Critical Essay – Self Assessment Sheet
N5 Critical Essay
Introduction
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Name of Author
Title
Key words from question
Brief Summary
Mentioned techniques and
themes in relation to
question
Main Section of Essay.
Topic sentence is related to
question.
 Topic sentence mentions
technique, theme or key
idea
 A quotation which shows
each point made
 Analysis which explains how
the quote works and links
back to the idea of the
essay
 Linking words or phrases
which help show the
direction of my argument
 Evaluative words and
phrases are used
Conclusion
 Summed up the main points
of my argument
 Made a powerful statement
addressing the main
concerns of the text and
what you learnt
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Expression
Spelling and grammar good enough
to be read at first glance
Have kept focussed on topic
Yes/No
Comment
Mark: My Comment – what could I improve upon/ what have I done well: Teacher’s Comment: Choose a play in which there is a character who is important in
relation to the theme of the play.
Referring to appropriate techniques, explain how this character
affects our
understanding of this theme.
Well chosen text
Introduction refers to the question
Establishes a line of thought – an argument
– a clear focus of the essay immediately.
Technical dramatic language used
Embeds longer quotes
shows strong awareness of Miller’s use of
word choice
Tries to embed shorter quotes into
description for analysis.
Sophisticate language
Evaluates with personal respones
Shows good understanding of characters and how
important they are.
They are a little too focused on word choice and
should try and vary the techniques they analyse
Evaluation in the topic sentence
Analysis of the writer’s sentence structure
Shows awareness of the written nature of
the piece.
Focus on reader is good – could go futher
by acknowledging this is a play.
Shows evaluation in conclusion by talking
about what has been gained from the text.
Shows insight in the essay.
SQA says: the candidate has, at times,
a very good understanding of the
central concerns of the text. However,
a high degree of familiarity is not
shown as the candidate’s selections
from the text are not wide ranging.
Sound awareness of techniques is
apparent, and appropriate references
are cited Looking at the piece
holistically, it is placed in the 17-14
range, and because of its relative
strengths, is awarded 17 marks.
Question 36 – 1 mark
Two main ideas from stanza one are needed for this question.
They begin by stating “that he takes photos of the war.” Unfortunately, this is not an identification of
a main idea, and is just a re-wording of the title of the poem.
However, the candidate goes on to observe: “Photos of things that show people being hurt…” This
achieves 1 mark as the candidate clearly understands the photographer want to tel the public about the
pain he has witnessed.
“Developing the pictures,” is simply a repetition of the first point “takes photos of the war,” and again
is not sufficient to gain a mark. 1 mark only.
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Question 37 – 4 marks
Quotation from stanza two: “home again to ordinary pain which simple weather can dispel.” 1 mark
The explanation is also appropriate: “This makes us see that the pain of home is pain like the weather
can change. Its not long lasting like the pain people have in the war.” 1 mark
The candidate follows this with a lengthy quotation: “soloutions slop in trays beneathe his hands, which
did not tremble then though seem to now.” Although the quotation is lengthy (and contains errors), it
fits because it answers the question 1 mark
“this shows that the photos must be horrific, that hes actually scared to see them. At the time it was
fine because he was just capturing the image now hes seeing it for the first time. Seeing the pain.”
This explanation is given the fourth, and final, mark because it deals with the idea of the need for the
photographer to control/suppress his feelings while working in the war zone.
(Further comments, “scared,” “for the first time seeing the pain,” would also have been acceptable, but
all four marks have already been awarded.)
Question 38 – 2 marks
Quotation: “A strangers features faintly start to twist before his eyes, a half formed ghost.” 1
mark is given here. The candidate’s explanation does just enough to suggest the dramatic nature
of the photograph being developed, and is given a second mark.
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Question 39 – 4 marks
Quotation: “between the bath and prelunch beers,” is given 1 mark.
The explanation “people reading or looking at the pictures feel sympathy for the people but only
for a moment,” is sufficient comment for 1 mark.
Quotation:, “A hundred agonies in black and white which his editor will pick out five or six for
Sunday’s supplement,” is given 1 mark.
Explanation “there is only a few chosen and the rest of the pictures are just forgotten about,” 1
mark.
