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There is time set aside for this task, and so you should not feel as though you have to settle on something in a rush that you will come to hate later. You may have a text in mind already; if so then you should discuss this idea with your teacher. The advice your teacher gives you will be based on questions such as whether the text seems suitably difficult or too easy, whether you would find it easy to write a fair amount about it, whether it would match the SQA ’ s idea of an acceptable text, and so on. It is really important that you talk to your teacher about your options, even if you have no idea about what you would like to read - don ’ t despair. Some general advice if you are starting from scratch - Think about novels you have enjoyed in the past - find something similar. Try to remeber what it was that you liked about the novel and talk to your teachet about other novels with the same feature. If you have a favourite author, that ’ s even better - you could try this writer ’ s latest novel. There are major advantages in choosing a text which is not totally unfamiliar to you. You may have a favourite genre - science fiction, war, fantasy .....talk to your teacher about this possibility as for some pupils this can work really well. Be prepared, though, for some disagreement on what a good fantasy / horror / science fiction / thriller story actually is! It is probably fair to say that your essay will have to deal with this point, at least in part. You may have seen a film or television version of a novel that you really enjoyed and feel you could now read and write about well. This, again, often works, but the important thing to remember is that you are writing about the novel and not the adaptation of it. Sometimes directors change the details, so beware...................... 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This could be an interest in a particular activity, or period in history, or a particular way of life; it could even be a novel which deals (more dramatically, maybe!) with something familiar to you like aspects of family life, success against the odds, the good and bad experiences we have as we grow up, friendship (or betrayal)..........there are many different reasons why a novel like this might appeal. You might even be looking for a text whose characters lead completely different lives to your own, in totally different settings - this might be an interesting approach. Look at the Reading Lists that your teacher will have - ask about particular novels which sound interesting. After all, the authors of these novels chose titles which are meant to intrigue or at least to interest you, so take advantage of this. Look through the stock of suitable books in the English Department and in the Academy Library Senior Fiction section. Not just the covers, please, although this can give you a good deal of information; read the opening few paragraphs or first chapter to get some feeling for style. Some books are more reader friendly than others - you need to spot this quickly before you make a final decision. Ask friends or relatives to suggest a book. This can be a good way of getting a truthful picture of what a novel is really like. Above all, choose a novel that you genuinely feel you will enjoy reading. This is so important. It makes the work you have to do on it less like work and more of a pleasure, and your enjoyment in reading the novel will certainly come through in your essay. It is perfectly possible for you to disagree with what you see as the author ’ s point of view, or feel that some scenes, characters or descriptions didn ’ t work very well for you. In fact, if you express your concerns properly this can be very impressive, but if you give the examiner the sense that you have hated your novel it is unlikely that you will be awarded a very high mark. Finally , the rules say that you must not choose a film, television or radio script; nor can you choose any of the literature you will study in class for Higher English. 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We could say that through a complicated process (about which there is still a great deal of disagreement) we somehow turn the symbols which form words that we recognise individually on the page into something we can understand as a whole. You can see this clearly if you watch someone reading a newspaper or magazine; they are constantly re- reading parts which are difficult to understand, searching for the parts that will interest them most, asking someone else about it, pointing out something amazing or funny. But what happens when we read a novel, and enter a carefully created, imaginative, fictional world ? This is a difficult question to answer, and the answer will vary from person to person anyway, but there are a number of general points to make which will help you read your Study text more carefully. Firstly, we match what we are getting with what we know about novels already. You will have read many novels. When you read your study text you expect that there will be characters whose looks will be described and whose attitudes and personalities will be revealed and become familiar, that the action will take place somewhere specific in place and time, that there will be a series of linked events which all have a meaning and are somehow connected, and so on. The interest and enjoyment in reading comes from how the author treats our expectations - does he confirm them, challenge them, totally ignore them? We bring our own special expectations to particular genres of writing. Secondly, like detectives, we question the text. This might seem strange but you do this all the time as you read, even if you are not aware of it. We try to guess what is going to happen next, and feel either surprised or smug once we find out. We ask ourselves why the author is telling us something, then later we suddenly see why tiny details that we didn ’ t give much attention to when they were mentioned are so important to the way things turn out. We try to get into the characters ’ minds as we puzzle over why they have chosen to act one way instead of another, or why they feel as they do at certain points in the story; perhaps they have a dark secret, or an obsession, or are being forced to act against their will. We ask ourselves whether all the characters (or the author) can be relied upon to tell the truth, and we try to figure out what message, criticism, moral or warning the whole text has for us. 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You may see characters and events in your imagination, partly suggested by the words of the novel and partly from experiences that you have had yourself which your imagination uses to fill in the details. Skilled writers can make your imagination really soar, or create sharply defined pictures of people, or objects, or the weather, anything, which make you see exactly how they had first pictured it when they created them in their own minds. We also constantly change our opinions about characters, events and other details as we read. As we gain more information we often have to change our first impressions about characters and their motives, or about how things will turn out for them in the end, or about how they will act in certain circimstances. We judge whether our first ideas about what the experience of reading the novel would be like were correct, and change them if we need to. You may feel that you do none of these things - but you could not make sense of fiction if you didn ’ t. Active Reading - Taking Notes As You Read Your task, now that you are clearer about what is going on when you read, is to use this knowledge to help you create a set of notes as you read your Study text. We called this booklet a Study Diary deliberately because it is meant to help you through a process a step at a time. It will be no use to you if you wait until you have finished reading your novel before you start to write in it. Use the sections to guide your reading and note taking, stop when you are told to and follow the instructions. You can use the unprinted pages in any way that you like. If you prefer to write your thoughts out in sentences, do so. If you prefer notes, or diagrams, or lists, go ahead. The notes part of your work on your Study will not be graded but must be done - it ’ s part of the course. 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M(Kh) 11#Y5j;[:H,R  H ZDATMu $#8q+ jId{w߼n[/sΜ9;g}ϝJk;)S̒8We(WTwIoONɞ-2%,M矻o[M#i8OcPڙFj%t-NieUJ.kIݦJbz^?++?ߟ׫ϫշNQ/xUVm,I1QieҶJ鏦l Wۻ+Ƌ s\U%MeէWFmJ"/Wb}}},P2]sK>: 9Ɖ~@]B|,}w J{UD)`}ҿTqs}qtYA:9hlwJVާZa- 7]2q:Hvqmz)Q{@:F:1^RR1~,_z~>7I9h9qJ.;r]Tɀ'tPPϓ2.ק4豯Eڤ|<j{@*s,W<>8Z7~tǷ|7W"Q}n_ʝ+4g>>SÜBA 15 v[)<ǧ|V|R9r=xn^YX?gDXdwG+i}.m_:nܣMĈvğHׅJr2K"r`rn\I5hǴ-:!S(A^~[qlѶv]ު=oƾ^@~G_ئ+ҭ~)YnP.^J{l׷n_`k3m9Ç<vcُ=N w|`*^$;dVa{i|bW kʬ車+ʦ>B>K?}B05Nܬ|[&ӄ)śLc2TM=s.f͇Oc_.03/`kE|:BO9cohR)79)PiKe|{9ʣP٥DSڈdVŢ'bXR2 h9֒C ʸ 1C<#ʉgH({" ,eC/]ܖg%A:cA/e5ucv?ku4d;122}8&)~Qi8#^Ujξ$&pvBqli[1yh9(,3(8! 8$[h>c%@qÒ.09 ш46V)O56ƦymC:e>r};h1@Ƴ1˹OC|gܦ?dH(y}ͫ+ׄO?V׆gY"jĈ^ %"# y3^J XQd+2E"rL GEi+;}Lq)Gu۝:hI1]R-eh˺|cc<|ʴ\vZa?&ڀ x`#6Ltf3U_xV"׊6^9bԑj&qVC؇y bq< ze"Wyck=eO_kV0v#v7)s s- rzretv[I3i1"5A=8[.|_ 8+m߶G.h\Od4U88@Y9"0vH8Ky0!95(c+ܸﰷ7ncc!ǜϘnrh韴VYic>tX(7;}z܌XD,@/N5`ע]ڰx` OpQ?