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English with Mrs Phenix

A blog to support your classwork. check back regularly for additional work and course updates., national 5 folio and an introduction to the creative writing piece.

National 5 folio mind map

During the National 5 course you will have opportunities to create a range of different written pieces in various genres. Your strongest piece under ‘Creative’ and under ‘Discursive’, will be included in your folio. Firstly, we will focus on creating a creative piece for the folio, more specifically, a piece of prose (a short story). When writing a short story there are several elements to take into consideration:

  • Characterisation

Goodstorymountain

  • A note on setting :

When creating the setting consider the five senses . What do you see? hear? smell? taste? feel? Note down some ideas using interesting vocabulary and use a thesaurus to help if necessary. When planning the setting for your story consider imagery which you may wish to use to describe place. Imagery can mean a metaphor, a simile or personification. It’s helpful to have thought about examples before writing which you can slot into your story at an appropriate place to add interest.

A quick recap – very basically a metaphor is comparing two things saying something IS something. For example, “He’s a night-owl”.  A simile also compares two things but uses the words AS or LIKE. For example, “As light as a feather”. Personification is when you give an inanimate object the characteristics or a human. For example, “The moon played hid and seek with the clouds”. 

  • A note on Characterisation :

Your role is to create a protagonist (main character). It is important your character is likeable; someone who your reader can relate to. To achieve this you need to ensure he/she possesses positive traits. But if your character is too perfect then it becomes more difficult to relate to him/her, the characterisation can seem unrealistic or your reader may end up despising your protagonist. I encourage a ‘two stars and a wish’ approach. There should be a couple of admirable traits which make him/her attractive to others, but perhaps there is an obvious flaw e.g. pride, which acts as an obstacle and leads to the character’s downfall. You can tell a lot about a character by the way others react to him/her, so for a more interesting slant on characterisation consider using the way other characters treat your protagonist through the actions, language and tone.

  • A note on Plot :

Your story should contain basic elements of structure such as: Exposition, Inciting Incident / Conflict, Rising Action, Climax, Falling Action and Resolution / Denouement. Your plot does not need to be in chronological order. You can begin mid way through the action for example. Feel free to play around with structure. This makes your piece more captivating.

  • The opening line:

A good opening line has the ability to stand the test of time, just have a read through some of the most universally admired lines in literature:

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way.” – Charles Dickens, ‘A Tale of Two Cities’. 1859.

“It was a bright cold day in April, and the clocks were striking thirteen.” – George Orwell, ‘Nineteen Eighty Four’. 1949.

“It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.”- Jane Austin, ‘Pride and Prejudice’. 1813.

An effective opening line acts as a ‘hook’ reeling in your reader, just as a fish is reeled in using enticing bait. Think of it this way: your readers are Koi Carp and your opening line is a fly fish. (Metaphor much?)

Suggested ways to begin your prose include using:

  • an action hook – begin mid-way through the drama to create intrigue.
  • an atmospheric hook – begin with a descriptive introduction to the setting of your story.
  • a character hook – start with a description of an intriguing character.
  • a puzzle hook – make your reader try to figure out what’s happening because you have created an air of mystery.
  • a dialogue hook – commence your tale using conversation between your characters.
  • a narrator hook – allow your narrator to address the reader directly, letting them in on the story in a compelling voice.
  • a question hook – ask the reader a rhetorical question which involves them directly in your piece.
  • a statement hook – begin with a popular quote which introduces the theme of your story.

Although there are many other ways to begin…

  • Other tips :

Try to have a mix of narration and direct speech.

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  • Sep 28, 2021

Maximising success in your N5 or Higher English folio

Kenny, our Subject Leader at Saturday School has put together this brilliant blog to help and support Higher and National 5 English students with their all-important folio. We hope you find it useful!

As I am sure you will know, the folio is of huge importance, it accounts for 30 percent of your final award. Consequently, it can help to compensate for any deficiencies you may have elsewhere. Indeed, a score of 24 in your folio would allow you to “scrape” a pass in the RUAE and Critical Reading papers and still receive a B as your final grade; it would also allow you to score (just) underneath 70 percent for every other element and still receive an A!

