Higher Creative Writing- links to authors speaking about creating character

The following are links to some professionals talking about character writing: 

Carlo Gebler 

John Irving 

Joyce Oates 

Please take notes on main tips as you watch.

S4 Nat 5 Revision 8 mark qn examples

8 mark question examples:

Pick one of the suggested poems as the given poem.

Use one of the other suggestions for your unseen, memorised quotations.

Remember:
2 marks for explaining COMMONALITY
2 marks for analysis of printed poem
2 marks for analysis of non-printed poem
2 marks for analysis of another quote from non-printed poem.

Work below is based on the 4 poems studied, though the questions are appropriate for all 6.

1.MacCaig’s poetry often includes very vivid impressions of people. By referring to one or two poems by him, show how he creates these vivid impressions of people. (8)

Suggested poems: 'B.C.'
‘Assisi’.

2.MacCaig’s poetry often includes very striking descriptions of places. By referring to one or two poems by him, show how he creates these striking descriptions of places. (8)

Suggested poems: ‘Assisi’, ‘Hotel Room’, ‘BC’- you could even look at the sea etc in BS

3.  MacCaig very often uses particularly strange or unusual imagery in his poetry. By referring to one or two of his poems, discuss some of his strange or unusual imagery. (8)

Suggested poems: ‘BC’, ‘HR’, ‘Basking Shark’, ‘Assisi’.

4. MacCaig’s poems are often preoccupied by the theme of death, suffering or loss. By referring to one or two of MacCaig’s poems, show how he explores this theme. (8)

Suggested poems: ‘Assisi', ‘BC’, ‘HR’.

5. Often, MacCaig’s poetry creates a vivid impression of the natural world. By referring to one or two poems by him, show how he creates these vivid impressions of the natural world. (8)

Suggested poems: ‘Basking Shark’, ‘HR' though a little tenuous.

6. Contrast often features heavily in MacCaig’s poetry. By referring to one or two of his poems, show how MacCaig uses contrast in his work.

Suggested poems: ‘Assisi’, ‘Hotel Room’, ‘Basking shark’

7. The feeling of separation or isolation is an important feature of a number of MacCaig poems. By referring to one or two poems by him, show how he evokes this feeling. (8)

Suggested poems: ‘Assisi’, ‘Brooklyn Cop’. Others can be done but tenuously.

8. Often, MacCaig elicits the reader’s sympathy in his poems. By referring to one or two poems, show how he elicits the reader’s sympathy. (8)

Suggested poems: ‘Assisi’, ‘Brooklyn Cop’ 'Basking Shark'.

Higher Word-choice answers

Higher Word-choice marking key

Mark as one mark each.

Please write in correct answer if missed out or wrong.

Give a total at the end and two stars and a wish

Extract 1:

Real life:

1. ‘stress’ – D= an emotion. C= anxiety, worry, unable to cope, fear, overwhelmed. E= suggests the strain and anxiety real life conversations can cause (1)

2. ‘perilous’ – d= risky. D= extremely dangerous, life-threatening E=suggests something extremely dangerous and threatening (1)

Cyber world:

1. ‘chatting’ –d= a mode of communication. C= comfortable talking, relaxed, friendly, without thought. E=implies something warm and relaxing, a safe world (1)

2. ‘re-assuring’- D= something that gives assurance. C= giving confidence, making someone feel better, feel safe. E= connotes something calming, comforting and safe (1)

Extract 2:

1. ‘I’, ‘my’- personal pronouns. Connotations of intimacy, self, reality E= suggests the personal impact on his life

2. ‘desperate’. An emotion. Connotations of need, anxiety, extreme desire causing upset. E= perhaps an exaggerated sense of urgency, panic, distress

3. ‘loved’. An emotion. C= care, affection, intimacy, connection. E= suggests strong/deep personal attachment

4. ‘descended’. To go down. C= lower, worse, falling, failing. E= indicates the downward turn his life has taken

5. ‘near-permanent depression’ D= a state of mental-health that is almost impossible to recover from. C- illness, life-threatening, difficult to cure, E=  exaggerates dire consequences

6. ‘young (daughters)’. D= youthful female child. C= vulnerability, innocence, easily hurt/influenced, naievity. E= a slightly manipulative reference to the young as innocent / vulnerable / perhaps unsuitable representatives of future generations

7. ‘abstinence’ D= to go without C= sacrifice, strength, willpower. E=  implies a sense of personal sacrifice

Extract 3:

The teacher:

1. The word ‘zealous’. D= having or showing zeal. C= fervent, ardent, fervid, fiery, passionate, impassioned, devout, devoted. Suggests a fanatic, driven by a personal agenda.