ӁXԊ8PO+pO|]{;:| ֦ȘfCsGڛ~=$ƈq糧xV[( }~7ڐ.ZUHvm^5o}aOU?qF݊Lv9]wh [0ݳhu/vyGG_riߢ#u39XqS6e`Lߡa⼓J^7(\(|nLcGp4iӅޏq?8-Km^5MOmwۡ-u>4gwcpQcqhֆOwg)&n8q`ē\|5IuJ~A/+q~Nl#G:eΟC}}.q;cAiy AQ)f+xjax3͛N{:7 w)*-q+ɹ'nî/WY|17d::e)gBC{7uxC'MM~<*{z )ԇS]6[?&^S6RN9q.JC`NUڮ{QQ&L/;F!?7N#O^u 5ܶG ]uR`ߡg& ,Yx#6t+jL{yrr t KD$vvJŃoGD{6G쌵ϭwA~b;ۅ<rw7dqg%J-F~{(  <G`:t0D'ϱ LCxD'h&yp֝A{QMs_WF_>~>^ڬVZԄ%mGW>pA_5o.}9z^mki~?j ?斯I{B%^rG ̍uwyۦCg 8Xash^z}p]XQVfUhύ: x1v5fs:çv'wACgL>粴5O$1ޜ6c@6 >x:v 3' ^j_?W4Նij7ψ h8a#6_9ٞoN~VӴ#?vX}nx۴١+^WڞiDMsm Mv𻧻Ͼ0#|f0A+'\焟V}{Ţ]#Zx=FQ2-lj {!cl9 |ؙvۼnodmz;c{j޻3=10dߪ_p;~N(}a _oóݤ{9_w<}iԉ|1.g:nR^|@<ΌS?  %J* ! 2g֙?ȣmȽNnl7zEdcCc83^ȱvi?x|DXxP{/prLEK#;%t1'wN\[ֵb;+Ѯ Sv]Bj@ aG'|bO7t,A'|N,~k9"c?OtXݮC3ɭ:&ۉ+;RD;WvhmzD< 'F`w4_A=|,@!8{/؃֞?^s9mv3Ǚ} mic\PW0 :9ixErOmu}!XfK7[o,œw>~@bMзm/r%9 y6M$wM666H&] %sF'ƪݧq M8KDoe7_D۠9!㻞}*}GH|:Y'u1<c`.{·>7el.1rnCy\'u:cçB)soOcrJ/~Eo5?EcM%R3m'xfxǮG7ytm{1v//v }2?l3_rLEŇg|l|16EGwMu_rI/)Iz_XOYm,]RuH^ͿϹ0EdGb;=d|t֙}߾t|OūY/qeng,6kqX-@c{4j⾗d\.w.Oq6ޭv=,pVsrnC[ޔ |C~낄9BZr^:umLv=r<<x|XlC!-߆g㮊g㌧&~ W ߊaXi&fw+fTmIʿ}>4:—key\ ȡć~Vetm?e@kl \qIkRŔ:kmCWB6;>Q?/}hc`mcN픏i?|Y9v zPscS wڳ >*=RSDI){7+sޭj7 ;WFY_^.ޢ5W̺$Gf괧 SL;rȐcʴ-2u &I%6ͻUk\W&]3ږ1s#G\,,Langholm Academy English Department - Higher Study Diary (Novel) The first few pages of any novel are really important. It is here that the writer will be trying hardest to stimulate your curiosity and anticipation. We noted earlier that one of the things we do as we read is to question the text - this is particularly true at the very start of your reading as you try to make sense of a new world with new and strange characters. As well as trying to understand the basics of what actually happens in this part, here are a few of the more interesting questions you might be asking yourself - Where and when is the action set? Remember that the author has chosen to write about a specific time and place for a reason. What general ideas or feelings or images do you connect with this setting - loneliness, danger, excitement, brutality, violence, success, discrimination, crime, peace, contentment? Is the novel set in the country or in the city? Are we in a rich or poor society? Is the nationality of the characters important? What are your preconceptions of the time in which the action of the novel takes place? Do the surroundings, as they are described in the opening chapter seem normal, or strange in some way? If a specific place is described very carefully and at length, has the author spent so much time on it for a special reason? Do we stay in the same place in this chapter, or move to another setting? How are we told the story? Is the narrator one of the characters (1st Person Narration) or someone else (3rd Person Narration - it ’ s usually safe to think of this as being the author) who knows everything that is going to happen, and can see inside every character ’ s head? What difference does this make? 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    g?lK4$h:گSbor~Vp">VZDoaC.dRagg7 Rbڷ#}>L.|J*|kHMk^Yw hn5-%Ő) _-uϞ—#S(8g=pӎ6w|CgZꬥ±o.c]ܷ}c8b/|c|gLznD4P{E*m ȎPKr'ڷjjA{KcG{.=`+ſǾ'\)xHv֟8=c#~FT"Bq(Ʃ8u;`o۹}LnY pm<ؐ9쓴% μ)/hc>y;`X3#->Q0Ab 垈Z k1>2Awև[<_<.ɹ%7w_C씿_B yt֎mꇵɪ|=6Ed2r;>~VhQ *؇Ŀˎ wk>щ-3g~Q6rソ#ye1.fxs0RXYFXQ'b=w<+<ce}Zph=ܟۇM ,?#y;dm1vR{OG|>nr~Tδ ?d^"2\SN JO3{ҧZd /ۨ'MNq # k؝ʖΆ] 'Wn{hWc2 ꛘCl~L_rZb %<qo~POkڶo<"/(Wk-a up;as= gqϊG̶9xc=Bkݸ-9x=f<6Mu7z{^N\wo_ ;ۖav8z7w#5s>,LpΞ~_ėJ>=z--IֵmFc:<0|{Cy~aKsoys{>r? t_g?}K>t<ֿ9Š]s^kT_'m|87yq.zPߌ!:v(ێ6I6Ƴ{dl/۶xA}0l 12c, pg̃,.OO3GWɟnn,>ն';v7aM,&"}9U6*-?Åpm7mv]Сmn}u|A4mi@ xCC@rl?`zw|fЧ[`p](7hmZ|Ou[S> [B|P_uj`Wtmc6|n>EЭ-A['ۃE&Г M]۞d,mu-6dN !kػӊ/MG_Fc1yQ!{BևG`3?l.c1./|7moxy^!*}7^5 q{V_ߚ3[1h*|?"j}J[[CX`wCGGt~=a_2|S#Aڻ}9y-:o/Ru̞p`sc7j[wn;+0&Y=Ω܉LvWl ydPBGWw{u-Y5Ed2̚@;ϵ@|jR=LtOԧ{Bm>g't?wvONo6P<Ow2qmE۔ ;D ?o;Gd?\8bRu̓ 8m_d17?޽TvKDŽ<7 },=yn6^G<8঱<kszIeә3OpcBOe>sCzL6b{p؞]-kmksz53gzs<e?Syx6=tB%ֱݴ`_l[Ȇ߯}8l˚e;)PBIʓյlqcK8ti'dиcܓ.)GRǀBeQAcKc͕~dE/hP5dE}X/ [GKwY|)DD# {`(!7lh6߱ X3<%U[t Ŧ0/8:eQ=0N5&=!j38S?]z1i">%TM/נpU-ZWgi(קu9s|9.룕u`k\ >W>ImV3Y痸mAc{y+[Lz/7(؀ӘGۄv9k/|Hԑ˼s8Ɠ}QatI9->];[?[oU}uK…DDұt\7.0"+?.6)o7.^Z#ޛ(9ԺC߹[tl6{XלsyLl1oRmS7^ַqnOnZgIFk1 Hpyno? ߌE{޴wpSq ţo!m X- \GY?[gW{%5ˮJG^}P}v%ᚿ#anoK`ně72ix|aZj%rtg}_ciNf/` \&e 4iGer[$o7w:`NGn|7a\Jϔ3r`}u (ig_fayE| E:=n!G?{ցiݐgZ`3.ӆ=4 d]h8.-ϖ.A/5t £K V]b]@{|L=VB<=6{Ox)Yଃ*zí3` gn[oTM{j_~UGn {8o9?j&lPF!6w>rjagRzۦZvR0ۜ:pE|4>XAg<$M MΟ28> ]/E{C>^ƽO+O<,ka|IV_^;zMPۉzhF'eA[QCKd>}٣zJ7SoJ=Wvb_+u ĽږA0 - ,,Langholm Academy English Department - Higher Study Diary (Novel) What ’ s going to happen next? We noted that anticipating the action was one of the things we do when we read a novel, especially if we have read something by the same author or in the same genre before. At the end of this chapter or section can you predict what is going to happen? Has the writer left us guessing, or is there a strong hint about what is to come (a hook at the end of the chapter, which makes you want to read on)? If your novel is a clear example of a particular genre, does it match your expectations of what this kind of book should be like so far, or does it challenge them? Is anything said by the author about the future of the characters? Do any of them make a mistake? Can you say whether the novel will end happily for them, or not? What pictures does the author create with words? At this stage, all you may wish to do is to quote any particular points of description from the book that appeal to you. Remember to note page references and what the description refers to. You could go one step further, and try to say what it is about the description which particularly caught your attention - was it very precise? Did it use an excellent comparison to make meaning clear? Was it unusual? Was it shocking? You may have something to say in response to all of these questions - you don ’ t have to . Some may seem less important then others - some might be completely irrelevant to your text. You might find other questions occurring to you that we haven ’ t thought of here. In any case, you need to write down whatever responses you have had to the first few pages of your novel. We noted earlier that you have a lot of freedom over how you do this - look at the example pages which follow from real Study Diaries, and see the different approaches different pupils have taken. One very important point, though, is to be clear about what evidence you have for the points you are making and where you got it from in the novel. xhUǟ[*na(҈?Ꮙ#ES-'jÙpe l2Z) * H?eX,n}}_vuSw|<-y-) M̋rZ}o(AχIyi6%PÌA?UvW[&q(drnhoF$+w]֣']tGv՜wBڏ6|c}@sGu* wyGϛ46b6'}կS2K[>\D\鲯F}<13e0(wBguP^g?qTxi(f?q]Ƹ0H\)Q"G",&° /c ML{z{?(~|眙9s̝h̞/V]ٮjnd=wL͎ q@K%+.W[mcY"购 kY/PhoKUӴvAW 5\aގО!}V=IYFE#vy]ˋf!3@C`}ö`E%AČ>5IEeknUbn|+ VVZWZX'7oSN ;x\4O&Ÿ?V&o~ U"";}x0[lA:אi/Yq]xbG7ڔe\*{lJFbDcµ)|Xc3Ǭ#n~=UtϞ#|kͷ~zƟ4'xHd͇hD\lб-M?RZ VV.T ߋ/LX6Wb1.eMO6X-%څ6ٓ/6Q@D x9'.KsRG+x>bv" >5pnja,2;m*{ l 1E[ ОwڹZ+'h̅mh%NY>Yqy -Nlm_'V;vw_`kng k ~h?-Zn-=b` [}yRx`-d  -fK >ŮRiRhBT&.9wB*ЊsEw 81<ұƕWڀs*jC\ʣ [g+;q@ O.1<}]8ӧw|_K|X?+xKG5mE&A\MA?䬖4]eeN>P#蓑[%)$Aej2U8 I% Mg\/u^ө:4PXpކ>Co1Q{nRO_oͥ,^\{o ʊb-pYY*DPltM/M&xI$#m쀝mAq}ۖݑ>dAw|7˾;C_͢qf"&rokrHާИKO U!Z"?f١WT|YSo#eo d4dѐ _܆_b=kfy8"ط#(:s8Ȟj yw V*}#ݢE?kv]PX_SǬн_h;~5jkh-0+kWcW9KYBSsugW6^SsR{3mS]&}81t`q:6Ο%9mM+YssjaH3(>0!K35XU5ၠ:\# :\p(0kxpc5Qêtx@7jA t8X#~:,Iu<,W5=9sgExjp]?Ή?mF2|<>5s"_[(?89N3Iі W-q{[B%_fU^MH嵂ȿejw`bhSי6V?bC ?i'b^ 8k|x. }^p#igRG(ݨyNшv};IS,Y/wyw$:ton+mc?`xzm9**fO??~_侪~i-f+DCOJloxmcx'A@,,Langholm Academy English Department - Higher Study Diary (Novel) Sarah chose to read the first chapter fully and then to deal with the questions in order as they appear on the last two pages - she prefers to write notes rather than sentences. David, on the other hand, read the questions first but then simply followed his reading of the chapter and wrote down the ideas as they came to him, including the questions about the text that he had. x픿KBaϽ +?-B)JB8.IXB mE  5EDkFkԞsIt ={s1Ed_d M@< f4G+f&J!POuqRF4 Fj^OHۨCBywLൺ/ypIE% #>}y̶ǥy/R<.A8$NiSCVdTRh ͢i؆㇤\= \"htq5;)[}M][#TyatZQE@J3AﱏFxr=G 3#wsx}mV_U׫NwYH'd];ƿ}m ~?*C Microsoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  CJ:  CC(16TG2G/C1E=uꔸSUg ,*{~&n~=gn/ 33yA/{N%e?sLzK΅_}Yf鼑/Dm;kլrviۓg{Dƿ2zֿ]=+̱7Ƕ~v=x ysK%# `J~vx'f12o)+4LYdlb\٘dmQ|:V& fɶjآMtI[QZ'.T_Dst>d-Ec=|yVy rcЖ>nT* wD| Ѷ$\5oT[Klm˕2lr,[.'^޿OQ"B7IB<('VwvIC'"W?~Xkg<92X3 dgD]0ݾl}ǎSp]#Xv^_zckKDL XP\j^Q6o]H;;A(>9PVZ7ZȦk.a1mc ;q` O]>4<['&|]OcWz]q -zDtr QM颠&QݚQ8 $q:U3o4tgDZSJwrh1/ T]iigӪ ;ôo0&07]& :CEF}Pui˾ND{th"g/o}#sn9cr~xХ">b1%KbZ)2b1m,ami>cdL)= ٖZ"gͻfJ:gm{༩$]Aۤ Ïic9A.QX|"xc9\̝?jÚ#.3Ñ I0W#0%*yxh` w /D0`x.aOA` _ GWPvD0^ K { a 0|~~0*=je-គ0t G0T7G0 cۈoܩX܏Dy ݉,M~ݝ0;iݝP'!7W35>,Ls|Ոwږ{ޕWN-ڱo>ÝN۵]}sz2Ȏ*[É:/7:pJp_#5~2z[!=:zSwDvŖI="g>JB:zE?^Ց!#~%镋_dI o/{]4-tijU#9<_t,,Langholm Academy English Department - Higher Study Diary (Novel) Karen wrote down her first impressions in a very personal way Elaine opted to draw a diagram to get her thoughts on setting clear Now Write Your Own Notes On The Opening Chapter or Section x咽JAϬh"4ZZ$B,l )쬄-ZDI X BQDgB]]"B0xsaɭIVyε"p6|/yh66f:Uw Y1JwLitE=?P]u-8 .Uxzͨ^Dg]kGm8m-XLl>8]t=ۇcX2zŋ w?>}Mu nMicrosoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  Q|H % QQ(16S2(T/ Q1-R.x{Rx՜}^Eb BZX ? A)Tv% VP JQ1QD4`T4jGP#KH&D|~wwo ә9̙s93wm[!;BاB5WwcO/ |!‰ v?OI!aj^}ti1; %LiC֟)F]Vu|ʯ-dPm8QS COsG?{ iJ}괡E$g'˙fg(cu!<>mss{wxagISYb+Zɶ(1nx>@>R2]s}Jh'Eg1N:[v}rYVzp-?3ݧ7菋胜pT+ItIb7ʻX+k#i=9U,/2_2֩FWqPC"^뷩cvf8?+*͟$11Ρ\:vt{]!R  2Gd\/ Gcs7pm!Sۭ*;юp'/Q zBgR/7ޞC:uX tҽ:u42?Rdò[3'_Y"ߨnW܎[-xg:\OչO6y( ChvWg>pꗋ3(! x9IJTr<ӕ"r`rn\I5hǴ-:!)A^-~J-5hdnޢ=oʾ-iNJOd,\+"/XknkUrB)vϔv l v 1g𐇇lo 0p-cL*"ǎspG]N ^"2:{?