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Creative Writing For 7+ And 8+

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7+ and 8+ creative writing is, for many students, one of the most difficult sections of the 7+ and 8+ exams. Whereas questions in Maths simply must be solved and there are only a finite number of topics which are tested, with creative writing it can sometimes be difficult putting pen to paper and starting to write. If ten minutes or so passes in the exam with little written down, panic can slip in and it can be difficult to gather your thoughts under the tight time constraints.

So, how can students improve their 7+ and 8+ creative writing skills and by extension maximise their chances of scoring highly on arguably the trickiest part of the 7+ and 8+ exams.

So here are six of My Tutor Club’s core strategies which, with practice, can help boost your child’s mark in creative writing at 7+ and 8+.

At My Tutor Club, our tutors are fanatical about essay planning. It takes 5 minutes of your time but it is time so well invested. Having an idea of how your story holds together, and ends, before you start writing gives you a sense of direction when you write. Unless you are a very able writer, navigating your story to a well-structured conclusion while you are writing, having avoided the initial planning section, is incredibly difficult to do.

Keep it Simple

Descriptive writing that is deep and meaningful will always win the day over action packed stories. Most candidates at this level write about action. The stories tend to be “action packed thrillers” talking about how this happened, and then that happened and then this happened. Writing about action well is actually a very difficult skill to acquire. It is much better, and simpler, to write about one object, say a “tree” or a “mountain,” and talk more about emotion, feelings, sentiment and description. In these stories very little will actually happen but the level of descriptive writing and attention to emotion will result in a piece of 7+ or 8+ creative writing far more impressive, mature and sophisticated.

Brainstorming

If you are having trouble thinking of a story, don’t panic, start brainstorming. The best way to do this is to take a blank sheet of paper in the exam and just start noting down anything that comes into your head relating to your title. Spend a couple of minutes putting anything down, don’t hold back. Ideas are more likely to come to you as you write down snippets that come into your head.

All creative writing pieces need a beginning, a middle and an end. At My Tutor Club, we use the “hamburger” analogy: the top bun for the beginning, the 100% pure British beef (or veggie bit if you’re vegetarian) in the middle, and the bottom bun for the ending. When brainstorming, think which of the three sections your ideas will fit into.

How to be descriptive

Revise your key lists of adjectives, adverbs, nouns, verbs and colours. As an emergency, have a couple of phrases that you can use. Of course the idea is not to learn phrases by heart, but if you have a couple of “golden phrases” up your sleeve that can be applied to many circumstances, then they are worth remembering in case your writing flow starts to cease up.

Leave 5-7 minutes to read through what you have written. It is so much better to write less but higher quality (with no silly grammar or spelling mistakes) than to write more but with mistakes. Less is more (to an extent). It’s amazing how you will probably pick up 8-12 silly errors when you read back through your work. Don’t let these silly errors drag your mark down. Check your work.

For further details about 7+ / 8+ preparation, tuition, or My Tutor Club’s 8+ courses from 24 September – 10 December 2016, please contact us .

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Are you looking for a tutor with specific school entrance experience?

Browse our school guide, a guide to using 7 plus papers.

The seven plus (7+) exams are a competitive entrance exam used by an ever-growing number of top independent schools to select students for entry into year 3. While all entry points for independent schools are competitive, the 7 Plus exams in London are particularly fierce, with every place having ten applicants. It’s sensible then, to think about applying to multiple schools.

The exams usually run between November and January of year 2. Aside from testing your child’s academic ability (and potential) schools are also checking if they would be a suitable fit for the school.

Below is a guide how to use 7+ plus papers when preparing your child to sit the 7+ assessments.

The English 7 Plus Paper

The main areas tested during the English assessment are comprehension and creative writing skills.

Comprehension:

Children are required to read and understand an age-appropriate passage, which could be fiction or non-fiction and then answer questions about it.

Ask your child to read the comprehension including the instructions so they are aware of what they are being asked to do from the beginning. If they do not understand the passage, they should go back and read it for a second time. A child should be able to summarise or recap the passage clearly before they begin to answer the questions.

When answering questions, the passage should be placed beside the question sheet so they can refer to it constantly. When working through practice papers remind your child the answer is often in the passage and encourage them to scan the passage to find the exact sentence or paragraph they need. When they find the answer, they can underline the key information they are going to detract from the passage and write in their answer. They will be required to write in full sentences when supplying their answers, so ensuring they have used some key words from the question and copied this into the answer to link the answer and question together is important. I often tell children, if the question was not there and someone was marking your work, they should be able to guess what the question was asking from your answer. Writing one-word answers or starting a sentence with because will not be sufficient.

