national 5 english example essay

English National 5 Essay Examples Available

The English Department have sent more resources for National 5 critical essay revision to this site for inclusion.

They take the form of exemplar timed essays on the novels studied in the course: Stone Cold, Of Mice and Men and Animal Farm.

Find them on the dedicated critical essay revision page . The PDF files are named according to: the novel they are concerned with; whether they are the first or second example (1 or 2); and each example is numbered into parts – (i) – (iv).

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• Past papers
• National Qualifications  >  Subjects  >  English  >  National 5  > National 5 English

National 5 English

Updates and announcements, consultation on the scottish set text list (07/06/24).

We recently ran a consultation to gather feedback from teachers, lecturers and learners on the current Scottish set text list for National 5 and Higher English courses.

We plan to update the list for use in session 2025-26 onwards, so that it more fully reflects life in Scotland. 

This is the first time we’ve asked learners for their views on the content of the Scottish set text list. We sought views from learners across a range of age groups – including learners in S1 to S3, those in the senior phase (S4 to S6), recent school leavers attending college and university, and those in the workplace. We're also holding focus groups to explore the survey feedback in more detail.

We’ll publish the revised Scottish set text list in November 2024, for implementing in session 2025-26. The 2026 exams will be the first to feature content from the revised list.

View our news release on the Scottish set text consultation 

Alternative certification model

Essential information, course specification ( 27/05/24 ).

Explains the structure of the course, including its purpose and aims and information on the skills, knowledge and understanding that will be developed.

• N5 English Course Specification  May 2024

Past Papers and Marking Instructions

Access all past papers by subject/level

Additional question papers resources

Illustrates the standard, structure and requirements of the question papers candidates will sit (includes marking instructions).

• English: Reading for Understanding, Analysis and Evaluation Specimen Question Paper National 5 June 2018
• English: Critical Reading Specimen Question Paper National 5 October 2018

There were no exams in 2021. The 2020-21 question paper resources are, for most subjects, modified papers which reflect the modifications put in place for session 2020-21

• National 5 English Critical Reading question paper
• National 5 English Reading for Understanding, Analysis and Evaluation question paper
• National 5 English Critical Reading marking instructions
• National 5 English Reading for Understanding, Analysis and Evaluation marking instructions

Coursework ( 27/05/24 )

This section provides information on marking instructions and/or the coursework assessment task(s). It includes information that centres need to administer coursework and must be read in conjunction with the course specification.

Instructions

• Instructions for the submission of National 5 and Higher English coursework  January 2024
• English Coursework Template - Microsoft Word
• English Coursework Template - Google Docs
• Coursework assessment task for National 5 English  
• Guidance on conditions of assessment

Information on the production and submission of SQA-assessed coursework for National 5, Higher and Advanced Higher.

• Coursework for External Assessment (261 KB)

Understanding Standards ( 27/11/2023 )

• Examples of candidate evidence with commentaries

Audio Presentation

• Overview of Course Assessment (2 minutes)
• Overview of Question Paper (4 minutes)

Changes to Understanding Standards materials

• Changes to published Understanding Standards materials for all subjects

Please note: Understanding Standards materials are regularly reviewed to ensure they remain up to date.

Additional Resources session 2020-22

Further information can be found on the Understanding Standards Website.

Course reports ( 14/09/2023 )

Provides information on the performance of candidates - which is useful to teachers, lecturers and assessors in their preparation of candidates for future assessment.

Course Reports

• 2023 National 5 English Course Report  September 2023
• 2022 National 5 English Course Report  September 2022
• 2019 National 5 English Course Report  September 2019

Verification Reports

• English and Communication Qualification Verification Summary Report  July 2024 
• English Verification Key Messages Round 1  March 2017
• English and Communication Qualification Verification Summary Report  June 2019

Scottish Texts in English Courses

Scottish text list for National 5 and Higher English courses (valid from session 2018-19):

• Scottish set text list 2018-19

Ushare open learning resources

Where can you take this course?

Centre Finder

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• Apr 23, 2022

SQA National 5 English: An expert guide to National 5 RUAE

Note: the techniques and approaches listed are not exhaustive and definitive. Rather, they are based on analysis of the last 7 years of SQA RUAE N5 past papers and are only suggestions.