2. ‘ever alert’- D- always watchful. C= constantly observing, overly aware, looking to find fault, monitoring, obsession. E= is mocking, suggesting the teacher is over keen to find fault.

3. The word ‘omnipresent’ D= widespread. C= ubiquitous, general, universal, worldwide, global, all-pervasive, all-present, infinite, boundless. E= an example of exaggeration that implies the teacher assumes evil is everywhere and always present.

4. ‘one look’- A single look. C= speed, hasty, quick to judge, lack of care. E= suggests action taken without thinking situation through first.

5. The word ‘hissed’. A noise. C= sinister, animalistic, hatred, cruelty. E=suggests someone spiteful, animal-like.

6 ‘clearly’ with clarity. C=intelligibly, plainly, distinctly, comprehensibly, understandably, perspicuously- shows that there was no doubt in the teacher’s mind; she was too ready to believe the worst.

The social worker:

1. The word ‘rushed’. With speed. C        hurry, dash, run, anxiety, lack of control, too fast E=speed suggests lack of thought

2. The word ‘quiz’- test. C=          interrogation, questioning, cross-examination, cross-questioning, interview, - suggests interrogative style of questioning, very intrusive and suspicious

3. ‘Once upon a time’ – the introduction to a story. C= fairytales, magic, fiction, writing, mystical worlds. E=  living in fantasy world, tone mocking. 

Extract 4:

The writer feels saddened / regretful that the elderly are no longer valued in the same way.

1. ‘passing away’ – has connotations of death (1) suggests the writer feels the loss of an important era/tradition (1)

2. ‘(whose council is) precious’ – emphasises how much emotional value the writer places on the advice and wisdom of the elderly

3. ‘This debunking was underway’ implies a certain force (1), a usurping of status and power that has taken place over a long period (1)

4. ‘no longer wanted’ – suggests rejection (1), the elderly cast aside, made useless (1)

5. ‘Excommunicated’ – has religious connotations, suggests ‘exile’ (1) of the elderly is almost sacrilegious, sinful (1)

Extract 5: (any two)1 ‘no doubt’ - brooks no argument, emphatic, definite

2.’main cause’ / ‘principle risk’ / ‘heavily implicated’ – stresses the significant role played by obesity in serious illnesses

3. ‘kills’ – murder, violence, intent, crime- emphasises that obesity is lethal/fatal but could be cured.

4. ‘biggest public health risk’ – the use of the superlative ‘biggest’ has connotations of the worst, too large- stresses that obesity is the major cause of serious health problems, affecting society at large

5. ‘heart disease’, ‘cancer’ – death, severe illness, fear- effect= mention of illnesses that are known to be fatal/life-threatening emphasises the impact

6. ‘epidemic’ –D= a widespread occurrence of an infectious disease. C= outbreak, plague etc. E= emphasises that obesity is spreading rapidly, the problem is worsening

Extract 6:

1.’away from the teacher’s eye’ and ‘traded’ – connotations of being secretive, as if exchanging goods on the black-market, suggests the children were quite defiant

2. ‘marks of rebellion’ / ‘statements of independence’ – implies the children saw eating forbidden foods as a way to revolt against adult authority,

3. ‘ever more enticing’ / ‘food plus attitude’ –  suggests that eating sweets was a means to asserting self-determination

Extract 7:

1.  ‘(too great an) intrusion on liberty’ – emphasises that government intervention is an imposition, an infringement upon peoples’ right to privacy, which is a step too far

2 ‘(society) has a legitimate interest’ – suggests that people have a perfectly valid right to make their own decisions without interference from the state  

2 ‘poking their nose in’ – dismisses the state as mere interfering busy, bodies

5B Higher- 'Valentine' questions for next Thursday (11th) NOW WITH ANSWERS

1. Many of the main ideas or concerns of the poem come across clearly in the first and second stanzas.

(a) By referring closely to lines 1-5, evaluate their effectiveness as an opening to the poem.    2 

2. Discuss how the writer effectively creates the persona through her use of word choice, structure and/or tone.    4 

3. Analyse how the writer’s use of imagery and/or symbolism is effective in conveying the persona’s opinions on love.    4

Question	Expected response	Max mark	Additional guidance
1.By referring closely to lines 1-5, evaluate their effectiveness as an opening to the poem.	Candidates should discuss how the poet uses poetic technique to introduce theme in the opening. 1 mark should be awarded for one main theme introduced in the opening. 2 marks should be awarded for comment on language/literary techniques. 2 marks may be awarded for one detailed, insightful comment on one example; OR 2 marks may be awarded for two more basic comments on two examples (1+1). 0 marks for reference/quotation alone.	2	Possible answers include: ·Starting with ‘not’/inversion/WC is startling and introduces the rejection of typical ideas of love discussed later on. ·Contrast of onion with typical valentine gifts introduces overall argument of onion being a more honest symbol-explain imagery/symolism ·Optimistic imagery at start of the poem – ‘promises light’, ‘it is a moon’ introduces positive nature of love seen later ·The idea of the special hidden in an ordinary place ‘wrapped in brown paper’ introduces duality of love ·Cautious approach to love hinted at - ‘careful undressing of love’ ·Sets up overall argument- rejection of typical gifts through repetition/inversion/negative word-choice which we see repeated later on ·Introduces extended metaphor of onion and explains why it is a more relevant symbol for love- ‘it is a moon’ which will continue throughout.