|]5qk( +(/}ّr>ƞj,#bLy+¨)xc~vd,_9ĸfO4lþ#LKu>KNSX/mh_)"^rK`-oR)%2QnOJGbCnS- UGc8QC tpި%uW9.#6YAGz2%4#t<Ȕ}an8D:|3S"vw:/['80[3>:`!шMMayO~}=Q`me1/59sjb˧D-ҥKk.@/?7Ll)ԙyVcKh#b|XVp\1&\uw0hkN_a͹:23{W֑—xiN7-S!fs;''>ؓ掝?xscva |a:|nU~|Xҽm+SGMIc8]qbvl@r1YQ&jx|hqߵ<\SC1/l8ռX;V΃OW[<0wu8CȶNMφ174ϊg|t*˺gq9/Fvd Fd|2?l|6q̠nZ!cVq*S~ǡO=/wiVTu7:D+Zm׋p ??s26ͼzDP&cƷ[+̯|6'❯ޮ' ꔰUs 1' F%X`/9gj jMoO3 ;޾C~.$l x ;=sg>Ѵ-sdaנIv)xq;[ x.._/q Jr?F冫նޔHTJuP_̳>rڃwIqv)6^#V,;vH=^U5Fʓo2ٸݘ7cܘeߡ[=1~NHERqoP~g#BuZ9f7h$Pͪ`B":>5?)5R`%]ώ%@ڟ6er|C2 yϔe\Bsc|5qЧ9uroI{.qi<<В\k'n3E_jN_3}^}a_۰iDe-<݆m/x91;&m*;:svu5cN4o~(JSYyϟY,6~V8'Cݢ<'E)}6" x/K k::udQNe93Ro1 m~[:]wA{t!9m7K:j;.i;,}RZPV`O80 }Vk CωyɦL[^gAmрgaNC1_kǷȸ !#+f<ayבfAG =4d\/ٳ#c!C,hh9*=V}!tgZ1&}Mj;VJ}YH0f(7|Yz7o!"+kƣDo|Sgc16E`K54 ?M3&lgˀ'dx¿ ;􋕠y<Ц=m#\G.ǧGxHPch+bcLQc'gVnƃK~N;"s\l+:^_ĘC_70Dr1o(cGִ>G6=2!4만.c,e%/n2%㾚!t3ݖLak1jpC/Tog?֌//[%54wϜxC@qwNjFjEݘJ1B9Ivf^.`X^CRl;Fs2>^rd&q,$鞉 Ҿȡk}A>iv g<7~Ot5[L~P?'k܂6w ^~5c|Pgu6MvxAI\1X.?o݉4Hm[^bs&7蜂yzO,Yae/?hN*{B|xQG7|rt@{Cem=ڳ~M#fcb:9CjIӭ:\uzLع[j+]_m*\ oVb/#|Γqg)iٙL̎cb{ě=u&%Tom;d>8>"ǹ ?IB(ó>hrXu9>˓ =5o`hk><.ty .[L-"N<}F/ŧs'ϓ7~ދk,muO>2ٗ ?qAs;/:r$M3fB~&t(?{2 WG<˻x*rT3xO|fmy opo9 i')q|_m`_?Fs޸07!4~~~>6cόyC{ve >)' ѮR?Mxu|n5G=9ʷԽó[W,~CFhc~l:>͑Yi([CS! }?A8F.4,2:gjGLyp}=}3 4aN[ݵSy]vHb9g\6]6{vD[2W-˔}>ЯO:19y C;c5:M{\s|F.{MYiϸHq"R}Kb ^=/˂;fbX/<黉̓5u;?phMk]h<*ǯ;?ܟ!+?9;.V,1+{ʦӂ߁yDxL12 2 s;x#{r)uO\k꽶NЁT>^Ho~U}6;$ISdQ|~0?s/_/,,=Langholm Academy English Department - Higher Study Diary (Novel) You can now go ahead with your notes on the next few chapters or sections of your novel . Although many of the questions you used to help you to think about the first chapter will still be useful, you should concentrate your mind on how the novel is developing , and especially on how your first responses to it might be changing . You will probably find that you are writing less as you go through the novel - this is normal, and by all means concentrate on the main points, but don ’ t forget to keep up. Some questions follow to help you - Were your ideas about what was going to happen next proved to be correct or wrong? Are several plots being carried at the same time? Are events repeating themselves in slightly different ways? What events seem to you to be particularly significant? Does the narrator change? Have any new settings been introduced? How might they be important? Were your first impressions about what characters were like as people correct, or have they surprised you in any way? Are there any clearer signs of conflict between characters? Have any of the characters reached a turning point in their lives? Are there any specific events or descriptions which show changes in the attitudes of any or all of the characters? Have any important new characters been introduced? What are they like? How do you feel towards the main characters? Are they meant to represent a particular type of person or a particular attitude or idea? Can you find any evidence to allow you to decide whether the author is approving or condemning the society or people he is writing about? Have you any ideas on what the theme of the novel might be (the central concern, message, warning, point)? Now Continue Your Notes On The Rest Of The Novel Hx]lUl]]I4i ` FmP}dI[JhŴh&j`b-~"(*JD_MgvdҰ` ?s9;262 .xu<^\,ӑݬ) ZHOU5fͫ hp(il&^=n@7tv?G/N5mUVaifguf~!>1c~}ߘ}_=w{3-?SL=鿜p⢴y!r^MN6˴CblEJz?bzds|gGmnߪ< ukEmKw8z/y90N6bGo:{do߁UVUflkڽ(`Ww /G=Vl{.Wg@Ӆ8T-%sy:Y5yLjY@V/TY4X;A^d[e5n^BkAspКž^G={$>o'٫S}|o>ƴ@{ʫvOyy| ^ۀUr*f뀫fy՚߅XD7>=g{#܏T_5ezbN{[6k_;b?լc7jX`%MsQ8COվ+A0K1dհ (;@bHp8TG?5}Iҥ@=:ks\,iU֧>:SzT{@bֆ}QOqCSY'@kb! w (ΆbkwZB>+bΡfuΔK' XHy hyZS]lS+m#E<Pg$r۝;;d*NJXP?Jd7_|s?>?"97uN4~1^̧Xt]|ʍ_Nݕ)_I) 弐T̽TW~W}Q{oxI:t @ҁI'@ҁI hCMicrosoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  lU ll(16w2x/Cl1`sb{t#x͙_lWǟ?cc8UB7`bF&˲QJۭ-I[BIf7Dw8o&aIxN/Ly9{ysgn8FhD"j15G D#. =]BXLE&IkUĬǚ.k|GɃjԐ `鼽v}Lt2?92,wi=3_n{͚?!؜Hwյz+f5l) x z>F_!Z3X!0^<btQ!3X'E5ͶUMۦ!6icE-VZG Zo/ +OWWl5w~V}z5au"\U !?_avo\ѯ[=RŽU> Zyvgɗ]i}! & isѧq"Y<~&2Ɏ ׯrs|k<]SȞxcw9oN<4ԝߞҺ_nW<h?`d^~  * T+/ӾUmr1mU!19QE(nPq;4ߧmDq2!t*tm]U:zHmE1ƙ<_[gkSAFM_?q;dWO t]UK[jsU [3e_ NC|iEx0bxߨg+|w_CA8:4FG;nTJi]_cS˝8=#8?a|Y3FL񫖴c-Mu (Q[g΅\a4G]Z$|68vkpWy!}{QC2;.}sa@8 x>w-B~Y9|zs w@PϜݪ'C891 ?oԝaU8~ N'%s" sΌ)'a\VqLJ QG8}L<ÙsZFH?^>2Q᥾1x 2w ЗҰIo;~g|CY y?ȸF/7ʥ e.rQ. #\\,ڌ"=g 9Tմ=gʁL,Zģʟ4pQ<(k?6Q3g ؒS zӓ]Pf[򼣶!4*VqӚ7yׯzVTLk7<:Xz?XcCq5Wч KC3t3gj" gƄ7˙E+/D~)^s8W}R 5ؙ ?<7s#c|?94ę9@!:A:౜ya9i<3w>> b,6ej[՚rH4/'k,}R&;æ8AՎxGwg֝=gOݶ)N=Ɲ?%ftz$O+'՟/'1w.\o )PHpu [)ݍKwKHKK؏t&߷3G1ϼyy)oQ7A?+\dݺ3\I=E/N΁QQYw:?͌d'f*;Da#b z3U-ct=Ѐtθ:OlkK[޺}k^Om36^tߔkFɔ?ԭǔ#+^n?/ l4˟9Ȇ[+ELi3ewzl]eR ε4YTPgq3>6u^SYAc&#]*s>=k]1q 2lViVӷ3lxA>nl5˧XS1FUx.rPeːqDU/yhv*{<}B9t9>&TC|xL4{́i" b(TMc+Z&`=U+;D[+@ .KB+rts|虚EZ>DJ>x-Ø r Q.b֫×k%t9ӚFJ >- V}o¡/~\='O-U|cS?+]s?+kyG1>^gn|[?k7[;|>>tYfVqp\ݧ_m΅rl!xG,,WLangholm Academy English Department - Higher Study Diary (Novel) Are there any techniques (flashback, symbol, metaphor, descriptive language) which are used often, or simply a few times very effectively? Keep writing down any quotes you find interesting in some way, and remember to take a note of where you found them and what they refer to. Again, you may find that not all of these questions can be applied to your novel, and it remains up to you how you take your notes, but be sure that you note clearly where you take your evidence from. Here ’ s how Karen continued her Diary. qx=hSQ{h TpЪ[AT()"R1"u C:8 *ڡSAP!PJQ\x~snb):.i:6fRuϧj|=t)IAC6jd<(ʶU>bGg>VӻC1+ߥBw[i&uZsB'sWT Cx6CE@!Cs֬˜:t /RbW*`¾CQ6z:u]ԁpug0J|~B<\ǿC?Gau0F48~h_ٽwQp`w 08s5N=v}FJkMpKsWd~8 O=sO>ߗl7S4|IL=mO|ځgr VMicrosoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  ƃ y  (162N/]̃1*~{#x՚mVW)ok[tE_4)R݅]C. ]MHMX$5m&~TbM*c@4M~"w<˂lR33gΜ93m-"N ".MSĹ3?ٶ>QF)<HyˆBQ$+m{w̉q4@D&a kAĨǚiKж\"|Q9W7! |aߞrRXv#]ֈ?";YiUu3NU }kKQ6iX1vl>,`;̣_Լ]. $qz"h][| `|9jz[ke3ޓO;j1@M mt8weG=|-څΚVcyxlѷjׯ ;qx,SۍԜ8$»_a=Z5qMn~ߦO_ 3HqKuGV/y݂!1@c/d\ 7Gt*{F? OYefmo\m;NDtV_kwlÚLs;75xvzI{gDg\;'x<ǧNZ!_ wi ;szm[[/XLqA{AȝOA_bKt #g4&Aͷ2$ xU*RG18aky t1kX hdwqvoqa;6]hM׻{=U46:%Z+g!VQ, q+J{&Nvv/5tۙ5ǙCod %`:6gA '(M}<^Szjԃ yѥٮ>ŮRkRutM-|B.0b򵫭mb,=2C[\϶+=cCc9/87փ_@Ck='y-x4=u{q6aWduڰpS(璐{?2e}y&z@ ؟}{Aqx;TEGkXL9߀Q7O#~>s\I7嘼xNnkYryz xS:fɆ͑U+兟s{}r~$ZWiڼmV2̍Z_T9|D8,>r,λ 5kvvKsʒ>?ȧZ0<5O\ \\÷*u5N0܍KYvhF1pU4[;QY{3WY+PsZ#IGU͖rt">վnaq㊚G6PD_ 2U=5ؖбLj"|Ex8§^cxOGfs8Gqr3񳺌+F(~~['~~)c(~:)3r0=qLJH ;'/*?9O< χL_G`"^l;lOm[>om\鬁5=w yc-=GUy4Ϥ<]yEփ}VbɹebijBM\4O墧K4sفb}naz*B&c dqWK* lLF t}=8c ֚fOIeY>{3x8^Y㧋Oxcn<:syӒG-kVMv04,a &BY﹓竿,CUh裮>eg])ϾMh]&PlHݢ%QS޹ m-fFӡl>]|Roq7>8-c]r!~{iX#-nXk-^欗9f {W߹GJypF5yD݄<{Ŭ|n?r#OG9tڒxb5/Ǘԛr.bM\usaF}㽪ih\w,[<%{;P秤?iߤg? ?W4yhmw(N5&63Z9nn߯4t uxt|Jlbxٙ,,8Langholm Academy English Department - Higher Study Diary (Novel) We have deliberately stopped you here by not giving you any more blank pages to allow you a chance to reflect on what you have done so far. You will have come a long way - read over the notes you have taken so far. Do you understand what you meant by them? If not, now ’ s the time to sort this out. Also, check to see that you have kept a note of page references for any quotations or specific events you refer to so that you can find them again easily. 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Some pupils like to leave their work for a week or so after reading the text for the second time, just to let their ideas settle before going any further with their notes. This can help you return to the text in a fresher frame of mind; don ’ t leave out the steps below, though! Your work from now until you begin to write your Study first draft will focus on three areas - Looking again at your response to your text; trying to see patterns and make points about the book as a whole Deciding on a topic or question so that you can narrow down what you are going to say in your essay and so decide what in your notes will most useful Planning your essay As before your Diary will take you through these steps one at a time. Looking Back At Your Reading One of the great benefits of keeping a Study Diary is that you record your reactions as they happen, and we hope you will have managed to do this. Your notes chart the progress of your thoughts, how you felt, what you learned. You should read your notes over again now. As you read, remember what happened in the novel which caused you to write them in the first place. Can you add anything to them? Is there anything that occurs to you now that perhaps you missed before? Do you still feel your reactions at each point were justified? Try to look at it from the author ’ s point of view. What was his or her purpose in making things happen the way they do? 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Now you should turn your attention to writing your essay. You will find that the amount of help your teacher can provide with this is fairly small, but help can be given with this next important step - your proposals for what you intend to do in your essay. Why? If you try to use all of your notes to write an essay covering everything you have found in reading your novel, experience has shown your teacher that you are likely to run into a few problems. Firstly, you probably won ’ t have enough room in your 1800 words maximum for everything. Secondly, it will be more difficult to plan such a large undertaking. Finally, your essay will read as if it doesn ’ t have a point , and is just a series of random thoughts about a text which are not connected very closely at all. Thsi would be a real shame, considering the lengths that you have gone to in order to make your reading experience a coherent, active one. All this means that we need to decide on a specific target to aim at with your essay; this is most easily done by drawing up a question, topic or title for your work in discussion with your teacher. Some Ways To Decide Before you talk to your teacher, try to have a suggestion of your own to bring to the discussion. A number of ways of deciding on this suggestion are given below. It may be that a specific topic will have emerged from your reading . As you read your novel you may have found yourself thinking “ ...that would be worth following up ........ ” or something similar. Check with your teacher if this is the case. 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Go back to your notes, and ask yourself - what do I seem to be writing most about? This may be a character, a conflict, a theme, setting, plot twists....... whatever. Once you have spotted your aspect, this would seem to be a good place to start your discussion with your teacher about wording your title. If you still cannot decide, try asking yourself what you remember most about the novel, without looking at your notes. Is it the plot structure? The clever structuring of events which keeps you interested, the unusual time sequence, the interweaving of different stories, a twisty ending - all of these aspects might make the basis of a good topic. Perhaps it was the characterisation. There could have been a huge variety of vividly drawn characyters, a galaxy of strange and unusual people; maybe the characters were shockingly realistic or unreliable, or pitiable, or so very true to life that you feel involved with their innermost feelings. Maybe they were pleasingly weird and unpredictable, or just funny...........and so on. It ’ s often a good start to recognise that the treatment of characters in a book made you laugh, cry, very angry, upset, ........why? Maybe a theme struck you as important, or as being well developed by the author through events and characters. Perhaps some feature of the author ’ s style - language, symbol, imagery, cariacature, narrative point of view - seemed particularly clever and effective, and you were able to find loads of examples of it. Maybe the book was extremely satirical, poking fun at an idea or institution or government, or full of irony or bitter verbal attacks. If you are still stuck, consider the genre of the work you are studying. Match up what you find in this novel with what you might expect a novel of this kind to be like . You are really looking for ways in which is a little different , original, outrageous . 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Put the exact title or question you have settled on for your essay in the space at the top of the sheet. Now underline the key words . Remember that the essay must be relevant at all times - this means that you must always be writing in a way that refers back to the key words of your question or title. This is really important - the point of writing this essay is to put your views forward on the topic you have decided on , not to repeat what someone else has said about it. You are arguing a case , and your task is to prove why you think your ideas about the novel you have read should be taken seriously as intelligent and thoughtful comment. In a very real sense you are trying to persuade your reader that if they think about the text in the ways you describe in your essay, then they will understand and appreciate why it is worth reading. In order to succed in this you need a plan. 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You can use more than one Crowsfoot for a single paragraph if you want. Planning Your Next Sections (Argument) Earlier you marked the parts of your notes which were most relevant to your topic or question. These will be useful now as you plan out your next few sections. One way to do this is to have, in each section (or Crowsfoot), the following structure - Statement Your main point or argument Evidence What evidence there is in the text to back up your statement Explanation An explanation of why you believe that the above is relevant to your topic Think about your statements first. What in your notes could be turned into a statement that is relevant? Once you have decided, NUMBER THESE IN THE ORDER YOU WILL USE THEM. 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In fact, it would be real shame if your essay looked much the same as every other because there wouldn ’ t be much of you in it at all. In any case your teacher is not allowed to give you this much help; what we can do is to give examples of essays that have been successful in the past and agree on what is good (and sometimes not so good) about particular bits of them. Hopefully, you will be able to recreate the good qualities they show in your own style when you write your drafts under controlled conditions. What The Examiner Is Looking For Firstly, we need to be clear about what the examiner wants to reward in your essay, and we can do this by looking at the Performance Criteria and Indicators of Excellence for Specialist Studies in literature; a copy of these also appears in your profile, remember. The Performance Criteria look like this- (a) Understanding In relation to the key aspect(s) nominated for study, the review demonstrates secure understanding of key elements, central concerns and significant details of the text(s). (b) Analysis The review explains accurately and in detail ways in which aspects of structure / style / language contribute to meaning / effect / impact. (c) Evaluation The review reveals clear engagement with the text(s) or aspects of the text(s) and stated or implied evaluation of effectiveness, substantiated with detailed and relevant evidence fron the text(s). 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One thing to say here is that, as is pointed out in your Profile, the criteria for Specialist Studies in Literature and for Critical Essays are very much the same and so any work you have done recently in class on Critical Essay will be relevant here. The main difference is that in your Study essay you have more space and time in which to deal with the text in more depth, give more detail, and really think hard about how you want to say what you really felt about it. Before we look at an approach to writing the whole essay, think about the following specific signs which show that a pupil has met each of these criteria; your examiner will be looking out for these. (a) Understanding We should be clear that the understanding you have to show is in relation to the aspects of your text that you have nominated to study . This can be shown in two main ways. The first is to make accurate quotations which are relevant. For instance, if you are discussing a charcter ’ s personal qualities, when you quote something the character says or does to prove what you are saying you will have shown that you have understood a significant detail of the text. The second is to make more general points which relate to the whole novel. You will be showing an understanding of the central concerns of the text whenever you discuss theme , or make a general statement of what you think the author ’ s own opinions of the characters or the society he has created are. Whenever you highlight a particular feature of the novel (setting, characterisation, imagery, plot structure, creation of mood, and so on) which you think is crucial to the argument of your essay because the author has handled it so well, you will be showing an understanding of key elements of the text. oxhUUs'RЈۄđiN *se%6[ Aˊ6,j((FE XF>wefDp;s~{ߍy,ٝإ`/I\YdAV"3AlYz.¨y +yuMKT,撷L01ҟ,KDpScN'$D]Kt;2]y/\Gy B;HoGt.tE[]{֭] h;m~ZhF~p#Sh}֭Eh=b^}3sU=01Y/kL bQLS^0.9`3z%M=&1h5d)Fh/ uv>ALz o췄)onY[MLW sjwѮ$;S q?=3v_o}ɅCrXe6ϩ_{Z ;UCyo&l $%Bڷ4Pg^/ 隟'zWaWq[%9luf\%{gֺ f ya[ V~i_g`1\k5lJ޶C|v_/΢r[:E@t.gAPs=ZIxVf6k j>a9ftUo*U[24<̼!ͱ|do7|SvXM58@U?*j6&nkOWHm9&11!ٻtJs xBeLPW\/ aXQP3T;*ڈV>G|mnsmWkү^ &]Ka2{pV8oҲd:hd?ds!`3'lbgXtЪ9}Q="`1 >ɦY٢UᢰNv]/W6wͺX1IlӮ@>^:Q=Y^ީ*D90FRkg5hYC_tCRn9dCj#J̭[]OUjuG[+8)ٺK*\ |V;%"t8ăvT΍[%E( ~r|Ooݱg syx V>7+Uiُ=N wt`کE^-ɼ{b_5)k(}A>/<|B0t_2os`e/ ᵕaBmx 䲗ě  O~eڹ,43;O+c_X'\aoS%o<=VzSnsUe>_^Jnv.kjo)5g)|'Ycuc/;bjjc }|RtS_>Y;05>\߽ݘ9v#bl׈w #ڕn׌8Mh؏هhS{x{RcaL:oPU-aHp8txpҴsGW>;u9%Jxe's?Lkx+tP JCA:_#c-ys(o7wCbsbXCx?SVZۼ|^2Ɨ̰u@JS* 2[u,!TBNl;}p?tv |eT{U-26P6ZWռѰQhS"OonmsFFMqG4MC:qMM?ο&oմht ENoe߉==1l> ;5I};sʻ ?qbsTC"K>_G_ ~~C;|~ֵLn N8Ko2F$w/O?: 쨳{9t+<0v2>𐁖<0w?/뷽.}ΗUN>cm2mbu#K/V\v7PY +N](:kkd`LᵆRNJ9{ߠ4ftLi`+rc~/Vj#|k3yhier' -?>W}sjUS1#׸OVsOJ_>r[3mzZ'WΠj~>>+XX&ś1C8h\{!|m]Rm"}݇1̙ :e )<]$t  /g[{c9akJx]/GXZ!?&_`r'9Pi9wTC+͡'J_Ν*r[1*zU1yѩ۳ Wt=l;[՛<]sS:Xɼ[%4/o>X+m_3MbHG FN198C@w9iZdi8õ mq?vL{-ˌ<_+GEE, 8^<..ۅ]UE=*kUf%%shn HO)_$M<+wIyv*> =+xo`G t]7CgL6cdOmCb>Y}-1kxƕWk *V5m-lC+Ż'JPó~al] [+4|wMo qjsR,Ʃ=9!'5`%ѫiT5XϝHvTWPoTkkm9%|[Nm GdQ!5X+n֡y@tϦjZ>,lh%|$_Oa독X<0r匁N>cz<&j ZO`!/RJ^=n*:&ϩyϽF'رdIGwHb,k$81D6vk4Dgȡ<$rبm'uj?QhSi;s09xƱp*~\(][_.s[HJw{W"=x;Eξ\sc_ cY`<KmF* TJ{G;|o b;;Vq-'xosb?8בj`|gjٯ2uC>mq<-+yתUM;iC+'J_br [謗ۂdi̟xfO87O2|$1^mP{9KLsձ%L8:Yu!C?gA4tѦ?ԾNG{,NǸaL73X׬z,0.Ѷ)y/k7<*V1k[)x}̑1h%sXJvWJƶr>I`N6Gx:z[k[^Uݢ=}~8%]Y'bk|boQ J싃@#nh⑮]t#o6-xZleXNlxZgDN$tKuTh>!\~GמNPe٢%dޯx_dc{=58+Xyg\Q<d ڶS0Es1U=so#҃M>#}9 bt^+9=>Z1_Rj:=Z=+4|d! l+S7y%; >?p@ ?M:Kv* gzZwtsε>۶+|wrfoT㽆1<`́Or#4헮8?wy0~!