This year (2021/22), you will only have to submit one folio piece. It will be scored out of 15 and then doubled. As a result, it would be wise to spend some time considering where your strengths lie and focus on channelling them towards the type of writing that will secure you the best mark, regardless of whether your teacher forces you to write two or not.

Broadly Creative

This refers to:

Personal/ reflective

This involves looking at an event(s) or experience(s) in your life and/ or an aspect of your personality and/ or an aspect of your life that is of huge importance.

Choosing your topic:

A timeline of the major events in your life - making sure you only list things of which you have a vivid memory.

A mind map of all the main relationships in your life and your interests.

A mind map of your personality- introvert, extrovert, shy etc.

Once you have your topic, the next thing you need is a theme. A theme is, ‘THE BIGGER PICTURE,’ the part of human existence you are going to write about. Examples would be bullying, change, love, relationships, death, pressure, confidence. You should talk about theme in a general sense by using the word we .

Feelings should be explored on 3 levels:

Stated: ‘I felt…’

Explained/ explored: ‘I felt…because…’

Compared: ‘while most people would feel… I …’

I have found the “ We I We” structure to be highly effective. This involves the following:

We : start with a paragraph exploring your theme in general using the word We instead of I.

I : how does this theme relate to your experience? Tell your story.

We : reflect on how the experiences you have described and explored link to the theme in general.

A good technique to secure a high mark is the inclusion of an extended metaphor. For example, use water imagery for feelings: stream, river, sea, ocean, swamped, drowning, flooded, etc.

A symbol of something or an object used to communicate an idea. For example, you can mention something that connected you to another person early in the essay and return to it at the end.

Short Story Writing

I would personally avoid this unless you actually enjoy reading and perhaps do this in your spare time. It tends to receive little focus in class teaching after second year. If you are going to attempt it, here are some top tips:

· Use 3rd person instead of 1st as this gives you more scope and prevents it from reading like an outlandish personal/ reflective essay

· Don’t try to do too much with your essay. As many candidates often do not read much, they attempt to base their narrative on some film that they have watched. The result is an often-undeveloped series of huge events that have global significance yet the story lacks any real setting or character development.

· Try to focus your events on a select group of people and a limited time frame. For example, I have read great essays on a person who lost their sight going outside for the first time since this happened; I have read a great essay on a president about to make a huge yet unnamed decision; I have read a great essay about a pupil returning to school for the first time since being disfigured in an assault. All of these short stories took place over a few hours, made use of flashbacks/ memories and had a maximum of three big things happening.

· Have your characters face internal and external obstacles and overcome them. Internal obstacles are human flaws such as greed, jealousy, indecision, uncertainty, fear. External obstacles are things outside of the character’s control such as a car crash or a flood.

· Play about with the chronology of your story. It can be a highly effective strategy to begin your story at the end of the events and ten work your way back to it.

Broadly Discursive

For most candidates, this means either an argumentative or persuasive essay. The following are tips for ensuring a quality piece of work:

· Try to select a topic that is not overdone or overly simplistic UNLESS you genuinely believe there is something new and different you can bring to the argument. It is worth noting that this is less true for National 5 than Higher. Indeed, at N5 level, you would be given more leniency with regards to the selection of your topic. That said, there are exceptions. For example, I would caution most pupils against doing an essay on capital punishment; however, three years ago I marked a persuasive essay with this as its topic that scored 13/15.

· Topics that might be considered overdone/ too simplistic (especially at Higher) are as follows: school uniform, banning boxing, legalising cannabis, freeing Orcas, capital punishment, size zero/ body image, the negative effects of social media.

· Another thing to guard against is essays that focus on America such as gun control or racism in this country. You are better focusing on British/ Scottish issues

· Try to select a topic that is current. You can keep abreast of issues by reading the comment/ opinion sections of quality broadsheet newspapers such as The Guardian and The Scotsman.

· Here are some examples to consider: we need to embrace technology, the treatment of the elderly, profiteering from COVID, sex and gender in sports, funding for music, climate change, the cost of pharmaceuticals, how do we adapt to a post-covid world? Do Disney princesses have a negative effect upon young girls?

· Make sure your introductions clearly show what you are going to be writing about. In a persuasive essay, use a range of persuasive techniques to get your points across. In an argumentative piece it is okay to make it clear what your thoughts are/ position is.

