Critical Essays Paper 2: Section 2 Revision Tutorial 1 Critical Essays Paper 2: Section 2

Critical Reading: Section 2 How Long? How Many Marks are Available? How Many Questions? Dos and Don’ts?

FILM & TELEVISION DRAMA Process Selecting a Task - Look through relevant ‘Genre’ Sections POETRY DRAMA PROSE FILM & TELEVISION DRAMA LANGUAGE STUDY

Responding to the Task You MUST respond directly to the task! Your LINE OF ARGUMENT must PROVE what the task asks you to discuss/show/explain Keep using the WORDS from the Task DEFINE your argument clearly from the start and link EVERY paragraph back to it

N5 versus N6 Choose a novel or short story in which the writer creates a realistic or convincing character. By referring to appropriate techniques, show how the writer creates this character and say why you find him or her convincing. Choose a novel or short story in which there is a complex character for whom the reader has some sympathy. With reference to appropriate techniques, explain the nature of the complexity and discuss how your response to this character adds to your appreciation of the text as a whole.

N5 versus N6 Choose a novel or short story in which the writer creates a realistic or convincing character. By referring to appropriate techniques, show how the writer creates this character and say why you find him or her convincing. Choose a novel or short story in which there is a complex character for whom the reader has some sympathy. With reference to appropriate techniques, explain the nature of the complexity and discuss how your response to this character adds to your appreciation of the text as a whole.

N5 versus N6 Choose a play where the playwright explores a theme or issue or concern which you feel is important. By referring to appropriate techniques, show how effectively the playwright establishes and explores the theme or issue or concern. Choose a play which explores the theme of truth and lies, or good and evil, or appearance and reality. By referring to appropriate techniques, explain how the dramatist presents this theme and discuss how it contributes to your appreciation of the play as a whole.

N5 versus N6 Choose a play where the playwright explores a theme or issue or concern which you feel is important. By referring to appropriate techniques, show how effectively the playwright establishes and explores the theme or issue or concern. Choose a play which explores the theme of truth and lies, or good and evil, or appearance and reality. By referring to appropriate techniques, explain how the dramatist presents this theme and discuss how it contributes to your appreciation of the play as a whole.

N5 versus N6 N5 = 2 questions per section N6 = 3 questions per section N5 = prose fiction and prose non-fiction together in one section N6 = prose fiction and prose non-fiction in two separate sections Choose a novel or short story in which the setting in time and/or place is important to your understanding of the text. By referring to appropriate techniques, explain the nature of the setting and discuss how it is important to your understanding of the text as a whole.

Notice the Verbs… ‘Explain how/the nature…’ ‘Discuss how…’ ‘Comment on…’ ‘Show how…’ ‘Describe…’ ‘Explain how/why…’

Writer’s Purpose/Message/Impact on Reader To demonstrate genuine engagement with the text (understanding of wider significance/evaluation of effect) N6 Tasks contain phrases like: ‘…adds/contributes to your appreciation of the text as a whole’ ‘…enhances/affects your appreciation of the text as a whole’ ‘…how it is important to your understanding of the text as a whole’ ‘…how it engages the reader with the…’ These mean – the message/purpose/impact of the text – what we learn from it that we can apply to own lives/society – why the text exists/has significance

Writer’s Purpose/Message/Impact on Reader N6 Tasks contain phrases like: ‘…adds/contributes to your appreciation of the text as a whole’ ‘…enhances/affects your appreciation of the text as a whole’ ‘…how it is important to your understanding of the text as a whole’ ‘…how it engages the reader with the…’ DO NOT USE THESE PHRASES IN RESPONSE! Instead, address this part by CLEARLY DEFINING – from the outset/introduction – what the message of the text is THIS IS YOUR LINE OF ARGUMENT

Writer’s Purpose/Message/Impact on Reader At N5, you should still aim to link your analysis/argument to this wider understanding. References to the following, lead you into this: ‘…which you feel is important’ ‘…which you find interesting’ ‘…realistic/convincing’ ‘…makes you think more deeply about…’ ‘…contributes to your appreciation of…’ You should always aim to make clear what effect the text has on you – ‘it is important because it makes us understand that…’ DON’T DO THIS USING ‘I Think’ or ‘It has an effect on me because…’

Deconstructing the Task How many parts are there to each task?

Helps Planning Response Helps Planning Response Answers to questions in this section should refer to the text and to such relevant features as: characterisation, setting, language, key incident(s), climax/turning point, plot, structure, narrative technique, theme, ideas, description… Helps Planning Response Helps Choose Task 3. Choose a novel or short story or non-fiction text which deals with an important issue (e.g. social, political, moral, religious…). Helps Planning Response Identify the issue and, by referring to appropriate techniques, show how the author deepens your understanding of it. What is the function of each part of the task? What decisions do you have to make and when?

Planning and Writing your Response Good idea to do a quick/basic plan first Put a line through the plan when finished Could make a quick note of quotations you will use Be clear about your line of argument – what are you proving/arguing in your essay?

Your Response Should Demonstrate (success criteria) UNDERSTANDING (What the text is about) - of the text ‘as a whole’ - of the ‘central concerns of the text’ – themes/ideas/details - of the task

Your Response Should Demonstrate (success criteria) ANALYSIS (Techniques/Effects/How created) - ‘thorough awareness’ of the writer’s techniques - ‘confident use of’ critical terminology - ‘very detailed/thoughtful’ explanation of how stylistic devices create certain effects/meaning - ‘a range of’ well chosen references/quotations

Your Response Should Demonstrate (success criteria) EVALUATION (How effective text & techniques are) - ‘very well developed’ commentary of what has been enjoyed/gained - genuine engagement with themes/purpose - success of techniques and effects - ‘a range of well-chosen’ references to relevant features

Your Response Should Demonstrate (success criteria) EXRESSION (clarity & sophistication of response) - clear line of thought through use of language - spelling/grammar/punctuation/sentence construction ‘consistently accurate’ - structured effectively – enhances meaning/purpose - paragraphing ‘accurate & effective’

REMEMBER! A Critical Essay IS A Discursive Essay Arguing/Proving something about Text Must have a clear line of argument throughout Clear & logical Structure Must have Evidence to support points Explain significance of evidence = analysis Conclusion – conclude line of argument Introduction – set up line of argument Topic Sentences/Linkage/Transitional Markers

Reference to Key Themes/Message/Purpose Type of Text (‘genre’ – poem, novel etc.) TITLE (in inverted commas, with capitals) Writer’s Name (first time in full, thereafter just surname – remember caps) INTRODUCTIONS Reference to Task (set up line of argument which should be based around words of task) Reference to Key Themes/Message/Purpose (again show understanding – might be built into task) Some context (demonstrate your knowledge of text) Evaluative Language (show your engagement)

‘The Veldt’, by Ray Bradbury, is a thought-provoking short story which deals with an important social issue, which is society’s over-reliance on technology and the damaging effects this can have. Despite being written in the 1950s, a time when the television was enjoying a Golden age and becoming more common in people’s homes, Bradbury successfully delivers a powerful and ominous message which is still pertinent in today’s society. Through clever characterisation, striking imagery and the irony of the ending, Bradbury effectively warns us that an over-reliance on technology can severely damage our relationships and leave us unable to do things for ourselves.

Main Points of Analysis Evidence – at least one quotation Topic Sentences Main Points of Analysis MAIN PARAGRAPHS Sub-conclusion Evidence – at least one quotation Evaluative Language

Create sense of Linkage/Progression = Transitional Markers Introduce Focus of Paragraph Link To Task TOPIC SENTENCES Use Writer’s name to stay analytical Evaluative Language

Furthermore, Bradbury’s effective use of imagery helps to convey his warning by creating a sinister and ominous atmosphere around the technology in the house and nursery.

QUOTATIONS Must be introduced by making clear analytical point Must be properly integrated QUOTATIONS Must be followed by an analytical comment – explanation of what it suggests/shows and how Evaluative Language Vary/avoid ‘This Shows’

Bradbury suggests the realistic nature of the nursery by using the senses to create a vivid and overpowering impression. We are told that George ‘could feel [the hot sun] on his neck like a hot paw’. Here, the physicality of the comparison effectively emphasises how real the African Veldland seems, whilst the idea of the paw cleverly conjures up the image of the lions and makes even the sun seem threatening, as though it could pounce at any moment.

Bradbury suggests the realistic nature of the nursery by using the senses to create a vivid and overpowering impression. Whilst in the nursery, George takes in his surroundings: ‘That sun. He could feel it on his neck like a hot paw’. Here, the physicality of the comparison effectively emphasises how real the African Veldland seems, whilst the idea of the paw cleverly conjures up the image of the lions and makes even the sun seem threatening, as though it could pounce at any moment.

SUB-CONCLUSIONS Sum up/bring together the points of the paragraph Refocus on the Task SUB-CONCLUSIONS Use Writer’s name to stay analytical Evaluative Language Relate points to theme/purpose – may be necessary to task

By combining vivid similes and metaphors when describing the technology within the house, Bradbury creatively delivers his warning and implies the potential threat that an over-reliance on technology could have within society.

CONCLUSIONS Sums up main line of argument Refocuses On Task Sums up main points relating to task/argument CONCLUSIONS Restate title, writer’s full name, type of text Evaluative Language

Overall, Ray Bradbury successfully explores an important social issue in his powerful short story ‘The Veldt’. Through a combination of clever characterisation, vivid imagery and an ironic ending, Bradbury delivers a stark warning about the danger of relying too heavily on technology. The story skilfully leaves us wondering whether the seemingly exaggerated ‘Happylife Home’ is in fact closer to modern living than Bradbury could ever have imagined.

Varying ‘This Shows’ Depicts Conveys Embodies Implies Evokes Reveals Suggests Reinforces Emphasises Portrays Conveys Implies Reveals Indicates Highlights Illuminates Here Bradbury indicates… By comparing… Bradbury suggests that… The image of… embodies the idea that…

Evaluative Language This successful portrayal of… Successfully Effectively Skilfully Creatively Cleverly Imaginatively Powerfully Emotively Evocatively Realistically Harrowingly Disturbingly Poignantly This successful portrayal of… The powerful way in which… The setting is effective in…

Revision Sources SQA Understanding Standards: https://www.understandingstandards.org.uk/Subjects/English BBC Bitesize: https://www.bbc.com/bitesize/subjects/zt3rkqt Scholar https://scholar.hw.ac.uk/

English Blog This Tutorial can be found on the English post at: http://blogs.glowscotland.org.uk/my/y11english If you Google ‘Moray Glow Blogs’ and select first option there will be a list of blogs – click on ‘Miss King’ Lots of other revision materials can be found on the English Hub: https://blogs.glowscotland.org.uk/my/englishhub/