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English andCommunication
English andCommunication
Unit 1: Specialist Study Literature
[ADVANCED HIGHER]
Tutor notes 3
Students introduction 5
Study section 1: Choosing texts 9
Study section 2: Proposing a topic 11
Study section 3: Planning an outline 15Study section 4: The opening paragraph(s) 21
Study section 5: Presenting the argument 25
Study section 6: Technical advice 35
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Acknowledgements
Four/five lines are quoted from Lewis Grassic Gibbons Cloud Howe: in
Gibbon, Lewis Grassic,A Scots Quair, Hutchinson & Co., 1946, page 254.
The SQANational Unit Specification: Statement of Standards, April 2000, was used for
reference for Study Section 6 on technical details; this was supplemented by information
from previous SEB Arrangements.
Performance criteria have been shown in bold type in Study Section 5, as in NAB Support
Materials, Specialist Study.
The writers have used statements and some short extracts from the work of their students,
adapting them for the purposes of this pack.
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 3
TUTOR NOTES
The first part of this pack is written to help students to complete the mandatory Unit 1 of
Advanced Higher English and Communication if they have chosen the study ofliterature for
their dissertation or specialist study. This material does not refer to the study of language
or media or oral communication.
This part of the pack contains six study sections.
Each study section contains at least one activity indicated byA and with the number ofthe activity within the section, thus A1 A2 , etc.
Most activities are followed by a comment, indicated by AComment and givinganswers/help as appropriate.
Each study section, apart from number 5, finishes with a tutor assignment indicated by T .
Some of these tutor assignments correspond to the material that is required to be kept by
the presenting centre as proof of authenticity:
draft title and proposals
outline plan
first draft.
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)4
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 5
INTRODUCTION
Students introduction to Unit 1
Unit 1 is a mandatory component of the Advanced Higher course for English and
Communication. In order to achieve an award for the course you must complete Unit 1 plus
two (optional) units from a choice of eight.
To achieve a pass in Unit 1(the mandatory unit) you must meet the unit outcome:
Make an independent study of and produce a dissertation on an approved aspect or
aspects of language or literature or media or oral communication or some combination of
these.
This package has been written to help you to achieve this outcome if you have chosen to
studyliterature for your specialist study.
In order to study this course you would normally be expected to have achieved a Higher
course award in English or in English and Communication.
Students introduction to the Unit 1 pack
The aim of this part of the pack is to help you to complete Unit 1, Specialist Study,
Advanced Higher, English and Communication, if you have chosen to study literature for
your dissertation (rather than language, media or oral communication).
The Students introduction to Unit 1 (above) and Assessment information (page 6) offer
details of SQA requirements.
The Unit 1 package also contains six study sections which guide you through the steps
required to complete a dissertation:
choosing texts
proposing a topic
planning an outline
the opening paragraph(s)
presenting the argument
technical advice.
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)6
Each study section in the unit requires you to complete at least one activity. The activity is
indicated by the symbol
Awith the number of the activity beside it. After you have attempted the activity you should
refer to the comment which in most cases will be found on the page which follows the
activity.
Each study section, with the exception of Study Section 5, requires you to submit a tutor
assignment. The tutor assignment is indicated by the symbol
T
Your tutor will provide feedback for your assignment. S/he will also file your draft copies asproof of the authenticity of your work.
Assessment information
Selection
You will choose your texts and topic but they must be approved by your presenting centre.
These topics/texts must not be the subject of teaching or assessment in other units of the
Advanced Higher English and Communication course or of other units or courses.
Approval by SQAYou must send to the SQA, by 1 October, a brief statement of approximately 50 words
which proposes your chosen topic for study.
Length
Your dissertation or specialist study must be between 3500 and 4500 words in length,
excluding footnotes and bibliography but including quotations. You must write the number
of words you use on the Dissertation Flyleaf when you send it for external course
assessment. If you exceed the word count you will be disqualified from achieving the unit.
Authentication
You will be required to sign a declaration that the dissertation you submit is your own work.
Your presenting centre will file your draft copies as proof of the authenticity of your work.
These drafts will include: draft title and proposals; outline plan; first draft.
Reassessment
Reassessment will be offered by your tutor if you fail to meet the outcome. S/he will identify
areas of difficulty and provide focused support.