· Avoid ‘In this essay I will…’

· In the body of the essay, try to have 5-6 paragraphs for a persuasive essay and 6 for an argumentative essay.

· Try to link your paragraphs and sentences using words such as Furthermore, Indeed, However, Despite this…

· Get the structure of your paragraphs right: have a topic sentence, present your evidence, react to this. In a persuasive essay, react by persuading using a variety of techniques; in an argumentative, weigh up and evaluate the evidence as you consider its implications.

· Finish strongly. In a persuasive essay, drive home your point using persuasive language. Inclusive language such as we and our is particularly effective. In an argumentative essay, go over the main points but don’t feel that you have to come to a decision upon which side you agree with - you might still be undecided.

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SQA National 5 English: Component 3 Portfolio - Creative Writing Unit

SQA National 5 English: Component 3 Portfolio - Creative Writing Unit

Subject: English

Age range: 14-16

Resource type: Unit of work

RoseandMay's English Classroom and CPD resources

Last updated

21 October 2021

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nat 5 english creative writing

This half-termly unit of work is designed to help prepare students for SQA National 5 English with particular focus on the Component 3 creative writing task. The unit will help explore and develop key writing skills such as narrative voice, openings and endings, writing dialogue and effective description. Students will explore good models of texts and identify successful features before moving to planning and composing their own piece of creative prose fiction for their portfolio. I have included a 52 slide teaching PPT plus all eleven resources in both word and pdf formats. This unit is accompanied by a detailed set of teacher’s notes. I hope you and your students enjoy this unit.

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National 5 English - portfolio

Portfolio 2023  (all links open as pdf files), my childhood.

  • Candidate 1 Evidence

Are fireworks worth it?

  • Candidate 2 Evidence

Ballet - Behind the Curtains

  • Candidate 3 Evidence

Ebbing Away

  • Candidate 4 Evidence

The British Empire - benevolent or brutal?

  • Candidate 5 Evidence
  • Candidates 1 to 5 Commentaries

Portfolio 2022  (All links open as PDF files)

I hate school, why you should adopt from animal shelters, tea for two.

  • Candidates 1 to 3 Commentaries

Portfolio 2019  (All links open as PDF files)

A millionaire's dream.

  • Candidate A Evidence

Goal line technology; good or bad?

  • Candidate B Evidence

I have seen how disabilities affect the people I love

  • Candidate C Evidence

Should There Be Dedicated Parking Spaces For The Elderly?

  • Candidate D Evidence

Pablo Escobar and the Illegal Drugs trade in Colombia - A biographical Account

  • Candidate E Evidence

The Light Side to Dark Humour

  • Candidate F Evidence

Chapter One: Jane Doe

  • Candidate G Evidence

I was within and without

  • Candidate H Evidence
  • Candidates A to H Evidence
  • Candidates A to H Commentaries

Portfolio 2018  (All links open as PDF files)

  • Candidate A - Holiday to Blackpool
  • Candidate B - School Uniforms; good thing or a bad thing?
  • Candidate C - The Long and Winding Road
  • Candidate D - Why childhood beauty pageants should be banned
  • Candidate E - My Story
  • Candidate F - New Punishments for Hacking?
  • Candidate G - The Loft
  • Candidate H - The Life of Robert So Far
  • Terms & Conditions
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nat 5 english creative writing

Personal Essay Examples – S4 Nat 5

This one PASSED.

Type: Reflective Essay

Title: “Cowal Games”

It was a warm August morning. I had laid out my kilt and the rest of my uniform the night before. I was going to Cowal Games – to play my bagpipes. I had never been very good at getting up in the morning … except for that August day. I ran down the stairs almost tripping up on my dressing gown.

My first really important performing event! I was mentally listing all the ceilidhs and parades I had ever done, thinking how important these events had seemed to me – even the time I piped in the New Year.

I dressed, rather hurriedly, in my kilt, sporran, belt, shirt, tie, socks, flashes, shoes and finally my thick tweed jacket. I scraped my hair back, and left the house, pipes in one hand, hat in the other.

As I drew close to the rendezvous point, I noticed everyone waiting eagerly, their sky blue kilts waving in the wind. The minibus was waiting. Turned out I was late! We all scrambled on and squeezed our equipment into the back, even Billy’s Big Bass Drum.