Question 40 – 8 marks
Commonality
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Makes a correct identification of a main
character from another Duffy poem “The
character in Originally is feeling pain and has
to move on,” and this is worth 1 mark. The
candidate goes on to say “as for the war
photographer he also feels pain when hes
looking at the photos.” This is also worth 1
mark.
the candidate identifies here two aspects of
similarity between the characters in
“Originally” and “War Photographer” (ideas of
pain and “moving on”).
Extract
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“and hasn’t just been to the one place.” Here,
the reference from the extract is given 1
mark, and the explanation is just sufficient to
be given 1 mark also.
Wider Text
Links the idea of “moving on” to “Originally.”
Quote 1 Mark
Explanation 1 mark
The candidate stays with “Originally,” and makes a
comment on the effects of “moving on”: “in originally
she gets over it fast and realizes shes changing.” This
appropriate comment is given 1 mark, and the
reference which accompanies it is also given 1 mark:
“I remember my tounge shedding its skin like a
snake.”
The writer has made more points. However, all 8
marks have been awarded, and no further credit can
be given.
s
Scottish Text – Self Assessment Sheet N5
Overall
Yes/No
Have I used bullet points
wherever possible?
Have I included a quote with in
every analysis question?
Have I made the correct
number of points per mark (1
bullet point per mark)
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8 Mark Question :
Commonality
Stated how the focus of the
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question relates to the extract
Stated how the focus of the
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question relates to the rest of
the text/another text
Made a statement about the ‘big
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message’ of the concept
identified in the question
Extract
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Made one detailed comment,
relevant to the question with
reference to the extract.
Wider Text
 Discussed in detail two further
examples relevant to the
question from the wider
text/another text, and quote or
give detailed reference to
support.
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Detailed discussion of two
examples should aim to achieve
2 marks each (one mark for
quotation/reference; one mark
for comment), totalling 4.
My
Comment
Positive:
Area for development
Teacher
Comment
Positive:
Area for development
Comment
Critical Reading: Scottish Text
National 5: how to answer the 8-mark question
The 8-mark question is broken down as follows:
 Up to 2 marks for commonality
 Up to 2 marks for extract (a maximum of 1 mark for relevant
quotation/reference)
 Up to 4 marks for wider text (a maximum of 2 marks for
relevant quotation/reference)
Commonality
 Relate the question to the extract
 Relate the question to the wider text
 Make a statement about the ‘big message’ of the idea
identified in the question
Tip: don’t just give back the words of the question
Example:
Consider the final Norman MacCaig question in the 2014 National 5
exam which was:
MacCaig often describes his personal experiences in his
poetry, using these to explore wider themes. Referring
closely to this poem and to at least one other poem by
MacCaig, show how he uses personal experience to explore
wider themes.
The extract provided was ‘Basking Shark’ and the response should
therefore focus on MacCaig’s use of personal experiences to explore
key themes in this poem and in at least one other. A 2 mark
commonality answer could look like this:
In ‘Basking Shark’, MacCaig uses his personal experience of
encountering one of these huge sharks to reflect on the nature of
human evolution and who, ultimately, is more civilised: man or beast.
Similarly, he makes use of a significant personal experience in
‘Assisi’. In this poem, he reflects on the hypocrisy of the church
after he encounters a poverty-stricken beggar outside the cathedral
in Assisi.
Overall, MacCaig’s personal experiences often lead him to explore
wider significant themes.
Extract
 Make one detailed comment about the extract
So a 2-mark answer on the extract could look like this:
In ‘Basking Shark’, MacCaig describes how his encounter with the
shark was something that happened only once but that the
experience ‘displaced more than water.’ It prompted his reflection
about the extent to which humans’ evolution has developed their
brains and influenced their actions for the better. As primitive as
the shark’s ‘matchbox’ brain is, MacCaig wonders whether man,
despite his supposed sophistication, is more of a ‘monster’ because
he is responsible for terrible acts such as war.
Wider Text
 You could make two or four further comments about the
wider text
You could choose to make:
 2 detailed comments (2 marks each)
 4 basic comments (1 mark each)
Here is an example of 2 detailed comments of 2 marks each.
They are very detailed so don’t be put off!