External assessment
Your dissertation must be submitted to the SQA by 30 April. It will account for 40% of the
total marks available for an Advanced Higher in English and Communication.
INTRODUCTION
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 7
Use of performance criteria and indicators of excellence
References to language, media and oral communication have been removed from theperformance criteria and indicators of excel lence in this package as it is designed
to help only with dissertations based on literary texts.
You must meet all of the performance criteria in your dissertation in order to achieve a pass
at Grade C.
A pass at Grade C is required for unit/internal assessment.
Indicators of excellence give guidance on grading in terms of additional qualities which you
may display, beyond Grade C. Your tutor may use this informat ion to provide course
estimates and evidence for appeals.
Grade A performance will be characterised by overall high quality showing at least
four of the Indicators of Excellence across at least two of the categories listed in the
Performance Criteria and Indicators of Excellence tables for each outcome. Where
the overall quality of a piece goes beyond Grade C, but falls short of Grade A, it will
attain Grade B.
SQA, National Course Specification
Indicators of excellence will also be used when your dissertation is sent for external/course
assessment to the SQA.
INTRODUCTION
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)8
INTRODUCTION
GradeC
Performancecriteria
Understanding
Thedissertationtakesarelevant
andthoughtfulapproachtothestated
topicanddemonstratessecureun
derstandingofkeyelements,central
concernsandsignificantdetailsofthetexts.
Analysis
Thedissertationmakesrelevantandthoughtfulcritical/analytical
commentanddemonstratessecurehandlingofliteraryconcepts,
techniques,forms,usages.
Evaluation
Judgementsmadearerelevant,th
oughtfulandsecurelybasedondeta
iled
evidencedrawnfromprimaryand,whereappropriate,secondary
sources.
Expression
Structure,styleandlanguage,includingtheuseofappropriatecritical/
analyticalterminology,areconsistentlyaccurateandeffectivein
developingarelevantargument.
GradeA
Indicatorsofexcellen
ce
Atleast4bulletpointsfroma
tleasttwocategories
Understanding
Athoroughexplorationismadeoftheimplicationsofth
estated
topic.
Sustainedinsightisr
evealedintokeyelements,centralconcerns
andsignificantdetailsofthetexts.
Analysis
Afullandsatisfyingrangeofcritical/analyticalcomment
is
offered.
Literaryconcepts,techniques,forms,usagesarehandledwith
skillandprecision.
Evaluation
Perceptiveandincisivejudgementsaremade.
Deploymentofevidencedrawnfromprimaryand,wher
e
appropriate,second
arysourcesisskilfulandprecise.
Expression
Structure,styleand
language,includingtheuseofappropriate
critical/analyticalterminology,areskilfullydeployedtodevelop
apertinentandsharplyfocusedargument.
A
dvancedHigherExternalAssessmentfortheSpecialistStudy
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 9
CHOOSING TEXTS
STUDY SECTION 1
Welcome to Study Section 1 which is designed to help you choose texts for your
dissertation. You will require to attempt three activities and to submit one tutor assignment.
A1Write the title(s) of the text(s) that you reviewed for your Specialist Study for Higher
English.
List the names of any other texts that you considered reviewing or that you heard from
other students were interesting.
A2What do these texts have in common?
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)1 0
A2 CommentThey are all texts of literary merit: they have something of value to say which is expressed in a
considered and thought-provoking manner.
Your knowledge of Specialist Study texts can be useful in selecting texts for your dissertation.
You may base your choice on a text that you already know of or that you have enjoyed
reading. Having chosen one text you may wish to:
(a) study more texts by the same author
(b) explore a topic dealt with by two or more authors.
There are countless authors who could be studied and endless themes and topics that could
be explored. For example:
Topics Texts and authors
prejudice A World of Strangers, Nadine Gordimer; Bold Girls, Rona Munro
love Possession,A S Byatt; Down Among the Gods, Kate Thompson
alienation Whit, Iain Banks; 1984, George Orwell
growing up To Kill a Mockingbird, Harper Lee; The Orchard on Fire, Shena
MacKay
the sonnet Texts by Shakespeare, E B Browning, Edwin Morgan, Seamus
Heaney
A3Choose an author and write the titles of three texts that could be studied.
Choose a topic and write the titles of three books that explore it.
The best choice, however, will be when you have found texts that genuinely interest you;
your enthusiasm will be apparent to the marker of your dissertation. If you are still having
problems deciding on your texts you may wish to consult the school/college/local librarian.