Before we knew it, we were off. We were travelling with another pipe band who kindly paid for the ferry ride there and back. The journey went fairly smoothly except for a few minor hiccups (Billy stalling the bus). Apart from that we had to wait in a long queue before boarding the ferry. I passed the time texting furiously on my mobile. The bus finally made it to the front of the queue, but as we were leaving the pier and moving onto the ramp, the bus stalled. We all looked round at each other.

Billy restarted the engine and everyone sighed with relief as we entered the car deck of the ferry. The ferry was dazzling white and the sea choppy, so I clambered up to the top deck to see Dunoon on the horizon. The salt air whipped my face but I still watched us travel towards the horizon. My kilt was almost whipped up in the wind, but I managed to catch it in time!

We arrived at the pier at the same time as the Waverley. We stopped with a jerk. Hundreds of people, young and old, piled out onto the pier. We sped out – without stalling. Soon we stopped on a grassy verge to unload all of our equipment.

We all strolled to the largest piece of trampled grass we could find. I hid myself under my tweed jacket and hat, hoping no one would recognise me. The drummers showed off their skills and I tapped my foot to the beat. Just being there with the band as a piper was an achievement for me. The

Pipe Major made sure everything was perfect before we formed into a circle and went straight into a reel.

Quite quickly a huge crowd gathered round us. I tried to make no eye contact and stared straight into the sky so the sun was beating down on my forehead.

That was just the begining of it. Before I could take a rest, we were parading up a long road that ran through the heart of Dunoon. We played “Scotland the Brave”, which is an all-time favourite of mine. My lungs filled and deflated like bellows. I tried to ignore the audience of people around me

but – instead I crinkled my eyes to keep the sun out. People “awed” at the band’s youngest pipers,

Peter and Alan, only 8 years old.

Later on that evening after enjoying the Highland Games and talking to lots of new people, one of the pipers invited the band to a ceilidh which didn’t finish till midnight. So I danced the night away to Strip the Willow and the Dashing White Sergeant. At exactly midnight I watched the serene sky

become a huge drama of fireworks. This display ended with an enormous explosion and flash of purple with what looked like glitter or a falling star come towards me and the earth.

Finally, exhausted, and after spending about 20 minutes looking for two pipers who were found boozing at the hotel bar, we made the last ferry and the two rather drunk pipers scrambled to the front to play the Skye Boat Song with another 25 pipers and drummers.

The long drive home was made shorter by the 2 pipers playing reels and jigs non-stop all the way home. As I waved goodbye to everyone I realised how tired and exhausted I was. Back home, I launched into my bed after dumping all my gear on the floor.

Looking back now I realise how I have changed so much from one experience, which has made me so determined to go and play at even bigger events, like the Tattoo and the World Championships. It has also given me confidence to perform in front of hundreds of people.

This one FAILED.

Title: “The Big Day”

The day had arrived. I had nothing but sheer panic whizzing around my head. I had butterflies in my stomach. I couldn’t calm myself down no matter what I tried. I kept thinking to myself, would my teacher like me? I was thinking what if I don’t make any friends and what if nobody likes me? Help!

Have you thought what this dreaded day is? Yes, my first day Primary School.

When I got up that morning I remember seeing my new school uniform hanging outside my wardrobe and I felt dread in me. I would have been so much happier just to stay warm, snug in my bed with the covers over my head but I knew I couldn’t. I would have to get up and face my nightmare. My mum had made me breakfast that morning but I couldn’t eat it because of my nerves. I was looking at the clock every two seconds. It felt as though the clock was going a million times faster than it should be. I was thinking, slow down please.

As my mum pulled up outside the school I remember seeing all the children scrambling about and shouting like foghorns. This made me even more nervous. My mum took my hand and we walked through the playground. It felt as though everyone was gazing at me in wonder. I was thinking, is

there something wrong with me? Why is everybody staring? My mum said to me not to worry and to be brave, everything was going to be allright.

We slowly walked into the classroom. I saw my teacher. She looked like a witch. She had long straggly brown hair, big massive brown staring eyes and a mole on her chin. Her big eyes were looking right at me. I felt quite frightened. Once she began to talk she seemed quite nice and bubbly.

Luckily our parents were allowed to stay for half an hour or so. The time flew in and I was trying to be brave for my mum, but my tears just came bursting out and splashing down my face.

