1. Tuesday
English - Paper 1 RUAE
9:00 AM
10:30 AM
23rd January 2018
English - Paper 2 CR/CE
11:00 AM
12:30 PM

2. Admin Points
Folio collection on Friday (G47)
Tuesday 23rd January: Water and cereal bars/pens etc available beforehand
Plan this week
Monday – Critical Reading (Scottish Texts)
Wednesday (Double) RUAE
Thursday – Critical Essay
Friday – G47 – finish/hand in folio pieces (ALL)

3. Let us go forward…

4. 45 minutes for each section of the paper
Critical Reading
1 Hour 30 minutes
45 minutes for each section of the paper
Scottish Text Question and Critical Essay
Scottish Texts
Critical Essay
Duffy OR The Cone Gatherers
(Prelims)
The Cone Gatherers OR Duffy but NOT the one you did for CR!
Cone Gatherers/Duffy
(May 16) (NOT Othello!)
Cone Gatherers/Duffy/Othello (May 16) (NOT the one you did for CR!)

5. The Scottish Text
This paper makes up one half of the Critical Reading Paper in the exam. In the Scottish Text section you will be asked to read an extract from a text you have previously studied in class, and then answer questions on it. This paper will be worth 20 marks.
Answers to questions on poetry should address relevantly the central concern(s)/theme(s) of the text(s) and be supported by reference to appropriate poetic techniques such as: imagery, verse form, structure, mood, tone, sound, rhythm, rhyme, characterisation, contrast, setting, symbolism, word choice . . . 

6. Before you Begin
Read the poem/prose/drama extract through before you start, even if you know it well.
Read the questions carefully.
Work out exactly what they are asking before you answer.
Check how many marks each question is worth and think about how these marks will be allocated.

7. Question Types - Understanding
Identify two of the main concerns in the text…
‘Identify’ means finding an idea and putting it into your own words.
When asked about the main ideas / concerns of the text show your understanding of the text’s story and the main messages / themes it is conveying.

8. Question Types - Analysis
Show how one example of the poet’s language helps to clarify or illustrate her meaning…
There could be up to 6 marks awarded in this paper for this type of question.
To answer successfully you will have to quote a word / image / technique (1) and then comment on its effect in relation to the question (1).

9. Question Types - Evaluation
How effective do you find…
These questions are asking how well you think the writer has done something.
Generally speaking, you say the writer has used language well and then go on to show how by quoting a word / technique and commenting on it.

10. Questions about Conclusions
Generally, conclusions sum up the key ideas of a text and leave us with something to think about.
In all writing ie poetry/prose writers use a number of techniques to effectively conclude their work.
These include: a continuation of the ideas from earlier in the text; a continuation of language from earlier in the text; a continuation of imagery from earlier in the text; a link / echo of the opening lines; a striking / dramatic final line/chapter which highlights one of the text’s key ideas; rhetorical questions.

11. Questions about Conclusions (POETRY)
How effective do you find any two aspects of the final stanza as a conclusion to the poem?
In this type of question you will need to show an understanding of the term ‘conclusion’ and show how the last lines continue the ideas / language / imagery from the rest of the poem.
Marks are allocated: example(1) + comment (1)

12. The Final Question
The final question is worth 10 marks (Higher).
It will ask you to compare or contrast the text you have in front of you with at least one other you have studied by the same writer, or look at different parts of the same text.
This could be set out in bullet points.
The following slides provide guidance on how to do this.

14. The 8/10 mark question

15. COMMONALITY
LINK the two or more examples ie the EXTRACT and at least ONE other poem/story or part of the novel
NB: no quotations required, just a link to the question.

16. EXTRACT
Quote and comment about the EXTRACT only

17. OTHER TEXTS
Quote and comment about the other poem/story or part of the novel.
Either do FOUR short Q&C for four basic marks or TWO Q& detailed C (National 5) or SIX basic Q&C/THREE Q& detailed C (Higher)
‘teach 4 for 4 or 6 for 6’

18. Brief Guide 2 Marks C Text 1 – How it links to the question.
Text 1 – Reference / Quotation
Text 1 - Link to the Question O
Text 2 – Reference / Quotation
Text 2 – Link to the Question (Brief)
Text 2 – Link to the Question (Brief)
Text 2/3 – Reference / Quotation
Text 2/3 – Link to the Question (Brief)

19. For Example (A very BASIC one!)
Question: With close textual reference, show how the ideas and/or language used when presenting the theme of love in ‘Havisham’ are similar and/or different to the way love is explored in another poem or poems by Duffy.
Answer:
Both ‘Havisham’ and ‘Valentine’ explore the painful side of love (1). They both discuss the hurt that can be caused when relationships go wrong (1).
In ‘Havisham’ the word “b-b-b-breaks” (1) illustrates that love can break your heart, but also your spirit and your mind. (1)
Similarly, in ‘Valentine’ Duffy says “it will blind you with tears” (1), showing that love can cause hurt and upset (1).
Also, in ‘Valentine’, “lethal” (1) has connotations of death, suggesting that the end of relationships can be devastating (1).

