sqa higher english personal reflective 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. 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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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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• National Qualifications  >  Subjects  >  English  >  Higher  > Higher English

Higher English

Updates and announcements, consultation on the scottish set text list (07/06/24).

We recently ran a consultation to gather feedback from teachers, lecturers and learners on the current Scottish set text list for National 5 and Higher English courses.

We plan to update the list for use in session 2025-26 onwards, so that it more fully reflects life in Scotland. 

This is the first time we’ve asked learners for their views on the content of the Scottish set text list. We sought views from learners across a range of age groups – including learners in S1 to S3, those in the senior phase (S4 to S6), recent school leavers attending college and university, and those in the workplace. We're also holding focus groups to explore the survey feedback in more detail.

We’ll publish the revised Scottish set text list in November 2024, for implementing in session 2025-26. The 2026 exams will be the first to feature content from the revised list.

View our news release on the Scottish set text consultation 

Communication and Literature units (24/08/23)

Qualification verification summary report (qvsr).

• Qualification Verification Summary Report 2022  (186 KB)

SCQF level 5

Guidance for the Communication and Introduction to Literature units (SCQF level 5) (142 KB)

• Communication - SCQF level 5
• Introduction to Literature - SCQF level 5

SCQF level 6

The following guidance details how to deliver and assess these units.

Guidance for the Communication NC and Literature 1 units (SCQF level 6) (152 KB)

• Communication (NC) - SCQF level 6
• Literature 1 - SCQF level 6

Change to conditions of assessment in English portfolios from session 2024-25 (28/05/24)

We’re tightening the conditions of assessment in National 5, Higher and Advanced Higher English writing portfolios from session 2024-25.

What’s changing:

There will be a new mandatory requirement for learners to complete their first draft during class time, under the supervision of the teacher or lecturer.

This will enable teachers and lecturers to review learners’ first drafts before learners continue to work on them independently. Learners will then complete their final piece under some supervision and control, as is currently the case.

We aren’t making any other changes to the writing portfolios. The assessment standards remain the same.

Why we’re making this change:

We’ve been receiving ongoing feedback from the English teaching profession that, under the current assessment conditions, it can be difficult to verify that learners’ work is their own, as it’s possible they may have had input from others when working on their draft outside of school or college hours.

This change will further support teachers and lecturers with authenticating learners’ work in the writing portfolio. It will allow them to observe how learners’ work is developing without any outside influences. This will help them to identify if there are any unusual changes in the quality and content of a learner’s writing portfolio at the final submission stage, or if the final piece is unrecognisable from the first draft, which may indicate that it’s not the learner’s own work.

Updated documents

We’ve updated the course specifications and the portfolio-writing coursework assessment tasks at each level. These provide a clear process that learners need to follow when producing their portfolios. The updated documents are dated May 2024 and are valid from session 2024-25 onwards.

Alternative certification model

The alternative certification model is how National 5, Higher and Advanced Higher courses will be resulted this year, following the cancellation of the 2021 exams. It involves five different stages.

View the alternative certification model and see what will happen at each stage.

Essential Information

Course specification ( 27/05/2024 ).

Explains the structure of the course, including its purpose and aims and information on the skills, knowledge and understanding that will be developed.

• Higher English course specification   May 2024

Past Papers and Marking Instructions

Access all past papers by subject/level

Additional question papers resources

Illustrates the standard, structure and requirements of the question papers candidates will sit (includes marking instructions).

• Higher English Specimen Question Paper  September 2024

There were no exams in 2021. The 2020-21 question paper resources are, for most subjects, modified papers which reflect the modifications put in place for session 2020-21

• Higher English Critical Reading question paper
• Higher English Reading for Understanding, Analysis and Evaluation question paper
• Higher English Reading for Understanding, Analysis and Evaluation text
• Higher English Critical Reading marking instructions
• Higher English Reading for Understanding, Analysis and Evaluation marking instructions

Coursework ( 27/05/2024 )

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.

Instructions

• Instructions for the submission of National 5 and Higher English coursework January 2024
• English Coursework Template - Microsoft Word
• English Coursework Template - Google Docs
• Coursework assessment task for Higher English
• Guidance on conditions of assessment

Information on the production and submission of SQA-assessed coursework for National 5, Higher and Advanced Higher.

• Coursework for External Assessment (261 KB)

Understanding Standards ( 24/01/2024 )

• Examples of candidate evidence with commentaries

Audio Presentation

• Critical Reading- Essays 2023-2024 (16 minutes) (26.26 MB)
• Critical Reading- Scottish Text 2023-2024 (16 minutes) (27.51 MB)

Performance - Spoken Language Understanding Standards materials

• Higher English performance - Spoken Language material . Login required Please speak to your SQA co-ordinator to access these materials.

Changes to Understanding Standards materials

• Changes to published Understanding Standards materials for all subjects

Please note: Understanding Standards materials are regularly reviewed to ensure they remain up to date.

Additional Resources session 2020-22

Further information can be found on the Understanding Standards Website.