When all the parents had left, she got us to introduce ourselves. Once we had done that we were put into groups. I was thinking. What if I am put in a group full of boys, or girls who don’t like me and pick on me? That never happened though. I made a really nice friend called Hannah.

That first day I had loads of fun and was loving playing around with the play doh, sand, etc. The parents arrived back at twelve o’clock to take us home. I was having so much fun I didn’t want to leave. I couldn’t wait for the next day to come.

Thinking back now of all the things I have learned in primary school such as to read and write and have discipline are precious to me. I would go back to my primary school any day to get one more thought of the place. Now I am in High School its so much different as your treated like an adult and

its so much stricter. But I guess you just have to live with it as your much older.

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Nat Ogle and Victoria Adukwei Bulley named Centre for New Writing 2024 Burgess Fellows

The centre for new writing has unveiled its 2024 burgess fellows as authors nat ogle and victoria adukwei bulley. both writers join the centre, based in the university of manchester..

Nat and Victoria (002)

The Burgess Fellowships introduce two new, published writers to each year’s new Creative Writing Masters programme at the Centre.

In their role as Writer Fellows, Nat and Victoria read work-in-progress by the MA Creative Writing cohort, and by undergraduate students enrolled on the BA English Literature with Creative Writing, offering feedback and editorial guidance. 

The Fellows make a significant contribution to the Centre for New Writing’s policy to introduce a range of mentors for students and to increase awareness of the practical elements of the publishing industry, as students will work with writers who are publishing new work during their Fellowship.  

The Burgess Fellows are such a striking addition to the Centre for New Writing every year. They are generally writers at an early stage of their careers, whose prose and poetry is already causing a stir in the publishing world, and they form a vital bridge between the Creative Writing students and the established writers who make up the staff of the Centre.  Nat and Victoria are both such daring and dynamic writers – simultaneously pushing formal boundaries and tackling challenging issues around care, justice and structural racism (to name just a few). It’s a pleasure to have them with us through the Spring semester.

nat 5 english creative writing

About the 2024 Burgess Fellows

Nat Ogle is the author of In the Seeing Hands of Others , a novel. He has a PhD in Creative Writing from The University of Manchester. His work was shortlisted for The White Review Poet's Prize in 2021. He grew up in Darlington, County Durham, and lives in London. He works in bookselling. Victoria Adukwei Bulley is a poet, writer, and artist whose work has appeared widely in publications including the London Review of Books , LitHub , and The Atlantic . She is the winner of an Eric Gregory Award, and her critically acclaimed debut poetry book, Quiet , won the Folio Prize for Poetry, the John Pollard International Poetry Prize, and was shortlisted for the T. S. Eliot Prize. Quiet is published by Faber in the UK and in North America by Alfred A. Knopf.

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nat 5 english creative writing

Reading for Understanding, Analysis and Evaluation

This element of the exam is worth 30% of the overall grade. Pupils will learn key formula to help them answer a range of questions and this will be supplemented by continued reading of quality newspaper articles. In the examination, pupils have 1 hour to read a passage and answer a series of questions.

Critical Reading

Pupils will read a range of texts across genre to prepare them for the Critical Reading paper. Pupils will have 1 hour 30 minutes in which to produce a critical essay and to answer a range of questions on the Scottish text/s which they have prepared for. This paper is worth 40% of the overall grade

Portfolio of Writing

Pupils are required been required to produce a folio of writing that is worth 30% of their overall mark. Pupils will produce one piece of personal/creative writing and one of a more persuasive/discursive nature.

Information for Parents

This Powerpoint is used at our National 5 Information Evenings and gives tips for parents on how to help their child achieve in National 5 English Nat 5 English Information for Parents

National 5 Writing Folio Template

From 2015-16, all National 5 and Higher English folios will be scanned and e-marked. To enable this, all pupil work must be submitted on an SQA template. You should complete your work on this template and then print the document off and submit it to your teacher as usual.