%l+N>}W75sVk˰l`VʣΎ`[8b t3L+=ۚ8Nk.5sDEo\w _|VM Xh|}1^1<8KWsU |ʶ3?鋌A|آ~?%xErQvօI5c`1*'^la?VHO ko}iWA0wϥ٢s8AsQt9/Z:?]Y:+?Uc\#6>py0k0wkycsl+}U(xKTR7Us~C?yJm|Ӝ/0ZV5mJIRIϢ]{lJn ,bktl ųoS7sw𫞙lD7x,//co'^1b<CLjxp5r<kd(`B;&X¦1ylc65y>hש%suKkyW\֫/k?>et{h<(Ņ U=͆ klmxVUf)!/myo97N= ->+6)egRw{q ?AjScXOW`<۪DCآgVR3 m}Kp=by_G, `[+Tawop\> vu 1;yZۂc%WZ'6>ʧ#=L;cƱZxwʘp>fxyƼG<ڑ6w-y>ɿ#;w=q^;1;G9:;wRhێ}i>ю*V=$ _7 t~Eh_NWLzNk|!~}{^e*/ w^˾|C+ͷ'J;]%[Ps[5ŧF|{{Uc+71DvW} o#=i J/}ǪV%[`:x13tV5oͿC _ii RQ]V_\N*8p!\,,Langholm Academy English Department - Higher Study Diary (Novel) (b) Analysis Here you must make comments on the style and structure of your text which show that you understand that how the author has written what he or she has to say has affected how you have understood it . Again, this has to be done only with reference to your area of study - there ’ s no point in writing about a language or structural feature if it isn ’ t relevant to the aspect of the text your essay is about. Your notes will be very useful here. Look at the quotations you wrote down as you were going through your novel, or for the points where you noted a twist in the plot. How could you use any of these? Use relevant exmples to support the main points you are making. You will find that your homework programme helps to make clear the effects of particular tricks writers use - you can use what you learn here in this aspect of your essay. Look for further help in the section on Getting Technical . (c) Evaluation To meet this performance criteria you have to show that you can make a series of comments explaining your decisions on how well the writer has done what he or she set out to do - you have to evaluate the success of the text. You can ’ t do this unless you add personal response to your essay and this is something you already know from your Standard Grade work. However, it is something that will need to be much more strongly visible throughout your Study; the SQA have given you more space and time to do this than an average Standard Grade essay allows. For more help on this, see the section called Putting in More Of Yourself . dxheϽs7-.ĂDhKp)E;s4t66Zj)1 Ia0,jjQT G "|wO.V{g=v.1NZ5Vc'f7f9鼋OWEq^27fl|+%ֻ#q90ok}?$Əymb*IөjKٙ s Ӻ\󶊭yA2.yl8i]>FƖsj{E. [l6RVv+Z 0W uvEnwjZ߄|tn%RKYo YKN'!;䪘>̵fh/uڣq!諬u3_~v p-kCp3-`m~/[~`^~KMhm!܋ [ouA-tsI;b R~aO5TrjŜT}{;0xt`-vHV SuVG_ kTu_&}hj]_*7{9v9cՠm{vX 2es vtrdիQ-݃T̫_jMЈy+vxd%J(u8wC!~a tU6Qhʌtʓ'Pb[tk5v{cvm`{]wjYC^m_s[M)NxߗAdg8Av^jfn-; u2> CKyjit_[>= k0=ɿe;K٠wȕȞ|dL~Zi/7qrջ<|]syl}(3f.mo'?ξg˹GTGf^=RߕKS:u @ԁ}}D:uo:;o)Microsoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  ># x>>(16I2J/>14Ek{xWx͜ ^ug~ BYgkMݤ-( 8xcT{vl[%!(!4mCR!R)4AMCiM]MM#RQ~^{mfg9g9;~!|BeaGoI!}]F~zrU=KV[uۅNʼSY:GwVeݥc!ܿ,u||8(,VPnƫ=_/ LxQ1\sUw`7U, ~r2>eQǛ*O}yIo<7uIۃc3 T <\1a\c ވ+UCcC˓6to DcNϞ=+hkxL_{BHW|ھ?"ح3__-jo/u"cly(ʲ3V,hu*";V\!< ey#;UQ}{VViv}a|瑓Kk a [J{g53}ϝj@yaa~k {FdoP"s~]:*l?K?M61Z]cUW<.<b/pMf]aOaE&vWfۣu`W +ZrNƺB媤V!w VUCе3W y x1}ࠉ*McCTwS Bw}t%*Z#{ ^\ p1i>!Y {Ўab'/}RUГ탮zr|[o=Ӈ1g#oPl_.5{\os_c)q.QUP?}i2{$_vaS*u,QF\HG/)XtuL^~!օr f<ӫT?,ݛ;T O= X?Zݧ ط|٩}j vև[ܑKߋ.ڲ_U~r\E /`k/_٢?䶨Yu*8-0yl@&Gҵ6 3 ~M~-o{k鵂i > x1gmy=ӾضEߩm_b*Yö-@Bwsi_O{/>nSN}ԧe><8}'sڢ>|ɍ-w@kp4k/`3ç>-tƎۧwS{X#_<)e-­ G+<]Gۣ *)3(?GkbޗT>]ڀןWה{YKhR/rZ/@׹cW ^>iG >zɣG'M"7ѣ_1Kx[oAǮ}ʣ/^tGߩ{|I^N#s*ziULc를axn[}/ T=?܃Bǰ\ZILM:{RO`p:Y~Q/`3&j t\';y=T|7 SwTMyo5E٣9WPpz//566 dtؕ|Z۞{ɸi XǰW d4\<}||q|_TwP/>%7xPbMy:^ ?6rW~ГbZl*׳V ~8cB&ۨ׼ײ ^⃿ ^wVה:6GeWUj[:}T 0$փ 78C)/pZu^.z۲LITw8'HKyႆ}&w+C]rL9_=jbu<85k/1c׼Mq?mt[ǹ|S:H|3'm# !/6m[ `g&8~-/MAFk9 TɁXF|TMgk {+GooHSwW?Q+GOIV]Ϲ}|֫ Ϟx剘O}zar ~u~Bv4ЃsL@KwI<}Mb}418?x`-7oswӪU'DUF?<| ^zּ=Ot.t;xyBpM玍|E@jUmnIy42׏*C,`#0^WN n\x=#܆̌3CIv0âq~7=9;j9*Y cOuOw_?[k8~Ͻi?̻Ru`WI#Z%NGSpn$lrwS Y sZ"X &~];<_3̕UЇ[w !z o|;UmqKQU:wރ7$L HyoMnwIy- zAosUT彻Ar,VݫZq*˜4jWo5EUnȍm; | p3.;sm;cE`k4FۅY:FIm]:]a#=KA.d63&䙯VՖg.`u2u>gh`r )kƪpdkdeߙSbhѭg`WsrJ_U{ 0hʾKqQ5YXu>~duժΖ<~\w*l42}>IO?Ί[Iٗ|=uIѺ|oԌʷjm1̩I ӡ7Q\w/YT-[~/[F91Zw #O;HltU{ |B }'Z~{"vw)]=e VA賨]<8xtq-=*^e"m[gׅ[v~ g(WTʧ>u'V98|)wi# GBb0z2>Y.g1k =4G'O;зSt)Q0/8Ʋ,ylچG=0az|oY MkRm:v;DO_&OrxGՂ '4ӗ1i=suH;|lG{mԞ{2?/|9Zۿi vg>8j}gZ>68]{QfCo1[fj1-eb\)W p>i|WDpQUoPCX&Yn_*`B8YvQs~B vµvӜwγ8Gc/? ;" a|SӞ?oG&YLڑET~.f_ķpX׽}>sZ8H"YQy7ˡ|TfU(?`#Xag^Usy缕^|k&C|ζan\Zlu?ν{j΄{L`_x +{ϋۡg^ܧz8:ґ砿ϼ6^r˧j󧱂(X?p3km~"DVȳA~Vn;0N+ʿyCo*'mvLzj :7c0DZM[g#K#zNudo=[g.x.x"\^Q\i*up 34U߭ Y:^ ^*xkʫ|wܥ9xb7p2YYnt^7ܪL^fWOy__˿2W|Ÿv>;[ΉH~1v1Yl9ûBRyva1`'h-<FU1?)T4y>^` ^Ls1~EJ?BO$8u98Gf?9=tk`o tV>qT~s޿D#n8/d`:o*h{ 6Й6MgL_Ӧ0{T5c\w̃Us8ldr.A>DQd\C:ҸQ u@E!6UȰ w"R^]^MuغVʖ&%]n S8ew8 [~B*;w姉֎;ϱ]{i';{Ԍ8jC U,N۴1~_C=6x[͒ XtGc_b{2h ù1քW|8x}L9d2/pM-+C%< J1ϰ9rژG'~J"/?9_xIڳy9ɾW|ַ 8qUF OTC9.Ub Z䞱>yL裊F. ږGAϏY| Z{] V偻_x[7Oi_]#kdt ]ֲ|y)?pS5,(<ż<ھP|;{9w67ayW|;T2Kށy'Ei«IyEc3kγɼklWOd8Yv>m퓇runO W,ĞKbX%<&n˱ cv,;^v58U<0ƥD訹/$ӛ*#P<.'ʶxn5'k?EW?d{L>YKFda!ò5|C WcI'rS N?҆C4&P+.w#;cݠ+~DOlO0Dm~"F7[+vW#PTS?VzB !'9p ^/y!8x:"\h~n}hq· uj-GN{pyN#%p0tIvudnT5g,Yi_.DFbL}*?V,,Langholm Academy English Department - Higher Study Diary (Novel) (d) Expression Really, the points made in the last two sections above relate very closely to the area of expression. Good expression in this type of work means three things - Using the correct critical words to write in the style the examiner expects Having a line of argument Making sure your paraphing, spelling, punctuation and sentences are correct These issues are dealt with in the sections on The Importance of Good Linkage , Staying Relevant , How a Good Essay Might Continue, and Checking Your First Draft On Your Own. A good deal of information has been presented to you over the last few pages, and it would be agood idea if you read these sections over again. Your teacher will probably want you to talk to you about what a finished Study looks like in some detail, but you have now dealt with four of the jobs we identified on the very first page of the Diary -  Choose your text after discussion with your teacher  Read and make notes on it using this Study Diary  Decide which aspects of the text to focus on; plan what you propose to do  Learn about what your examiner will be looking for in your essay Well Done - Take a (Short) Break *x_huǿit`I]8:h59-+L[*VRdpb4-0" S,Dх"/ )E;/{9xjp~<,4m 1gc#:'LZ?/tOMQ7=r9NIX+Fcps@8F ݸwKx\#ԡkZ_zNz;^ ~8Jb#R>[x,lx2 /MS~CNۉ;=jRѰU=%ϭO7\JR'Δ?o=XϟCm'Ԧ,6S+ժ uΓ~5IkMקG33Z hAիѬr3pTnр.,*; |}6G.FWBu9.88BmWKnpk 3๷{;gcs {GqoxX^k7kvVGMK h${N~^~~;Q#uv>_خW |ײ=5wj&5пf}A :D/{Z&{{[5?Ud{f5uϭ̹u{;qq'd\Kޯ~_-{ *PddvZj Yis/Microsoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  bK ubb(16hk2k/ b1g`{Tx͜}uE|U"Ijx1% kI Z#ш 3Ć(+,/e٥6J)31q3/Ig:Iy35S3֦vNJ@ZCڌ'~|wK's{ι{ιG+VGTJymXOCݵ"VF-\$޼0cBV k煭z®- }ar kZî9RD)y:c0KXe[EqTWMn*s4uM4.q3wzvձ}ӁCp|LU\jבwB㆖_tL9X>:y!3'ŭ#f>?~$|{낯\>"N[ tPr SZ29hlĉX+w X+T·-".3ުMz-a2nxr~BOuI1~ WۯѥUpؘV>j]VcGV?[Ovs}K!UQV ׫u3Sý<=$ ZW%šg~M}ӳݙ纲D zjv6 _kv,i#9JE 1ҳ3Ok]B~VAj#nyi<&!Xb~\re-a/pK(&mGxH-m>US+OM.\Q):|HE1Q@‡ݟ5p/2FK_/qvа}l#{#K]kqU ]ئIâp7[)/,u\5~;]L3 w(rئ,DށQe_vB]pc7Q#á֝F%K6y:-%y 1,iСG=qQ}uhqA\ym=Gr[\W^wDk9'7+IQ5ˢ"g3Ď&Ef&ELUm5j*ܙn!أ(aKM*DA2ͥ6޲vf6 svGvu}- 3)-:27n>F}(ir\uʼN1 s"(P|Ӊ+3#W*V&MrXG.Ay~O/+"ĺSjJCՃءnI 9PsB6mH:c& ˂'Q'NY>FuqnqV Qu>g *Ql3:8؟>ei}"^[RǞl;iTDyZm'{a?Sk?PAn=o:bIwZ>%gGcfeuρaxl%Li-Ӆ(؋9wrgzopݿ&(d k7J?/Yo:3.ӻ-V&?3 JD|\eտ//7Ř} "_F0Ϗxqf齷Aun}զoB*˷Jki!\@} PNػ?_wҿ~TʥyRjtADWehein]tvkk?~D'Ucagv/hE-ZյqRg,15Gs0_Dޚ1` o}}]޷<{ն/GZ8m _j>њ\ ?:^/up.\7<'4?yBȦN %n}g/TlM|=Ql8~Yf L[!=(0UZϱMdֳs19 &编:Nȉ01lPyrWG s l<ҽOW~HwTңG4toyv#C꓾7c'Ng;|s8rD~}NA盄㦹.:[[B н`|C0xKS|.ʂSJayS[ԗg~H:nc7<[\RE8>},UO>7=+\ępgLCUh㞯E:_^>k| _ (jʅ5&)p_J/Dh,| sm>"vóuG">Oֹ Hotgtĥ'IBGqa~GK8| ꔋK?y/G ˤd[}< o^#7cs=y7_@ N\MWLW_Utky&NZjODܒ)W^{07W2 *ˤlD<%`6=n?۾FݐMX.ge}a#Z0|TR;|caE1/_KDcMcXT > P~nQo|St,-^c`g5xH)%?&=?kVoS mt>K.>|qF}/񷊁 7 DcTDCZ}" _OM'\(F(+GJ">׿ܦnqfQ:}CgYn[Сm6{yE;c?h5oh|W17/x12Lcg 4!*[7 Z1/+m"h 7߁8{ēJ&$\\= |g{{6K6!G!%ÿ+"98lX;v?%ϭ ͼm>tˡm>1Fݟ˂f9yp_םl\vbwB6⊽sn_a'=>wX$o!߮"AJ@DZB=0On_rvvʒv,/CV,:XQFXQ`y}'Tʖ9pw Eco;#W/w䷁d Ν]5ٌ/{0Kv#as{uT[/)qsXУ W.׾8ڔQ}Lh/uxh4j:HFyƿ'4ҥdtp K/V}Ji-7Ǵ_7D&R+"y=$l]sO[/}Ͼ} 2̓ǂqo9Lp5|7c`GyrG\g+-=R<<%|OXY!{\S/h  Lǒ"2(`ےЎ6\;ݟa{?2翨34_Ӝ{D3ݑ{ýc|p {7~׌&q Sk'tpnknKQ&_^ ~EowjS$eٟtyk!xoSyޏxNhH%ckqY2oox=ߦJU #Z,l4l_lܳ5cdo ưf 'a bWUn ]\! },,Langholm Academy English Department - Higher Study Diary (Novel) Some of this may not be entirely clear. This is normal; remember that this is a much more difficult task than anything you have had to do before. You have worked on your text independently, and some of the work we have asked of you has been unfamiliar. Other parts mayhave seemed very obvious and similar to the work you did in S4; this again is normal. In any case, the only way to make use of the advice given here is to start writing, and so the next section of your Study Diary covers the last two jobs on the first page -  Write your first draft and check it; discuss this with your teacher  Write your final draft What A Good Introduction Might Look Like, And Why Before discussing examples of good introdictions, here is an introduction to a real Study which isn ’ t so good. For my Specialist Study I read “ Of Mice and Men ” by John Steinbeck. I chose it because I found that I could understand very well how the characters were feeling. I really liked this novel, which is about two friends who get into trouble and have to run away to a ranch. The story ends unhappily for them both. Because I liked the characters a lot, I am going to discuss what they are like in my Study and I will start with George and Lennie, the two friends. You should know that the title of this person ’ s study was - Why Characters are Likeable in “ Of Mice and Men ” by John Steinbeck. Now what would an examiner make of this? Look back at page to see what we said about good Introductions - does this have everything it should have? Take a minute to decide. 