The types of questions they are likely to be asked are as follows:

  • Retrieval questions. These questions require children to identify the answers directly from the text. Spellings should be accurately copied when the word is written in the passage or the question, so attention to detail is important.
  • Inference Questions. These questions require children to deduce, infer or interpret information, events, or ideas from texts.
  • Word meaning. These questions require children to re-read the sentence the word is situated in, and make a logical guess based on the context around the word.

As the children move through the questions, they will generally move through the passage, so the answer to question 1 will usually be at the beginning of the passage, the answer to question 2 will also be at the beginning but further on in the passage than question 1, and so forth.

If they run out of writing space on the lines provided, they can continue writing their answer underneath the last line.

Children should always look at the mark available to determine how many examples or how much detail they need to provide. If for example, they are finding a question with 1 mark particularly difficult, they should not spend too much time on it and move on. If they are running out of time, they should find questions which carry most marks and attempt them.

When there are two minutes remaining in the assessment, which schools usually advise the children, it is a good idea to check their answers and ensure correct punctuation has been added to all sentences. Handwriting should be neat, written on the line and appropriate finger spaces to ensure work is readable and presented well.

Creative Writing:

Applicants will be given approx. 30 minutes for the creative writing (composition). They will normally be given a choice of topics or themes to write about and one option tends to be in relation to the comprehension.

When writing a story of their own it is important to include a clear beginning, middle and end in paragraphs. Further is it important to use descriptive language including adjectives, adverbs, a range of sentence openers, powerful verbs, connectives, and similes.

A range of punctuation should also be used to demarcate sentences and accurate choices made to ensure sentences make sense. After they write a sentence it is good practice to go back and read it back to themselves to ensure it makes sense and no word has been missed out.

Children should have clear, logical ideas and reflective responses that are relevant to the topic. They should be able to express themselves creatively and accurately. After they have finished, or when they have two minutes remaining, they should go back and check their work to make any last-minute edits.

Examples of writing formats children should be comfortable with are story writing, poetry, informal letter, diary entry, a short news report or a short descriptive piece of writing. Whichever the format they are asked to write in, their answers should be largely descriptive through the use of (as mentioned above) adjectives, adverbs, a range of sentence openers, powerful verbs, connectives, and similes.

The 7 Plus Maths Paper:

Although it varies with each school, children will have approx. 45 minutes to complete the Maths paper. The 7 plus exam includes content from the full year 2 mathematics curriculum. Mental arithmetic is a key area tested in the exam and can be assessed verbally or as a written exam. The exam will also include multi-step worded problems, including money and change, time, arithmetic, or a combination of each. There will also be mathematical logic puzzles, that could involve number, shape, or time. They test your child’s ability to think critically and apply their knowledge to abstract questions.

The space provided beside a question should be used to show working out methods and extra marks can be awarded for this. If a question specifically asks for the written method to be shown, it is important the applicant follows the instruction.

If a question is too difficult, children should be encouraged to move on and go back to it at the end and try again when they have finished the paper. It is important to attempt as much of the paper as they can.

As this will be their first experience of formal academic tests, it’s equally important to practice timing as well exam techniques and knowledge. Therefore practicing with accurate sample papers can help to ensure that your child develops key skills in good time for the actual assessments. The practice papers also help to identify which areas your child needs to improve.

Additional (paid for papers) are available from these providers:

www.plusprepared.com

www.exampapersplus.co.uk

www.prepplus.co.uk

You can find some (free) school sample papers below:

Bancroft Prep School 7 Plus Papers

Bancroft’s Preparatory School sample maths paper

Highgate School 7 Plus Papers

Highgate school English sample paper

Highgate school maths sample paper

Magdalen College School 7 Plus Paper

King’s College School Wimbledon 7 Plus Papers

KCS English Sample 7 Plus Paper

KCS Maths Sample 7 Plus Paper

North London Collegiate School 7 Plus Papers

North London Collegiate School English sample paper

North London Collegiate School maths sample paper

The Perse School 7 Plus Papers

The Perse School Sample Paper 1

Solihull School 7 Plus Papers

Solihull School English sample paper 1

Solihull School English sample paper 2

Solihull School maths sample paper 1

Solihull School maths sample paper 2

Westminster Cathedral Choir School 7 Plus Papers

Westminster Cathedral School English 

Westminster Cathedral School Maths

Westminster Cathedral School Spelling

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11+ creative writing guide with 50 example topics and prompts

by Hayley | Nov 17, 2022 | Exams , Writing | 0 comments

The 11+ exam is a school entrance exam taken in the academic year that a child in the UK turns eleven.

These exams are highly competitive, with multiple students battling for each school place awarded.