Before Beginning the Questions:

Before you begin the passage, always ask yourself two questions:

· what is the passage about?

· How does the writer feel about the subject?

The answer to the first question helps you with context, whilst the answer to the second question will help you identify the types of words, sentence structure, images and tone the writer will use. The italics before the passage will often offer a guide to these questions but do not always offer definitive answers.

Types of question

GOLDEN RULE. FIND WORDS FROM THE QUESTION IN THE PASSAGE. LOOK AROUND THEM AND YOU WILL OFTEN BE GIVEN THE ANSWER.

Understanding Questions

For the most part, these questions involve putting information into YOUR OWN WORDS . For a number of years this has been signposted in the question with the words, ‘use your own words in your answer.’

Your basic approach to doing this should be:

· Find the information

· Highlight it

· Put it in your own words

How do I put things into my own words?

There are a number of strategies for this:

· Substitute one word for another

· Substitute a phrase for a word

· Ask yourself: what idea is the writer communicating?

· Interpret/ quantify numbers and dates. This is something that candidates often fail to do but it is quite simple. For example, 1920 becomes over 100 years ago and 140, 000 000 becomes an enormous number.

Context Questions - rare

These are usually worth 2 marks. You should say what the word means(1) and how you know this form surrounding words(1). For the second mark, quote and say how these words helped you understand.

Question: Show how the lines 28-42 help you to understand the meaning of the word ‘Armageddon’

Answer The word ‘Armageddon’ means total destruction. (1st mark). I know this because he uses phrases such as ‘the end of the world is nigh’ which shows the word means the world would be destroyed. (2nd mark).

The underlined parts can always be used when doing this type of question.

Link questions.

Remember you can also get link sentences and you would just deal with them in this way:

1.You find the part of the sentence that links to the paragraph before then quote it

2.Say what it links to in the paragraph before

3.Quote the part that links to what is still to come

4.Say what it links to

Question 2019 Paper.. By referring to any part of the sentence in line 28 (‘The futuristic nature…, he says’), explain how it helps to provide a link between the writer’s ideas at this point in the passage.

Answer: ‘futuristic nature’ links back (1) to ‘space age’ (2) or a summary of this: the advanced technology mentioned in the last paragraph

‘didn’t understand’ links forward (1) to ‘didn’t know their purpose’ (2) or a summary of this: weren’t sure how to use drive-thrus as mentioned in the rest of the paragraph

Analysis Questions

These questions involve looking at techniques, using quotes, and offering explanations. When answering, think: what does it mean? Why is it being used?

One quote and explanation will get you two marks- one for the quote and one for the analysis. Language or style questions mean you can comment on any of the following. Try to keep your quotes short and focused.

Sentence Structure

Remember to be detailed- what is being emphasised? Also, you should remember to quote at all times. The underlined parts should always be used when answering these questions. Remember to quantify- ‘the amount…’ is not enough; you must say ‘the huge amount…’ etc.

Short sentence : bluntly emphasises its content, adds drama.

Example: The short sentence ‘There is a lot to be done.’ bluntly emphasises the writer’s belief that there is much work to be completed in combating these industries.

List: emphasises variety and number of things.

Example: The list ‘other cultures … climates’ emphasises the huge number of things that air travel allows people to experience.

Repetition: emphasise something- say what is being emphasised.

Example The repetition of ‘We need’ emphasises the idea that society as a whole must come together and fight these companies.

The above are the most likely features of sentence structure. Indeed, knowledge of the three techniques listed above would be able you to answer any analysis question from the past 7 years which allows you to comment on sentence structure.

However, you might also comment on topic sentences- the first sentence in a paragraph – which might bluntly introduce the topic.

You might comment on how sentences start ‘Originally … After that’ which might communicate a sequence.

You might also be asked about parallelism- where sentences are repeatedly structured/ balanced in the same way.

Example: ‘Don’t buy a baby walker, your t oddlers might brain themselves. Don’t buy plastic baby teethers, your baby might suck in harmful chemicals.’ This emphasises all the things they discourage you from buying and underscore their idea that there is threat everywhere/ everything is dangerous/ has consequences.

Word Choice.

