1. Critical Reading Paper: Scottish Text

2. This paper makes up one half of the Critical Reading Paper in the exam. In the Scottish Text section you will be asked to read an extract from a text you have previously studied in class (MacCaig), and then answer questions on it. This paper will be worth 20 marks.

3.  Read the extract through before you start, even if you know it well.  Read the questions carefully.  Work out exactly what they are asking before you answer.  Check how many marks each question is worth and think about how these marks will be allocated.

4.  Identify two of the main concerns in the text…  ‘Identify’ means finding an idea and putting it into your own words.  When asked about the main ideas / concerns of the text show your understanding of play’s plot and the main themes it is conveying.

5.  Show how one example of the playwright’s language helps to clarify or illustrate her meaning…  There could be up to 6 marks awarded in this paper for this type of question.  To answer successfully you will have to quote a word / stage direction/ image / technique (1) and then comment on its effect in relation to the question (1).

6.  Show how one example of the poet’s language helps to clarify or illustrate his meaning/contribute to the main ideas of the poem...  There could be up to 6 marks awarded in this paper for this type of question.  To answer successfully you will have to quote a language technique (WIST) (1) and then comment on its effect in relation to the question (1).

7.  How effective do you find...?…  These questions are asking how well you think the writer has done something (ideas/language)  Generally speaking, you say the writer has used language well and then go on to show how by quoting a word / technique and commenting on it.

8.  Generally, conclusions sum up the key ideas of a text and leave us with something to think about.  Poets use a number of techniques to effectively conclude their work.  These include: a continuation of the ideas from earlier in the poem; a continuation of language from earlier in the poem; a continuation of imagery from earlier in the poem; a link / echo of the opening lines; a striking / dramatic final line which highlights one of the poem’s key ideas; rhetorical questions.

9.  How effective do you find any two aspects of the final stanza as a conclusion to the poem?  In this type of question you will need to show an understanding of the term ‘conclusion’ and show how the last lines continue the ideas / language / imagery from the rest of the poem.  Marks are allocated: example(1) + comment (1)

10.  The final question is worth 8 marks.  It will ask you to compare or contrast the extract you have in front of you with at least two others you have studied by the same writer.  This should be set out in bullet points.  The following slide provides guidance on how to do this.

11. Organise your answer into 4 bullet points, each worth 2 marks: 1. Refer to another text and say what it has in common / in contrast with the given text. (2) (e.g. theme, central relationship, importance of setting, use of imagery, development in characterisation, use of personal experience, use of narrative style, any other key feature…) 2. Refer to the extract you have been given in relation to the question. (2) (1 x relevant reference to technique/idea/feature (1) + 1 x appropriate comment (1)) 3. Refer to the second text in relation to the question. (2) (1 x relevant reference to technique/idea/feature (1) + 1 x appropriate comment (1)) 4. Repeat stage 3.

12. Question:MacCaig often focuses on upsetting aspects of life in his poetry. Referring closely to this poem and to at least one other poem by MacCaig, show how MacCaig addressed such themes in his poetry. In his poem ‘Memorial’, MacCaig focuses on the enduring sadness and grief when a loved one passes away. In ‘Assisi’ he concentrates on revealing the hypocrisy of man and our frightening ability to ignore the needy among us. In both poems he uses striking use of language such as repetition and imagery to allow us to fully comprehend the upsetting aspects of life he discusses. In ‘Memorial’ we are faced with the suggestion that the sadness that takes hold of us when someone dies is all consuming and enduring. “Everywhere she dies. Everywhere I go she dies. No sunrise, no city square, no lurking beautiful mountain but has her death in it.” The use of repetition of ‘everywhere’ reinforces the sense that her death surrounds him and he cannot escape it. He goes on to list the beautiful aspects of life he can no longer enjoy, the repetition of the word no stressing that all he used to enjoy has now been coloured by her death.

13. In ‘Assisi’ we are introduced to a dwarf who is begging outside the basilica in Assisi which was dedicated to St Francis. He is surrounded by Tourists, flocking to hear the priest speaking of the virtues of the Saint: A rush of tourists, clucking contentedly, Fluttered after him as he scattered The grain of the word.” MacCaig introduces a very effective extended metaphor. He likens the tourists to hens following the farmer who feeds them. He calls them a “rush” of tourists. “Rush” describes their swift movements (compared to the beggar). He says they are “clucking contentedly”. Hens are perceived as rather stupid creatures and he implies that the tourists are happy to listen to the priest, but do not spare a thought for the real suffering of the beggar. The hypocrisy is clear – they are learning about a man who helped others, but ignore the man requiring their help. Their ability to ignore the man is highlighted later in the poem “... It was they who had passed The ruined temple outside, whose eyes Wept pus, “ The irony is apparent. St.Francis was a “talker with birds” and we cannot help but compare his compassion with the casual attitude shown by the priest. The poet feels mounting anger as the tourists rush past the little man, totally ignoring him. MacCaig calls him a “ruined temple”, a deliberate contrast to the elaborate church with its works of art. A temple is a holy building and “ruined” gives us the idea that it has been left to rot and decay on the outside, but the holiness of the place remains inside. There follows a very vivid description of the beggar in which MacCaig spares us none of the unpleasant details and shows us how repulsive the beggar’s outward appearance is: “Whose eyes wept pus” weeping suggests pain, but also compassion. We are horrified that such clear need could be ignored.

14. Question: With close textual reference, show how the ideas and/or language used when presenting the theme of love in ‘Havisham’ are similar and/or different to the way love is explored in another poem or poems by Duffy. Answer:  Both ‘Havisham’ and ‘Valentine’ explore the painful side of love (1). They both discuss the hurt that can be caused when relationships go wrong (1).  In ‘Havisham’ the word “b-b-b-breaks” (1) illustrates that love can break your heart, but also your spirit and your mind. (1)  Similarly, in ‘Valentine’ Duffy says “it will blind you with tears” (1), showing that love can cause hurt and upset (1).  Also, in ‘Valentine’, “lethal” (1) has connotations of death, suggesting that the end of relationships can be devastating (1).