep in the undergrowth. I waited, hardly breathing. For one instant a russet tail appeared between the ferns; then it was gone. I turned towards the car, wet leaves slipping under my shoes, and hoped that freedom would be kinder to it than captivity.

Learn from the example

  • The response reconnects with the source characters and situation instead of retelling the extract. This helps the new writing feel like part of the same scene.
  • Compare the narrator, tense and first action with the passage's final moment. Keep any compulsory opening and paragraph limit when writing your own continuation.

Sample paper. Guidance and example answer by atoply.

Source details

See the source document for the original paper and its instructions.

Question wording checked against the source. Titles, guidance and examples are written by atoply.

View source document (PDF page 6)

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