Some bookshops stock texts specifically for Specialist Study. The Internet also provides
useful information regarding books and authors.
T1Submit your list of texts to your tutor.
CHOOSING TEXTS
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 1 1
Congratulations on choosing your texts.
Study Section 2 aims to help you to find a topic for these texts. You will require to attempt
one activity and submit one tutor assignment.
As you know from the assessment information in the Introduction to the pack, a statement of
approximately 50 words, proposing your chosen topic, must be sent to the SQA by 1
October.
It is important to include in this proposal:
the names of texts and authors
the precise nature and purpose of the study.
A title that summarises your focus is optional at this stage but will eventually be an
important part of your dissertation.
In Study Section 1, we identified the texts as being of literary merit. Remember that this is
an English dissertation and that the marker wishes you to explore these merits, showing
your understanding of them by analysing them. You will therefore be expected to identify
literary techniques used by the author(s).
The dissertation usually involves the study of two or more texts and therefore you will be
expected to offer detailed comparison of these texts.
A typical proposal might be:
Texts: Schindlers Ark, Thomas Keneally
To Kill a Mockingbird, Harper Lee
Cry, the Beloved Country,Alan Paton
Topic: A comparison of the literary techniques used in the above texts to portray
racial prejudice and its effects on society.
The SQA will return your proposal with a number which indicates whether it is approved
without need for modification ( number 1) or if it requires modification (numbers 212) or if
it is not approved (numbers 1318).
Markers are given a copy of the advice that has been given to you by the SQA and they are
told to take into account the extent to which you have followed that advice.
PROPOSING A TOPIC
STUDY SECTION 2
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)1 2
Minor modifications do not require approval from the SQA. Major modifications, however,
such as a change of text or a change in focus, do require approval . Your tutor would use
form SY1 Supplement (English) to indicate the changes to the SQA.
Your tutor may show you the list that is issued by the SQA.
Typical comments for CSYS were:
...the candidate should effect some detailed comparison.
... the candidate should be careful to concentrate on the literary and/or linguistic
aspects of the topic.
... the dissertation should concentrate on a limited number of texts treated in detail.
A substantial body of reading should be dealt with.
... works of reasonable literary quality must be selected.
The topic indicated is not sufficiently specific.
Two or more candidates from the same centre offering virtually the same topic may not
be in the candidates best interests.
A1Against the proposals that follow indicate:
(i) which would be approved without modification;
(ii) which would require modification and of what kind (as suggested by the typical
comments above).
1. A study of techniques used by Iain Banks to show the alienation from society of the
main characters in The Wasp Factory, The Player of Games and Whit.
2. I intend to study the social conscience of Charles Dickens as shown in his novels
Bleak House, Oliver Twist and Hard Times.
3. A study of the poetry of the First World War to show why it is so moving.
PROPOSING A TOPIC
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 1 3
4. A comparative study of the central characters and their romantic relationships in
three novels: Possession by A S Byatt, Down Among the Gods by Kate Thompson, and
Like Water for Chocolate by Laura Esquivel.
5. A comparison of the techniques used in two of Steinbecks works, the novel Of Mice
and Men and the short storyThe Red Pony,to show social injustice.
6. The Cone Gatherers Robin Jenkins
Frankenstein Mary Shelley
Cyrano de Bergerac Edmond Rostand
I aim to compare and contrast the way the authors of these texts evoke feelings of
sympathy for the main characters, who are treated differently by society due to their
physical appearance, and to give detailed analysis of the effectiveness of the
techniques used.
7. A study of the literary techniques employed by George Orwell to show his
dissatisfaction with the modern world, with particular reference to Keep the
Aspidistra Flying, Coming Up for Air and 1984.
A1 Comment1. A study of techniques used by Iain Banks to show the alienation from society of the
main characters in The Wasp Factory, The Player of Games and Whit.
Requires modification: the candidate should effect some detailed comparison.Only a minor change is required, such as insertion of comparative before study in the
proposal.
2. I intend to study the social conscience of Charles Dickens as shown in his novels
Bleak House, Oliver Twist and Hard Times.
Requires modification: the candidate should be careful to concentrate on the literary and/
or linguistic aspects of the topic. The proposal would need to be completely re-thought so
that Dickens literary techniques were examined.
