Writing a Timed Critical Essay
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N5
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SQ13/N5/02 English
Date — Not applicable
Duration — 1 hour and 30 minutes
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Total marks — 40
Section 1 — 20 marks
Write ONE critical essay on a previously studied text from Drama, Prose, Poetry, Film and TV
Drama or Language Study.
Section 2 — 20 marks
Read an extract from a Scottish text you have previously studied and attempt the questions.
You should spend approximately 45 minutes on each section.
Before attempting the questions you must check that your answer booklet is for the same
subject and level as this question paper.
On the answer booklet, you must clearly identify the question number you are attempting.
Use blue or black ink.
Before leaving the examination room you must give your answer booklet to the Invigilator.
If you do not, you may lose all the marks for this paper.
Critical Rea ding
Section 1 — 20 marks
Write ONE critical essay on a previously studied text from
Drama, Prose, Poetry, Film and TV Drama or Language Study.
Thinking
skills...
Creating
Generating new ideas, products,
or ways of viewing things
Evaluating
Justifying a decision or course of action
Analysing
Breaking text down into parts to understand techniques,
similarities and differences
Applying
Using information/knowledge in another context
Understanding
Explaining ideas or concepts
Remembering
Recalling information
for the
critical
essay...
Plan and write a
detailed, relevant and
Generating new ideas, products,
technically accurate
or ways of viewing things
response to an
unseen question
Creating
Providing an
explanation of what
has been enjoyed/
gained from the
Evaluating
text(s), supported
Justifying a decision or course of action
by reference to
some of its features
Analyse (and
evaluate) features of
Analysing
text e.g. Plot; setting;
Breaking information into parts to understand similarities
and
theme; examples
of
differences
Using what you
writer’s language
have learned to
skills etc.
Applying
relevantlyUsing
answer
information in another familiar situation
Demonstrate your
an unseen
knowledge of/and
question
Understanding
familiarity with the
Explaining ideas or concepts
text through
selection of relevant
Memorising
and accurate detail
Remembering
quotations
and quotations
Recalling information
Process
Thinking skills
Performing – writing the essay
Preparing – learning quotations and
consolidating knowledge and
understanding
Planning – creating a plan
Planning – creating a plan
• Step 1: analysing the question
• In the final exam you will not know the question options until you are in
the exam hall.
• You must learn to adapt what you have learned about a text and provide a
relevant response to this unseen question.
• You cannot memorise an essay.
• So
• 1. Choose a question that matches the text you have studied
• 2. Identify the key words in the question.
Step 1: analysing the question
• Part A — DRAMA
• Answers to questions in this part should refer to the text and to such
relevant features as characterisation, key scene(s), structure, climax,
theme, plot, conflict, setting . . .
• Choose a play in which a main character achieves success at
some point in the play.
• Describe the success and go on to show which aspects of the
main character’s personality helped him to achieve this
success and/or lose this success.
Planning – creating a plan
Introduction
Title – what is the piece of literature called?
Author– who wrote it?
Task – what have you been asked to do in your essay.
Brief summary
P Point
E Example/Evidence (quotations and reference to the text)
E Explanation
X5
Conclusion
Includes…
 Title
 Writer (author/playwright/dramatist/poet – depending on genre)
 Reference to the task
 Context ( a sentence or two setting the scene or giving some background)
It avoids:
 Phrases such as: ’In my essay…’; ‘For my critical evaluation I will…’ etc.
 Giving away too much detail too soon
 Retelling the story
 Including quotations
PEE
• Use
PEE
to structure your paragraphs
• For example:
The Inspector is a very powerful and strong-minded
character. This is clear from the opening
description of him as someone who:
“creates at once an impression of massiveness,
solidity and purposefulness.”
This first impression helps us to understand that,
no matter how the other characters might fight
against him, he is determined to find the truth about
their involvement in Eva’s death.
topic sentence
The first
sentence(s)
make the point.
This is
followed by
the evidence –
a quotation.
Third comes
the explanation
that links the
evidence to
the point.
PEE
• Use
PEE
to structure your paragraphs
• For example:
One aspect of his personality that is very significant
is his ability to adapt his interrogation techniques to
for each individual. For some of the characters he
is quite gentle and encouraging; for others he
needs to be much more forceful. For example...
Using the PEE structure, you will now be able to
write separate paragraphs on how the Inspector
deals with each character, in order to get to the
truth.
topic sentence
The first
sentence(s)
make the point.
This is
followed by
the evidence –
a quotation.
Third comes
the explanation
that links the
evidence to
the point.