2. Discuss how the writer effectively creates this persona through her use of word choice, structure and/or tone.

Candidates should analyse how the poet’s use of techniques helps to create the persona portrayed in the poem. 4 marks may be awarded for 2 detailed/insightful comments plus reference (2+2) 4 marks may also be made up with 4 x 1 mark for more basic comments plus reference or 2+1+1 marks. 0 marks for reference/quotation alone.

4

Possible answers include: ·Blunt – to the point ·Different – innovative/unusual/thoughtful ·Offers something amazing to a partner but hidden under a very ordinary façade ·Can be gentle ·Forceful ·Pessimistic (realistic) about love/ has had bad experiences before/ low expectations of love/doesn’t think it’ll last forever ·Doesn’t want to seem negative/ truth is important to them/making an effort ·(Potentially) aggressive ·(Possibly) possessive ·Thinks marriage is unimportant/ restrictive Backed up with reference+ analysis. ·Not a red rose or a satin heart/ Not a cute card or a kissogram ·a moon wrapped in brown paper./It promises light ·the careful undressing of love. ·Here/ Take it. ·It will blind you with tears/like a lover. It will make your reflection/a wobbling photo of grief. ·I am trying to be truthful. ·fierce kiss/ Lethal. ·will stay on your lips/possessive and faithful ·for as long as we are. ·Its platinum loops shrink to a wedding-ring/ if you like. ·Its scent will cling to your fingers/cling to your knife.

3.

3. Analyse how the writer’s use of imagery and/or symbolism is effective in conveying the persona’s opinions on love.

Candidates should explain fully what Duffy means by the image/symbol. A detailed/insightful comment may be awarded 2 marks. Marks can be made from a combination of 1+1+1+1 for less detailed comments or from 2+1+1. Reference alone = 0 marks.

4

Possible answers: ·Overall extended metaphor of an onion shows duality of love- that it is an enlightening, passionate and powerful emotion that can cause intense pain and loss of self. ·It is a moon wrapped in brown paper. It promises light The onion as a symbol of love is compared to a moon due to its shape in colour with the brown paper representing the onion’s skin. Just as the moon is a romantic symbol of love, which brings light during the night and is said to govern emotions and behaviours, so love can bring clarity and illumination to life, it can be romantic and it can control your emotions and actions. As Diana, goddess of moon, is also goddess of war, there is a slight hint at the violence that love can bring as well. (2) Other images could include: ·like the careful undressing of love. It will blind you with tears/like a lover. a wobbling photo of grief.. Its fierce kiss will stay on your lips, ·Its platinum loops shrink to a wedding-ring, ·Its scent will cling to your fingers, cling to your knife.

Daisy and Jordan and the AD Questions

1)What particular type of imagery is used to introduce the characters of Daisy and Jordan and why? Quote and fully analyse.

2)What main colour is used in conjunction with these women and what might this suggest about their characters?

3)Can you find any other similarities between these two characters and the way they are described? Quote and explain.

4)What do these two characters perhaps tell you about the nature of the American dream?

Please finish for next week.

Gatsby character charts 5b3

5B1- Gatsby- class systems today.

Building on today's discussions- what class are you/your family?

https://www.bbc.co.uk/news/magazine-22000973

Persuasive appeals revision- logos, pathos and ethos.

A nice little over-view of the three appeals: https://sites.google.com/site/hsubasiceng/home/essays/argumentative-essays/logos

A concise but decent article on the importance of ethos- and the writer's belief that our current political climate is lacking it: https://blog.iese.edu/leggett/2016/06/20/political-debate-ii-brexit-the-missing-dimension-of-ethos/

5A3 Persuasive writing day

Just a reminder that your day of writing in class will be this Wednesday- 12th of September. I have booked classroom in a box for us, so please remember to bring memory sticks so that you can save the work that you do. Plans and notes, of course, will also be needed. See you then!

5B Teams

Use this link to login!

