Exploring Personal Reflections Through Writing
Dive into the National 5 folio guidelines for personal reflective writing, focusing on self-expression and creativity. Choose unique topics, answer thought-provoking questions, and capture emotions and experiences effectively.
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PERSONAL REFLECTIVE WRITING National 5 Folio
THE FOLIO Your folio pieces are worth 30% of your grade. Each piece is marked out of 15. If you are found to have plagiarised either piece, you could have your SQA results taken off of you and be dropped from the course. All pieces must be: typed up on a computer. size 12 text. either Times New Roman, Helvetica or Ariel font. 1.5 line spaced.
WHAT YOU WILL BE ASSESSED ON: Content, style and technical accuracy Express and explore your feelings, experiences and reactions with insight and sensitivity You will need to show yourself to be thoughtful, mature and wise
CHOOSING A TOPIC Your topic must: Be a real experience from your own life Be interesting to you and the reader Focus on your thoughts and feelings Show creativity Be original and not an overdone topic
OVERDONE TOPICS Personal Personal 1st day at school Holidays Football Match Writing a personal essay
ANSWER THE QUESTIONS 1. What is the worst thing that has ever happened to you? 2. What is the happiest thing that has ever happened to you? 3. What is the most frightening thing that has ever happened to you? 4. Which event or time in your life has made you grow up or mature? 5. Which event or time in your life most changed your family? 6. Which event or time in your life was the biggest challenge for you? 7. Which event or time in your life was when you experienced great loss? 8. Which event or time in your life was when you experienced great success? 9. Which person has influenced you? 10. Which person have you had the most complicated relationship with?
THOUGHTS AND FEELINGS This will make your writing come to life. Identify the thoughts and feelings used in this example. It isn t just about making scones for tea, said Miss Adams, straight-backed, cold and rather old for her years, as she introduced the cookery syllabus to the Wednesday class. Beverly Brown, kind, round and pumpkin-faced, deflated instantly like a burst balloon. I suddenly got nervous, wondering just how difficult my first cookery lessons were going to be. Did Miss Adams mean we were going to be boing whole lambs and making souffl s then? We will be doing everything from cooking rice to costing entire meals, she warned, her voice getting higher with every word. The word rice put the fear of God into me. I d never eaten the stuff, let alone cooked it. The first lesson couldn t have been easier. My Victoria sandwich rose like a dream and had, according to Miss Adams, a perfect crumb and a fine flavour. I lowered my sugar-topped success into a biscuit tin and squeezed it into my duffel bag for the journey home.
DETAILS AND DESCRIPTION The meal cannot move on quick enough. I sit there urging everyone to eat up so that we can get to the ice cream. Why would anyone take their time over a ham salad when there is ice cream to follow? There s the wafer, of course, a thick, smooth fan if we re lucky, two thin regular wafers if not. I eat them not because they taste good they are about as flavoursome as a postcard but because of the way they stick to your bottom lip. There is a moment, shortly after the waitress puts down the battered coupe of ice cream. I eat all three flavours separately, trying not to let them merge on the spoon. The vanilla and chocolate are ok together, but the strawberry and chocolate don t marry well. As the cold, milky balls of ice cream disappear I scrape up every last drop, the edge of the spoon tinkling on the dented silver dish. I try not to scrape too loudly. When every last pool of melted ice has gone I use my finger to catch the drips of vanilla ice and the pearls of condensation that have run down the outside of the dish. Note down the details and description that fit with each of the 5 senses
BEING PERSONALLY REFLECTIVE You should reflect in a personal sense and also more widely. Reflecting in a personal sense: Examine yourself - you might question or criticise yourself or realise you handled a situation well, think that certain experiences have made you the person you are today Looking back have your feelings changed. Do you see that a bad experience may have benefitted you? Does it make more sense when time has passed? Reflect on others How have others been affected? Have your opinions about other people changed/do you understand their motives more? Task 1 - What lessons have you learnt? How has this shaped you?
BEING WIDELY REFLECTIVE Think about how your experiences have taught you something about life, about society about people in general. Think about how your feelings match those of others, especially about controversial topics and things that people have strong opinions about. Task 2 - What lessons have your experiences taught you about life, society or people in general?
READ PUPIL EXAMPLE 1 Now you have read this example you are going to analyse it in detail. Every time you find the writer sharing thoughts underline/highlight it in blue Every time you find the writer sharing feelings underline/highlight it in red Every time you find the writer using detail or description underline/highlight it in green Every time you see the writer using dialogue underline/highlight in yellow Every time you find the writer being reflective underline/highlight it in black for personal reflections and underline/highlight it in orange for wider reflections
END OF UNIT Send the work you have done to your teacher Next week we will be working on creative writing and then you will be selecting a topic and completing your folio plan
