What’s so diﬀerent about Higher/Int. 2?• It’s harder• The passages used for Close Reading are longer, harder and normally taken from broadsheet newspapers.• The essays are expected to be more ﬂuent, accurate in expression and more detailed in content.• Less )me to cover the course.
Final GradesWri-ng Folio 20% Cri-cal Essays 40%Close Reading 40%
The Big Leap • Intermediate Two Exam:• One Close Reading in an hour• Two Cri)cal Essays in an hour and a half.• Higher Exam:• Two Close Reading passages in an hour and forty‐ ﬁve minutes.• There is a ﬁnal ques)on on both passages in which you must compare the ideas and/or style of the two passages.• Two Cri)cal Essays in an hour and a half.
What do I have to do before I even reach the exam?• Pass three NABs (Na-onal Assessment Bank Tests)• Wri-ng‐ Essay (2 Essays, one discursive and one crea-ve)• Close Reading• Textual Analysis
The Wri-ng Folio• This consists of two essays that are sent oﬀ to the SQA for external assessment. • One is broadly discursive in nature (persuasive, argumenta-ve, report)• The other is crea-ve (personal reﬂec-ve, short story, drama script, poetry, prose ﬁc-on)
What are you learning?• The skills of reading complex texts.• The skills of expressing informa)on, ideas and opinions in wri)ng.• Talking and listening skills through class ac)vi)es – not formally assessed.• English – a skills‐based course.
Reading Skills• Understanding• What is the writer saying?• Analysis• How is the writer expressing his/her ideas?• Evalua-on• How well does the writer convey her/his ideas?
Reading Skills‐ how are they developed?• Through reading!• Reading non‐ﬁc-on (adult level) ‐ quality journalism, biographies, travel wri-ng• Reading Literature (not children’s literature)‐ novels, short stories, poems, plays
Reading Skills‐ how are they developed?• Understanding• The importance of ac)vely developing a wide vocabulary• Analysis and Evalua-on• The importance of developing cri)cal thinking• No text is neutral!
Spot the devices…• “Reading for informa-on is not enough in a world where no text is neutral. There is a series of devices commonly used to create bias, ‘spin’, enthusiasm and entertainment. The ability to spot these devices allows the reader to appreciate at a more subtle level the communica-ons which come her way… the reader will be beber equipped to take an ac-ve part in debate and in the democra-c process.”• From: Introduc-on to ‘Higher Close Reading’ by Colin Eckford and Ann Bridges (Hodder Gibson)
Ac)ve Cri)cal Reading• You have to be able to iden-fy and comment on techniques the writer has used.• Examples: allitera)on, imagery, tone, word choice, sentence structure, use of anecdote, use of sta)s)cs, repe))on and many more…• You then have to be able explain the eﬀect of the technique on the reader.
Studying for Reading NABs and the Exam• Types of ques-ons‐ learn formulae for answering them• Standard uses of punctua-on‐ know their names and be able to comment on the author’s use of them• Prac-ce: get used to the types of ques-ons asked by using text books, past papers and the internet (e.g. BBC bitesize)
Studying for the Cri)cal Essay• Learning quota-ons? Yes but…• Learning to write in formal English• Learning to write a well‐structured essay• Learning your texts to be able to answer cri-cally on them• Proof‐reading to eliminate errors in spelling and punctua-on
Studying Wri)ng Skills• Learning to write in formal English• Learning to write a well‐structured essay• Proof‐reading to eliminate errors in spelling and punctua-on• Knowing and understanding the success criteria for each genre of wri-ng
No )me to waste!All classes will be doing the same work in June. Classes will change depending on S.Q.A. results This term (yes, I do mean before the holidays)1.One Cri-cal Essay2.Introduc-on to Close Reading3.First draj of a wri-ng piece.