Electronic copies as requested.
A Streetcar named Desire perception of character essay plan
How effective is the ending of A Streetcar named Desire
Opening – A Streetcar named Desire
The Climax in A Streetcar named Desire
The theme of Fate in A Streetcar named Desire
Turning Point – A Streetcar named Desire
A comprehensive booklet from Grange Academy which provides some really good advice for Reading for Understanding, Analysis & Evaluation. Don’t forget those Steps and Strategies though!
Click on the link below to hear Norman MacCaig read “Basking Shark”.
Powerpoint Analysis:
Kelso High School’s celebration of 2016 World Book Day happened a day early here at KHS on Wednesday 2nd March as Reading was celebrated all across the school. Colourful posters adorned classroom doors highlighting each teacher’s favourite childhood series of books, the Grand Final took place of the Interhouse World Book Day Quiz with worthy winners Teviot snatching victory in a closely fought contest from Kale and Bowmont and the Grand Final of the S1 World Book Day Quiz saw Alice Rea and Suzanna Robson crowned 2016 Champions.
Many thanks to all who helped make the day so memorable, especially S6 who really entered into the spirit of WBD by coming to school dressed as characters from a varied selection of books. The winners of the S6 Fancy Dress competition were as follows:
Individuals:
1st: The Watchman – Gavin Wilson-Green
2nd: The Hunt for Red October – Zak Leifer
3rd: The 100-Year-Old-Man Who Climbed Out the Window and Disappeared
– Andrew Martin
Groups:
1st: The Mister Men – Dan Cormack, Robbie McKinley, Callum Norris, Ewan Paul
2nd: Adam & Eve – Katie Millar & Sophie Aitchison
3rd: Gandalf and Frodo – Angus Johnstone & Cameron Mowat
Our celebration of WBD 2016 came to an end with S6 pupils visiting classrooms, reading an extract from their chosen book and distributing WBD Book Tokens. If your child did not receive a WBD token and would like one, they are available from Mrs Guthrie in the School Library or Mrs Changleng in the English Department.
Plans are already underway for next year’s KHS World Book Day celebrations – watch this space!
Click on the link below to access the Act 3 analysis.
Any questions, just ask.
If you missed English yesterday due to the Cross Country event, please click on the link below to access the ‘Sounds of the Day’ notes. Any questions, just ask.
Enjoy your weekend.
Persuasive writing is a form of writing in which the writer uses words to convince the reader that the writer’s opinion is correct in regards to an issue.
Persuasive writing encourages careful word choice, the development of logical arguments, use of carefully constructed rhetoric and a cohesive summary.
Here are some of the techniques we have discussed. Remember to include these in your persuasive writing:
Engaging opening
Lists
Rule of 3
Addressing specific concerns of the audience
Rhetorical question(s)
Emotive language – think about connotation
Second guessing
Exclamation
Inclusive and Exclusive Language – Personal pronouns: I, my, you and your. Use of them / their
Repetition of key phrases / anaphora
Formal language
Antithesis / opposing ideas
Facts and figures
Similes and metaphors
Catchy words and phrases
Anecdotes – little stories to illustrate a point
Naming someone famous / an authority / an expert
Quoting from someone famous/ an authority / an expert
Quoting from a poem, a bit of Shakespeare/ a religious text
Naming a moment in history, or a classical reference
Ellipsis at the end of a paragraph…
Short sentences for effect
Long sentences, punctuated by semi-colons, and commas
Signal or Signpost Words
Linking Sentences
Forceful phrases
Humour / irony
Imperative verbs
Alliteration for effect
Engaging ending
THE EXAMINER’S VIEW
The best candidates:
Write in a way which shows clarity of thought and persuades in a convincing / compelling way
Engage the reader with detailed, succinct argument, a range and variety of persuasive ideas, abstract concepts, vivid detail, e.g. makes a moral appeal, invokes finer feelings
Makes and sustains the purpose, intention and objective of writing, e.g. by specifying outcomes, considering implications
Write a formal article, the tone of which is appropriately serious but also manipulative and subtle, employs e.g. assertion, reason, sophistication
Use linguistic devices such as the rhetorical question, hyperbole, irony, satire in an effective and appropriate way
Show control of extensive but appropriate discursive marking e.g. ‘ Surely it is reasonable to expect….’, ‘One alternative position might be..’ etc.
Now look at what you have written and check whether you have used some of these techniques.
Are you clear on exactly what is in the written exam? Do you know how much time you have for each element? Have you studied and prepared for these elements before the prelim?
Paper 1: Reading for Understanding, Analysis and Evaluation
Higher 90 mins / 30 marks
Two passages
All questions apart from the final question will be on Passage One.
Final question – will ask you to identify and discuss either similarities or differences between the two passages. Remember to follow the formula for answering this question.
Paper 2: Critical Reading – two sections 1hour and 30 minutes
Section 1: Set Text on the poetry of Norman MacCaig
45 mins / 20 marks
3 or 4 questions on the given extract and an 10 mark final question – revise your formula for answering this final question.
Section 2: Critical Essay – on ‘The Great Gatsby”
45 mins / 20 marks
Remember to build both planning and proofreading/editing time into your time management.
Are you clear on exactly what is in the written exam? Do you know how much time you have for each element? Have you studied and prepared for these elements before the prelim?
Paper 1: Reading for Understanding, Analysis and Evaluation
National 5 60 mins / 30 marks
One passage
Paper 2: Critical Reading – two sections 1hour and 30 minutes
Section 1: Set Text on the poetry of Norman MacCaig
45 mins / 20 marks
3 or 4 questions on the given extract and an 8 mark final question – revise your formula for answering this final question.
Section 2: Critical Essay – on ‘To Kill a Mockingbird”
45 mins / 20 marks
Remember to build both planning and proofreading/editing time into your time management.
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