The 11 plus exam isn’t ‘one thing’, it varies in its structure and composition across the country. A creative writing task is included in nearly all of the 11 plus exams, and parents are often confused about what’s being tested.

Don’t be fooled into thinking that the plot of your child’s writing task is important. It is not.

The real aim of the 11+ creative writing task is to showcase your child’s writing skills and techniques.

And that’s why preparation is so important.

This guide begins by answering all the FAQs that parents have about the 11+ creative writing task.

At the end of the article I give my best tips & strategies for preparing your child for the 11+ creative writing task , along with 50 fiction and non-fiction creative writing prompts from past papers you can use to help your child prepare. You’ll also want to check out my 11+ reading list , because great readers turn into great writers.

Do all 11+ exams include a writing task?

Not every 11+ exam includes a short story component, but many do. Usually 3 to 5 different prompts are given for the child to choose between and they are not always ‘creative’ (fiction) pieces. One or more non-fiction options might be given for children who prefer writing non-fiction to fiction.

Timings and marking vary from test to test. For example, the Kent 11+ Test gives students 10 minutes for planning followed by 30 minutes for writing. The Medway 11+ Test gives 60 minutes for writing with ‘space allowed’ on the answer booklet for planning.

Tasks vary too. In the Kent Test a handful of stimuli are given, whereas 11+ students in Essex are asked to produce two individually set paragraphs. The Consortium of Selective Schools in Essex (CCSE) includes 2 creative writing paragraphs inside a 60-minute English exam.

Throughout the UK each 11+ exam has a different set of timings and papers based around the same themes. Before launching into any exam preparation it is essential to know the content and timing of your child’s particular writing task.

However varied and different these writing tasks might seem, there is one key element that binds them.

The mark scheme.

Although we can lean on previous examples to assess how likely a short story or a non-fiction tasks will be set, it would be naïve to rely completely on the content of past papers. Contemporary 11+ exams are designed to be ‘tutor-proof’ – meaning that the exam boards like to be unpredictable.

In my online writing club for kids , we teach a different task each week (following a spiral learning structure based on 10 set tasks). One task per week is perfected as the student moves through the programme of content, and one-to-one expert feedback ensures progression. This equips our writing club members to ‘write effectively for a range of purposes’ as stated in the English schools’ teacher assessment framework.

This approach ensures that students approaching a highly competitive entrance exam will be confident of the mark scheme (and able to meet its demands) for any task set.

Will my child have a choice of prompts to write from or do they have to respond to a single prompt, without a choice?

This varies. In the Kent Test there are usually 5 options given. The purpose is to gather a writing sample from each child in case of a headteacher appeal. A range of options should allow every child to showcase what they can do.

In Essex, two prescriptive paragraphs are set as part of an hour-long English paper that includes comprehension and vocabulary work. In Essex, there is no option to choose the subject matter.

The Medway Test just offers a single prompt for a whole hour of writing. Sometimes it is a creative piece. Recently it was a marketing leaflet.

The framework for teaching writing in English schools demands that in order to ‘exceed expectations’ or better, achieve ‘greater depth’, students need to be confident writing for a multitude of different purposes.

In what circumstances is a child’s creative writing task assessed?

In Essex (east of the UK) the two prescriptive writing tasks are found inside the English exam paper. They are integral to the exam and are assessed as part of this.

In Medway (east Kent in the South East) the writing task is marked and given a raw score. This is then adjusted for age and double counted. Thus, the paper is crucial to a pass.

In the west of the county of Kent there is a different system. The Kent Test has a writing task that is only marked in appeal cases. If a child dips below the passmark their school is allowed to put together a ‘headteacher’s appeal’. At this point – before the score is communicated to the parent (and probably under cover of darkness) the writing sample is pulled out of a drawer and assessed.

I’ve been running 11+ tutor clubs for years. Usually about 1% of my students passed at headteacher’s appeal.

Since starting the writing club, however, the number of students passing at appeal has gone up considerably. In recent years it’s been more like 5% of students passing on the strength of their writing sample.

What are the examiners looking for when they’re marking a student’s creative writing?

In England, the government has set out a framework for marking creative writing. There are specific ‘pupil can’ statements to assess whether a student is ‘working towards the expected standard,’ ‘working at the expected standard’ or ‘working at greater depth’.

Members of the headteacher panel assessing the writing task are given a considerable number of samples to assess at one time. These expert teachers have a clear understanding of the framework for marking, but will not be considering or discussing every detail of the writing sample as you might expect.

Schools are provided with a report after the samples have been assessed. This is very brief indeed. Often it will simply say ‘lack of precise vocabulary’ or ‘confused paragraphing.’