PROPOSING A TOPIC
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)1 4
3. A study of the poetry of the First World War to show why it is so moving.
Requires modification: the topic indicated is not sufficiently specific.
The candidate must refer to particular poets or poems. The proposal is too general.
4. A comparative study of the central characters and their romantic relationships in
three novels: Possession by A S Byatt, Down Among the Gods by Kate Thompson, and
Like Water for Chocolate by Laura Esquivel.
Approved without modification. The candidate has identified three texts of literary merit
and identified the precise nature and purpose of her study.
5. A comparison of the techniques used in two of Steinbecks works, the novel Of Mice
and Men and the short storyThe Red Pony,to show social injustice.
Modification required: a substantial body of reading should be dealt with.
The candidate must study some of Steinbecks more substantial texts, possibly including a
third title.
6. The Cone Gatherers Robin Jenkins
Frankenstein Mary Shelley
Cyrano de Bergerac Edmond Rostand
I aim to compare and contrast the way the authors of these texts evoke feelings ofsympathy for the main characters, who are treated differently by society due to their
physical appearance, and to give detailed analysis of the effectiveness of the
techniques used.
Approved without modification. The candidate has identified three texts of literary merit,
and identified the precise nature and purpose of her study.
7. A study of the literary techniques employed by George Orwell to show his
dissatisfaction with the modern world, with particular reference to Keep the
Aspidistra Flying, Coming Up for Air and 1984.
Requires modification: the candidate should effect some detailed comparison.
Only a minor change is required, such as insertion of comparative before study in the
proposal.
T1Submit your proposal to your tutor.
PROPOSING A TOPIC
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 1 5
PLANNING AN OUTLINE
Study Section 3 aims to help you to complete an outline plan. You will require to attempt
one activity and submit one assignment to your tutor.
Your outline plan must show how you plan to explore your topic. In note form, you must:
i) state which points you intend to make
ii) show how you will support these points with reference to particular techniques and
concepts used by the author(s)
iii) refer to details of the text that you will use to support your arguments.
As you read your chosen texts you will take notes, as you did for your RPR or Specialist
Study at Higher level.
These notes may differ slightly depending on the genre of texts you are using: prose, poetry
or drama.
A1What genre(s) are your texts?
What features of your texts are the most relevant to the topic of your dissertation?
How do you plan to organise your notes?
STUDY SECTION 3
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)1 6
A1 CommentChoose your particular genre from the note-taking lists that follow on pages 1719.
Use the lists to help you to make notes on the features of your texts that are relevant to your
topic.
If, for example, you are studying drama texts and your topic includes characterisation, use
the questions under the Characterisation heading to help you to think about the techniques
that your chosen playwright uses to create interesting/realistic characters.
As you must now work with (usually) two or three texts you should try to organise your
notes in the most practical way.
You may need to experiment to find the method that suits you best.
One possibility is a loose-leaf folder into which your notes could be placed in a working
order.
Say, for example, that you were doing a comparative study of the techniques used by Iain
Banks to show the alienation from society of the main characters in three of his novels. You
would most likely take your notes on techniques such as creation of setting,
characterisation, language, etc. from each text in succession. (Page references are
particularly useful.)
However, if these notes are on loose-leaf paper they can be reorganised within your folder
when you require to compare and contrast how the techniques are used. A diagram could
also prove useful when you plan how to show similarities and differences in three texts.
PLANNING AN OUTLINE
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 1 7
Note-taking
Prose
Narrative structure
Is the text written in the first or third person?
What effect is created by this: immediacy/closeness to one character/awareness of all
characters thoughts?
Setting
Is the setting (time and place) particularly important?
Does it highlight a particular point in history or in the future, or does it make a point
about a particular place (an atmosphere which stultifies or energises its population)?
Characterisation
What is your first impression of the main character?
How has the writer created that impression: by concentrating on the characters
thoughts or actions/ interaction with others/comments from other characters?
Does your impression of the character change? Give reasons.
Relationships
What are the important relationships in the text and how and why do they change?
Themes What themes (ideas) are explored?
How does the writer want you to think about these ideas?
How does s/he attempt to persuade you to his/her way of thinking?
Structure
Is there anything unusual in the way the text is organised letters, diary, flashbacks?
What are the effects of the structure?
Language
Does the writer use language in any unusual way dialect/colloquialisms/stream of
consciousness? Why?