>In “Assisi”, MacCaig’s experience of visiting a beautiful cathedral in
the Italian city prompts his reflection on the hypocrisy of religious
faith as he witnesses those who should be spreading the word of
God and developing people’s compassion for those less fortunate
ignoring their duty. MacCaig is visiting the cathedral built in honour
of St Francis, the patron saint of animals and universally known for
his compassion, when he witnesses a badly deformed beggar sitting
outside the cathedral. MacCaig’s experience prompts him to reflect
on the tourists’ lack of interest in the beggar. They have spent time
visiting a religious site of some importance but they haven’t learned
anything about Christianity because they come out of the church and
just pass the beggar without giving him any care or attention:
“It was they who had passed
The ruined temple outside…”
>MacCaig criticises the priest who takes the tourists on their guided
tour of the cathedral. He fails in his duty because rather than
preaching the word of God and encouraging compassion and love for
the less fortunate, the priest is rather pompous and only concerned
with pointing out the beautiful ‘frescoes’ and lecturing people about
their ‘cleverness’. He completely fails in spreading the Christian
message because the tourists don’t learn anything about being
better human beings, demonstrated by their complete lack of
interest in the beggar who needs help and support.
Commonality
In ‘Basking Shark’, MacCaig uses his personal experience of
encountering one of these huge sharks to reflect on the nature of
human evolution and who, ultimately, is more civilised: man or beast.
Similarly, he makes use of a significant personal experience in
‘Assisi’. In this poem, he reflects on the hypocrisy of the Catholic
Church after he encounters a poverty-stricken beggar outside the
cathedral in Assisi. Overall, MacCaig’s personal experiences often
lead him to explore wider significant themes.
Extract
In ‘Basking Shark’, MacCaig describes how his encounter with the
shark was something that happened only once but that the
experience ‘displaced more than water.’ It prompted his reflection
about the extent to which humans’ evolution has developed their
brains and influenced their actions for the better. As primitive as
the shark’s ‘matchbox’ brain is, MacCaig wonders whether man,
despite his supposed sophistication, is more of a ‘monster’ because
he is responsible for terrible acts such as war.
Wider Text
In “Assisi”, MacCaig’s experience of visiting a beautiful cathedral in
the Italian city prompts his reflection on the hypocrisy of religious
faith as he witnesses those who should be spreading the word of
God and developing people’s compassion for those less fortunate
ignoring their duty. MacCaig is visiting the cathedral built in honour
of St Francis, the patron saint of animals and universally known for
his compassion, when he witnesses a badly deformed beggar sitting
outside the cathedral. MacCaig’s experience prompts him to reflect
on the tourists’ lack of interest in the beggar. They have spent time
visiting a religious site of some importance but they haven’t learned
anything about Christianity because they come out of the church and
just pass the beggar without giving him any care or attention:
“It was they who had passed
The ruined temple outside…”
MacCaig criticises the priest who takes the tourists on their guided
tour of the cathedral. He fails in his duty because rather than
preaching the word of God and encouraging compassion and love for
the less fortunate, the priest is rather pompous and only concerned
with pointing out the beautiful ‘frescoes’ and lecturing people about
their ‘cleverness’. He completely fails in spreading the Christian
message because the tourists don’t learn anything about being
better human beings, demonstrated by their complete lack of
interest in the beggar who needs help and support.
A3 National 5 Persuasive Essay Guide/Plan
Name: _______________ Class: ____ “Fail to plan, plan to fail.”
Write topic in the form of statement or
question i.e. Should animal testing be
banned?
Introduction – introduce your topic
 Hook reader in – use rhetorical
questions/humour/exaggeration/intere
sting facts/mockery/quotations/
statistics/anecdotes
 Background information
 Clear stance on the topic
 Vary sentence length/structure
 Be creative with your language i.e.
effective imagery/word choice
Main Body – develop your arguments
logically
 At least 5 main points
 Evidence to support each point (i.e.
statistics/facts/quotes)
 Linking words/phrases to connect
arguments and signpost your line of
thought (i.e. therefore, on the other
hand, another)
 Persuasive/rhetorical techniques (i.e.
emotive language, rhetorical questions)
1.
2.
3.
4.
5.
Conclusion
 Sum up main points
 Strong final statements – perhaps link
back to an idea/image in the
introduction
Maintaining the flow
Successful discursive has a clear line of argument – this is called
the flow. Creating a flow gives your writing a clear, logical
structure. As you write you create paragraphs with ‘signals’ to
the reader where your line of thought is going. Markers look out
for these signals so it’s important to use them correctly.