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The title, author and key words of the question are there - For my Specialist Study I read “ Of Mice and Men ” by John Steinbeck . I chose it because I found that I could understand very well how the characters were feeling. I really liked this novel, which is about two friends who get into trouble and have to run away to a ranch. The story ends unhappily for them both. Because I liked the characters a lot, I am going to discuss what they are like in my Study and I will start with George and Lennie, the two friends. The reason why the person chose the text and a statement of how he feels about it are there - For my Specialist Study I read “ Of Mice and Men ” by John Steinbeck. I chose it because I found that I could understand very well how the characters were feeling. I really liked this novel , which is about two friends who get into trouble and have to run away to a ranch. The story ends unhappily for them both. Because I liked the characters a lot, I am going to discuss what they are like in my Study and I will start with George and Lennie, the two friends. There is information on what the story is about and what the essay will do - For my Specialist Study I read “ Of Mice and Men ” by John Steinbeck. I chose it because I found that I could understand very well how the characters were feeling. I really liked this novel, which is about two friends who get into trouble and have to run away to a ranch. The story ends unhappily for them both. Because I liked the characters a lot, I am going to discuss what they are like in my Study and I will start with George and Lennie, the two friends. Why, then, will this not impress the examiner very much? Take a moment to think about this, then read the next example. xWohVU{.a4j%}l&m W"+sJ!Q`! be5+ bԗ-8gzۻEw;9<9;g>wql}-lHTlu]fc9X ͋4x?~Jvml_MtQ E9܊sm0nl>{h|,j_c?D<5F='/:lǺ8b31nNmyg1 ?Lx\ЁU8§~ɫ8#mZ'dh VF~.n:OSIO0{?x؇"]lwqvd;QhbBJ48Ht$x8S#ȫ=^r3MIȧ7?G"/Q[>zECVu w >yw`%NT;|lKuV"_+9oݽ);ݑSgjWϜuo4ӷL56_ǫo5z]Ri:'N챺\9zꧺW/C4uhO\ުVzKmOwm{/@,Y d}Y d2pe(Microsoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  > ܥ(16ޱ2/e1X{\x՜{_Gu#b1" bH6JV ^׻wm'mZ)*A $BTԊJ%h6u (@! 'UTGio횟uvfs9瞙;s+pV'~{AG/P 7!73Vo{oB D*>/ qR'4zgM=:ÁH0|V 5?Q5/UwJTHzc5;T|2ީ12-5'\VΜ\"Ǿ2s/_,o;t)ת[~}$o橿V 265WN1:1!3'<"}Wm_<)s[4&%$.&n+ËO;RUb4WkkJ|%t`>cr.ׅХ걯1ܢp[Uez2/Ɏٺ_ɞ~'7>,<^q\ ԝG^LǓ 1 ȜWCE'lbʧKp# jC7=yD[# >rKa3Ű)׫ wkY1-Zց=_/~qЪ@:uuVe9F? 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Its two main characters, George Milton and Lennie Small, dream of their own place in world which always seems hostile to the weak or vulnerable, but eventually their simple hopes crumble into the dust of the fateful ranch where they work. As I read this novel I was struck by how easily Steinbeck ’ s characters seemed to be able to engage my emotions; he manages to enlist my sympathy for many of his characters completely, inviting me to share the doomed hopes of George and Lennie so much that I found that I was willing them to succeed whilst knowing in my heart that they would not. Their failure is intensely sad, as is that of most of the other characters in the novel who fail in different ways to get what they desire from life, but we feel also that it is inevitable; why, then, do we find characters who are apparently living such hopeless lives so likeable? The answer to this question, I believe, has its beginning in the nature of the friendship between George and Lennie. This introduction does the same as the example given before, but in a more sophisticated way. The writer is more creative when outlining the story - Steinbeck ’ s “ Of Mice and Men ” is concerned with the destructive power of ordinary dreams. Its two main characters, George Milton and Lennie Small, dream of their own place in world which always seems hostile to the weak or vulnerable, but eventually their simple hopes crumble into the dust of the fateful ranch where they work. There is a thoughtful personal response which says a lot about how the writer has been affected by Steinbeck ’ s characters - As I read this novel I was struck by how easily Steinbeck ’ s characters seemed to be able to engage my emotions; he manages to enlist my sympathy for many of his characters completely, inviting me to share the doomed hopes of George and Lennie so much that I found that I was willing them to succeed whilst knowing in my heart that they would not. xhUeǟ{8'w6kьhk. 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The answer to this question, I believe, has its beginning in the nature of the friendship between George and Lennie. She leads us into her essay proper with a clear reference to the first point she will discuss in her essay - Their failure is intensely sad, as is that of most of the other characters in the novel who fail in different ways to get what they desire from life, but we feel also that it is inevitable; why, then, do we find characters who are apparently living such hopeless lives so likeable? The answer to this question, I believe, has its beginning in the nature of the friendship between George and Lennie. This is a much better introduction, written by a skilled writer, but it doesn ’ t give much more information than the first. It is more stylish . You may wish to have this kind of model in your mind when you come to write your essay - your teacher will have more to show you. In any case, it is this combination of what you say and how you say it that counts. Remember, we said that this something the examiner would want to see that you could identify and discuss in the novel you are studying - your essay is every bit as important a piece of writing as the novel you are writing about, and similar skills as a writer can be used. Now try writing your own Introduction , and let your own personality come out. 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The next step, obviously, is to continue to write your essay according to your plan. You may find that you think of other things to say which are not on your plan as you wrtie - this is a normal part of the process. However, although you should feel free to change your plan as your essay develops, you are advised to keep to the Statement Evidence Explanation structure which you spent so much time organising on your Crowsfeet. From here on until your concluding paragraph it is a matter of writing as fully as you can about the points you have already identified, using the evidence you have already found. Here are a few pieces of advice which may help you in this. The Importance Of Good Linkage To give the impression of a coherent line of thought and argument, linking words and phrases must be used. Some of the huge range of these appear below and on the page following, grouped under the headings you may find most useful. We are sure you can think of many more of your own. It is particularly important that you use a linking word or phrase at the start of each paragraph from now on in your essay , although of course you will need them from time to time in other places too. To introduce evidence for a point you are making for example, for instance, an illustration of this is, this is exemplified in To add ideas which are somehow similar moreover, furthermore, likewise, too, again, besides, similarly, in the same way additionally, on the same point To add ideas which somehow contrast but, and yet, athough, otherwie, conversely, however, nevertheless, still, on the other hand, even so, in contrast, on the contrary, notwithstanding, nonetheless xohesv8XE,Ѧ F& jp6kFF3fjO-(%!DY~t/Fe?Қ޵~9[y:A=u=ss?/E,ps_`4E^? XbnVM _26GOMhr[hԬKdݜ]wnK|T&:+bf%=-s_CE'Xlz>S9'~v8XmN+_bu6r EtZcSb˦{3y{'nUoo^\WSdͤjx^k3{3+ۚߟIzI~GY[m^kWZM]Vd A?x>nïå"DknE7e;, (] SzTlҚ膗M`]ZЕ@9[RWV5CM@jO#(fg)ռqfuU@;@>Zɴg#`oF?ggz5~7یɶ޷G#I] 0}ױiFuOՖ^7}{? 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Staying Relevant This is a part of the linkage that your essay needs to have. As well as showing that you can link the various ideas in your work together you must stick closely to your original proposals for your essay summarised in your title or question. This sounds simple enough but it is a common mistake and easily spotted by an examiner - it will cost you dearly if you wander off your point. The easiest way to ensure that you are clearly sticking to the original purpose of your essay is to repeat the key words of your question or title which you identified before you wrote your plan and highlighted on your Crowsfeet Planning sheet. You will remember that we have stressed the Statement Evidence Explanation model for each of your sections, and experience has shown that the Explanation part is the best place for you to add these key words. Don ’ t overdo it; if you are sticking to your plan, relevance will often be automatic. 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[^ռlݽwZ=g+X;jӍ E;WUrȰZ+E$r,vE8 k"ȯ)D]2~74GfK2 W(1\ٵJq> ć=ב_G~Х 3dȭ~WY^qdVMvpLwXo_HwNyƾ]+/) VbR|&ޒ;ߪ bߣ3}~E8 6SN:i뾠轿OƼY7nTUSi^+ Zpӣds@+2]rFO}^8{N_g$7KN>;7V>QzGΜl]GӢ[ Zr aSйp%$m[?;o9iyqYzG|U?8MgOO2y٩7{|ػ!Az`ؕ@,b:F.#pi;ES,騨S;WR_i,K֤#Tnj?>bVHVu{F!LTX-ٰŅ=9@TlqaaoБ۽»o̱ukYRT.