You should try to say what the definition/ connotations of these words are and why they are used. Try to keep your quotes to 1 word if possible

Follow this structure:

context (he, she they, it)

2 connotations

Example: ‘crammed’ suggests they were kept in claustrophobic, unpleasant conditions

If you are dealing with imagery – usually a simile, personification or a metaphor – then there are two stages:

say what the connotations of the image are- give two connotations

say what connotations the subject shares with the image, again giving two but using different words.

Example: ‘ Just as a tumour is unhealthy, ugly and can lead to serious illness or death (stage 1), so too was London destructive to the country, filled with disease and unpleasant to look at. (stage 2).

Punctuation

Often a part of sentence structure but not the first thing you should look at. Look out for colons and dashes that come before an explanation- they introduce an expansion or explanation, a list or extra information. Say what it is a list of or extra info about. To find out what is being introduced, look just before the dash or colon.

Semi-colons split up a list, creating a definite break between each item. They also set up a contrast

Inverted commas show speech. The writer might use them to show they are someone else’s words and not the writers, to show a quote, or show the writer doubts what is being said. It might also be used to mock an idea

Parenthesis is a regularly used feature- it is information contained within two rackets, two dashes, or two commas. You should say that parenthesis is used to emphasise the extra information contained within the punctuation.

You should try and quote with these questions. They are similar to analysis questions but you should say how effective something is

Say it is effective and why using quotes as evidence.

Mostly, they ask you about how effective a sentence or a paragraph is as a conclusion- look for links to ideas earlier in the passage or even the title and state what they are. This gives a sense that the writer is summing up/ emphasising a point.

this is effective because…

quote (1 mark)

links back to _________ say what it links back to

earlier in the passage/ at the start of the passage (2nd mark)

This is effective because ‘in a different century’ (1 mark) links back to the mention of the 1970s and 1980s earlier in the passage (2nd mark)

You might also be asked about introductory paragraphs. Look for the following:

It introduces what the passage/ essay will be about- say what.

Questions compel the reader to think… or ask questions that will force you to read on to get the answers

Use of the word ‘you’ involves the reader

Short sentences/ powerful word choice.

Other types of Nat 5 questions

Attitude and how the writer’s language shows this

1/ say what the attitude is

3/ explain the quote

Explain what the writer means by ‘____________’

In this question, you should explain what the words mean. You will be helped to do this by the lines you are directed to. It is very similar to a context question.

We hope this RUAE N5 guide provided some great help and support to you and wish you well in your N5 English course.

If you need support in National 5 or Higher subjects you can book classes here.

Not ready to book? That's fine! Sign up for updates here instead until you're ready to book.

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SQA English Portfolio Template (Higher and Nat 5)

Our top 8 tips on how to write your National 5 English Critical Essay

Your critical essay is an essay that allows you to demonstrate your analysis, interpretation and evaluation of pieces of literature. Your...

How to Answer Close Reading Questions: National 5 and Higher English

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NAT 5 Critical Essay: All My Sons - Arthur Miller (marked 19/20)

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

9 September 2020

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This is a National 5 English A-grade critical essay which examines Arthur Miller’s play All My Sons in relation to the following question:

Choose a play in which the writer creates an interesting character. By referring to appropriate techniques, explain how the writer makes this character interesting.

This essay discusses the depiction of Joe Keller and the theme of self-interest versus social responsibility, and how this is presented through Keller’s characterisation within the play. Evidence from the play has been highlighted in light blue for easier use.

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National 5 English - critical reading

Critical reading 2023.

• 2023 Question paper   (External link to SQA website)
• 2023 Marking instructions   (External link to SQA website)

Scottish Text - Section 1

• Text 3 Drama - Tally's Blood
• Candidate 1 Evidence
• Text 2 Poetry - Edwin Morgan
• Candidate 2 Evidence
• Text 1 Prose - The Cone Gatherers
• Candidate 3 Evidence
• Candidates 1 to 3 Commentaries

Critical Essay - Section 2

• Question 5 Poetry (Shooting Stars by Carol Ann Duffy)
• Question 7 Film and Television Drama (The Truman Show)
• Question 4 Prose (The Hate U Give)

Critical Reading 2022 (All links open to PDF files)