PEE
• Use
PEE
to structure your paragraphs
• For example:
The Inspector is a very powerful and determined
character. This is what is responsible for his
success at getting the truth from the other
characters, even when they do not want to admit
what they have done. For example, Mr Birling is
very reluctant to admit he knows Eva but
eventually, when the Inspector insists, he admits:
“she was one of my employees and then I
discharged her.”
This admission only comes after repeated
questions and sets up the expectation that the
Inspector will get the answers he wants through
sheer force of personality.
topic sentence
The first
sentence(s)
make the point.
This is
followed by
the evidence –
a quotation.
Third comes
the explanation
that links the
evidence to
the point.
PEE
• Use
PEE
to structure your paragraphs
• For example:
However, when the Inspector moves on to
questioning Sheila, he is more sympathetic and
gentle. This is because he recognises that Sheila is
ready to admit what she has done and accept
responsibility for her actions. All he has to do is say
encouragingly:
“well, Miss Birling...”
topic sentence
The first
sentence(s)
make the point.
This is
followed by
the evidence –
a quotation.
and Sheila is ready to confess what she has done.
This is clearly an important aspect of his
personality, which allows his to successfully extract
the required confession from Sheila.
Third comes
the explanation
that links the
evidence to
the point.
Your conclusion should be very similar to your introduction. It should include:
Title – what is the piece of literature called?
Author – who wrote it?
Task – reference to what have you been asked to do in your essay – and sum up the
ideas/points you have covered
AND refer back to the task and explain HOW WELL you think the writer has done
his/her job.
Also give you personal opinion of the story, in relation to the question:
-What you enjoyed
-What you learned
-What it made you think about etc.
Preparing
learning quotations and consolidating knowledge and understanding
• Reread the story
• Prepare and use flash cards for revision of key quotations
• Use writing frame to produce a plan for your own critical
essay
Group Work
• Find 6 key quotations for
your allocated character
• Mr Birling Sheila
• Gerald
Mrs Birling
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Eric
• Find at least 6 key quotations
for the your allocated theme:
theme of
 Responsibility
 Class
 Age
Write an analysis of each quote, which explains its significance to our
understanding of the character and the text as a whole.
Remember to include an act/scene reference and page number for each quotation.
Homework
• Find 6 key quotations for
• THE Inspector
• Eva Smith/Daisy Renton
Write an analysis of each quote, which explains its significance to our understanding of the
character and the text as a whole.
Remember to include an act/scene reference and page number for each quotation.
Flashcards
Put your key quotations onto flashcards.
Write your analysis on the back.
Use a different colour for each character
and theme.
Performing
writing the essay
Success Criteria: Checklist
• You will be assessed on:
• Your familiarity with the text (how well you know it)
• An awareness of the literary techniques used by the writer
AND your ability to analyse this using quotations and critical
terminology
• A personal response that conveys what you have
enjoyed/gained from the text, with reference to relevant
features
• Your writing style including: the ability to convey meaning on
first reading; technical accuracy; structure.
• The relevance of your answer to the question
Performing
writing the essay
• Time: 45 minutes
• Length: 2/3 sides of A4
• Answer the question
Remember: Key Essay Writing Tips
Make sure that you start each paragraph (apart from introduction and
conclusion) with a topic sentence.
A topic sentence
• should refer to the task
• should tell the reader what the paragraph/section is about
• should contain a linking word or phrase which connects to the task or
the last paragraph
Linking
• An essay which is not properly linked is like a broken necklace: the
ideas (beads) are there, but if they are not linked, the essay will not
flow and be merely a jumble of disconnected ideas.
• Apart from topic sentences, make sure that you link your paragraphs
and your ideas within paragraphs.
• Linking words/phrases you might use are:
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Also
In conclusion
To summarise
Furthermore
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As well as
However
In addition
Whereas
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Although/even though
For example
Since
Because
While
Finally, when quoting from the poem (or from any text for
that matter), make sure that you quote accurately. This
means:
Spelling all words correctly
Checking that you use the exact words
as they appear in the poem
Not missing any words out unintentionally
Some other questions to try...
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1. Choose a play which has an effective opening.
Explain how the opening is effective in terms of the characters, the plot and the
themes of the play.
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2. Choose a play in which one of the main characters displays a strong emotion
such as love, hatred or anger.
Show why the character displays this emotion and explain what effect this
display of emotion has on the other characters and the events of the play.
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3. Choose a play which has a memorable ending.
Explain how the ending is effective in terms of the characters and/or the
themes of the play.
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4. Choose a play which deals with conflict within a family or a group of people.
Describe the conflict and explain what effects the conflict has on the characters
and the events of the play.