english unit 1 tcm4-121408

8/3/2019 English Unit 1 Tcm4-121408

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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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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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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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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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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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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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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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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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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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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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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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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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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?


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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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?


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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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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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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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.



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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.



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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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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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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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(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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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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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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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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english unit 1 tcm4-121408

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