english-notes-etc

[english-notes-etc]

How to write a 9/A* worthy GCSE English literature essay

Disclaimer: These tips and ideas are what work for me and have gotten me quite good results so far.  However, these are specific to the AQA exam board, which was my exam board while I was doing my GCSEs. They might not work for other exam boards, and they might not work for you. Also, I have no experience writing essays outside of GCSE level, so these tips are specific to GCSEs.

I have always liked reading and languages, so english literature is not something that I find extremely difficult. I usually get quite high marks for my essays and am looking to get a 9 in English literature. As time has gone on my methods have improved and I have developed some general rules I stick to when writing essays. I’m naturally quite a good essay writer, so I’m aware that I have an advantage in that sense. Still, hopefully these tips will be helpful.

How to revise/practice essay writing:

You do not need to memorise absolutely loads of quotes. I used only one or two quotes each paragraph, and did quite well in mine. Try memorising quotes that cover multiple themes so that you can save yourself time.

Writing is a skill that needs to be developed, so it is important to make sure that you practice your writing a lot. Having a solid base in vocabulary and grammar is invaluable, and will make your writing easier to read and coherent. For this, I think the best thing you can do is just practice writing essays a lot and have your teachers mark them for you. Also, it would be good to memorise essay and transition phrases (like the ones in this post). For vocabulary, I would simply suggest reading more. You could also try looking at exemplar essays, and copy some of the phrases and vocabulary used in there. This could also help with seeing how you could structure your essays (Here and here are two essays that I wrote that did quite well - I got full marks in the an inspector calls essay, and one mark off full marks for the Macbeth essay). For spelling, maybe try playing word games like scrabble and crossword. If you are dyslexic, then I would not worry too much about this. I would suggest telling your teachers so that they can make sure the exam board is more lenient with you.

In terms of the actual analysis, my biggest tips would be to listen to your teachers and to watch YouTube videos. I got most of my analysis from my teachers and trust me when I say that what they say will be incredibly useful to you. I also watched YouTubers that provided me with new perspectives and analysis, like Stacy Reay, Mr Salles and Mr Bruff. However, I would also like to advise that you come up with analysis on your own. I will elaborate more on this later.

Remember that every quote and character exists within the larger context of the text, and remember to link quotes and characters to themes and wider ideas of the text in your revision (e.g. “unsex me here” is not an isolated incident of Lady Macbeth saying something related to womanhood - it is merely an example of her repeatedly expressing a disturbing fixation with her gender and womanhood, which links her as a character to the themes of masculinity and femininity, which in the context of the era in which the play was written, offers a disturbing exploration into the links between gender and power, which is also a theme related to her character). Also, keep track of how the presentation of the theme or character evolves throughout the text. Noticing change and continuity is vital to an English literature essay.

Make sure that you are very familiar with literary techniques (modal verbs, iambic pentameter etc.). You can use flashcards for this (Quizlet and Anki are very useful). Also, for unseen poetry, you could find a random poem online, set a timer for 3 minutes, and in that time, try to identify as many literary techniques as you can using the specific terminology.

From what I have heard, studying AOs, markschemes and the examiners reports can be a very useful way of finding out what the examiners are looking for in an essay. This is not something I personally did in my revision, but it will most likely be very useful for you.

Overall, I would just say that for everything, the key is practice, and putting your knowledge into use.

How to structure an essay:

I generally stick to this structure: introduction, one paragraph per point, four points and a conclusion. When I use this structure, I usually get better marks than when I don’t. Still, I think you could get good marks if you did not use this structure, this is just a guideline, so don’t be too strict with it.

Introduction:

This only needs to be a few sentences long, and should give a broad overview of the character or theme.

Start with a sentence that encapsulates the key overarching idea that your essay is centred around.

Then use a few sentences to briefly identify some general points, and to also summarise how the presentation of the theme or character evolves and changes throughout the text. 

Body:

For an unseen poem, write three paragraphs, with each paragraph covering each act of the poem in order.

For a question where you have to analyse both an extract and the wider text (like for this essay), start with two paragraphs on the extract, and then write two paragraphs on the wider text.

For a question on a character or theme, write four paragraphs, with each paragraph focusing on a different part of the text, in order of the time of the scene (e.g. In an essay about gender in Macbeth, one paragraph on our introduction to Lady Macbeth, one on the scene where Macbeth gets cold feet and angers Lady Macbeth, one on when Macduff finds out about the deaths of his wife and children, and a final paragraph on the infamous “out damned spot” scene).

