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Higher English Reflective Essay Marking Scheme O

1) Personal reflective essay on mountaineering and overcoming a fear of heights. 1000 words.
2) Creative essay about a conflict between two sisters. 1000 words.
3) Discursive essay about Formula 1 racing safety. Fully referenced. 1000 words.
4) Creative essay (1300 words), which explores the ethics of drug use as part of a short story.
5) Creative essay re. reflections on the banking crisis. 1100 words.
6) Personal reflective essay about gymnastics. 1300 words.
7) Discursive Essay Rehabilitation vs Retribution. 900 words
8) Discursive Essay: women serving on the front lines. 1300 words.
9) Creative essay (1300 words) inspired by 'The Great Gatsby'.
10) Creative essay. Short story called 'SPQR' set in ancient Rome. 1000 words.
11) Discursive essay: academic pressures on students. 1200 words.
12) Discursive essay on the subject of the pros and cons of participation in extreme sports and whether they should be made illegal. 1000 words. Full references are included.
13) Personal reflective essay: peer pressure and consumerism at Christmas. 850 words.
14) Personal reflective essay: the impact of divorce. 1300 words.
15) Personal reflective essay: the film 'Mississippi Burning'. 1000 words.
16) Persuasive essay: swearing. 1000 words.
17) Persuasive essay: bullying. 1000 words.
18) Persuasive essay: making Music studies a compulsory subject in schools. 1300 words.
19) Persuasive essay: Moon landing conspiracy theories. 1300 words.
20) Persuasive essay (1000 words) on the topic of food waste.
21) Persuasive essay on head coverings worn in public (1300 words).
22) Persuasive essay which argues against undertaking cosmetic surgery. Approx. 1000 words.
23) Persuasive essay arguing against animal testing. 1000 words.
24) Persuasive essay on comparing the merits of fiction with journalism. 1300 words.
25) Discursive essay: LGBTQ issues. 1000 words.
26) Reflective essay on depression and grief. 1000 words.
27) Reflective essay on growing up in Mauritius. 950 words.
28) Reflective essay: ambitions. 950 words.
29) Discursive wild animals as pets. 1000 words.
30) Reflective essay: sibling rivalry. 1400 words.
31) Reflective essay: alcohol. 1100 words.
32) Persuasive essay: banning zoos. 1000 words.
33) Discursive essay: genetic engineering. 1200 words.
34) Discursive: Welfare State / Benefits. 1000 words.
35) Discursive: Population Control and One Child Policy. 1000 words.

Make sure you look at the BBC Bitesize section on writing:

http://www.bbc.co.uk/education/topics/zx94jxs

Also look at:

http://www.bbc.co.uk/education/topics/zqq7hyc

N5 and Higher Writing Folio

Guidelines for students

Creation and Production

 As part of your N5 and Higher course you will be given opportunities to write in different genres, for different purposes and for different audiences. The folio is worth 30% of your final grade: this means you have a seriously good opportunity to do well by putting time and effort into your folio.

 

For the final folio you will need to submit one essay from Group A and one from group B

 

Group A: broadly creative

 a personal essay

 a reflective essay

 an imaginative piece

 

Group B: broadly discursive

 an argumentative essay

 a persuasive essay

 a report for a specified purpose

 The Portfolio should be produced in two stages:

 1. a portfolio planning and development stage(which should be completed over a period of time)

 This includes any planning notes, any planning tools such as mind maps, preliminary versions in jotters, copies of sources you may use in discursive writing, a first copy or draft essay with guidance. This planning stage will be kept by the school and will be used to evidence that the final submission is your own work.

 

2. a writing stage(which must be completed in time to be included in your prelim grade. It may be possible to write a further piece or redraft an essay between the prelim and the folio submission in April)

 

This is your final copy which is submitted to the SQA free of any additional comment. This piece of work will usually be word processed and because of the use of ICT the expectation is that it will be free from any frequent errors or regular misspellings.