Is there a lot of figurative language: metaphor, simile, etc.? What effects are created?
Quotations
Are there any particularly apt words or phrases that illustrate or summarise a point that
is relevant to your topic?
PLANNING AN OUTLINE
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)1 8
Note-taking
Poetry
Subject
What is the subject matter of the poem?
Title
How does the title illustrate the subject matter?
Voice
Who is speaking in the poem?
Does the poet adopt a persona?
Who is being addressed?
Themes
What themes (ideas) are explored?
How does the writer want you to think about these ideas?
How does s/he attempt to persuade you to his/her way of thinking?
Tone
Is the poem serious/ironic/humorous?
How is this tone created?
Structure
Has the poet used a particular form?
How important is it in conveying meaning?
Technique
What techniques has the poet used?
How effective are they?
Quotations
Are there any particularly apt words or phrases that illustrate or summarise a point that
is relevant to your topic?
PLANNING AN OUTLINE
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 1 9
Note-taking
Drama
Setting
What is revealed by stage directions? Are these very detailed or very short?
Do they help to create the atmosphere in the opening scene?
Characterisation
What is your first impression of the main character?
How has the playwright created that impression by concentrating on the characters
thoughts or actions/ interaction with others/comments from other characters?
Does your impression of the character change? Give reasons.
Relationships
What are the important relationships in the play and how and why do they change?
Themes
What themes (ideas) are explored?
How does the playwright want you to think about these ideas?
How does s/he attempt to persuade you to his/her way of thinking?
Dialogue
How realistic is the dialogue? Does the playwright give power/authority to some of the characters lines? How is this
achieved?
What lines are particularly memorable? Why?
Structure
Is there anything unusual in the way in which the play is structured?
Is the number of acts and scenes what you would expect?
Where is the climax of the play?
Is the denouement satisfactory?
PLANNING AN OUTLINE
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)2 0
T1Now that you have made notes on your texts you must organise your ideas into an outl ine
plan.
Your plan should indicate a def inite shape to your dissertation: if you are studying three
texts then they should receive equal analysis.
Do not be diverted from your original focus by historical or biographical detail: yourtexts
are your most important references.
Show clearly, in note form,
(i) which points you intend to make and in what order;
(ii) how you will support these points, with reference to particular techniques and
concepts used by the author(s);
(iii) which details of the text you will use to support your arguments (with page
references).
Submit your outline plan to your tutor.
PLANNING AN OUTLINE
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 2 1
Study Section 4 aims to help you to write an opening paragraph or paragraphs. You require
to attempt one activity and submit one assignment to your tutor.
The opening paragraphs of your dissertation are very important as they must
make clear the intentions of your dissertation.
They are also important because they may
( i) catch the readers interest
(ii) set the tone of your dissertation
(iii) establish your writing style.
A1Study the following opening paragraphs and explain their strengths and weaknesses.
1. The three novels, Sunset Song, Cloud Howe and Grey Granite together form the trilogy
A Scots Quair by Lewis Grassic Gibbon. The aspects of Gibbons work that make it
so special include his use of dialect, his imagery and his use of symbolism. These
techniques combine to highlight the themes that run through the three novels:
change and sexuality. The three novels are compelling: I felt I could relate strongly to
the heroine, Chris Guthrie.
THE OPENING PARAGRAPH(S)
STUDY SECTION 4
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)2 2
2. My dissertation is about racial prejudice in the three novels The Color Purple byAlice
Walker, To Kill a Mockingbird by Harper Lee, andA World of Strangers by Nadine
Gordimer.
There is racial tension in The Color Purple when Shug Avery finds out about Celies
dreadful early life and that she was raped by her step-father. She says, Wellsah, and
I thought it was only white folks do freakish things like that.
3. Iain Banks is a modern, controversial, Scottish writer whose books, many of them
with a Scottish theme, have claimed for him cult status around the world. I have
noticed that there is a rising number of expanding Internet sites, not only dedicated to
the man himself but also some of his creations, such as the future world The Culture
which is one of the primary components of his SF novels.
4. Physical appearance has always been of undeniable importance, contributing to the
forming of first impressions and affecting levels of self-esteem. But how, therefore,
does society react to people, not just unattractive but disfigured and physically
different from others?