• 2022 Question paper   (External link to SQA website)
• 2022 Marking instructions   (External link to SQA website)
• Candidate 1 Evidence - Question 7 - Shutter Island
• Candidate 2 Evidence - Question 6 - Mrs Tilscher's Class
• Candidate 3 Evidence - Question 9 - Letter to an MP

Critical Reading 2021 - Section 2

• 2021 Question paper   (External link to SQA website)
• 2021 Marking instructions   (External link to SQA website)
• Candidate A - Q4 Of Mice and Men
• Candidate B - Q3 Lord of the Flies
• Candidate C - Q4 The Solution
• Candidates A to C Evidence
• Candidates A to C Annotated Evidence
• Candidates A to C Commentaries

Critical Reading 2019  (All links open as PDF files)

• 2019 Question paper   (External link to SQA website)
• 2019 Marking instructions   (External link to SQA website)

Scottish text: Tally's Blood. Critical essay: On the Sidewalk Bleeding

Scottish text: the way my mother speaks. critical essay: a view from the bridge, scottish text: tally's blood. critical essay: shooting stars, scottish text: my grandmother's houses. critical essay: lord of the flies.

• Candidate 4 Evidence

Scottish text: Bold Girls. Critical essay: The Pedestrian

• Candidate 5 Evidence

Scottish text: The Strange Case of Dr Jekyll and Mr Hyde. Critical essay: Mid-Term Break

• Candidate 6 Evidence

Scottish text: The Way My Mother Speaks. Critical essay: Of Mice and Men

• Candidate 7 Evidence

Scottish text: Brooklyn Cop. Critical essay: A Hanging

• Candidate 8 Evidence
• Candidates 1 to 8 Commentaries

Critical Reading 2017  (All links open as PDF files)

Candidate 1 (section 1 - war photographer. section 2 - the dark knight).

• Candidate 1 Commentary

Candidate 2 (Section 1 - Aunt Julia. Section 2 - The Ferryman's Daughter)

• Candidate 2 Commentary

Candidate 3 (Section 1 - Sailmaker. Section 2 - The Hanging)

• Candidate 3 Commentary

Candidate 4 (Section 1 - Tally's Blood. Section 2 - Animal Farm)

• Candidate 4 Commentary
• Candidates 1 to 4 Commentaries
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N5 English Revison

Writing folio.

The National 5 English portfolio is an externally assessed task. This portfolio is worth 30 marks out of the total of 100 marks. The marks make up 30% of the overall marks for the Course assessment. The Course will be graded A–D.

This is one of two Components of Course assessment. The other Component is a question paper.

So this portfolio (writing) will have 30 marks and will contain two essays . Up to fifteen marks will be awarded for each essay you choose to submit in your portfolio.

Your essays must be your own work and should be redrafted at least once to ensure that they represent your best work. Do not borrow use anyone else’s work.

The maximum word count for each piece is 1000 words – excluding lists of sources used in persuasive/discursive essays.

IMPORTANT DEADLINES:

National 5 Folio 1 – WB 16th Sept

National 5 Folio 2 – WB 9th December

SAMPLE FOLIO: On-the-Edge-SAMPLE

Writing Types

1) Discursive. There are two basic types of discursive essay. Firstly there are persuasive essays in which you can argue strongly either in favour of or against a given discussion.

Alternatively, there are argumentative essays. In these you look at a discussion topic in a balanced way.

Finding information for a discursive essay

There are many sources you can use to find information for your discursive essay. These include: relevant books from a library online sources magazines and newspapers television and video family members friends

When looking in the library, focus on the non-fiction and reference sections. When searching online, always think carefully about key words.

Make sure you consider the reliability of all your sources. It is important you keep a note of where all your information comes from. This will allow you to check it again later and to complete your bibliography and footnotes. YOUR FOLIO MUST BE WRITTEN IN YOUR OWN WORDS! QUOTATIONS MUST BE CLEARLY MARKED AND SOURCES LISTED AT THE END OF YOUR ESSAY.

POSSIBLE TOPICS: The Addiction of Fortnite – is 24/7gaming taking over lives? Reality TV – what is it for – just how ‘real’ is it? Mass Shootings in the USA – what will it take to stop the rising violence? Medical Ethics – what is acceptable in cosmetics/euthanasia Reality TV -how real is it? Celebrity Earnings – who makes the most – how / why? Who pays? The New Space Race – How much, how long, who and why? Chemical Sweetness – healthy or not? Plastic Forever – Do we need plastic? Education Matters – How should schools change to meet needs of 21st century pupils?