I would also suggest that you link scenes together and compare the similarities and contrasts in the way the author presents things. Acknowledging change and evolution is very important because it shows that you are approaching the text using a wider critical lens. It is also good to compare how different characters react to things and act, and to analyse any juxtapositions used. Overall, linking and comparing scenes, characters and themes is very important.

Remember that an essay is essentially an argument, and that the body of your essay is simply there to argue and support your point. When you are writing an essay always ask yourself “Is this point related to the thesis I am arguing? Is this relevant? Does this essay follow a logical order, and is everything linked to a central argument?” This is why I tend to write my essays following the order of the text, so that the essay at least seems more coherent and organised.

If you write about a scene or event, then do not focus on what is happening; focus on analysing the language, structure and how this links to what the author is trying to tell the reader/audience. I will expand on this later. 

Conclusion:  

This does not need to be long at all. In fact, I would say that a single sentence is enough.

Just try to summarise the main argument of the essay in a sentence. Perhaps think of the conclusion as the short version of your essay, and make sure it encapsulates what you have spent the essay arguing.

How to actually write an essay:

I know that a lot of teachers say this, so it will probably sound really annoying, but to start with, it is really good to analyse the question. Know what the examiner is asking you so that you know how to answer. Do this by deconstructing the key words in the question, so that you can get an idea of the area you need to explore, and remember what you revised. Think of what quotes, themes and techniques immediately come to mind when you hear the question, and try linking them together (e.g. “How does Shakespeare present the marriage of Macbeth and Lady Macbeth?” Key words: how/shakespeare/present - what is shakespeare trying to tell the audience and what methods does he use to do this, marriage of Macbeth and Lady Macbeth - Lady Macbeth’s apparent influence over Macbeth and their genders and how this relates to the context of the time). Again; linking is important! To save time, I would suggest quickly doing this in your head instead of writing anything down. Just think for a minute (though do not spend too long on this).

Once you have an idea of which area you need to explore, create a quick plan, just so you have something to follow. Jot down your key points, and below it, note down key quotes with some brief analysis, and any possible comparisons or reasoning (e.g. Eric reacts sympathetically to Eva’s death - “(involuntarily) My god!” - instant horror reveals empathetic nature- contrast to Mr Birling who is dismissive - “(Rather impatiently) yes, yes, horrid business” - highlights Eric’s empathetic nature). It does not need to be long, just write your ideas down so you have an idea what you are doing. Spend less than 5 minutes on this.  

When you are writing your essay, make sure that every point you make is backed up by evidence, and also, vitally, make sure you explain why that evidence is relevant to your point. You should constantly be answering the questions “How?” and “Why?” in your essay. I do not recommend making broad points that cover a lot but with little depth. I think that being thorough in your argument is very important, as it demonstrates a deeper understanding of the text.

Do not treat characters as if they are real people, or the plot like real events. Behind every piece of literary fiction, there is a writer trying to convey a message to the reader. A novel is constructed with language, so this, along with structure, should be the primary focus of your analysis. However, when I say that you should analyse language and structure, I do not mean just to analyse the words or semantic field, and to simply say what they mean. It is all well and good to say that the words “wicked” and “black” are associated with evil, but what does this say about the character or setting described? Again, link, link, link! Also, go further than just analysing what is being said about the theme or character, and analyse why the writer chose to do this, and how it relates to the key message of the text. For example, if a character is empathetic but ultimately passive (like Eric Birling in an inspector calls), then perhaps this is a criticism of well meaning people who do not actively try to improve the world.

Remember that a character or setting does not exist on their own. If it fits into your point, compare characters and how they interact with the world around them. Think of their different purposes and how this informs their actions. If there is a main character and a villain, ask yourself how these two characters are juxtaposed with each other. Maybe compare different quotes from them reacting to the same situation, and analyse why the writer would even have both characters be in the same situation in the first place.

When coming up with analysis, I build off of what I have been told from various different sources. I think of what I see in my head when I think of the character or the theme: what images or words do I instantly think of when I think of all that comes beneath the umbrella of the character or theme? What gaps are there to fill and how can I fill them? How do I view this text as a young person in the modern day? How do I view this text as a minority? I keep on asking myself questions about what I am seeing, and dig deeper until I come up with a plausible original point. What I have been told pushes over the first barrier of ignorance, and allows me to keep on expanding my analysis and digging much deeper in the text. Try doing the same and keep asking yourself questions about what you already know. Identify what you can see in your head, and name it. 