This reaction is a major concern in Frankenstein by Mary Shelley, Cyrano de Bergerac
by Edmond Rostand, and The Cone Gatherers by Robin Jenkins; the authors, by varied
techniques, are successful in evoking feelings of sympathy for the main characters
who all suffer in different ways, due to their appearance.
THE OPENING PARAGRAPH(S)
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 2 3
A1 Comment1. The three novels, Sunset Song, Cloud Howe and Grey Granite together form the trilogy
A Scots Quair by Lewis Grassic Gibbon. The aspects of Gibbons work that make itso special include his use of dialect, his imagery and his use of symbolism. These
techniques combine to highlight the themes that run through the three novels:
change and sexuality. The three novels are compelling: I felt I could relate strongly to
the heroine, Chris Guthrie.
A good opening paragraph: the writer s intention is made clear; the readers interest is
caught by the enthusiasm of the writer; the tone of the dissertation is set and a writing
style is established.
2. My dissertation is about racial prejudice in the three novels The Color Purple byAliceWalker, To Kill a Mockingbird by Harper Lee, andA World of Strangers by Nadine
Gordimer.
There is racial tension in The Color Purple when Shug Avery finds out about Celies
dreadful early life and that she was raped by her step-father. She says, Wellsah, and
I thought it was only white folks do freakish things like that.
An unsatisfactory opening which must be re-thought: the first phrase My dissertation is
about is naive, lacking in the sophistication required for writing at this level: the second
paragraph goes too quickly into example, without clarification of the features of the novels
that are relevant to the dissertation.
3. Iain Banks is a modern, controversial, Scottish writer whose books, many of them
with a Scottish theme, have claimed for him cult status around the world. I have
noticed that there is a rising number of expanding Internet sites, not only dedicated to
the man himself but also some of his creations, such as the future world The Culture
which is one of the primary components of his SF novels.
An unsatisfactory opening which must be re-written: this candidate has concerned himself
too much with biographical detail about the author; he has failed to make clear the
intentions of his dissertation.
THE OPENING PARAGRAPH(S)
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)2 4
THE OPENING PARAGRAPH(S)
4. Physical appearance has always been of undeniable importance, contributing to the
forming of first impressions and affecting levels of self-esteem. But how, therefore,
does society react to people, not just unattractive but disfigured and physically
different from others?
This reaction is a major concern in Frankenstein by Mary Shelley, Cyrano de Bergerac
by Edmond Rostand, and The Cone Gatherers by Robin Jenkins; the authors, by varied
techniques, are successful in evoking feelings of sympathy for the main characters
who all suffer in different ways, due to their appearance.
A satisfactory introduction: the candidate has successfully made clear the intentions of her
dissertation; a tone is set and a writing style established.
T1Having taken time to consider what is required for an effective opening paragraph, you
should submit your own introductory paragraph(s) to your tutor.
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 2 5
Study Section 5 aims to help you to present your argument. You will require to attempt five
activities.
(a) First activity: Understanding the performance criteria
Remember that you must meet all of the performance criteria in your dissertation.
The performance criteria are given below with the key features, as indicated by the SQA, in
bold type.
These performance criteria correspond to a Grade C. (References to the study of language,
media or oral communication have been removed as this package deals only with
literature.)
Performance criteria
Understanding
The dissertation takes arelevant and thoughtful approach to the stated topic and
demonstrates secure understanding of key elements, central concerns andsignificant details of the texts.
Analysis
The dissertation makes relevant and thoughtful critical/analytical comment and
demonstrates secure handling of literary concepts, techniques, forms.
Evaluation
Judgements made are relevant, thoughtful and securely based on detailed
evidence drawn from primary and, where appropriate, secondary sources.
Expression
Structure, style and language, including the use of appropriate critical/analytical
terminology, are consistently accurate and effective in developing a relevant
argument.
PRESENTING THE ARGUMENT
STUDY SECTION 5
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)2 6
A1Under the headings of understanding, analysis, evaluation and expression put the
performance criteria into your own words. The first one is started for you.
Understanding
My dissertation deals with the topic I have chosen in a way which shows that I have given it
serious consideration
Analysis
Evaluation
Expression
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A1 CommentUnderstanding
My dissertation deals with the topic I have chosen in a way which shows that I have given it
serious consideration and kept to what I said I would do in my statement to the SQA. I have
shown that I understand the important features, themes and ideas of my texts.