A basic structure employed when planning a discursive essay could include: An interesting introduction. A clear indication of your position in relation to the topic. Your first argument, with supporting evidence. Your second argument, with supporting evidence, and so on (the number of paragraphs like this will depend on the number of arguments you can offer). A conclusion, in which you reiterate your position.

2) Creative.

Short stories

A short story is a type of prose fiction.

Prose simply means it is written in sentences and paragraphs, and is not a poem or play script.

Fiction means the story is made up, though of course you can base your story on something that has really happened.

A short story is not a cut-down novel. In a novel the author has time to develop characters and show us many events in their lives. A short story takes characters at an important point in their lives and gives us a snapshot of a significant moment.

The best way to understand what is required in short story writing is to read short stories by different authors. There are many good anthologies of short stories available in libraries or bookshops. Ask for a recommendation if you are not sure where to start.

There are no rules with short story writing but this guide contains some suggestions that should help most people to improve their writing.

Sample Ideas: A character gets loses something significant, a character must go into frightening place, a character decides to let go of something, a game goes badly wrong, somebody takes revenge a character does something for the first or last time, a character finds something that they want to keep.

Point of view

Before you start to write you need to consider what narrative perspective you’re going to take – whose point of view you will present in your story. This is usually done in the first or third person.

First person narrative

If you want to tell the story from the point of view of one of the characters, you can write in the first person, using ‘I’. This puts the reader inside the mind of that character, seeing things as that character sees them.

The character you choose to tell the first person narrative is important. A story about bullying, for example, will be different depending on whether you tell it from the point of view of the bully or the victim.

Third person narrative

This is where you tell the story from the point of view of someone not in the story, using ‘he’ and ‘she’ throughout. This means the story can be told from a more objective point of view.

You need to decide which point of view to take, depending on which is best for your particular story. Sometimes if a story is not working it can help to change it from third to first person narrative or vice versa.

your characters are at the heart of the story. They must seem real and you should aim to make the audience care about them. The plot of the story should reveal something about your characters. For example, the reader should see them developing, at a crisis or a turning point in their lives.

Your characters should also be consistent – doing and saying things that seem to fit their personality.

Limit the number of main characters to a maximum of three.

Also, try not to simply tell your reader about the character – reveal the character to them through actions, gestures and dialogue.

Something of significance must happen in a short story. It is advisable, however, to limit the number of events happening in the plot.

A significant event does not have to be unusually dramatic or violent. Your characters do not have to be abducted by aliens or involved in international terrorism. If you try to make your story too exciting it can become ‘over the top’.

A significant event is just one that changes the character. For example, something that makes them grow up, come to a realisation about something or develop. The event itself does not need to be dramatic.

Conflict can arise when a third character affects the lives of two others. Examples of this could be: A parent and teenager come into conflict over the teenager’s friend. Two friends come into conflict when a new friend comes on the scene. Parent and teenager have problems when a grandparent comes to stay. A new teacher causes problems between two friends.

Setting is where and when your story takes place. An effective setting can make your story really come to life. You can make your setting effective by using description, dialogue and details.

If you are struggling with setting, it can be easier to set the story in a place you are familiar with. Your description can draw on your experience and is more likely to be realistic.

Dialogue is what the characters say aloud. It helps brings them to life.

It should sound realistic – read it aloud to see if it does.

How the character speaks is part of the way we get to know them. In a short story you have limited space, so use dialogue wisely.

Put inverted commas (” “) round the exact words the character says and start a new paragraph for each new speaker.

Description

Try to have a balance of dialogue and description. Description should have a point in the story – it should not just be filling up space.

Descriptions of buildings or scenery can create atmosphere – for example, weather can be atmospheric. Descriptions of characters can reveal something about their personalities.

Openings and endings

There are many different ways in which you can open a story. You could use: dialogue between characters description of a situation reflection on an event

But whatever the opening, it must make the reader want to read on and get into the story.

You should use your opening to introduce your character, or characters, and the setting. You can then move on to creating the event which will happen to your character or characters in that setting, as well as helping to form the plot.