Course reports ( 23/9/24 )

Provides information on the performance of candidates - which is useful to teachers, lecturers and assessors in their preparation of candidates for future assessment.

Course Reports

• 2024 Higher English course report September 2024
• 2023 Higher English course report  September 2023
• 2022 Higher English course report  September 2022

Verification Reports

• English and Communication Qualification Verification Summary Report  July 2024 

In 2019, a single qualification verification summary report replaced the verification key messages.

• English Verification Key Messages Round 1 March 2017
• English: Quality Assurance - external verification

Scottish Texts in English Courses

Scottish text list for National 5 and Higher English courses (valid from session 2018-19).

• Scottish set text list 2018-19

Optional assessment guidance

This guidance is optional. You can use this guidance or deliver and assess as outlined in the group award specification.

Optional assessment guidance (157 KB)

See also the general HNVQ optional assessment guidance: Information and guidance for centres. (273 KB)

Ushare open learning resources

Where can you take this course?

Centre Finder

Helper-buttons.

Girl In The Converse

I have a story, my story and it is still being written. And these are the highschool, teenage chapters. Enjoy.

Monday 27 June 2011

My personal reflective essay for higher english, 10 comments:.

This is so good, what grade did you get?

You dont' get A+ at Higher English.

She must mean A band 1

Maybe in 2011 you did

you just get a, b, c or d?

A+ does exist at higher, its classed as a Band 1 A, and a normal A is classed as a band 2 A, it carries on the same for other grades. A high B would be a band 3 and a normal/low B would be a band 4, the numbers increase as your grade lowers.

Wow. This is amazing! I can only hope my essay turns out half as good as this! but seriously get help if your worried.

This is such a good Essay!!!

Hi, this is so good how did you come up with this?

Folio Writing

Below you can find advice and resources to support the creation of your writing folio.

Instructions for the submission of National 5 and Higher English coursework (portfolios) November 2017 (1)

EnglishCandidateTemplate2017_18 (1)

CREATIVE – Imaginative 

Write an imaginative piece involving a symbol.  Make sure there is a clear sense of your character’s ‘journey’ and an overall theme and purpose/message in the piece – everything in the story should contribute to the delivery of this message.  Remember to use all your creative writing techniques for effect (description, imagery, sentence structure, tone) and make your symbol ‘evolve’ to reflect the character’s journey/message of the story.   Don’t forget to give your story a title which creatively embodies your meaning.

Advice: writing a monologue ; Your Shoes by Michele Roberts

Exemplars: Beyond the Bars ; Havsmusik v2 ; Little-Angel-Dressed-in-White ; Where the Dust Falls – English essay

CREATIVE – Personal and Reflective

Write a personal essay reflecting on a significant moment/experience/occurrence in your life.  Do not simply describe the experience.  Look at your journey and try to explore some insight into an aspect of the human condition (how we live our lives).  Remember this is a type of CREATIVE writing so you must use all your creative techniques (language choice, imagery, structure etc.) to engage the audience and make your piece vivid and descriptive.  Your voice and personality should come through – be reflective and thoughtful in style.

Advice: Reflective Writing ; Personal&Reflective ideas ; personal reflective ; Personal & Reflective Writing – Style

Exemplars: Smile exemplar  (cat 2); Gifts Galore  (cat 1); Arriving in nepal Cat 2 The-Cinderella-Story ; Precious Metal ; What Forres Means to Me

Discursive – Persuasive OR Argumentative

Choose a controversial subject and write either a persuasive or argumentative essay on it.  Remember that in both styles of writing your point of view must be clear throughout – the difference is how forceful your language and techniques are and, structurally, how you use/present the alternative viewpoint.  You must use reliable and sophisticated secondary sources and remember to reference them fully and accurately (see Mrs Munn’s help sheet or further advice below)

Advice:  Discursive Writing steps ; Planning and Writing a Discursive Essay ; Persuasive Essay writing ; Writing to Argue and Persuade ; USING TRANSITIONAL MARKERS ; Referencing ; Example Bibliography

Topics: Discursive Topics , Disc Writing

Exemplars:  Age of Criminal Responsibility – Argumentative ; Daylight Saving Time – Argumentative , Royal Family – Persuasive ; Television Time – Persuasive ;  Deriving each other to madness  – full marks in folio; Copy of An Invasion of E Books ; Trash Those Cans  – high marks in folio;

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40 x Higher English A grade folio essays: creative, reflective, persuasive, discursive.

Subject: English

Age range: 11-14

Resource type: Other

Last updated

25 February 2019

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100 A grade essays: GCSE National 5 Higher A level English

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Ms Bellamy's English Class blog

Higher persuasive- folio 1 including linking and structure workshop notes.