Analysis
I have analysed my texts in a way which shows that I understand the use of literary techniques
and their effects.
Evaluation
The opinions I have given are based on my careful reading of the text and, where I have indicated,
on my reading of critical works on the text.
Expression
My dissertation is technically accurate and written in a way which allows my argument to be
readily understood.
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PRESENTING THE ARGUMENT
(b) Second activity: Understanding the indicators of excellence
Performance beyond Grade C is measured in terms of indicators of excellence.
The indicators of excellence are given below, with the key features, as indicated by the SQA,
in bold type.
A Grade A dissertation will show evidence of at least four of the indicators of excellence
across at least two of the categories listed.
A Grade B dissertation may show only one, two or three of the A characteristics or may
show some elements of four or more indicators of excellence without reaching A quality for
any.
Indicators of excellence
Understanding
Athorough exploration is made of the implications of the stated topic.
Sustained insight is revealed into key elements, central concerns and significant
details of the texts.
Analysis
Afull and satisfying range of critical/analytical comment is offered. Literary or linguistic concepts, techniques, forms are handled with skilland
precision.
Evaluation
Perceptive and incisive judgementsare made.
Deployment of evidencedrawn from primary and, where appropriate,
secondary sources is skilful and precise.
Expression
Structure, style and language, including the use of appropriate critical/analytical
terminology, areskilfully deployed to develop a pertinent and sharply focused
argument.
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PRESENTING THE ARGUMENT
A2Put the indicators of excellence into your own words, as you have done with the
performance criteria. You may find it useful to refer to your own version of the performancecriteria.
Understanding
Analysis
Evaluation
Expression
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UNIT 1: SPECIALIST STUDY LITERATURE (AH)3 0
A2 CommentUnderstanding
I have examined my topic in a very detailed way. I have shown, throughout my dissertation, that I have a thorough understanding of the
important features, themes and ideas of my texts.
Analysis
The analysis of my texts is deep and detailed,
I have shown skill and precision when examining literary concepts and techniques.
Evaluation
The opinions I give show a great depth of understanding of the texts I have studied.
I have used skill and precision when referring to my texts, and possibly to works of criticism,
to support my ideas.
Expression
My dissertation is written with a sense of style, showing a sure command of language which
allows me to make my point succinctly.
(c) Third activity: Linking ideas
Reference to the performance criteria and indicators of excellence, as you write your
dissertation, will help you to know if you are working efficiently.
You should always be conscious that you are building an argument and that you aredeveloping it towards a conclusion.
If you are comparing and contrasting three texts, each text should receive equal weighting.
It is permissible to use chapters or sections for your dissertation but, generally, presenting
your ideas through careful linkage of paragraphs is the more skilful alternative.
A3What linking words/phrases are helpful when moving from paragraph to paragraph?
(i) to show agreement
(ii ) to show disagreement
How do you plan to link your texts?
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UNIT 1: SPECIALIST STUDY LITERATURE (AH) 3 1
A3 Comment(i) to show agreement: and; also; furthermore; similarly; likewise; additionally; further to; in
addition; moreover.
( ii ) to show disagreement: but; however; in contrast; yet; although.
Texts can be linked through both similarities and contrasts of the techniques which you are
studying.
For example
The different styles of narration in the three texts form interesting points of comparison
and contrast.
provides an introduction to your examination of one feature of the texts that provides
contrasts; whereas
The conclusions of the three books are bound together by one common feature: tragic
death.
provides an introduction to your examination of one feature of the texts that provides
similarities.
(d) Fourth activity: Referring to how writers create effect
You must refer to howyour chosen writers create effect and explore ideas.
It is essential to include reference to literary and linguistic concepts such as imagery,
punctuation and word choice.
Your knowledge of techniques will be developed this year in the literature part of the
course.
Such knowledge will also be applicable to the study of your dissertation texts.
One opportunity to refer to how writers create effect comes through the use of
quotations.
Quotations should not be used merely to illustrate a point: they can be used to analyse
the language of the text and thus move the argument forward.
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A4Improve the following extract from a dissertation on Lewis Grass ic GibbonsA Scots Quair
by analysing the language and moving the argument forward.
