N7: Advanced Higher

4 Components

• Literary Study: (Analysis and Evaluation of Literary Texts – internal 2 outcomes)

• Textual Analysis: (Analysis and Evaluation of Literary Texts – internal 2 outcomes)

• Writing Portfolio: (Creation and Production – internal 1 outcome)

• Dissertation (Project): (Analysis and Evaluation of Literary Texts – internal 2 outcomes)

Internal Units

• Analysis and Evaluation of Literary Texts

2 Outcomes

Outcome 1: Critically Analyse and Evaluate Complex and Sophisticated Literary Texts in depth by:

1.1 Exploring main ideas and themes

1.2 Applying knowledge and understanding of language to analyse and evaluate meaning and effect

1.3 Exploring connections and comparisons between literary texts

Internal Units

• Analysis and Evaluation of Literary Texts

2 Outcomes

Outcome 2: Develop Literary Research Skills by:

2.1 Producing a research outline in which the purpose of the undertaken literary research is identified and explained

2.2 Selecting, analysing and evaluating evidence from a range of sources

2.3 Understanding approaches to organising research findings

Internal Units

• Creation and Production –1 outcome

Outcome 1: Produce Complex and Sophisticated Written Texts by:

1.1 Selecting significant ideas, using a form and structure appropriate to purpose and audience

1.2 Applying knowledge and understanding of language and language choice

1.3 Critically reflecting on the development of their writing

Component 1: Literary Study

• No set texts

• One Comparison Essay Question from a range

• 20 Marks

• 1 Hour 30 Minutes

Component 2: Textual Analysis

• One Question on an unseen literary text

• Write an extended Critical Analysis of it

• 20 Marks

• 1 Hour 30 Minutes

Component 3: Portfolio Writing• Produce 2 pieces for 2 different purposes

• Write an extended Critical Analysis of it

• 30 Marks (15 available for each piece)

• Choose from: Informative, Persuasive, Personal/Reflective, Poetry, Prose Fiction, Drama

Component 4: Dissertation (Project)

• Independently plan, research and present their knowledge of an aspect/aspects of literature

• Not same texts as Literary Study

• 30 Marks

• Between 2500 and 3000 words in length

Teaching and Learning Approach

• University Seminar style approach – LOTS of DISCUSSION

• Group Presentations and Responsibility

• Independent/self-study (research) – overseen by teachers (guidance and support)

This Term and Summer• Writing Focus – 1st piece drafted (contribution to internal

unit)

• Textual Analysis Activities

• Dissertation Setup and focus/text choice

• Introduction to Literary Texts

• SUMMER: - Reading and exploration of dissertation texts

(including secondary reading)- Writing drafting- Reading of Drama Texts

Useful Links

• https://blogs.glowscotland.org.uk/my/y11english/advanced-higher/

• Education Scotland - http://www.educationscotland.gov.uk/nationalqualifications/exampreparation/index.asp

Reflect on why you are doing Advanced Higher English..

Demonstrate to me your:

• Writing Style – creative writing and technical skills

• Creativity and ability to reflect

• Ability to control and use tone

• Personality, character and qualities

Reflect on why you are doing Advanced Higher English…

Tell me about/show me your:

• Skills and personal strengths

• Worries and areas you feel you want to develop through AH English

• Ambitions, targets, dreams: personal & career based

• Reflections on you as a reader – what sort of texts have inspired you? What do you get from reading certain books/authors? What sort of reader are you?

• What sort of writer are you – what genres do you enjoy most? How would you describe your style?

• Why you chose to take AH English

• What your expectations are and what you are looking forward to

Always AdvancingFinally, I was here. I had arrived. I had successfully ploughed my way through the drudgery of National 5 and Higher to face my destiny: Advanced Higher! The jewel in the crown, the icing on the cake, the light at the end of the tunnel… No, I chastised myself, I would have to stop thinking in clichés if I was to get anywhere in Advanced Higher English.

I had heard rumours that the course was nothing like Higher, which pleased me no end. None of that painstakingly pointless microanalysis of why the writer had chosen to use ‘crimson’ rather than ‘scarlet’. How was I supposed to know? I wasn’t in their head; I wasn’t there at the time and I certainly wasn’t able to read the mind of a man who had been dead for well over one hundred years! Now I was free to take flight, to be creative and to allow my mind to contemplate deeply philosophical ideas about life and the human condition. And all this surrounded by like-minded individuals…bliss!