20. Next!

21. Reading for Understanding, Analysis and Evaluation
1 hour 30 minutes
2 non-fiction passages
Questions on Passage 1
Question on both Passages (areas of agreement/disagreement)

22. Reading for Understanding, Analysis and Evaluation
Questions
Own words (locate and translate)
Link (quote the words which refer back the way and say what they refer back to; quote the words which introduce the next ideas and say what the ideas are). Also look out for words like “But . . .”/ “Yet . . .”

23. Reading for Understanding, Analysis and Evaluation
Language
Word choice
Imagery
Sentence structure
Sound
Tone (shows attitude)

24. Reading for Understanding, Analysis and Evaluation
Word Choice
Quote the word(s) and comment on what it/they suggest (connotations)

25. Reading for Understanding, Analysis and Evaluation
Imagery
Simile/metaphor/personification
Say what is being compared to what; say what they have in common; say what the image suggests

26. Reading for Understanding, Analysis and Evaluation
Sound (Imagery)
Alliteration
Onomatopoeia
Quote and comment on effect

27. Reading for Understanding, Analysis and Evaluation
Sentence Structure
Long
Short
Minor
Repetition
Triad (rule of three) (trio of examples etc)
Parenthesis (brackets/dashes/commas)
Exclamation – SHOUTING!!!!!!!!!!!!!
Question – Making reader think?
Climax/anticlimax

28. Reading for Understanding, Analysis and Evaluation
Other Questions:
Comment on the effectiveness of a particular paragraph
Summarise what the writer says . . .
Identify the key points the writer makes . . .

29. Question on both Passages
5 marks
Identify key areas of agreement or disagreement
Identify at least three
Give evidence from the passage to illustrate each key area you identify (look at the topic sentences!)

30. Question on both Passages
Your supporting evidence should ideally take the form of a mix of quotation from the passage and your own words e.g.
The writers disagree on the value of mobile phones in schools
Passage 1 states that mobile phones are “powerful computers in our pocket” and should be widely used in educational contexts
Passage 2 states that that we are becoming too reliant on our phones and losing the ability to concentrate as pupils are displaying “diminishing attention spans”

31. 5 mark Q in H RUAE
Set it out like this: Three points of agreement or disagreement. 1.
state these first to gain 3 marks 3.
Then provide the evidence (mixture of own words and quotation).
(Area 1) Passage one says . . .; Passage two says REFER SPECIFICALLY TO WHAT THEY SAY.
(Area 2) Passage one says . . .; Passage two says . . .
(Area 3) Passage one says . . .; Passage two says . . .
You will lose points for:
Not being clear about the ‘area’ of agreement/disagreement
Not making the areas distinct/different from one another
Not being specific enough when referring.

32. RUAE Formula Tone Own words Contrast Link Context Sentence Structure
Identify the tone (attitude of writer) e.g. critical
Quote from the passage and explain in depth how your quote creates a mood / tone.
Find the section of the passage that contains your answer.
Put it into your own words (Translate)
Double check with the passage that you have not re-used any obvious words.
Quote words or phrases that convey both sides of the contrast
Explain how the 1st word/phrase conveys one side of the contrast
Explain how the 2nd word/phrase conveys the other side of the contrast
RUAE Formula
Tone
Own words
Link
Imagery
Sentence Structure
Context
Contrast
Quote the part of the sentence that links back to the previous idea.
Explain how it links to the previous idea.
Quote the part of sentence that links forward to the next idea.
Explain how it links forward to the next idea.
Say what you think the word / phrase means.
Quote two other words / phrases surrounding the area of focus.
Say how these other words / context helped you arrive at a definition of the first word.
Quote the example of imagery.
State what type of imagery is being used (simile, metaphor, or personification).
Identify the two elements being compared.
Explain in own words
Explain what the two elements have in common. (Just as, so too…)
Link back to the original question.
SOUND Imagery (Alliteration, onomatopoeia)
Identify the sentence structure
Quote
Comment fully on why the writer has used this structure in relation top the question

33. Follow on…

34. Answer 1 question only from Prose or Poetry section
Critical Essay
Answer 1 question only from Prose or Poetry section
- genre other than you did in Scottish Text paper!
5 mins planning/selecting
40 mins writing/checking
Planning – think of 6 or 7 main points that you will make (mind map/bullet point list/quotations)

35. Critical Essay
Opening paragraph should refer to title, author and key words of the question etc. Think TARTS Title Author Ref to Q Techniques and Summary Main Body – the main part of the essay. Support the points you make with evidence from the text. Conclusion – refer to key words of the question again to remind the marker you have provided a relevant response.

36. Critical Essay
Critical Essay: Advice to centres for preparation of future candidates (SQA 2014):
The use of formulaic approaches to essay writing should be resisted. Candidates who believe that the regular insertion of phrases such as ‘… and this helped me to understand the central concerns of the text’ will lead to a successful essay are mistaken.