Continuation Signals
First of all
Again
Other
Another
And
Next
Similarly
Moreover
Likewise
A final reason
As a result of this
Change of direction signals
Nevertheless
However
Conversely
Still
Rather (than)
In contrast
Yet
Despite
Otherwise
Even though
Instead of
Although
Illustration signals
For example
Sequence Signals
a, b, c
For one thing
Then
Until
After
While
Now
Last
Emphasis signals
The chief outcome
It all boils down to
A distinctive quality
Remember that
Most of all
A vital aspect
A primary concern
The key feature
The crux of the matter
More than anything else
The basic concept
A significant factor
The most substantial issue
Conclusion Signals
In conclusion
To illustrate
Such as
In the same way as
Much like
Similar to
To sum up
Finally
On the whole
Considering all the above points
Persuasive Writing Word Bank
Must
Do you really…
Shocking
Obviously
It seems clear to
me that…
The real truth is…. An intelligent person like yourself…. I strongly
believe….
It is disgraceful that….
Consequently….
This is outrageous! Really!
Just think about….
How can we….
The combination of children being “given too many options” and
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having “too many things” (✔) is just about shows that they
understand the writer thinks that kids have it too easy.
Also looking for candidates to explain idea of ‘wretchedly’
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Good answer. “When I was little” (✔) is correctly selected, and
its relation to “the previous paragraph which discussed how
parents think back to their own childhood” (✔) correctly
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identified. Two marks
Have followed the link formula well.
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“mainly spent ‘wooding’” (✔) 1 mark
Explanation: “activities which costed [sic] money” (✔) 1 mark
Quote “never” (✔)
“’shell out’ is normally associated with spending lots of
money” (✔) is enough to show understanding. 1 marks.
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Candidate should have explained both parts of the question. No mark for the repetition
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of “neglect”,
The explanation that shows that parents “left the children to their own devices” (✔)
does explain the idea. No addressing of “benign.” 1 Mark
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Quotation of “manic” (✔) 1 Mark
Explanation “suggests that the person is crazy and mad” (✔) 1 Mark
“Traumatic” (✔) 1 Mark,
Explanation that show the the writer thinks parental involvement (✔) is
unhelpful. 1 mark
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. Selection of “mummies and daddies” (✔) 1 mark,
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Explanation that this indicates childishness (✔). 1 Mark
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Quote: “super kids” (✔) 1 mark
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Explanation: ”pretty much perfect,
which is never achievable”) is
suggested by it (✔). 1 Mark
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Quote: “Great scheme” (✔) 1 mark
Explanation: that this suggests the father was “ecstatic [sic] and
happy” (✔) 1 mark.
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Explanation that the father disapproved of the plan (✔), 1 mark
No quote for an overall Three marks
“Sessions you go to” (✔) 1 mark
“the government set you goals and recommend ways to do it” (✔) 1
mark
Candidate has used bullet points and own words.
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Opening point doesn't get a mark
“Parents are more over-protective and are to [sic] involved in their children’s lives”
(✔) refers to line 53-4, 1 mark.
“Parents give their children far too many choices these days” (✔) is the opposite of
“we were given no choices”, children in the past not being given options. 1 mark
“When the writer was a child she had to pre-occupy herself and her parents
weren’t responsible for busying their children whereas parents now are” (✔) is
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about the idea of children having to entertain themselves. 1 mark
“Children nowadays have more technology” (✔) refers to children having modern
devices. 1 mark
Overall: Four marks
N5 RUAE Self-assessment sheet
Assess how well you have done with each question type and tick the relevant box
Green – Answered all
these type of
questions correctly
Understanding
Own Words
Summary
Linking question
Context question
Analysis
Word Choice
Imagery
Tone
Contrast
Sentence Structure
Evaluation
Effective as an introduction
Effective as a conclusion
My Comment
Positive:
Area for development
Teacher
Comment
Positive:
Area for development
Amber –
Answered some
(or some parts)
of these
questions
correctly
Red – Struggled to
answer these
question correctly
Comment/Area for development
Answering N5 and Higher Reading Questions Formulae and Strategies Help Sheet General Reading for Understanding, Analysis and
Evaluation Advice
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Look at the title and any information at the top or
bottom of the passage.
Highlight the key works in the questions
first.
Read the passage – you must read the whole
passage to get an overall sense of it in its
entirety (candidates who don’t do this generally
fail).
Generally use all your own words to answer unless
asked to quote or analyse a language feature.
Use bullet points.