 

Word Length

 The written texts must be no longer than 1,000 words at N5 level or 1,300 words at Higher. Full marks can be achieved in a shorter piece, if appropriate to purpose. Candidates will be instructed to record their word count (excluding footnotes and any references). Markers will be instructed to stop marking when the word count exceeds the maximum by 10%. Candidates who exceed the maximum by more than 10% will therefore self-penalise.

 

Presentation Standards

 You should use a plain font (eg Ariel, Calibri, Times) usually in 12 point. You should probably use 12 point. Discursive writing, or other types of writing which use sources, should have them listed in a bibliography at the end. If unsure on how to do this check out:

 

Sources

 Any direct quotations from source material used in discursive writing must be clearly acknowledged by the use of quotation marks. Specific details of sources must be given — eg dates and writers of newspaper articles, specific web pages, titles and dates of publication of books; it is not acceptable to say, for example, ‘various newspaper articles’ or ‘environmental websites’ or ‘the internet’. Unacknowledged use of others’ material such as copying and pasting from the internet or any other source, or re-wording or summarising information from another source without acknowledgement, is plagiarism and this carries severe penalties.

 

Assessment

 Each writing piece is assessed as a mark between 0 and 15. Your teachers are instructed by the SQA to use the detailed marking instructions  and to follow the following guidelines:

 

(a) Marks for each candidate response must always be assigned in line with these General Marking Principles and the Detailed Marking Instructions for this assessment.

(b) Marking should always be positive. This means that, for each candidate response, marks are accumulated for the demonstration of relevant skills, knowledge and understanding: they are not deducted from a maximum on the basis of errors or omissions.

(c) The candidate’s writing will be marked in terms of content and style.

(d) Assessment should be holistic. There will be strengths and weaknesses in every piece of writing; assessment should focus as far as possible on the strengths, taking account of weaknesses only when they significantly detract from the overall performance. Marks should be awarded for the quality of the writing, and not deducted for errors or omissions. Writing does not have to be perfect to gain full marks.

Technical Accuracy

 Consistent technical accuracy is a requirement for a mark of 8 or above. Consistent technical accuracy means that few errors will be present: paragraphs, sentences and punctuation will be accurate and organised so that the writing can be clearly and readily understood; and spelling errors (particularly of high frequency words) should be infrequent.

 

Assistance: how much help can your teacher give you?

 Your teachers are told that reasonable assistance may be provided prior to the formal assessment process taking place. The term ‘reasonable assistance’ is used to try to balance the need for support with the need to avoid giving too much assistance. If you require more than what is deemed to be ‘reasonable assistance’, you may not be ready for assessment or it may be that you have been entered for the wrong level of qualification.

 Reasonable assistance may be given on a generic basis to a class or group of candidates, for example, advice on how to find information for a discursive essay. It may also be given to candidates on an individual basis.

 It is acceptable for your teacher to provide:

  an initial discussion with you on the selection of the topic leading to an outline plan

 oral or written suggestions for improvements to a first draft

 Once this preliminary work on the assessment has begun, you should be working independently.

 There are no restrictions on the resources to which you may have access, for example, spellcheckers and dictionaries.

 Teachers are told not to provide specific advice on how to re-phrase or improve responses, or provide model answers specific to the candidate’s task. It is not acceptable for your teacher to provide key ideas, to provide a structure or plan, to suggest specific wording or to correct errors in spelling and/or punctuation. This would go beyond reasonable assistance.

 The final writing of both texts will be conducted under some supervision and control. This means that although you may complete part of the work out with the school; for example as homework,  teachers should put in place processes for monitoring your progress to ensure that the work is your own, and that plagiarism has not taken place. In the final writing stage this need not entail formal, timed and supervised conditions, but at all stages of the preparation for and the production of the piece there should be careful monitoring to ensure that it is entirely the candidate’s work. You will be required to sign a folio flyleaf cover stating whether you have used sources, whether you have declared them properly and that the writing is your own.

The link below may be helpful to stimulate thinking and planning for discursive writing:

http://www.paperstarter.com/resources/resources-for-the-essay-writer

Mr Yule's classes are welcome to email writing folio work to:

ian.yule@scotborders.gov.uk


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