Endings can be difficult. They have to strike a balance between giving us a sense that the story is complete and avoiding the temptation to tie up all the loose ends in the main character’s life. Imagine an ending to a story that read, “Jimmy left the area and became a mechanic then got married and had six children but he never forgot the lesson he learned when he was ten years old, and he never stole again.”

While some short stories finish with a ‘twist-in-the-tale’, do not feel that you have to use this type of ending. These are often quite difficult to write effectively. It is also wise to avoid an ending like “I woke up and it was all a dream” because this is very clichéd.

Writing questions

The following are some questions you can think about in relation to your story. Do your characters seem realistic? Are the main events in the plot relevant to the character’s life? Does the story hang together well? Is there a balance of dialogue and description? Does it feel as if it is set in a real place? Are the opening and the ending effective?

Personal Reflective Writing</strong

In a piece of reflective writing the writer not only gives an account of an experience but examines what he or she thought and felt about it, both at the time and later on.

Good reflective writing

You should select any experience that lets you do more than simply recalling events. It needs to be something that allows you to reflect on what happened and show self-awareness.

Compare the following two extracts.

“I had arranged to meet my friends at ten o'clock. I left the house at half nine and walked to the bus stop. I had to wait twenty minutes because the bus was late. Eventually I got to town.”

“It was with excitement and some nervousness I set off to meet my friends in town at the agreed time. As luck would have it the bus was late – this day of all days!”

Both examples are about the same experience. Yet the second one has a sense of reflection, thinking back over the event. It is not just a list of things that happened.

To a reader the really interesting things are not the big events and every detail of what happened but the writer's own thoughts and feelings about what happened and how they are described.

Consider these two different introductory paragraphs for a reflective essay entitled ‘My Ambition’.

I have always wanted to be an actress. It is my main ambition. Drama is my favourite subject at school and I would like to study it in more depth.

Acting: it has been my sole ambition ever since the day I met David Tennant on a plane coming back from holiday. We sat for hours chatting and planning my next step in my soon to be startling career… Well no, not really, but this is what acting is all about – pretending to be someone else for day, an hour, a while.

The first one is purely factual. The second one uses an anecdote to catch the reader’s interest and then adds a further imaginative twist by saying “No, not really”.

What to write about

A young girl lying on her bed writing in a diary A young girl lying on her bed writing in a diary A young girl lying on her bed writing in a diary

Concentrate on an event or feeling which has stuck in your mind – it doesn't have to be unusual or earth-shattering.

It could be an object that has significance for you, such as a favourite toy from childhood or an old piece of clothing. Alternatively it might be a recollection of a time you felt a powerful emotion, such as fear or pride.

These are much more interesting than long sections of description about minor details of a holiday. That is not to say that you cannot write about a holiday, but you should concentrate on the part of it that affected you. Readers are not likely to be interested in every detail.

SAMPLE CREATIVE – DO NOT COPY!