Always check the available marks to determine how
detailed your answer should be.
At Higher – ensure you make an equal number of
points to the marks available
“Quote” (word/phrase/expression) Questions
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Find the correct lines.
Check whether it is a word or phrase (expression)
you are being asked for.
If the questions states one word you need accuracy.
Write down exactly as it is in passage.
Understanding Questions
This type of question is designed to check you understand
the meaning, language and ideas of the passage.
Own Words Questions
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Find the correct lines – highlight or underline on
passage.
Check number of marks.
Re-write in your own words ensuring you explain all
important words.
Check you haven’t copied key words from the
passage.
(Find it, Underline it, Change it)
Context Questions
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Locate the word/s being asked about.
Find two words or phrases from the surrounding
sentence(s) that clarify the meaning.
Explain what ‘clues’ they give you about the word’s
meaning.
Write down the word’s meaning.
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‘___________’ means ____________
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The word/words ‘_______________’ helped me
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understand this because it/they suggest(s) ___
Linking
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Questions
Find the linking sentence/phrase.
Quote from the linking sentence.
Show how that quote makes a link back to earlier in
the passage (usually the previous paragraph) and
quote.
Quote again from the linking sentence.
Show how that second quotation introduces/links
forward to what is to come in the passage (new
paragraph) and quote.
You also may get a mark for commenting on the
turning point function of words in the linking
sentence. Eg “But”, “Therein lies the rub”, “However”
etc.
The words . . . (quote from link sentence) refer back to the idea of .
. . (give the idea) which was mentioned . . . (say where)
The words . . . (quote from link sentence) introduce the idea of . . .
(give the idea) which comes up in . . .
Summarise Questions
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Identify the key points/ideas/issues from the
relevant paragraphs/section.
Highlight the relevant section.
Change these points into your own words.
Bullet points are very helpful.
Check the marks available as a guide to how many
points you are required to summarise.
Answering N5 and Higher Reading Questions Formulae and Strategies Help Sheet 
Analysis questions ask you to explain the language techniques being used.
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These techniques could be:
Word Choice (why the writer has used cetain words)
Imagery (metaphors, similes, personification)
Sentence structure (Long/short sentences, repetition)
Contrast
Tone
Questions that ask for “features of language” and ask for “word choice or sentence structure or imagery“ - choose one then
use the techniques as headings in your answer. Eg
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Imagery – then your answer
Questions that ask for more than one feature eg “word choice and sentence structure” - you must deal with both and bullet
point them. Eg Word Choice – then your answer Sentence Structure – then your answer
DON’T FORGET: MARKS ARE FOR ANALYSIS, NOT IDENTIFICATION OF FEATURE.
Word Choice Questions
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Quote the word and give basic meaning – denotation.
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Give the ideas/associations the word creates –
connotations.
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Explain how the word’s connotations develop the
reader’s understanding of the passage ie why it is an
effective/clever word choice.
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Key words to use: “has connotations of” or
“suggests”
Sentence Structure Questions
Comment on
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Sentence type
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Sentence length
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Punctuation
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Repetition
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Lists
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Sentence Patterns
It may be helpful to remember – RIPPLES
(Repetition, Inversion,
Parenthesis, Punctuation, Length/lists, Ellipsis, Sentence type)
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‘inexorably into Cowell’s web’ (1)
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Suggests we are being relentlessly lured into the
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famous dream maker/tv producer’s trap as web has
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connotations of spiders, suggesting Cowell is a
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Quote the sentence structure technique and say
what it is.
Explain what effect the sentence structure has.
A key word to use is “emphasises”
predatory, entrapping animal(1)
Long and complex/short simple sentences
Complex sentences may mimic complex ideas; short
sentences have impact
Repetition of words or phrases
Repeated ideas will be emphasised or spotlighted
List
Provides detail, complexity, etc.