Please select the version that is compatible with the programme you are using:

Microsoft Word: English Coursework Template

Google Docs: English Coursework Template

Important information

  • This template must be used. If it is not, then we will not be able to submit your folio to the SQA.
  • Tolio piece should be submitted on one document . Clear headings should be used to make it obvious where one ends and the next begins.
  • There is space for your Scottish Candidate Number and a page number at the bottom of every page . These must be filled in. If you are unsure of your Scottish Candidate Number then Mr Fisher will inform you.
  • You must include your word count for each piece of writing and your list of sources.
  • Unfortunately, footnotes will not transfer to the template. A list of sources is adequate.

If you have any questions, then please check the following document Instructions For The Submission Of N5 and Higher English Coursework  or ask your teacher for guidance.

Scottish Text

As part of the National 5 examination, candidates will be expected to write about a Scottish text that they have studied in class from a list prescribed by the SQA. At Williamwood all classes are either studying 6 poems by Edwin Morgan or the play ‘Sailmaker’ by Alan Spence

Edwin Morgan

Feel free to browse and download these Powerpoints which give a thorough analysis of the poems and insight into their key themes.

In the Snack Bar

Good Friday

Glasgow Sonnet 1

Glasgow 5th of March

Comparative question

There are also helpful resources on the BBC Bitesize website

There are a range of excellent resources to support your study of Sailmaker on the   BBC Bitesize website

SQA Past Papers 

You can find all the SQA past papers and marking instructions for National 5 courses by following this link:

http://www.sqa.org.uk/pastpapers/findpastpaper.htm?subject=English&level =

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IMAGES

  1. SQA National 5 English: Component 3 Portfolio

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  2. Nat 5 English essay Alan Spence's 'Sailmaker'

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  3. Nat 5 English Practice Papers SQA Exam 2: Aitchison, Craig

    nat 5 english creative writing

  4. SQA National 5 English: Component 3 Portfolio

    nat 5 english creative writing

  5. NAT 5 English Model Critical Essay: Dulce et Decorum Est (18/20

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  6. NAT 5 English Critical Essay: An Inspector Calls (Marked 19/20

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VIDEO

  1. Crafting Success Stories

  2. Critical Essay Writing: How to Write an Introduction (National 5 & Higher English)

  3. National 5 English

  4. Build Your Word Power

  5. English Lang CREATIVE WRITING STORY #grade9 #fullmarks #creativewriting

  6. National 5 Geography Urban Question

COMMENTS

  1. National 5 Folio and an introduction to the creative writing piece

    During the National 5 course you will have opportunities to create a range of different written pieces in various genres. Your strongest piece under 'Creative' and under 'Discursive', will be included in your folio. Firstly, we will focus on creating a creative piece for the folio, more specifically, a piece of prose (a short story).

  2. Writing Folio

    Writing Folio. The National 5 English portfolio is an externally assessed task. This portfolio is worth 30 marks out of the total of 100 marks. The marks make up 30% of the overall marks for the Course assessment. The Course will be graded A-D. This is one of two Components of Course assessment. The other Component is a question paper.

  3. PDF English Portfolio: writing General assessment information

    This portfolio is worth 30 marks out of a total of 100 marks. This is 30% of the overall marks for the Course assessment. The Course will be graded A-D. Marks for all Course Components are added up to give a total Course assessment mark which is then used as the basis for grading decisions. This is one of two Components of Course assessment.

  4. PDF Nat 5 Folio: Creative Writing

    Nat 5 Folio: Creative Writing Use the following boxes to help you construct your folio piece. Setting * Choose a setting you are familiar with and know a decent amount about. * Brainstorm the senses for that setting. * Push yourself to vary your vocabulary and use more sophisticated word choice. Use a thesaurus if necessary! * Vary your openers.

  5. PDF National 5 English: Course Guide

    National 5 English: Course Guide Writing Folio You will write 1 piece — either discursive or creative. These will be planned, developed and drafted over the course of N5. The Writing Folio is sent to the SQA in March and is 30% of your overall N5 grade. Reading for Understanding, Analysis and Evaluation (RUAE)

  6. National 5 English

    Creative Writing (Personal and Short Story) Persuasive Writing ... S3 Discursive Writing; Search for: National 5 English. Specimen National 5 Exam Papers. Specimen Reading for U, A and E paper Nat 5; Specimen Critical reading paper Nat 5; National 5 Practice Critical Essay Questions ...