In all three of the novels Gibbon has successfully portrayed a North-East
dialect for the local characters. For example, in Cloud Howe the reader is
told how Meiklebogs acquired a photograph:
Twas back in the War-years that Meiklebogs had got it,
hed cycled a Sunday over to Banchory, to a cousin of his
there, an old woman-body; and shed had the photo new
bought at a shop. Well, Meiklebogs had fair admired
the fine thing, he thought it right bonny and said that sooften that the woman-body cousin said at last he could have it.
A4 CommentIn all three of the novels Gibbon has successfully portrayed a North-East dialect for the local
characters. For example, in Cloud Howe the reader is told how Meiklebogs acquired a
photograph:
Twas back in the War-years that Meiklebogs had got it,
hed cycled a Sunday over to Banchory, to a cousin of his
there, an old woman-body; and shed had the photo newbought at a shop. Well, Meiklebogs had fair admired
the fine thing, he thought it right bonny and said that so
often that the woman-body cousin said at last he could have it.
Gibbon uses traditional vocabulary such as bonny and woman-body but, moreover, he arranges
the words to give a subtle lilt to the voice. Gibbon has hyphenated words to emphasise the
distinctive accent: he has moulded the words to the way he wants them to be read and heard. He
has inserted commas and a semi-colon in unexpected places to help create the lilting rhythm
which is apparent in the accent of those from the area in which the trilogy is based.
The depiction of the accent does not limit the appeal of the three novels: Americans, for example,
greeted the novels with great enthusiasm. 1 For me, the introduction of the local dialect
strengthens the portrayal of each of the characters, conveying their personalities and emotions in
a way that Standard English could not.
The candidate has taken the opportunity to show skill in the detailed analysis of language
and has moved the argument forward with reference to the creation of realistic characters.
A personal response is made, indicated by the phrase, For me and a reference is made to
information gained from secondary sources, indicated by1 which would be supported by a
footnote and page reference (see Study Section 6, point 4b for further technical information).
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(e) Fifth activity: The use of secondary resources
Works of criticism (secondary resources) can be very useful but they must be handled with
care!
Any criticism of your text(s) that you have read must be acknowledged in your bibl iography.
Any reference to or quote from a secondary resource must be accompanied by a footnote
and a page reference. (See Study Section 6, Technical Advice, point 4b, for an example.)
Critical works can serve to highlight and clarify a writers ideas and techniques. Used
sensibly they can add to your understanding of your texts. Criticism of established writers
is available from libraries and bookshops. For more modern writers the Internet can reveal
information but you must always check that an Internet source is creditworthy.
Danger from secondary sources comes in the form of plagiarism taking someone elses
ideas and claiming them as your own. This form of cheating is treated very seriously and
could result in no award being granted.
Plagiarism can result from a lack of understanding of what the critic has written: the
candidate writes down a phrase which s/he thinks is impressive, unaware that the critics
style is much more sophisticated than the candidates and can be easily identified by the
marker.
Over-reliance on the ideas of the critic, even if not quoted word for word, can also be easilyspotted by the marker as they contrast sharply with the less subtle ideas of candidates.
A5What works of criticism have you read?
What references do you intend to make to them?
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TECHNICAL ADVICE
STUDY SECTION 6
Study Section 6 offers technical advice on the presentation of your dissertation. You require
to submit your first draft to your tutor.
1. Your dissertation should be written, typed or word-processed (using double spacing)
on A4 paper, using one side of the sheet only. The pages should be numbered and the
margins left clear.
2. You should use italics or underlining to indicate the titles of published books. The
titles of short stories, poems and single essays or chapters should be given in
quotation marks.
3. All quotations of more than one line should be set in from the margin so that they are
clearly distinguishable from the text of the dissertation.
4. (a) Use footnotes and page references to identify any quotes from and references
to your texts.
(b) Use footnotes and page references to identify and acknowledge quotations
from, references to, and information/ideas gleaned from secondary sources.
All references should give the authors name, including forenames or initial(s),title of work, name of publisher, date of publication, page number(s).
For example: 1 G West, Travels with my Ant, WW Publications, 2000, page 66.
5. All books and articles consulted should be listed at the end of the dissertation in a
bibliography, listed alphabetically under authors or editors names, the authors or
editors surname being given before the forename(s) or initial(s).
For example:
Mitchell, J, Scottish Women Writers, OUP, 2001.
West, G, Travels with my Ant, WW Publications, 2000.
T1Submit your first draft of your dissertation to your tutor.
Good luck!
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