If you need to enter an email address, please enter in the following format using your school username/candidate number:

username@ea.edin.sch.uk

If you need a code, our team is w5dv0fu

Higher Persuasive- in class writing day

Change to date. This will take place on Monday 3rd. Please bring memory sticks etc. I will book laptops for the class.

Homework due and overdue

S2H1- a few story plans still to be completed!
S3- still some AVUs missing!
S4- still some essays missing. Persuasive redrafts.
Higher- 5B1- boradsheet review due on Friday. Jazz Age research due next Tuesday (28th). Some proposals still due. Finish anecdotes for Monday.
5A3- Some proposals still due.


Letters will be sent home if homework is late over twice or remains late after reminders within a two week period.

Homework and deadline reminder- ALL CLASSES!

S1- REMEMBER YOUR PERSONAL READING BOOKS!

S2- AS ABOVE- BUT ALSO REMEMBER TO BRING YOUR JOTTERS IF YOU TOOK THEM HOME TO WORK ON YUR STORIES!

S3- AVU 1ST DRAFTS DUE ON THURSDAY

S4- 'ATLLO' ESSAYS DUE ON THURSDAY. REDRAFTS OF PERSUASIVES DUE ASAP.

HIGHER- PERSUASIVE PROPOSALS AND NOTES DUE WEDNESDAY!

Character posters- Nat 5- ATLLO

Digital copy of Persuasive essay proposal

COPY AND PASTE EVERYTHING BELOW:

My Persuasive Essay Proposal

 •You must have at least four main points to thoroughly convince your reader. At least one of these should be a rebuttal of an opposing argument.

 •Each point should be supported by two pieces of evidence

 •Evidence should be a variety of: professional opinions, real life examples/ case studies, statistics and data, quotes, article excerpts, anecdotes, trusted website information etc.

 •Keep track of where you found your evidence. To do this, identify your sources in the bibliography section at the end of this proposal.

Good luck!!!

___________________________________________________________

Full Name:

Title of Essay:

My Overall Argument:

__________________________________________________________________________________

First Point:

__________________________________________________________________________________

•Evidence 1:

•Evidence 2:

__________________________________________________________________________________

Second Point:

____________________________________________________________________________

•Evidence 1:

•Evidence 2:

__________________________________________________________________________________

Third Point:

_________________________________________________________________________________

•Evidence 1:

•Evidence 2:

_________________________________________________________________________________

Fourth Point:

_________________________________________________________________________________

•Evidence 1:

•Evidence 2:

Bibliography

This is where you keep track of where you found your evidence. It is necessary to include a bibliography when you submit your completed essay.

  Evidence for body paragraph 1:

1)

2)

Evidence for body paragraph 2:

1)

2)

Evidence for body paragraph 3:

1)

2)

 Evidence for body paragraph 4:

1)

2)

Sample Persuasive Essay Proposal

Full Name: Emily Smith

Title of Essay: The right to live and the right to die.

My Overall argument: Euthanasia should be legalised

___________________________________________________________________________________

First Point:    Disallowing the practice of Euthanasia to people who suffer is cruel

___________________________________________________________________________________

•Evidence 1: "The current prohibitions require a person with great physical strength and/or mental suffering to continue to endure their suffering against their wishes, which cannot be right!"- Article from the 'Guardian Newspaper', written by Dr Kailash Chand, GP: http://www.theguardian.com/society/joepublic/2009/jul/01/euthanasia-assisted-suicide-uk

•Evidence 2: Sue Roriguez, a mother in her early thirties, died slowly of Lou Gehrig's disease. She lived for several years with the knowledge that he muscles would, one by one, waste away until the day cane when. full conscious, she would choke to death. She begged the Courts to reassure her that a doctor would be allowed to assist her in choosing the moment of death. They refused. She lived on in terror, helped eventually by a doctor who, in February 1994, covertly broke the law to help her die in peace.- Real life example: http://www.euthanasia.cc/cases.html

___________________________________________________________________________________

Second Point:  Allowing critically ill people to die will free up scarce health resources

___________________________________________________________________________________

•Evidence 1: In most countries there is a shortage of health resources. As a result, some people who are ill and could be cured are not able to get speedy access to the facilities they need for treatment. At the same time, health resources are being used on people who cannot be cured, and who, for their ouwn reasons, would prefer not to continue living.- BBC website: http://www.bbc.co.uk/ethics/euthanasia/infavour_1.shtml

•Evidence 2: In 2009, Americal Health Care paid $50 billion just for doctor and hospital bills during the last two months of patients' lives- that's more than the budget of the Department of Homeland Security or the Department of Education.- Article from the CBS News Website, 'The Cost of Dying': http://www.cbsnews.com/8301-18560_162-5711689.html

___________________________________________________________________________________

Continue for third point, fourth point, etc.