|ǁIr8,/ƞ9/f^UcOGC&{>oh`V{w7Xo-/Eȁc b# 8s@B:j<"ܫr>@?MPbLU5{ FY{ YMo0>آ3 r<={+Tt5Tw~}#JuI49i4|N?dȰ} dKo^|/Rrϱ?7$,,1Langholm Academy English Department - Higher Study Diary (Novel) If you are quoting up to three or four words it is possible to insert these into your sentence as a simple continuation within inverted commas. If you are quoting several lines of your novel, though, it is best to indent your whole quotation - One example of clever use of imagery by the author occurs in Chapter Five: “ ................................................................................... .................................................................................... ......................................................... ” Follow the text exactly . You can make quotation work harder for you - this is called Double Quotation . First quote a section of the text as above - One example of clever use of imagery by the author occurs in Chapter Five: “ ................................................................................... .................................................................................... ....like a polished blade in the moonlight..... ” then quote again whatever words or phrases you think are the most important and discuss them in detail - The phrase “ like a polished blade in the moonlight ” seems to me to suggest that..................... ” It is possible here to show off your knowledge of literary / linguistic terms as you discuss in detail such features as metaphor, imagery, symbolism and so on. It is the easiest way of making comments on these features, and we advise you to use it several times. x]hqǟqq͊!fj+lLam7#RKI#p0E"Mܸ"6;=/i#=~3s1fK?pqo`,3(33gtjŠhEZnx\\;63Cqܯ\e-`.d,> 3FcM 2z`nmJ4}$]trHP߷@н/tG̙o]jKp|*l9p8 ]s$tU}I'yNnY΃#k<nk>wgUǩTȋ`'Xx=|f!wnxMu7#?eENZ˾ Y`| VX> v8gcq(V2p?k]MR/"Krϳ=9;SR[؂?.c4u?7Xo.dRT|Pz7yS-"XO=:G#><zB' []Ty%h(]@ĶHd +`RwP k~];KUdw=lS^Pi㵋!N\&놕[}(fŖ+d[ߎB)r殀˟ԝUrW̭>K`NgBG53ՃR=OY$ثϥֺTU gTIUꭩCl.<gKW6~C} H99HUs٥FO]ər:3=^ x*Vςx*U*Microsoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15   z(1662l/71mȶ {0Gx͛m^E)-EAZRYk&PVҤXmvv˶ZuF@Qc/jKQ*F1"c0"PZ `D X;g݇DsΜsNLaW@qBhQ),5ϋ3B-㚽IsťGuL ᆰ>l #! T5x˜ǚNח4X Ǫu AC|>+>ωٕ5xXdtߢv|Ҷ{o7 sl - }a ʦaiwm3M\πQC5õ籏hޫvH@ :?SmM1G/n?71cȷL Ǯҟw!0&~#߃t[%JF|P\YCWgv}6ݻw}@c7LsU>GrZm{FԈe?'zB0^|suwSfOܷcNXf]=OH&ppdO1PssP6迱(? Y@%vzn[zw w >\VdmX' C1V /m[4_*n΁u_(̐(nЩ9f:NM^<518akg40cְࠉjMsqvدW vkl+tM(KYW)~,l$p<1\.oЅ1 7n@QݣvNoݾmg {zpj\'vbA V}:Z98?#8Fվ-6e}F^үS*XLz.PT]QùgƒϹJuzM{˜tZ,.|Y{'X{V٬_ӫ=i;{[]r.lњt.H@أy?;:qO~ݭƽ3jq]8 HW]aUMEYS`XfhNWejǨG Р9~hʚc/q/veN+^#v0_ ]ם0&6gzsz`I3gg_0~686 _2'|eƿF~4I-R7g֔wbjΓxoX.XS>'⤌QPq⾚ke_-r8OmX  Hnw1k Xn8cs :[c` 1g9Ye7-s" z~NFN=06 n5`lk@tMkx],2f_X&3Q,(p-/ߨ#e9VTd&\V=Қ3dT\֋V4E/n)&7(V\f7Tf|3ۚ4g=AL'יs_F'X;BggoMOssrTVM3/X~&>-عOD]a-`}E>7 A\QgQDPT*ܩj<30OՊVlCs {bG9xۙ1`ص1̴ 9^i+Ax_LȟԇT'X+8& gӆ,O̾9C|s?vqTu{쏦heov8EG_ԨAշ΍]et׺>>WKl7lٷ}5-pyܥq`Y+uls*vZk[pr5u)Y:% ;z_8}WCsߕ}{ºxRqmmĶm:†i۶'ӇJ:n^S,, :\wK|{W ݨ~]Q%lZC7sm8Nۥ/)ߤvҝ;zxEŝNxO5rs!9-q-p1Nk 8je|"mvAa7d^DjĮ1~>$9Jyy|C4~ߐ-x=v~v#dQ# \'x~y&%gKu_c4s`M~ZV%.=mx;42vȡLD~ yJtco8}J=zNkC|@8|rs_'fŎw-LGw9_qn4sh|n3Fbܭ?c=u״?s`̱ chl5.vyDܜج;eMܬloµWpo^ϟUϕ*VxrMo8N'T`EzS5.6Ͱ-c}Yg3}t >ޒr9YGĥ "6ۿ(XT׉{ҁԫ篿&⯨-&ӡſKM_X&,֡Iwdq׉(9ߗ%.bO? w`HF~w~F>RyM"smcQL;tX6}wzN"}i\˝'y0u|`ĸs94s޲Sdz*92Yc]-<ѝ1t˦zZ>zʏkb;M}H׾C ,rwHqG-~G n㣤N$}ײq5 % ׃`LAgz\Ȣ;Ã5:}GN%PdΪHg;M8\YQr:yUoU 6Y?0OSXdy<}n-Xpio|{o6yHN\Sy `yœ|s5 <ӓp=|MlNguyZyYdy}N^?#, s6o],ܹ_2_t4/ G6nሏ1]no՜iڜm6}/?^VnxҙEϬ徲AxWgqgCM7ǁu0/c4:#\C`@ q 1J14UóE51t`n _;ϽcO'~% EՃHy3t{d~=徰]rA\g ޹ρ c|Ho!ge;lȽjCpPnapQZ vgŒY~K)/?˷v6;>_p::bVϏH Ea`QxU,.S*iR㙖ox|iH:&8"֌%F՘t0=iLͫ8lݚlD X1uf,pȊɾKYKkdTy&Ng2۲NtA F[:С:Yğ߶"keCۥgS,%\zIݨטּ[p©)6-lo!OJ.nxD]r9g pUbZ֥~QƬj9/T4M-05W/~XOR_5N|ņ\=+×r~(M}5c 3gM-bax{R6q|qG{5\sÛ$9Ԙ^:S&ҡÙN!kD5* O[_4O8n;*]Mtzޗwr5&G5`БSK/VjMM 6F:r;r|A\^Y?%OߩUC\~F;;СU=dmS,+6wGߵ:8Uvkt7>MYko[)Hķߧb ;|#9=am~V]%s|kЃAGnj1fBKF,/,\'%`[ҁح^ݸzx kCJyquD:t$Iգ,pZ>kO{lhp -_57mxe]+GsaعQcxC67<a_j,O?X!fQ3:(-z5h{Bi-zu`ſ)G.Hz3)Qjߔߋ;zoWܮl}]71c 3Rwx^7_m-ブjsAK||+\T(Ģs;Kۨ*l=c*h,,Langholm Academy English Department - Higher Study Diary (Novel) Ending Your Essay The best way to think about how to end your essay is that a simple, sensible ending will in the end be more effective that one which tries to do too much. One thing your final paragraph or section must do, though, is to return to the key words of your title or question . There are several neat ways to end. 1 You could make a very personal response to the main issue you are writing about, as the endings which follow from essays on “ The Crucible ” and “ Laidlaw ” show. 2 You could say how important the central issue of the text you have been writing about is for an appreciation of the whole text as the ending from an essay on “ Of Mice and Men ” shows. 3 You could simply restate your main point and convey your confidence that the text you have chosen really does fit the analysis you have given of it. The writer of the last example does this. It is probably true to say that - - any obvious attempt to sum up will gain credit - a sensible honesty will impress - genuine personal response is never wasted in a essay - the examiner will expect to see the key words of your title or question to appear in the last paragraph of your essay ix]HSaǟn!Q(.,-"-"CHeaIN)P2DG(DRJFEP]F hDAQA(wuNM;m."dg|_w(""RY nJ'6`J h5"BlΦ_WdV4j[^ZDҡ}W9ŵÖvUύmd.`[f".S]]iXblvBeQ-7>훴S'C 3ߟT2O)y'ם$JK!t}8|wHRGW3`y$i2dBk kdtȢ ĵTyA]&Ni Oe:Y%$<992 >A?>IQ9n6S@_`sC,yAo+<"\\cK\î݀}IǠ97Y0{/;NCrދq WD?98(ց8C9.L6 Y<($i+|E\Fwj^D'*Ҙ~ 17e![Lcy6c{mOyށ2 o g06k]%jfνZoxXWc)BS&`O֭v`>yMx8&\TB.ss;d/ $~N`D>n5{857h3pw15S/6/]n7oū7VߎXmOۿ"/ּhpbfh~s[慷OmO $* *?'QDa~.(Microsoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  2^ "*(162 /81>F{Rx͜m^qcX 6 6tC /W[׮\e5 i/U4-mPBPU)jS UD4R_w9{]{\8{Ι3g̜9sϽ;)T6vRVwKSzbյk N|ۖ:)m¯PX W[Io>7Ci(LPٛJxδ/T ݖIӦ AAAWU^ej3yj3YB52ʥH.?ofJd] _1OM7M}CB^mhb6vϮ=_։{oP+\vx3 FE wr/!Ee('S#VT9o_~D߸ ޺/v|}7}}UzV{?5Ouޓ4ϯxﻚ8}8rߣq]t0x ?3r Gqhջ453op`_p=,&ϰ,Tee{>_ 3*CrKTQ:xQc :t+ <18h ঃkv]wo7`;ƶ_hϛwׅKn'p̅nO"" `|vH0؃vҚIE7,/E z}CO^ֻm[ό0<8!]]kS{!*ռS~Zc)qI/ x\ vqnl֗+/l^%Ҍ%ʂU3ײ;o4%v^Xw|O׿ԷFOL; W}q}[wɾpTcb_ql Ȕ=k&PyܔVgpVm*ŞŔÊ$ *ΰO}(rLdL<6׈T {E*&EUȏ߭r j`Iǿ󥾧߹t|#<_J'gUe?|N3%0][*oKl-wJ~BsϨ[>8o_* fWQ?^fM\hhG.&v;>` Xf͐jōjUvƄZ+'QNk1ƍknmYk5c Q3^ȿg`cQ8?-?O ?]a!Ɏ㪱1T#tQ:ThɡkW O2 3"<~E|pۙQ[4ǡk?` a#l@l Ӎc40k9.Z^a3'í.[Ct_|AOm`ُB|nxe6g<|6=w^cGz۾7֚ʷTV\o}K4_o-!G}Žᨱ~'#xE}c}:~g)mQׁ\YփĞ2 a!T JZ_8 |Vz\yzRxOLF i #O6JiknL>HmnskkyІFy89[|mNgOX'nR}To ;ζuK{*F XW;oz|YS4͒ v6ِM~ \ulϴtpf5YxuIڿ'+4Ǐ-=t_|WhE ǔ?ƣӳ}zE571?~Qv=ʾy{ kE| +ؙAnH |j~w}or?웯G[)'4{dZɰs A)1>eاl ;25ֽxGw+.Z!d[x=>95kxxӂcoxǼy]Faee}[.3oN1ߜ0,Ԟz֮Mg_~Go ݮyb+|6.=ƹ# 'Ȟ+fs)x%,@lj'9bTzɗ5r:7_vE6/}x21ӯax0  pj=Ng߲Ûw0g˟+"ug߅`͟^sX˧8 {cax#cމzI3+NArh}r{umۈo[ѷo㌣6{89+9|~8>#BqhB%prUc=&bEt3¨)s8wxe5QNUA&;\wZ_]ut> CS x.j q1y𤏝goܧ~ 9ou:߯u:-`gZjl.3 vn{NNsoKO}C_Ri w.1Zs3uXuMvq'pƅMoX(a'8o.1a\ާ b|̀6΋ֵT`T9޽ا&Hoh>}R+k[>96ف3pDPb0k:$:汥~yzhIS;c={<2井*5]A!zmap kgݎ>#㛛g32 ^]17y;_O؛B~cT_'"?{VlNnA!X #gPspïk "f _Lߚà"n!k5XT5zڨNҜ[T?U`9窯E{DS e9Z<}o8>axe_2y0ּc8mO1?6޲s9ϸ?E~r\>@_|Ud7O^AA1_G3qO%#w#֜+*bnF~-Cim>뼝xtd'A׷om4̓F˲ރO<_Ngzy?mo}S-ͷ/es- g"œ9 aO8~mQ+<}Puzǀήs jGp|?dgbŘ:k~ ǻjJe '{C>|`1vN28_\ + `yۏwmZ91E幌c vfO#8|<D :}=ytob}msO6UsCH~ Υɪn|Ov<-  gc_,[pocD67b[rZئ {\G O~8xJbymꜧy/^?b.HΣk6O8!/xI!Ngyn}͌}iqn jgg0p=j7I.V] W m /W!O> 0}Gg笲Pa,>hPSDwoj#8(UѶ,D|Z+4\͗c-3oQt /d(Om2;!]W>U_$abWPWQ>m6߯V[aopᮡOc܇M?}ߤo^͜.o^ݦBż-o}9yW>#_K'-.*\āt] }ʊY7<[+;=/|;|}wnk5S̖Jv{#j4]c=5+ mK%~_*Tv{yM_|1Eo"U7_϶wGhl}plO.fۼBƵݡ쪠v-JQOI#vs?f\^[?.g LGu1w;*gm=Kgٲp̀ݲTؠf+;6͆nnc36{${ja崖>gȁL[#zC.wj|WJ~-9lK=j hޫ6R{c vnLr$9Ch7 FS{rc?"V։3u}eP٫](1622/HL1g{Lx՜]E$$ D $c  BH03V`I&f&є>( B4Xh*RK,f_e,twY`]+Uj~n>`r99Ow^!K!ɬ=VYŸCV\qIp#ޙ?BR>V^4=4 6AY,`Chh8_\0R5Hl8^%i"UIsK j|31D,7:"8)iەuu{CCpT'ssB_xh*Z<:63T?S>?Oi5[n ш$CO#{}`@}$`֯_=@ףc3|Tu'@%0GT_A֊VV֪x`VO}˱D<[Çm)qUj{<_uwI0~[_?mjߦ--<t8;Kug4^ROo3|[?z=y# oR92WYerQWxh]M'59ߚyjOnguCsyaih+~H2fD-@tϋ 6ݐxBǧ<=ӅO@\/goMG/ي.B!.x *ɖU闇[վXة]/}eDKKRG1F=akgy t1}FC_/q{a;ٮ)+ƕk~,lS'FѲp<6YX#_//ᡋEԳDkn ~E)vV;y}n;Ӈ1g 0`-M  s/zJݖ* Ov{^{_S*Fm,U&HG?P^Q1 jS/0 'K*ׯoѽ}{f<1loϷN8 dtct| ;{6 ?_a-}`[%|䛂f1YuT6Lo߄IMFg1C_Uw[UZ"zc_s{1z5>6Ga#âi5luߘϷowٷ %~·w@T} ^!\omv^vkU{Jv~]&ӹm@;,,Q287}/U vK3&e, T:AGGjqGpc/<($/㜀'_$0u{Ӧ ')41.UGc^t@OP/^a,W֝w?)ҭƌUFW ާxyXR, _KENߐ{u@7S(gj]VI]9g"a?9e)2(+`a %eAC+Է.\1;nd[vw,\ͦ(;Kݹ!.WV=xnq${E]E { 4699tpùylhȃN?Jx;y]Wٍr셏n(͙G.[T[|\\؇ ~ZÿM>+;㙚|lvk›tXr\X7s^u(|Ǻ |!y[s8ҽK?8T;?HwH_7VΏYR;}spד b*Lᴕ挫D[9cQ0S:҃5x+6QgtOY b{ {_{E=X1{ػ{؛'[[ g&sHύWhupZ:"1]wDD;NCwkECǎѝ3bӛ,x+zJ˴-&n}^;"{FG|:͞}W3mh >ǘq.0?Oo A )Z&@eŐPG 9?!98PKq_^WNљOnÓQr&RɻՎw1o۾YQOLkZ<.7gOqC#t<8>_Q+9_KLdq}5cPg 懗R?K b*4b\ej-mwƯEۦHvջ?[N-^n}X' -yVݜc\*^FaQ5(F(aS)|mlCԹi8|d tpKf2~uqzNRBGκKOJޒ_Wd_4|zj~}׫핉:5c8ϫGc[U7yBfX0GPt8(~rFnB^Ct%+ۑlY_*/njJ\\ciKcxU-+ yNٲl=ya}?P*;<%!|sNu8E8^E둿9-Nr X.GX7OѾMs<Hc8ѯIWe%;@C9zΟSg;ɐNJgjYn=f~Hyf9#`+69>zLj;22˼>p*YW:XASL~U&tY]se{) :n3y'ڧkj$3N91^/K|жo!xۮFil4l$Sڨ)Z&@˪xs@rȝ_.yIZH*;<~W$}bxBρb%%ZE8~?af'%# 8Ey^gc"mCL87x=1Uup9cbx4whX}hZ =[xǦsuD7`U_ۥ>1GSZ=yؾE["?]/V)AVaƳU;k[m'iUGV8Q` 1 ]=Z]׉ELK+>I 42է)`7{EoH>, ȓu~!c;7_+fmCēפmútQOS;|<_"oL{ܹLE6Ѹ7Lt\G 5ɟ^v乳5>a.z' smb J]ڎ.ݏ6<rҵ[e+,[m [a:[5EȞ_uI{ݻ*m:`t표ڸB/ ZI(/tf 9M (vt=\&Vc| _&缜ԕI?k9N7BO#]'n)%pLKa /%`<|FNЇ1)-:tyǹ)-ӹ! ZcI\_bBUXi.zFmPVaM)ޞ"F]uk7Njvק͒jDOj`|R__lE|sv/7b:4!m#FL!Zf:' }qg}Dz=s#e7WϹ]!ѮVlNް{O|:U~C8Pa^YpS_!pgg~gǘYN [ :4x1a h;?><2(/rWևGJ\:tb]' Hb{ 7 +5npuh-/^GɆ1KZLCQ@执'}x?F݌D}`{ x}mlK|ftxmW#Sx>DžM#?%:HʟUΉҸ^#\]\-~#_.].9R &5oo 8MmS %^KDe'$u[d|L^1<%ƮcѶf,xT<1mes_paq?#oo?:&C `pT߿ s:U҅YP)hyhF6F'uz6'ԏ䏥ݚٝۑ]-6D&9ndD Q˯.-:cc'w hvn`y;V>xlۥW=e7EĈe`;qY჋&6H!x@\)9|:4IX#P*t/9{Ã:< 6E|]qc=1%y y*ƕ~`]%bUMNkEY>tWyub뼮^[#cS 2|P糀17桁vl)KdխQ W>~!X ̓s x|Xӡ*W*/*tX-NGEe!ƞb,׀s.