So there is no mark scheme as such. They won’t be totting up your child’s score to see if they have reached a given target. They are on the panel because of their experience, and they have a short time to make an instant judgement.

Does handwriting matter?

Handwriting is assessed in primary schools. Thus it is an element of the assessment framework the panel uses as a basis for their decision.

If the exam is very soon, then don’t worry if your child is not producing immaculate, cursive handwriting. The focus should simply be on making it well-formed and legible. Every element of the assessment framework does not need to be met and legible writing will allow the panel to read the content with ease.

Improve presentation quickly by offering a smooth rollerball pen instead of a pencil. Focus on fixing individual letters and praising your child for any hint of effort. The two samples below are from the same boy a few months apart. Small changes have transformed the look and feel:

11+ handwriting sample from a student before handwriting tutoring

Sample 1: First piece of work when joining the writing club

Cursive handwriting sample of a boy preparing for the 11+ exam after handwriting tutoring.

Sample 2: This is the same boy’s improved presentation and content

How long should the short story be.

First, it is not a short story as such—it is a writing sample. Your child needs to showcase their skills but there are no extra marks for finishing (or marks deducted for a half-finished piece).

For a half hour task, you should prepare your child to produce up to 4 paragraphs of beautifully crafted work. Correct spelling and proper English grammar is just the beginning. Each paragraph should have a different purpose to showcase the breadth and depth of their ability. A longer – 60 minute – task might have 5 paragraphs but rushing is to be discouraged. Considered and interesting paragraphs are so valuable, a shorter piece would be scored more highly than a rushed and dull longer piece.

I speak from experience. A while ago now I was a marker for Key Stage 2 English SATs Papers (taken in Year 6 at 11 years old). Hundreds of scripts were deposited on my doorstep each morning by DHL. There was so much work for me to get through that I came to dread long, rambling creative pieces. Some children can write pages and pages of repetitive nothingness. Ever since then, I have looked for crafted quality and am wary of children judging their own success by the number of lines competed.

Take a look at the piece of writing below. It’s an excellent example of a well-crafted piece.

Each paragraph is short, but the writer is skilful.

He used rich and precisely chosen vocabulary, he’s broken the text into natural paragraphs, and in the second paragraph he is beginning to vary his sentence openings. There is a sense of control to the sentences – the sentence structure varies with shorter and longer examples to manage tension. It is exciting to read, with a clear awareness of his audience. Punctuation is accurate and appropriate.

Example of a high-scoring writing sample for the UK 11+ exam—notice the varied sentence structures, excellent use of figurative language, and clear paragraphing technique.

11+ creative writing example story

How important is it to revise for a creative writing task.

It is important.

Every student should go into their 11+ writing task with a clear paragraph plan secured. As each paragraph has a separate purpose – to showcase a specific skill – the plan should reflect this. Built into the plan is a means of flexing it, to alter the order of the paragraphs if the task demands it. There’s no point having a Beginning – Middle – End approach, as there’s nothing useful there to guide the student to the mark scheme.

Beyond this, my own students have created 3 – 5 stories that fit the same tight plan. However, the setting, mood and action are all completely different. This way a bank of rich vocabulary has already been explored and a technique or two of their own that fits the piece beautifully. These can be drawn upon on the day to boost confidence and give a greater sense of depth and consideration to their timed sample.

Preparation, rather than revision in its classic form, is the best approach. Over time, even weeks or months before the exam itself, contrasting stories are written, improved upon, typed up and then tweaked further as better ideas come to mind. Each of these meets the demands of the mark scheme (paragraphing, varied sentence openings, rich vocabulary choices, considered imagery, punctuation to enhance meaning, development of mood etc).

To ensure your child can write confidently at and above the level expected of them, drop them into my weekly weekly online writing club for the 11+ age group . The club marking will transform their writing, and quickly.

What is the relationship between the English paper and the creative writing task?

Writing is usually marked separately from any comprehension or grammar exercises in your child’s particular 11+ exam. Each exam board (by area/school) adapts the arrangement to suit their needs. Some have a separate writing test, others build it in as an element of their English paper (usually alongside a comprehension, punctuation and spelling exercise).

Although there is no creative writing task in the ISEB Common Pre-test, those who are not offered an immediate place at their chosen English public school are often invited back to complete a writing task at a later date. Our ISEB Common Pre-test students join the writing club in the months before the exam, first to tidy up the detail and second to extend the content.

What if my child has a specific learning difficulty (dyslexia, ADD/ADHD, ASD)?

Most exam boards pride themselves on their inclusivity. They will expect you to have a formal report from a qualified professional at the point of registration for the test. This needs to be in place and the recommendations will be considered by a panel. If your child needs extra arrangements on the day they may be offered (it isn’t always the case). More importantly, if they drop below a pass on one or more papers you will have a strong case for appeal.

Children with a specific learning difficulty often struggle with low confidence in their work and low self-esteem. The preparations set out above, and a kids writing club membership will allow them to go into the exam feeling positive and empowered. If they don’t achieve a pass at first, the writing sample will add weight to their appeal.

Tips and strategies for writing a high-scoring creative writing paper

  • Read widely for pleasure. Read aloud to your child if they are reluctant.
  • Create a strong paragraph plan where each paragraph has a distinct purpose.
  • Using the list of example questions below, discuss how each could be written in the form of your paragraph plan.
  • Write 3-5 stories with contrasting settings and action – each one must follow your paragraph plan. Try to include examples of literary devices and figurative language (metaphor, simile) but avoid clichés.
  • Tidy up your presentation. Write with a good rollerball pen on A4 lined paper with a printed margin. Cross out with a single horizontal line and banish doodling or scribbles.
  • Join the writing club for a 20-minute Zoom task per week with no finishing off or homework. An expert English teacher will mark the work personally on video every Friday and your child’s writing will be quickly transformed.

Pressed for time? Here’s a paragraph plan to follow.

At Griffin Teaching we have an online writing club for students preparing for the 11 plus creative writing task . We’ve seen first-hand what a difference just one or two months of weekly practice can make.

That said, we know that a lot of people reading this page are up against a hard deadline with an 11+ exam date fast approaching.

If that’s you (or your child), what you need is a paragraph plan.

Here’s one tried-and-true paragraph plan that we teach in our clubs. Use this as you work your way through some of the example prompts below.

11+ creative writing paragraph plan

Paragraph 1—description.

Imagine standing in the location and describe what is above the main character, what is below their feet, what is to their left and right, and what is in the distance. Try to integrate frontend adverbials into this paragraph (frontend adverbials are words or phrases used at the beginning of a sentence to describe what follows—e.g. When the fog lifted, he saw… )

Paragraph 2—Conversation

Create two characters who have different roles (e.g. site manager and student, dog walker and lost man) and write a short dialogue between them. Use what we call the “sandwich layout,” where the first person says something and you describe what they are doing while they are saying it. Add in further descriptions (perhaps of the person’s clothing or expression) before starting a new line where the second character gives a simple answer and you provide details about what the second character is doing as they speak.

Paragraph 3—Change the mood

Write three to four sentences that change the mood of the writing sample from light to gloomy or foreboding. You could write about a change in the weather or a change in the lighting of the scene. Another approach is to mention how a character reacts to the change in mood, for example by pulling their coat collar up to their ears.

Paragraph 4—Shock your reader

A classic approach is to have your character die unexpectedly in the final sentence. Or maybe the ceiling falls?

11+ creative writing questions from real papers—fictional prompts

  • The day the storm came
  • The day the weather changed
  • The snowstorm
  • The rainy day
  • A sunny day out
  • A foggy (or misty) day
  • A day trip to remember
  • The first day
  • The day everything changed
  • The mountain
  • The hillside
  • The old house
  • The balloon
  • The old man
  • The accident
  • The unfamiliar sound
  • A weekend away
  • Moving house
  • A family celebration
  • An event you remember from when you were young
  • An animal attack
  • The school playground at night
  • The lift pinged and the door opened. I could not believe what was inside…
  • “Run!” he shouted as he thundered across the sand…
  • It was getting late as I dug in my pocket for the key to the door. “Hurry up!” she shouted from inside.
  • I know our back garden very well, but I was surprised how different it looked at midnight…
  • The red button on the wall has a sign on it saying, ‘DO NOT TOUCH.’ My little sister leant forward and hit it hard with her hand. What happened next?
  • Digging down into the soft earth, the spade hit something metal…
  • Write a story which features the stopping of time.
  • Write a story which features an unusual method of transport.
  • The cry in the woods
  • Write a story which features an escape

11+ creative writing questions from real papers—non-fiction prompts

  • Write a thank you letter for a present you didn’t want.
  • You are about to interview someone for a job. Write a list of questions you would like to ask the applicant.
  • Write a letter to complain about the uniform at your school.
  • Write a leaflet to advertise your home town.
  • Write a thank you letter for a holiday you didn’t enjoy.
  • Write a letter of complaint to the vet after an unfortunate incident in the waiting room.
  • Write a set of instructions explaining how to make toast.
  • Describe the room you are in.
  • Describe a person who is important to you.
  • Describe your pet or an animal you know well.

creative writing 7 exam

  • Free Tools for Students
  • Harvard Referencing Generator

Free Harvard Referencing Generator

Generate accurate Harvard reference lists quickly and for FREE, with MyBib!

🤔 What is a Harvard Referencing Generator?

A Harvard Referencing Generator is a tool that automatically generates formatted academic references in the Harvard style.

It takes in relevant details about a source -- usually critical information like author names, article titles, publish dates, and URLs -- and adds the correct punctuation and formatting required by the Harvard referencing style.

The generated references can be copied into a reference list or bibliography, and then collectively appended to the end of an academic assignment. This is the standard way to give credit to sources used in the main body of an assignment.

👩‍🎓 Who uses a Harvard Referencing Generator?

Harvard is the main referencing style at colleges and universities in the United Kingdom and Australia. It is also very popular in other English-speaking countries such as South Africa, Hong Kong, and New Zealand. University-level students in these countries are most likely to use a Harvard generator to aid them with their undergraduate assignments (and often post-graduate too).

🙌 Why should I use a Harvard Referencing Generator?

A Harvard Referencing Generator solves two problems:

  • It provides a way to organise and keep track of the sources referenced in the content of an academic paper.
  • It ensures that references are formatted correctly -- inline with the Harvard referencing style -- and it does so considerably faster than writing them out manually.

A well-formatted and broad bibliography can account for up to 20% of the total grade for an undergraduate-level project, and using a generator tool can contribute significantly towards earning them.

⚙️ How do I use MyBib's Harvard Referencing Generator?

Here's how to use our reference generator:

  • If citing a book, website, journal, or video: enter the URL or title into the search bar at the top of the page and press the search button.
  • Choose the most relevant results from the list of search results.
  • Our generator will automatically locate the source details and format them in the correct Harvard format. You can make further changes if required.
  • Then either copy the formatted reference directly into your reference list by clicking the 'copy' button, or save it to your MyBib account for later.

MyBib supports the following for Harvard style:

🍏 What other versions of Harvard referencing exist?

There isn't "one true way" to do Harvard referencing, and many universities have their own slightly different guidelines for the style. Our generator can adapt to handle the following list of different Harvard styles:

  • Cite Them Right
  • Manchester Metropolitan University (MMU)
  • University of the West of England (UWE)

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Daniel is a qualified librarian, former teacher, and citation expert. He has been contributing to MyBib since 2018.

Category : Players of FC Saturn Moscow Oblast

Subcategories.

This category has the following 36 subcategories, out of 36 total.

  • Benoît Angbwa ‎ (7 F)
  • Anton Arkhipov ‎ (2 F)
  • Zurab Arziani ‎ (2 F)
  • Maksim Avramov ‎ (2 F)
  • Alexei Botviniev ‎ (3 F)
  • Antônio Géder Malta Camilo ‎ (1 F)
  • Edgaras Česnauskis ‎ (3 F)
  • Ján Ďurica ‎ (9 F)
  • Rolandas Džiaukštas ‎ (1 F)
  • Alexei Eremenko Jr. ‎ (7 F)
  • Vadim Evseev ‎ (12 F)
  • Spartak Gogniev ‎ (5 F)
  • Gogita Gogua ‎ (4 F)
  • Alexandr Gorshkov ‎ (3 F)
  • Dmitry Grachyov ‎ (3 F)
  • Pablo Guiñazú ‎ (2 F)
  • Andriy Husin ‎ (1 C, 5 F)
  • Alexei Igonin ‎ (5 F)
  • Alexei Ivanov ‎ (3 F)
  • Andrei Kanchelskis ‎ (2 F)
  • Vladimir Kuzmichyov ‎ (3 F)
  • Shamil Lahiyalov ‎ (5 F)
  • Leandro de Oliveira da Luz ‎ (2 F)
  • Igor Lebedenko ‎ (10 F)
  • Yevhen Levchenko ‎ (6 F)
  • Daniel Montenegro ‎ (2 F)
  • Ruslan Nakhushev ‎ (5 F)
  • Petr Nemov ‎ (8 F)
  • Solomon Okoronkwo ‎ (3 F)
  • Aleksandr Sapeta ‎ (5 F)
  • Roman Shirokov ‎ (54 F)
  • Vladimir Sobolev ‎ (3 F)
  • Vyacheslav Sviderskyi ‎ (1 F)
  • Ivan Temnikov ‎ (7 F)
  • Oleg Vlasov ‎ (7 F)
  • Roman Vorobiev ‎ (5 F)

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creative writing 7 exam

Threat or Tool? We Asked Expert Car Designers About the Future of AI

Designing a new car is a much simpler task for ai than writing the next great american novel or painting a modern masterpiece..

"This is one of those moments," said a colleague who works for one of Silicon Valley's tech giants, "where if you're not terrified and excited, you're not paying attention." The subject of our conversation was artificial intelligence and how it has begun to change the world in ways we cannot even begin to imagine. Forget the tabloid obsession with Terminator-like killer robots; the cutting-edge AI thinkers are already talking of consciousness and feelings being able to exist independently of the human body.

Smart robots? They're here. Intelligent robots? They're just around the corner. If intelligence is the ability to accomplish complex goals, it's hard to think of a job that a robot with the levels of machine learning capability emerging right now won't be able to do in the next few years. Build a brick wall? Fly a plane? Conduct brain surgery? It's all physics and memory and applied math, none of which is beyond the nascent expertise of today's AI.

And if that's the case, why wouldn't AI be able to design a car? After all, automobiles are complex objects whose very form and function, structure and surfaces are already defined by data, shaped by algorithms, and made real by machines. They are math on wheels. Designing a new car is in theory a much simpler task for AI than writing the next great American novel or painting a modern masterpiece.

So, are car designers paying attention? We asked.

The Current State of AI Design

Relatively simple AI image generators can already create impressively realistic illustrations of cars that don't exist: Want to see what an off-road C8 Corvette done in the style of a Porsche 911 Dakar or Lamborghini Huraćan Sterrato ? Just input the right prompts, press a few buttons and they will show you.

Asking an AI to come up with a dimensionally accurate, fully surfaced 3D model of what it thinks a more aerodynamic Ford F-150 Lightning or the next-generation Volkswagen Golf EV or a tougher Toyota RAV4 should look like simply requires more computing power and fancier algorithms.

Do car designers believe AI will ultimately take their jobs? We talked to bosses from Audi, Hyundai, Polestar, Rolls-Royce, and Volkswagen for their perspective on the potentially revolutionary technology.

Marc Lichte, Head of Design, Audi AG: AI-Designed Wheels

"We are already using an AI system to design wheels. The system, called FelGAN, was developed in-house by Audi IT and Audi Design. The name FelGAN is a mashup of the German word for rim (felge) and GAN, an acronym for Generative Adversarial Networks, a form of self-learning program in which two algorithms compete as opponents during the training phase.

"FelGAN's software assigns a mathematical value to each design the AI creates, and these values can be used at any time to reproduce designs. We can also feed the program with our own designs and photos.

Marc Lichte, Head of Design, Audi AG: "The Human Being Makes a Difference"

"FelGAN supports us, but the human being makes a difference. You feed the system with existing wheels, with design details, and the AI comes up with ideas. But right now, all the ideas we are feeding the AI comes from human beings, and the AI produces a similar kind of design language.

"That's because AI cannot experience the random inputs of a human being, the culture, the inspiration that leads to new ideas. I have a passion for cars, for old cars, for driving cars, and I'm crazy for sailing, which is something completely different. But I can see those inspirations in my design. This is what makes the difference; this is how the human being gets inspired.

"Design studios work in competition. I have a design studio in Beijing, in the U.S., and I have different ones in Ingolstadt that all present different proposals for a new vehicle. Maybe in the future one proposal will be made by AI as part of that competition. Why not?"

Anders Warming, Design Director, Rolls-Royce: Can AI Reflect?

"I'm amazed with AI right now, and I'm amazed with how quickly you get a result in very high quality. But I don't think there's going to be a car designed by AI. The reason is that we're human beings and human doubt is part of the design process. I'm self-critical in a design process, and that self-criticism is something you need.

"I'm not sure that AI will be able to deal with a process that is full of doubt and reflection: 'Are we doing the right thing? Should we reconsider that? We did decide on a thing, but we realized it was maybe the wrong direction. Let's go back and take a left turn.' That's a creative design process. And there's something that happens between us human beings.

Anders Warming, Design Director, Rolls-Royce: AI Won't Keep Itself Awake at Night

"I'm proud and honored to work on Rolls Royce. But the brand keeps me awake at night, thinking, 'Oh, we can do better here. Let me rethink that one again.' That comes out of reflection and self-doubt and something that my subconscious deals with.

"I can see AI used for modeling tools, generative tools that could create a conveyor belt of ideas. But I'm not convinced the technology will be able to have that criticism, reflection, doubt, and insecurity. AI won't keep itself awake at night."

Luc Donckerwolke, Chief Creative Office, Hyundai Motor Group: Jockeying Control

"I see AI as one of the tools in the designer's palette. Whether we design with a ball-point pen, with markers or pastel, or on a computer screen, the media changes the result. It gives us another register of form or lines or ideas; it gives us another perspective. But in the end, we must look at the results and play with them.

