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Creative Writing · Guide 7 of 10

Writing a poem

A poem doesn't have to rhyme. It has to make every word count: sharp pictures, interesting sounds and a shape that helps the reader feel something.

  • Ages 9 to 11
  • 11+ writing: Poem
  • Model answer
  • Printable plan

What is it?

Some 11+ papers, especially at independent schools, ask for a poem: on a theme (the sea, winter, a city at night), about a feeling, or in response to a poem you've just read.

You can choose free verse (no rhyme, no fixed rhythm) or a form such as rhyming couplets or a list poem. What matters is vivid imagery, careful word choice and a clear shape from start to finish.

How the task might be worded

  • “Write a poem called “The Storm”.”
  • “Write a poem about a place that is special to you.”

What examiners look for

  • Imagery

    Fresh similes, metaphors and personification that make the reader see, hear and feel the subject.

  • Precise word choice

    Every word earns its place. Strong verbs (the wind gnaws) beat lots of adjectives.

  • Sound

    Alliteration, onomatopoeia, repetition and rhythm, used on purpose, not crammed in.

  • Shape and structure

    Verses that move somewhere: from calm to storm, from morning to night, or from far to near, with a strong last line.

  • Control

    If you rhyme, the rhymes should sound natural, not forced. Free verse is often the safer choice.

Plan template

Spend about 5 minutes planning. Notes and single words are fine: nobody marks the plan. Print this page to plan on paper.

  1. Subject and feeling

    • • What exactly am I writing about?
    • • What feeling do I want the reader to have?
  2. Word bank

    • • Five strong verbs.
    • • Sounds, colours, textures.
    • • One simile, one metaphor.
  3. Shape

    • • How many verses?
    • • What changes from first verse to last?
  4. Form

    • • Free verse or rhyme?
    • • A repeated line or refrain?
  5. Last line

    • • What image or thought will you end on?
    • • Can it echo the first line?

Model answer

The task: Write a poem called “The Storm”.

The Storm

At first, the sky just clears its throat: a low grumble behind the hills, a shiver in the washing line.

Then the wind arrives, shoving the gate, rattling the letterbox like a stranger who will not take no for an answer.

Rain hurls itself at the windows, fistful after fistful of gravel. The old oak groans and bends, its branches clawing at the dark.

Lightning cracks the sky in half – for one white second the whole street holds its breath.

By morning, the storm has gone, leaving puddles full of sky and a single, soaked sparrow singing as if nothing happened.

Checklist

Use it in the last five minutes, or to check a practice piece.

  • My poem has a title.
  • I used at least one simile, one metaphor or personification.
  • I chose strong verbs instead of piling up adjectives.
  • I used sound on purpose: alliteration, onomatopoeia or repetition.
  • My verses move somewhere, from a beginning to an end.
  • My last line leaves the reader with a strong picture or thought.
  • If I rhymed, every rhyme sounds natural.

Common mistakes

  • Forcing rhymes

    “The storm was big and strong, it went on all day long” sacrifices meaning for rhyme. Free verse is fine.

  • A story chopped into lines

    A poem is more than sentences with line breaks. Focus on images and sounds, not just events.

  • Clichés

    “As white as snow” and “as fast as lightning” have been used millions of times. Invent your own comparisons.

  • Too long

    Three to five short verses, carefully crafted, beat a page of hurried lines.

Top tips

  • Read your poem aloud in your head: does it sound good?
  • End each line on a strong word, not “the” or “and”.
  • Use the senses: what does a storm smell like? Feel like on your skin?
  • A repeated line (a refrain) can tie a poem together.

Practice prompts

Practise this with a free account

4 practice questions on this topic, from easy to 11+ level. Reading the guide is free for everyone; practice is for members, and signing up is free.