• NEVER WRITE ‘THIS ESSAY WILL BE ABOUT OR I AM GOING TO DISCUSS/WRITE ABOUT!’
• Use as many persuasive techniques as possible
•    You need to back up your points with evidence but you can bend this evidence. i.e. 52% becomes ‘over half’ or ‘the majority’.

where do i get the digital proposal

• Accessibility
• Main SQA Website
• Using the site
•  >  Subjects
•  >  English
•  >  Advanced Higher
•  >  Project Dissertation
•  > Examples

In this section

Select a subject Accounting Administration and IT Applications of Mathematics Apprenticeships Art and Design Baccalaureates Barista Skills Biology Business Management Care Chemistry Childcare & Development Chinese Languages Classical Studies Computing Science Core Skills Dance Design and Manufacture Drama Economics Engineering Science English Environmental Science ESOL Fashion and Textiles French Gaelic (Learners) Gaidhlig Geography German Graphic Communication Health and Food Technology History HN Human Biology Italian Latin Mathematics Mathematics of Mechanics Media Modern Studies Music Music Technology National 1 & 2 NPA Philosophy Photography Physical Education Physics Politics Practical Cake Craft Practical Cookery Practical Electronics Practical Metalworking Practical Woodworking Psychology RMPS Scots Language Skills for Work Sociology Spanish Statistics SVQ Urdu

• National 3 and 4
• Literary Study
• Textual Analysis
• Portfolio-writing
• Presentations
• Course Reports
• Additional resources for sessions 2020-22

Advanced Higher English - project-dissertation

Project-dissertation 2023  (all links open as pdf files), an analysis of the narrative techniques employed by laurie lee and lorna sage to explore the theme of childhood in their novels "cider with rosie" and "bad blood" respectively..

• Candidate Evidence 2023
• Commentary 2023

Project-dissertation 2022  (All links open as PDF files)

An exploration of narcissism in the secret history by donna tartt..

• Candidate Evidence 2022
• Commentary 2022

Project-dissertation 2021  (All links open as PDF files except where indicated otherwise)

• 2021 Advanced Higher Dissertation, guidance on marking (webinar recording)   (48:41, mp4) (External link to SQA website)
• 2021 Advanced Higher Dissertation, guidance on marking presentation   (Accompanies webinar) (pptx)

How does Catholicism influence relationships in Brideshead Revisited?

• Candidate 1 Evidence

Comparative analysis of psychological impacts resulting from life under totalitarian rule in ‘Nineteen Eighty-Four’ and ‘The Handmaid’s Tale’

• Candidate 2 Evidence

A critical comparison of Poe’s exploration of madness in ‘The Tell-tale Heart’, ‘The Black Cat’ and ‘The Fall of the House of Usher’

• Candidate 3 Evidence

An exploration of how Thomas Hardy uses characterisation, symbolism and key events in ‘Far from the Madding Crowd’ and ‘Tess of the D’Urbervilles’ to convey his condemnation of the treatment of women in the Victorian era

• Candidate 4 Evidence
• Candidates 1 to 4 Commentary

Project-dissertation 2019  (All links open as PDF files)

How does the color purple reveal the themes of oppression and empowerment, rejecting the single story: a literary examination of how chimimanda ngozi adichie develops the characters of ugwu and olanna throught their experiences of the biafran war in her novel half of a yellow sun, a study of margaret atwood's exploration of identity in the edible woman (1969).

• Candidates 1 to 3 Commentaries

Project-dissertation 2016  (All links open as PDF files)

From session 2019/20 onwards, the word count for the Advanced Higher English project: dissertation will increase to a maximum of 3,500 words (was previously 3,000 words). None of these examples reflect the revised word count however, they all remain valid and continue to exemplify national standards. Please also note that the marking instructions for the project dissertation have not changed. You should view these materials in conjunction with the revised Advanced Higher English course specification. https://www.sqa.org.uk/files_ccc/AHCourseSpecEnglish.pdf 

Candidate 1 - Comparative analysis of vengeance in Euripides and Sophocles

• Candidate 1 Commentary

Candidate 2 - Eliot and existentialism in The Four Quartets

• Candidate 2 Commentary

Candidate 3 - A critical analysis of the theme of seeing clearly in Jane Austen

• Candidate 3 Commentary

Candidate 4 - The Byronic hero in Jane Eyre and Wuthering Heights

• Candidate 4 Commentary

Candidate 5 - Free will and choice in Trainspotting and A Clockwork Orange

• Candidate 5 Evidence
• Candidate 5 Commentary

Candidate 6 - The varying moods of Sylvia Plath in her poetry

• Candidate 6 Evidence
• Candidate 6 Commentary

Candidate 7 - Female emancipation in The Color Purple and Beloved

• Candidate 7 Evidence
• Candidate 7 Commentary

Candidate 8 - The theme of growing up in The Cement Garden and Atonement

• Candidate 8 Evidence
• Candidate 8 Commentary

Candidate 9 - Religion, belief and worship in Small Gods and American Gods

• Candidate 9 Evidence
• Candidate 9 Commentary

Candidate 10 - Orwell's portrayal of social injustices in fiction and non-fiction

• Candidate 10 Evidence
• Candidate 10 Commentary

Candidate 11 has been repackaged and is now Candidate 1 in the 2021 section with new candidate commentary

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Higher English reflective essay

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