"I think AI is a bit overrated, but it is a tool. And every single tool that we have added to the design process changes something in the results. We were recently working on a program and my student engineer came up with five scenarios that he created by loading some keywords and getting some basic results from AI. That allowed me to create the right design brief for the team. AI didn't design the product, but it gave me the boundaries to identify the design brief for my designers.

"I want to play with AI. I love design accidents. I'm fascinated by something that you don't control and then you basically get back control, which is why I like to experiment. And it's why I don't believe AI going to be a substitute for any human designer."

Andreas Mindt, Head of Volkswagen Design: Not Just About a Shape

"Artificial intelligence can read all the books in the world. As a human you can't, and so AI can learn way more than a human. If you translate that capability to design, you could type in a word like 'powerful' or 'elegant' and then you get some sort of result. Will be acceptable? Yeah. But is it special? Is it really jumping forward? Is it adding progress? I don't know.

Andreas Mindt, Head of Volkswagen Design: Can AI Recognize Branding?

"I see artists on Instagram that use AI and see a lot of results that are a combination of existing things. The AI puts existing things into the images, but doesn't add, doesn't break rules. It's repeating things, mixing existing things.

"AI is a tool. It's a good tool. Designers use it right now to play with ideas. But designers must think about their brand first, about their brand's strategy and their brand's aim. We say Volkswagen is the most loved volume brand. How does AI create a design that reflects that? It's not about just doing a car or a shape."

Thomas Ingenlath, CEO, Polestar: AI Decision Making

"It is amazing to see what AI can provide and do. But while there are programs that will give you a hundred different variants of well-designed wheels, you still must make the decision. AI will not make the decision for you. And this is the fundamental question: Will we recognize and cherish what human creativity can add to AI?

Thomas Ingenlath, CEO, Polestar: The Designer's Brain

"For the moment, I'm not worried about AI. We had similar concerns years ago when computer modeling started. People were worried that if cars were not modeled by hand, they would not be so good. But clearly, modeling a car by hand is not what makes a car great.

"Today we have incredible CAD modelers who do amazing craft, great design. But it's still the designer's brain that in the end decides which one to choose."

Motortrend.com

Threat or Tool? We Asked Expert Car Designers About the Future of AI

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Out of the Centre

Savvino-storozhevsky monastery and museum.

Savvino-Storozhevsky Monastery and Museum

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

creative writing 7 exam

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

creative writing 7 exam

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

creative writing 7 exam

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

creative writing 7 exam

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

creative writing 7 exam

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

creative writing 7 exam

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

creative writing 7 exam

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

creative writing 7 exam

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IELTS Exam Preparation: Free IELTS Tips, 2024

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Moscow, Russia

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  • Zheleznodorozhnyy
  • Orekhovo-Zuyevo
  • Sergiyev Posad
  • Podol'sk
  • Novo-Peredelkino
  • Ryazan'

An Overview of the IELTS

The International English Language Testing System (IELTS) is designed to measure English proficiency for educational, vocational and immigration purposes. The IELTS measures an individual's ability to communicate in English across four areas of language: listening , reading , writing and speaking . The IELTS is administered jointly by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment at over 1,100 test centres and 140 countries. These test centres supervise the local administration of the test and recruit, train and monitor IELTS examiners.

IELTS tests are available on 48 fixed dates each year, usually Saturdays and sometimes Thursdays, and may be offered up to four times a month at any test centre, including Elektrostal' depending on local needs. Go to IELTS test locations to find a test centre in or nearby Elektrostal' and to check for upcoming test dates at your test centre.

Test results are available online 13 days after your test date. You can either receive your Test Report Form by post or collect it from the Test Centre. You will normally only receive one copy of the Test Report Form, though you may ask for a second copy if you are applying to the UK or Canada for immigration purposes - be sure to specify this when you register for IELTS. You may ask for up to 5 copies of your Test Report Form to be sent directly to other organisations, such as universities.

There are no restrictions on re-sitting the IELTS. However, you would need to allow sufficient time to complete the registration procedures again and find a suitable test date.

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The reading, writing and listening practice tests on this website have been designed to resemble the format of the IELTS test as closely as possible. They are not, however, real IELTS tests; they are designed to practise exam technique to help students to face the IELTS test with confidence and to perform to the best of their ability.

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  26. Take IELTS test in or nearby Elektrostal'

    Go to IELTS test locations to find a test centre in or nearby Elektrostal' and to check for upcoming test dates at your test centre. Test results are available online 13 days after your test date. You can either receive your Test Report Form by post or collect it from the Test Centre.