  7. National 5 English

    National 5 English Reading for Understanding, Analysis and Evaluation marking instructions; Coursework (27/05/24) This section provides information on marking instructions and/or the coursework assessment task(s). It includes information that centres need to administer coursework and must be read in conjunction with the course specification.

  8. Maximising success in your N5 or Higher English folio

    Indeed, a score of 24 in your folio would allow you to "scrape" a pass in the RUAE and Critical Reading papers and still receive a B as your final grade; it would also allow you to score (just) underneath 70 percent for every other element and still receive an A! This year (2021/22), you will only have to submit one folio piece.

  9. PDF National 5 English Portfolio-writing and Performance-spoken language

    This assessment applies to the portfolio-writing for National 5 English. This portfolio-writing is worth 30 marks. The marks contribute 30% of the overall marks for the course assessment. It assesses the following skills, knowledge and understanding. Write, with sufficient technical accuracy, in one of two forms: broadly creative

  10. SQA National 5 English: Component 3 Portfolio

    pdf, 81.14 KB. pdf, 91.37 KB. This half-termly unit of work is designed to help prepare students for SQA National 5 English with particular focus on the Component 3 creative writing task. The unit will help explore and develop key writing skills such as narrative voice, openings and endings, writing dialogue and effective description.

  11. National 5

    Welcome to the page for National 5 English resources. Below are some materials that will help and support the develop your knowledge, understanding and skills for this National Qualification. N5 English Course Specification. Resources. Teen Reading List. Reading for Understanding, Analysis and Evaluation. N5 RUAE Booklet 2019 - Education ...

  12. SQA

    National 5 English - portfolio Portfolio 2023 (All links open as PDF files) My Childhood. Candidate 1 Evidence; Are fireworks worth it? Candidate 2 Evidence; Ballet - Behind the Curtains. Candidate 3 Evidence; Ebbing Away. Candidate 4 Evidence; The British Empire - benevolent or brutal? Candidate 5 Evidence; Candidates 1 to 5 Commentaries

  13. Personal Essay Examples

    Personal Essay Examples - S4 Nat 5. This one PASSED. Type: Reflective Essay. Title: "Cowal Games". It was a warm August morning. I had laid out my kilt and the rest of my uniform the night before. I was going to Cowal Games - to play my bagpipes. I had never been very good at getting up in the morning … except for that August day.

  14. PDF National 5 English Parent Guide: Supporting your Child in ...

    National 5 English. ting your Child in the Senior PhaseNational 5 EnglishAims of the Course:This course will help your child to develop their skills in the areas of reading, writing, ening- all important skills for learning, life and work.Qualifications:Successful completion of the course, units and exam will.

  15. PDF National 5 Folio: Persuasive Essay Writing

    www.anotherfakeone.co.uk. By organising your information in this way you are ensuring that you have information for both sides of the argument. Try to find as much information as possible - it is always better to have too much and have the option of being selective. Step 4: Start Writing.

  16. nat 5 english essay ideas

    nat 5 english essay ideas. A. smort. 2. There's two weeks left in the summer holidays and I've not thought of an essay topic yet. I'm going into fourth year, and we're beginning to work on folios for our National 5, so our teacher wanted us to think of essay ideas for when we come back. But the problem is, I can't think of anything to write about.

  17. Nat Ogle and Victoria Adukwei Bulley named Centre for New Writing 2024

    The Burgess Fellowships introduce two new, published writers to each year's new Creative Writing Masters programme at the Centre. In their role as Writer Fellows, Nat and Victoria read work-in-progress by the MA Creative Writing cohort, and by undergraduate students enrolled on the BA English Literature with Creative Writing, offering feedback and editorial guidance.

  18. Nat 5

    Pupils will produce one piece of personal/creative writing and one of a more persuasive/discursive nature. Information for Parents. This Powerpoint is used at our National 5 Information Evenings and gives tips for parents on how to help their child achieve in National 5 English Nat 5 English Information for Parents . National 5 Writing Folio ...

  19. Faculty Member Honored for her Poetry

    Kelsey Solomon, assistant professor of English, received the 2024 George Scarbrough Prize for Poetry from Lincoln Memorial University's Mountain Heritage Literary Festival. ... Solomon has been writing poetry seriously since she was 19. At that time, she was a Walters State student. She credits her freshman and sophomore English teachers for ...