Climax / anticlimax following a list
Creates suspense/shows easing of tension
Questions / exclamations / commands
Achieve a particular tone, e.g. emotive (arousing strong
feelings)
Sentences without verbs (minor sentences)
Create a colloquial (informal) style or build tension
Unusual word order, e.g. inversion
Alters emphasis; may build tension
Answering N5 and Higher Reading Questions Formulae and Strategies Help Sheet Sentences with symmetrical pattern of structure but
with contrasting (opposite) ideas
Provide contrast
Parenthesis
Adds extra information, comment or clarification
Punctuation is often a good signpost for sentence structure, so you should also remember the ‘jobs’ done by the following
kinds of punctuation:
Commas
Separate items in a list or clauses in a sentence
Pairs of brackets, dashes or commas
Create parenthesis (see above)
Colon (or dash)
Introduces a list, example, explanation or quotation
Semi-colon
Separate complex items in a list (usually a very long list);
separate two distinct, but connected, sentences
Inverted commas
Indicate quotation or speech; sometimes used to indicate irony
Imagery Questions
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Identify image and quote.
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Say what is compared to what.
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Write: Just as…so too…
(showing what they both have in common)
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This shows/is effective … (say what the comparison
adds to the reader’s understanding of the passage).
Contrast Questions
Remember this means two opposing/different ideas, words,
images…
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Pick out one side of the contrast and quote and
summarise it.
Pick out the other side of the contrast and quote
and summarise it.
The variety of superstitions that exist is being
compared to a spectrum
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This is effective because just as a ‘spectrum’
suggests a wide range of colours
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So to there are a wide range of different severities
of superstitious beliefs
Tone Questions
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Identify the general tone of the section you have
been asked about Formal/Informal –
Positive/Negative
Then identify the specific tone.
Quote words or phrases that show this.
Analyse/Explain how these words/phrases create
the tone.
Tone Bank
Informal (Conversational/chatty/colloquial)
Formal (Standard English – few contractions, sophisticated
language/register)
Humorous; Light Hearted; Whimsical; Gently Mocking; Sarcastic Mocking; Ironic;
Scientific, Pompous, Archaic,
Questioning; Outraged; Angry; Critical; Sinister;
Nostalgic; Sentimental; Reverential; Reflective; Awed; Disappointed;
Uncertain; Doubtful etc
Answering N5 and Higher Reading Questions Formulae and Strategies Help Sheet Evaluation Questions
This type of question can ask you to consider:

How well a paragraph or line acts an
introduction/conclusion.
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How a title relates to the passage.
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How an anecdote, image, illustration or other
technique helps convey the writer’s overall argument
or attitude.
Evaluation
Conclusion (or Introduction) Questions
Conclusion Questions
Eg
The key to answering these questions is to identify an
appropriate feature or technique and show how it relates to
the writer’s purpose, attitude or overall line of argument.
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How is this paragraph an effective conclusion to the
passage as a whole?
To what extent do you agree that the final
paragraph is an effective conclusion?
To what extent do you find the lines
x – y effective as a conclusion to the line of
thought?
Explain, with close reference to the writer’s word
choice, to what extent you find the last six lines
fitting as a conclusion to the passage as a whole.
Think IDEAS, TONE, IMAGERY
QUESTIONS ON BOTH PASSAGES (HIGHER)
This final question is testing your ability to summarise and
compare the main points and ideas in both passages.
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QUESTIONS ON BOTH PASSAGES (HIGHER)
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3 of the 5 available points are awarded depending on the
quality of the comments you make, and any supporting
evidence you use.
It is best that you try to write more than 3 developed
points so if you get one or two wrong you might still get
the available marks.
QUESTIONS ON BOTH PASSAGES (HIGHER)
You can display your answer as a three column table
Area of
Author 1
Author 2
Agreement or
Disagreement
1
2
3
A fourth/fifth point is optional but is a
very good idea if you have time.
Remember to summarise/quote and develop
Look for the writer repeating/summing up/coming
off the fence on the ideas they have been
unpacking throughout the whole passage. Think about
whether the tone is similar or different to the rest
of the passage. Has a clever image been used?
Start by summing up what the ideas of the final
paragraph are.
Then tie them to a quotation from the final
paragraph and explain what they mean.
Then make a link back to an idea that was similar
from the rest of the passage (often found in the
introductory paragraph).
If you have time, do this with another quotation.
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Check if the question is about areas of agreement or
disagreement.
Identify at least 3 overall areas on which the
passages agree/disagree.
Bullet point these areas, then add further
explanation to each bullet point by identifying
specific ideas, images, anecdotes, illustrations,
statistics or analogies which support these areas of
agreement/disagreement.
When developing your bullet point, you may quote or
paraphrase from the passages.
Answering N5 and Higher Reading Questions Formulae and Strategies Help Sheet Scottish Candidate Number
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Scottish Candidate Number
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