Sqa Higher English Critical Essay Examples


Critical Reading: Critical Essay (Drama)
Drama (Revision World): The Nature of Drama Texts
Drama (Revision World): Text and Context
Drama (Revision World): Creating Characters
Drama (Revision World): Plot and Structure
Drama (Revision World): Opening Scenes
Drama (Revision World): Endings
Drama (Revision World): Themes and Issues
Wikipedia Entry:Drama (History / Forms)
Wikipedia Entry:Play (Types / Terminology)
Wikipedia Entry:Fiction (Types and elements of fiction)
Wikipedia Entry:Fiction Writing (Elements of fiction)

Othello - William Shakespeare
Sparknotes: Study notes for the entire text - Plot summaries, character analysis, themes, symbols...

BBC Bitesize GCSE: Context / Plot / Character / Themes 
WikiSummaries: Character and Scene Summaries 
Wikiquotes: Othello Quotations

Sparknotes Video: Text Summaryvideo

BBC Learning Zone Video 1: Shakespeare's Globe Theatrevideo

BBC Learning Zone Video 2: Animated Tales (Act One) video

The Tech (MIT): The Entire Play Online



Folio of Writing: Creative

Discursive Writing (BBC Blast Video):Researching Skills Part 1video

Discursive Writing (BBC Blast Video):Researching Skills Part 2video

Discursive Writing (BBC Blast Video):Researching Skills Part 3video


Specimen Question Papers 
NEWHigher - Reading for UAE (SQA): Specimen Question Paper 
NEWHigher - Critical Reading (SQA): Specimen Question Paper 


Past Papers

The Scottish Qualifications Authority (SQA) set the exams for Higher pupils. As this is a new course, there is only one past paper, but past papers for the "old" Higher course will help with exam preparation.


2010 Close Reading - Higher (SQA):Passage .pdf

2010 Close Reading - Higher (SQA):Questions .pdf

2010 Critical Essay - Higher (SQA):Questions .pdf

Make sure you look at the BBC Bitesize section on writing:

http://www.bbc.co.uk/education/topics/zx94jxs

Also look at:

http://www.bbc.co.uk/education/topics/zqq7hyc

N5 and Higher Writing Folio

Guidelines for students

Creation and Production

 As part of your N5 and Higher course you will be given opportunities to write in different genres, for different purposes and for different audiences. The folio is worth 30% of your final grade: this means you have a seriously good opportunity to do well by putting time and effort into your folio.

 

For the final folio you will need to submit one essay from Group A and one from group B

 

Group A: broadly creative

 a personal essay

 a reflective essay

 an imaginative piece

 

Group B: broadly discursive

 an argumentative essay

 a persuasive essay

 a report for a specified purpose

 The Portfolio should be produced in two stages:

 1. a portfolio planning and development stage(which should be completed over a period of time)

 This includes any planning notes, any planning tools such as mind maps, preliminary versions in jotters, copies of sources you may use in discursive writing, a first copy or draft essay with guidance. This planning stage will be kept by the school and will be used to evidence that the final submission is your own work.

 

2. a writing stage(which must be completed in time to be included in your prelim grade. It may be possible to write a further piece or redraft an essay between the prelim and the folio submission in April)

 

This is your final copy which is submitted to the SQA free of any additional comment. This piece of work will usually be word processed and because of the use of ICT the expectation is that it will be free from any frequent errors or regular misspellings.

 

Word Length

 The written texts must be no longer than 1,000 words at N5 level or 1,300 words at Higher. Full marks can be achieved in a shorter piece, if appropriate to purpose. Candidates will be instructed to record their word count (excluding footnotes and any references). Markers will be instructed to stop marking when the word count exceeds the maximum by 10%. Candidates who exceed the maximum by more than 10% will therefore self-penalise.

 

Presentation Standards

 You should use a plain font (eg Ariel, Calibri, Times) usually in 12 point. You should probably use 12 point. Discursive writing, or other types of writing which use sources, should have them listed in a bibliography at the end. If unsure on how to do this check out:

 

Sources

 Any direct quotations from source material used in discursive writing must be clearly acknowledged by the use of quotation marks. Specific details of sources must be given — eg dates and writers of newspaper articles, specific web pages, titles and dates of publication of books; it is not acceptable to say, for example, ‘various newspaper articles’ or ‘environmental websites’ or ‘the internet’. Unacknowledged use of others’ material such as copying and pasting from the internet or any other source, or re-wording or summarising information from another source without acknowledgement, is plagiarism and this carries severe penalties.

 

Assessment

 Each writing piece is assessed as a mark between 0 and 15. Your teachers are instructed by the SQA to use the detailed marking instructions  and to follow the following guidelines:

 

(a) Marks for each candidate response must always be assigned in line with these General Marking Principles and the Detailed Marking Instructions for this assessment.

(b) Marking should always be positive. This means that, for each candidate response, marks are accumulated for the demonstration of relevant skills, knowledge and understanding: they are not deducted from a maximum on the basis of errors or omissions.

(c) The candidate’s writing will be marked in terms of content and style.

(d) Assessment should be holistic. There will be strengths and weaknesses in every piece of writing; assessment should focus as far as possible on the strengths, taking account of weaknesses only when they significantly detract from the overall performance. Marks should be awarded for the quality of the writing, and not deducted for errors or omissions. Writing does not have to be perfect to gain full marks.

Technical Accuracy

 Consistent technical accuracy is a requirement for a mark of 8 or above. Consistent technical accuracy means that few errors will be present: paragraphs, sentences and punctuation will be accurate and organised so that the writing can be clearly and readily understood; and spelling errors (particularly of high frequency words) should be infrequent.

 

Assistance: how much help can your teacher give you?

 Your teachers are told that reasonable assistance may be provided prior to the formal assessment process taking place. The term ‘reasonable assistance’ is used to try to balance the need for support with the need to avoid giving too much assistance. If you require more than what is deemed to be ‘reasonable assistance’, you may not be ready for assessment or it may be that you have been entered for the wrong level of qualification.

 Reasonable assistance may be given on a generic basis to a class or group of candidates, for example, advice on how to find information for a discursive essay. It may also be given to candidates on an individual basis.

 It is acceptable for your teacher to provide:

  an initial discussion with you on the selection of the topic leading to an outline plan

 oral or written suggestions for improvements to a first draft

 Once this preliminary work on the assessment has begun, you should be working independently.

 There are no restrictions on the resources to which you may have access, for example, spellcheckers and dictionaries.

 Teachers are told not to provide specific advice on how to re-phrase or improve responses, or provide model answers specific to the candidate’s task. It is not acceptable for your teacher to provide key ideas, to provide a structure or plan, to suggest specific wording or to correct errors in spelling and/or punctuation. This would go beyond reasonable assistance.

 The final writing of both texts will be conducted under some supervision and control. This means that although you may complete part of the work out with the school; for example as homework,  teachers should put in place processes for monitoring your progress to ensure that the work is your own, and that plagiarism has not taken place. In the final writing stage this need not entail formal, timed and supervised conditions, but at all stages of the preparation for and the production of the piece there should be careful monitoring to ensure that it is entirely the candidate’s work. You will be required to sign a folio flyleaf cover stating whether you have used sources, whether you have declared them properly and that the writing is your own.

The link below may be helpful to stimulate thinking and planning for discursive writing:

http://www.paperstarter.com/resources/resources-for-the-essay-writer

Mr Yule's classes are welcome to email writing folio work to:

ian.yule@scotborders.gov.uk


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