#\‰%޵](ޮ۷--] QDZA8Kyx46::L@_b3%.x̂oٔ-{ 8n}M62X/dXWˣZ=+l [c:[7E`YW؄y ޲",,uLangholm Academy English Department - Higher Study Diary (Novel) “ What? After all the work I ’ ve done? He ’ s gone mad! It ’ s always the teacher ’ s job to correct our work, that ’ s what they get paid for . . . . . “ Anonymous 5th Year Pupil (Adapted) Wrong! Firstly, teachers and pupils always have to work together. Secondly, your teacher ’ s job is to help you learn to spot and correct your own mistakes (not just in your writing, either) otherwise there ’ s no hope for you when you leave school. Thirdly, your teacher will not be able to help you in controlled conditions when you write your final draft. Fourthly, in the end it ’ s your essay and your Higher course - you have to take responsibility for it eventually. So, here ’ s a list of elements to check after you have written your first draft based on common errors in essays like this we have noticed over the years. You may think that some of these points seem very trivial and not worth bothering about but if you can present an essay which has none of these errors to the SQA your examiner will be in a much cheerier (more generous ?) mood by the end of his reading. 1. Mistakes Which Will Stop You Passing This relates to the Performance Criteria we noted some time ago. The main ways in which you can fail to meet them are: Checking Your First Draft on Your Own x_hWeǟsOv~bb6M @c(ɚ.憖"$-csSn4A^t]+. 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PXCaÃ6);>K>a ,=&ڀکX#"BwpX#SGU( \~k˸y.++^i'nBb?{ `{(>rmQWY5g/ӞuCstTIsr<l4bg f"5VwD$'I3D%GDq/n&̈́0wqs{7O<0Ͼ~ZG{Ħ?=-c>:cY?>vjxP!Z>hêͬb՘ ed/)O51kg_10kcXyqSgL<5aycO纽y_bh6}ػ>=?[{x| |n,B}xJm=?gTwO0^ψ!E_\g.8ړMhF[.x; 1ܚ9^rfa [1O))gwW>Lk2:h#O FZ/dEBʔOɗۢ},Wuxhʷybs%zF6E*o1?'W `y3Y&m6Vq9ɧ_%l˜ՀqبJ&sS7} ܫgYtD>rq<0G"BOz,~_6 :G8^*+puspWEe@w'{wB:"bjշn\SFjaD;om>ox~3ŐfbSlkL7Ee{yc},H x\>CN;y6<^GyexO1Nmf]_V鳢K5ZmL$~c)Xt+ŭ A, щS?gػnNJ}Kvl: =$S6GyȺ]mA報G>mS~б-nmpR%VƔ*/~+ǭ>o l8G&:lOۀ2>d0mOdkWduJbۚіVgceEXkXtbx Sj\iX ذ m'ce5a[D I1/M[mZAl>T3;uKYAlӭUgj>Z?)aH_ׇ >}[۸$̈́<YYX9B#SK߂XunQ,SXLEyj]'6xfJᓇ.0yA(ND}ڃ\ϵxyx򋕪‡ED_#?_縞 ьCx`a`@Nc߆h$3u(SvxR⩔Ɛ\!a\ >m"Oi޳7HaR}hb3vp3"ޘvxo}R(s暦vbc3; UAQ}g G*101 )UgۼG9XaDZ c_vٷ*u~]ux۔Gj)>v'|׾xHRU }M>;| fH'=y3SBMXc.m|Qv;޻ж?':3%>Q6S]:+rqW;GJ/SˁS]ӣjL6i$x>Ta| k܇m]3j`Hk70)vRp +eybu4 17syl x#=J|d?x3mЌc>%KIC3;E?i|E}tQ" niW-ϓIb0} !=(<b {~nr؉|K^Wc52Gp.][XCXF;DFfeQ~-K>o:/6^OC> ~R8% =Uo,ȷP dfۈxM;=;q q/&%[}"%|u3.-b7싽#ۚ=-yu`])t|jgoKmc:tS9i.Xkx] ZDjD)SBii7SWLƝ_%5wlHh5<:;Ow2W9~G'>R]'eUv_߽]hK$Wgⱂ‿rN-qbɸn8x,U}&vܩU}ƿu}XHg>h7fi;{l{(ķ:ǷN6(}3Nd?Aͱ,ڽjm%G e:4lY=`ҾF.]OykDz~etSOOf./ʟcJ/jmxgl[zx )4#ɾP<Ė%hc|! a[loI?Ꚏ>r=/zG'2f?OrߢyuB]e0~|vxrq1>[l#Tl5b0WIj; ^DV]㎟}6Syhў AaGvhkUϊq~7yω_ds~zrפp:&n@ Ը yf60> ~'^!>V+Qmdn\0F*U`&.:L<"^l} 2.3;>3r%mtFŽgeF>z!*|J JۣmCk."+_OW*ouxwӸauK<>+kiSۥn_ξ)qyzCw}d`*0vh}_kAcM#~u?ƈ/Lmalc?lὐ.iTA)#oZjƆe]L~7U{A?sx!: ǹ1uk'E[Kg+D6w[=BVn]9]+Qu{b,,Langholm Academy English Department - Higher Study Diary (Novel) You miss out important features of the text which are relevant to your title or question, such as major themes, important characters or significant incidents. For instance, if you wrote an essay about characterisation in “ Of Mice and Men ” and failed to mention that George kills Lennie at the end of the novel this would be a fairly major mistake because the event itself is central to how we understand the two characters ’ relationship with each other. You fail to make comments on the style and structure of the text . Make sure that you have identified and explained some literary or language features throughout; this is the meat of your essay. If you follow the advice given in this booklet you will be able to avoid faults here but if you find you are simply retelling the story, beware . . . . You do not say how you felt about how well the author wrote the novel . This does not mean that you have to always say that you admired the author ’ s skill, but you must show clearly and obviously that you have some kind of opinion on this. You fail to back up what you say with evidence of some kind. You do not use critical terminology in your explanations of your evidence. This is a common error, especially when quoting. Check to see that you have called the feature you are discussing by the correct name (symbol, metaphor, image, characterisation, theme.......) You wander off the point of your argument. Check to see that you are constantly re-using the key words of the question or title you decided on, especially in your explanations, and that everything you say is in connection, somehow, with this. Linking words or phrases should appear in each topic sentence on your essay. Your essay reads like a literature Study and contains few errors in spelling, punctuation, sentence construction, and so on. Use the models available to get a sense of how a good Study reads. Check your work word by word to find and correct errors; make a note of the words which you are likely to spell incorrectly or the grammar rules that you tend to break and learn them. Your teacher will not be able to do this for you . }xmhUǯY>OسLtي GVrXmlƆl9LRp9[ E1Q%?DD Qːglϳ= }uus:羟wMl\_;'_0kP3d ͞OƦژ]mg }*]U[ \V[sZMVKE`}dojZO7ߤ/z)f+(Rj Ϝ;ͫ:[:ݠHf,ڋ>|o{i vGvogܫ;Xd!(M[u&Ω^ڈQ "7+ bc`UnX֞Sgtb'.x\ zKOXkb]p O^J|ׁwB)Z>s+]#P]i5к}?K;Ư'fs~un ֤s(VwJq@nΘ|*i[Ku@yT&yC<e}S-~Fq1cBƧ5Z[Gz⃾363V^ b'o?~ ~'>`smcD\lDk6|:7꿔x֩=WO@@@@@@%SM*****?SoܒMicrosoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  8 t8|8(16F2F/81EPA:a{@x͛}Weǟ%$Y"/B eJʈV ʮ‚ҸSLN*30?M/O%KS34f3&(4 FϽw]y)9y999oBsBV\uۏW'}B8BC /a'Hs`T F'}^6! ]cEy@tNMOA0C{ h;W-v hهWEOVUO<apMۍa 䳕=JDiӌrrO,^'Z8{54f (`[@# f R]Y;}Pc)uQ Ux1U9w%bWkc2@:zFyEMý3ϽDyzBthT;F+ցwVO1ko]ppVtm;SK]t{a$cc}/S69_5B~E¿!UC-^K-dB~^پ9Pq_n>-{QXMRߢ(\T+g-4tE!aq(6G;tL^s "`k?MQ2f trM$<=ter5i[g@X=a=>`\ klykg5И::MggL 4p>u8}烢 M1AlV+Ј*b^HIFjNI>n \=vqydѶ{ӱ;|<(/~%G 'ayY&#;P$x=R@%%th:6o^lu}ra,٦loǚxe4gn\88W8_A#8Wys? 9ekgpޅo=e u,4A^4eq5½'~l]+R?hb@P_>gE#9< y-!T4mqyZ'yc.1a\>޷Y[%>V>gl. Nbc`!VK/R4C2(ۢF ~C!'s'4tqĻHt@v$)Ee͟6o_hȕ J:β{,/n,hCdH,_/jJfLsoQNb=w>CmާЁemJ 癙Q;_^m~А#ouܲ}"}3;>;uZ c%}>ӵ̮Ff~9?J|㖌TPPrxq}#}ے2 \t [xpܩ3eq&;jڼa/ށًXnLn(ޟn="!>MH[jاs,ohT3G.K~AM7W2D}}/\x }žl Z?MO.;l+4mP/Z$") &|!V:wD=GA_ӁLxxWuS]"r/v|ԫwQMgk|s-Oa$oI;yMqHމFqNs\2zqyw!|\:abgsC|ec:uĚךkkjc1q㗺YB1?xx@5xϜ,?s1Y8 4A!SEïI 7;n}폭lc$;} `eӷoi=|v>g}5*+qpص̶FƯq^EQ͉F=vr.:d($7:Ŀۿ](uKD Zd‘Vjj3Q+lkpН 0fM,}oe3h8`"֑<<N NcB1I+ſ,!Z&ouX#5(BwTѤHp"ST$*3kJb0k$*Yrm{ȶ;]}>r`<b=8pRyg:<@O^n:.4'Ztbgg IFj"A <||nF kݩ=:@C5:ԋ ssC}tѰWf޽_fdxǞY1N|gqsXycYq18'n}hL|.аLWjgܲ'>T^6F0DÑTq),>l#աFrõ:\uukҳzw to: ݂Ϣ;ܫ\9k8ש]{6x0K]|1/_E+zFwLQ{ glc[dJCڤ?uthڲP4.3~[KS~ٿtn>yKUENENB<\$ }6mӟ'd:)0>hlnl=sܢ{e{-evecY,8Z.0>:,,Langholm Academy English Department - Higher Study Diary (Novel) Use the headings in bold on the last few pages as a checklist for your first draft. 2. Technical Howlers These errors will affect the quality of your pass. Take the advice below. Always write about the novel in the present tense - “ Lennie is a pitiable character ” Never use abbreviations like it ’ s, isn ’ t, can ’ t Never use the pronoun you - use I or we instead, or go for phrases like “ it is evident here that . . . . “ Make sure you quote correctly the exact words you select from the novel Vary your personal response words - be as creative as you like (without seeming mad) and try to develop what you say beyond “ It seems to me . . . I believe . . “ . This really is something that can make a big difference to your pass. Check these aspects carefully. Now, hand in your first draft in by the due date, and WELL DONE. xKHTamLk"b$ z˜VH$E$&I#L(EDA%phE(WHǢ\a$ ;9\7.#_D䡕_ЈߓWj} H)~l-jTIt5B6I?:d$ !yftufg7JTT5:BQֳ!O"#k2uwmh !s2>V:";}X"&yT1<Jm?טaE~ꀽ؎jӏ4r^߹.J\VY&è*IF KFs.lΣ[!^>#i*amrh"\PS \:ZMMl&)ld2[9d~&)ߧ:+&Ø޷d+䙫]f>y;=>J|Gm{F klYa꾪2m  p޷.[qmo9̆`.al}K6ͪ Ϋ!43=#ݫݏjv1Xk&_\p 8}Ce]|\ ܃P5.[&z'%X%F{ﱪ.FqΛѳiΕ[}>Z؎:X/|Bn=gȯ߆؜@|mƯ  s0Microsoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15   ZG ;YZ(16`2&a/Z1"]|m{"xՙkUW92  B'\#Xƒ(2agdM$h6~1F+Mm DCCSZcw^wΝͬ^k?{g3ʜY?UBH fj5|qY KޖlhH8?M1\LM:f]Z~ID5٬eUKT`h^TӴj 'SC]YH՛T ӭ!i$,Ktݥz3Ϙ3_zmߧ/mX@ZC,3vf,fE1N|u"lԯ\ U~{7 Jc3>'*vg9I۸M(1kNDo/+;nu>w>}ӾBm\/^oZowp15]Vup z~TcvS!vKaa\CfvI쌕6cCjLKI/Il4W8ǍȾ"mQQ'Ͼ᭵{vFw7⽷w;VJ+Ǯ/kN56 i}`ϑ89?6%ՋyVޠik'oeJ\ L餘MY* Eɚ#coI_@%9:rƚ#:x-aEc#~H;tY+D\xL22D"ގ7r*u1mC[Nwu="ҙ7\$osJ srsHeWlXVB%#[=nGԮU^#zr+t|>5#GF{d?.{tb;3tni|`([H܃r;N-x9yFpF~RwH 8aS*X% ʈ5eQq4΅1ۄ46_9c);)}(CƜ9q6͞s>o%Gq;ƅGO߱Qq=$:_r5~- {&īQr~vF=];oSlò^ɱ7աZJ1[>{OKSrzՔt~9/\w\G6[^Ɩua7tmBrz>&lr47:T(={$2){BCǫ&ͱ{8k/CÏ˥1gt<%~[4ϑ+uE"b^+9|1_2s0Ms;hݽ~Ƨ ʧ˯<5kW īڀ[ܟ?딿џ9/wԧ}w@=9~#6,[BeU$STlM)RqCw?ƞ0>2r|OD{Q[?>q`zGg b e-\^ Dido*^o24WÉ +/` Mzx#Z`d`V! ;SNTO*"9no!32MD;{νugRDֈ6"v?dD)[*`5@TVE\a;f8H/YX81"C1xVKD5Lg[ou<:B׋[9COaغuį&+Gd9ͨ>chgwzE=xuOσq6%^亾;q7xddcm?]eix+c'b]_k̗v?Z?4'c{T|tT{lG>@}n3{ax 8ه;w-="dX$tzMa3B艃 R#qnjv0a滐qW*7މ uX4:л XEcg~c5הۏ^PN\Ozoߜ;R!] w̝{ o m]C>\'e27׳uYOQ4DKS%+ bX@o[j3`R}̕3ONyO0SYre+raȁX ʖ#[AnZqs8ߨ}!i|l$F|_yťʢ}a|UͻO>;U|`\M/٩]OΩ&*LkkSxV0[r#Z<>]8͞ƻfވwAk=Q_һc`{A|q+ Pq|!wFطžZ +p_&ǘ6<@<ʌ׍^HU7fMG2f]h,,ZLangholm Academy English Department - Higher Study Diary (Novel) Possible Solutions xcb``t`````ұ@@A l 'LHs#Yl ,x "t^FF}!8 ʴa-;N҉ `gxaLtd )4 /M"Microsoft Office Document Image Writer 11.03.2175.00 2008:01:17 11:01:15  $sZn ss(16Ht2~t/`*s1sࡱ> Root EntryGXNdqrvorsQblcu4szKeiub3mf2g8GXGXCONTENTSprop2 # mX]0,Å :+0h08@T B prop2B prop3" DICT| CCCC3  CCCCCCCCCCVyOOh0@(08 CCCCOh+'0d0prop3 AuvsxjatP0udblw1Aaq5eubr5h8GXGXCONTENTSpSummaryInformation(GXGXCONTENTS8@\ thomsonjl+ddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddddd$