Scottish Higher Higher English Syllabus

Higher English syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Higher English in Scottish Higher, not a summary of it.

1. 1

   Reading for Understanding, Analysis and Evaluation

   4 topics

   • Understanding Non-Fiction Texts
     • Identifying central ideas and answering in own words
     • Summarising key points
   • Language Analysis
     • Word choice, imagery and tone
     • Sentence structure and punctuation effects
   • Comparison of Linked Passages
     • Identifying areas of agreement and disagreement
     • Evaluating differing viewpoints
   • Evaluation of Persuasive Technique
2. 2

   Critical Reading: Scottish Set Text

   4 topics

   • Studying a Scottish Text in Depth
     • Drama, prose or poetry from the SQA set list
     • Context and writer's craft
   • The Extract-Based Question
     • Analysing a printed extract
     • Linking the extract to the wider text
   • Themes and Central Concerns
   • Characterisation and Setting
3. 3

   Critical Reading: Critical Essay

   4 topics

   • Constructing a Critical Argument
     • Responding to the question line of thought
     • Topic sentences and structured paragraphs
   • Analysis of Literary Technique
     • Genre-specific terminology for drama, prose, poetry, film and language
   • Using Textual Evidence and Quotation
   • Evaluation and Personal Response
4. 4

   Portfolio Writing

   3 topics

   • Creative Writing
     • Personal or reflective essay
     • Prose fiction, poetry or drama script
   • Discursive Writing
     • Persuasive essay
     • Argumentative essay
     • Report writing
   • Drafting, Redrafting and Referencing
5. 5

   Spoken Language

   3 topics

   • Group Discussion Skills
     • Initiating, sustaining and developing talk
     • Active listening and responding
   • Individual Presentation
   • Use of Verbal and Non-Verbal Techniques

Higher English flashcards for Scottish Higher

25 of 50 cards from the Higher English deck — real questions with worked answers.

1. In the Scottish Higher English RUAE (Reading for Understanding, Analysis and Evaluation) paper, what are the three skills tested by the question types?

   Understanding (showing comprehension, often by re-expressing ideas in your own words), Analysis (explaining HOW language creates meaning/effect), and Evaluation (judging how effectively the writer achieves their purpose).

2. When a non-fiction question says 'in your own words', what must a Higher English student do to gain marks?

   Re-express the writer's ideas using different vocabulary and phrasing rather than lifting/quoting from the passage; simply copying the text scores zero.

3. In RUAE, what is the standard difference between an 'identify' question and an 'analyse' question?

   'Identify' asks you to find and state the relevant point (understanding); 'analyse' asks you to quote a feature and explain how it conveys meaning or creates a particular effect.

4. Name four language features a Higher English student should comment on when analysing word choice and structure in non-fiction.

   Word choice (connotation), imagery (simile/metaphor), sentence structure (length, lists, parenthesis, repetition), and tone.

5. In analysing word choice, what two-part formula should a Higher answer follow?

   Quote the specific word, then explain its connotations and the effect/meaning it creates (e.g. 'X' connotes/suggests... which shows...).

6. What is the difference between denotation and connotation in language analysis?

   Denotation is a word's literal dictionary meaning; connotation is the associated ideas, feelings or values the word carries beyond its literal meaning.

7. Define 'tone' in language analysis and give three examples of tone words.

   Tone is the writer's attitude towards the subject or reader, conveyed through language. Examples: ironic, sarcastic, humorous, persuasive, emotive, conversational, indignant.

8. How is a metaphor distinguished from a simile in literary technique analysis?

   A simile compares two things using 'like' or 'as'; a metaphor states one thing IS another, equating them directly without 'like' or 'as'.

9. What is the typical mark allocation and answer structure for an RUAE imagery question?

   State what the image literally means (the root of the comparison), then explain how that comparison conveys the writer's idea about the subject. Usually 2 marks: 1 for sense, 1 for analysis.

10. In sentence structure analysis, what effect does a long list or climactic list typically create?

    It builds up detail, emphasises scale/quantity or intensity, and can create a sense of accumulation or overwhelming variety, often building to a climax.

11. What is the purpose of a sentence in parenthesis (dashes, commas or brackets), and how should you analyse it?

    Parenthesis inserts extra information, an aside, comment or clarification; analyse the effect of the added detail and how removing it would still leave a complete sentence.

12. In the RUAE comparison/linking question, what does a 'link sentence' or 'linking question' require you to identify?

    Quote a word/phrase that refers back to the previous paragraph's idea AND a word/phrase that introduces the new idea developed in the following paragraph, explaining each link.

13. What is the typical final RUAE question, and what unique skill does it test?

    A comparison question asking how both passages (Passage 1 and Passage 2) treat a common theme; it tests the ability to identify and compare key ideas across two linked texts, usually for 5 marks.

14. In the RUAE comparison question, what is the recommended way to gain the 5 marks?

    Identify three to five key areas of agreement or disagreement between the passages, referencing ideas (not necessarily quotation) from BOTH passages for each point.

15. Name four persuasive techniques a Higher student should be able to identify when evaluating persuasive writing.

    Emotive language, rhetorical questions, statistics/expert evidence, repetition, hyperbole, direct address to the reader, and anecdote.

16. What is the effect of a rhetorical question in persuasive writing?

    It engages the reader, prompts them to reflect, and often leads them towards the writer's intended answer without expecting a literal reply.

17. When evaluating persuasive technique, what does 'evaluation' specifically require beyond identifying the technique?

    A judgement on HOW EFFECTIVELY the technique helps the writer achieve their purpose or persuade the reader, with justification.

18. In the Scottish Higher English Critical Reading paper, what are the two sections and their mark values?

    Section 1: Scottish Text (20 marks); Section 2: Critical Essay (20 marks). The paper totals 40 marks over 1 hour 30 minutes.

19. In the Scottish Text section, how many marks is the final extract-based 'wider text' question usually worth, and what does it require?

    Usually 10 marks (8 in some texts); it requires you to show how a feature/theme in the extract is explored in the rest of the text (or other poems by the same poet).

20. Name three Scottish authors/poets commonly studied for the Higher English Scottish Text section.

    Examples include Norman MacCaig and Carol Ann Duffy (poetry), Iain Crichton Smith and George Mackay Brown (prose), and Liz Lochhead (drama). (Others: Edwin Morgan, Sorley MacLean, Don Paterson.)

21. For the Scottish Text 10-mark question, what is the recommended 'commonality' structure?

    Identify the commonality/theme (2 marks), provide an analysis from the given extract (2 marks), then provide analysis from elsewhere in the text or other poems (up to 6 marks).

22. What is the difference between a text's 'theme' and its 'central concerns' in critical analysis?

    A theme is a recurring idea or message; 'central concerns' are the most important themes/preoccupations a writer explores throughout the whole text (e.g. mortality, identity, isolation).

23. Define 'characterisation' and name two methods writers use to convey it.

    Characterisation is how a writer creates and develops characters. Methods include direct description, dialogue/speech, actions, thoughts, and how other characters react to them.

24. In critical analysis, what is meant by 'setting' and how can it function thematically?

    Setting is the time, place and social context of a text; it can establish mood/atmosphere, reflect a character's state of mind, or symbolise the text's central concerns.

25. What are the four parts of a strong critical essay introduction in Higher English?

    Title and author of the text, a clear reference to the task/question, a brief statement of the writer's central concern, and a signpost of the line of argument you will take.

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