It was a freezing, dark October’s evening as Franklin Clinton finally arrived at the grimy store in the deserted street. He had walked all the way from his house, at the other side of town, in the wintery weather to buy a scary Halloween mask. In recent weeks, he had heard through friends that the store sold the best costumes in town. As he stopped outside the building, the wind blew chillingly around him and sent shivers down his back. Franklin gulped and peered through the fogged glass of the shop. Inside, there were colourful banners plastered all over the shop and the shelves of the tiny store were covered in leering expressions. The strange masks seemed to stare back at him, challenging him to step inside. It was getting late now; Franklin’s watch read 6:57pm. He quickly turned to open the battered, wooden door. It slowly groaned open and he entered the store, hopeful of finding a jaw-dropping mask. The door closed silently behind him, Franklin felt a stab of fear. He gazed around him but strangely he could not seem to find a person who looked in charge of the store. Stepping towards the masks to examine them more closely, he noticed a gorilla mask lying there. Too ordinary, he thought there was a devil mask which lay there too but again he thought it was too basic. Suddenly, out of nowhere a cold, insistent finger tapped his back and Franklin turned around with shock. There he was over-shadowed by a tall, slim, wrinkly man smartly dressed wearing a suit, staring at him, his dark eyes burning into his. “May I help you?” he said sharply. The old figure had slicked back hair and a bushy moustache which lay there on his pale skin. “Are you still open?” Franklin said timidly. “I need to buy a Halloween mask for tomorrow night.” “You are very late.” the man replied, ignoring the question, “We normally close at seven but I will give you five minutes to quickly choose something.” he said. The man’s tiny eyes continued to peer into Franklin’s. “That’s great! Thanks.” replied Franklin. “What kind of mask are you looking for?” the man asked pointing to a few on the shelf. “A scary one,” Franklin stammered excitedly. The shopkeeper rubbed his chin thoughtfully and pointed to one on the shelf. “This one has been really popular and has real hair.” the man said. Franklin stared up at the yellowish one with pointy ears but quickly he decided it was not scary enough. It had blood dripping from the eyes and nose but he wanted something which was scarier. A strange smile formed under the man’s thick moustache. His black eyes glowed like two burning coals, as if trying to read his thoughts. “Look around, everything I have on the shelves are in stock.” he said. Franklin turned his gaze to the shelves. A pig mask, with long, ugly bone coloured tusks and glossy blood dripping from its snout and eyes caught his eye. Not bad, he thought, but not quite right. A green Frankenstein one with a bolt stuck in his head and a hairy werewolf one with pointy, white fangs were hung on the shelf but again to ordinary Franklin decided. Just not scary enough, Franklin thought, starting to feel a little desperate. I need something that will really scare Scott and Emma. “Young man, I am afraid you must make your decision quickly!” the man in the suit said softly. He had moved silently behind the narrow counter at the front of the store and was fiddling with the till. “We really are closed after all.” he said. His voice cold and bitter. “Sorry, it’s just-” The phone started ringing before Franklin could finish explaining. The man quickly picked it up and began talking in a hushed voice. “Yes,” he said in a quiet voice, “the plastic bags must be strong and capable of holding fluids.” The strange man turned his back to Franklin, who wandered towards the back of the store in aim to find any better masks. As he walked, he looked around and caught sight of the man turning the sign over in the window from ‘OPEN’ to ‘CLOSED’. Franklin’s legs suddenly felt weak and his nervousness grew but he continued to search for the mask. He passed an alien mask, a vampire mask with pointy, blood-covered fangs and a Joker mask with green hair and yellow teeth. Just not quite right, Franklin thought, sulking. However, at the corner of his eye he spotted a narrow door slightly open at the corner of the store and caught a glimpse of more heads in the gloom. Were there more masks? Was there still a chance? He glanced to the front of the store, the man was still chatting away on the phone. Franklin hesitated but decided to give the door a push and take a peek inside. The door creaked open and Franklin stepped inside the small room and gasped in amazement. “Wow!” he said out loud. Dozens of empty eye sockets stared blindly at Franklin. He stared in horror at the gruesome and deformed faces. Actually, they were hung on rows, probably for sale he realised. However, they remained so ugly and grotesque, so real looking that he choked on his own breath. One mask had its eyes sticking out and the mouth was ripped open with the head of a skeleton popping out and blood all around the mouth. The mask underneath was a clown which had a pale face, yellow eyes and thick, wet-looking blood trickling from its mouth. A rat had bitten into a head of another mask, revealing grey bone underneath and chunks of mottled skin falling off from another mask. Franklin’s horror mixed with sheer excitement. He took a mesmerised step into the room, the wooden floorboards creaked noisily. Slowly, he then took a further step to the masks, they had such amazing detail and the skin appeared to be made of flesh, not rubber or plastic. Perfect! He thought to himself, just what I was looking for. He pictured Scott and Emma seeing one of these masks coming at them in the dark of night. He imagined their horrified expressions as he screamed and leaped from behind a tree. That would be amazing he smiled victoriously. Franklin took a deep breath, and stepped even closer to the shelves. Finally, his eyes settled on an unbelievably ugly mask, so ugly it nearly made him gasp. It had a swollen bald head, the skin was mouldy yellow-green and it had gigantic eerie orange eyes which seemed to glow. It had a nose like some beast and the mouth gaped wide, revealing sharp, blood-covered teeth. Staring at the mask, Franklin reached out his hand towards it. Cautiously, he touched its forehead. As soon as he touched it, the mask screamed out.

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