When it comes to context, only add it when it is relevant. Do not try to force it unless it relates to why the writer did something in a certain way. Remember that the writer was writing for a specific audience at the time, and write how this affects the perhaps outdated ideas being perpetuated at the time. If you think of something that is unusual to you as somebody living in the 21st century, comment on it and go into the specifics of how an audience of the time would receive the text.

Some reminders:

Your essay does not have to be perfect to get a good mark. You are a teenager. You do not need to write a masterpiece, and demonstrate analysis worthy of being published in a literary journal. You just need to write an organised, insightful (but not insanely so) and well-written essay that argues your point well.

If you can, try to quickly read over your essay when you are done so that you can get rid of any major spelling errors, or repeats of sentences/words. I lost a few marks in my “a christmas carol” essay that could have bumped my grade up to a 9 because of some silly errors I didn’t check, which can be really annoying in hindsight.

Authorial intent is ultimately worthless, but you need to pretend that it is not. It is impossible to know for certain what a writer was exactly trying to do when they wrote a word or phrase, though we can make some educated guesses. If you have not heard of the theory of “death of the author” then maybe look it up. It might make you feel better next time someone says that there could not possibly be that much meaning in a text. Still, the examiner will not appreciate it if you make a claim that is a bit too left field, so try to remain reasonable.

It is not necessary to come up with an extremely original or radical new argument in your essay, as long as it makes sense. If you do come up with something amazing then that’s great, but don’t worry too much about it.

Your writing matters just as much as your argument. It doesn’t matter how good your ideas and analysis are if you cannot communicate them well, so make sure that you put effort into both those skills.

Finding a way to enjoy your subject will make things so much easier. I love coming up with analysis and exploring texts, so studying and writing essays for English literature is easier for me. It will definitely help if you can find something interesting to latch onto that will get you through your studies. Even if you happily ditch English literature in the long term, in the short term it will just make things easier for you.

Thanks for reading this post! I hope that my advice was useful for you!

Here are some other posts and videos that I have personally found useful for this:

How to write a grade 8/9 essay for English literature by @wilstudies

How to get an A*/8 or 9 in an English Lit essay by @thelawgraduate

HOW TO WRITE AN A*/8-9 ENGLISH LITERATURE ESSAY! by Eve Bennett

Top 10 Tips for How to Write A*/8 & 9 English Literature Essay 2018 by UnJadedJade

[english-notes-etc]

How to get a 9 in GCSE English literature!

Disclaimer: These tips are specific to AQA GCSE English literature and myself. They might not work for everyone.

Hi! I wanted to provide some advice for Year 11 English literature students on how to revise. I’ve always been quite good at English in general without trying too hard, but it took an extra push at the beginning of the year to bring my grades to a solid grade 9. Here are some tips and ideas on how to revise!

Listen to your teachers! The majority of my analysis came from my teachers. Seriously, they are really helpful. I remember listening to my teacher talking to us about Macbeth quotes and analysis almost a year before we started writing essays, and I could still remember a lot from them much later on.

Reread the books/plays/poetry! You do not have to do this a lot, only about 3-4 times to keep it fresh in your head. When you read it, also read the analysis already annotated there, and try providing your own annotations.

Watch YouTube videos! This probably saved my mocks, since I can’t for the life of me come up with analysis for a christmas carol (I just really hate it and found it too boring to remember later on from classes despite the fact that we worked on it for so long) on my own. It is a good way of finding deeper analysis and new perspectives. My personal favourites are Mr Salles, Mr Bruff and Stacy Reay. You can probably find YouTube videos or lectures online if you look hard enough.

Write practice essays! This post goes into a lot of detail on essay writing, so check that out to figure out how to write a good essay! Start off writing essays for however long you want, and then start writing essays in timed conditions.

Blurt quotes, characters and themes! Write a quote in the middle of a page and write analysis for individual words (here is a quick way of doing that) and how they interact with each other. Scribble down any themes, scenes or other quotes that you can associate with the quote, and remember to ask why and how this links with the wider context of the text.

Talk about the text with people! My friends and I sometimes liked to talk (read: argue) about some of the texts. It can be a really good way of enhancing your understanding of a text and gaining different viewpoints. You don’t have to do this, it is just nice sometimes (though maybe I’m just saying that because I’m a literature nerd).

Make essay plans! Find some past papers online (or just ask your teacher for some essay questions) and create plans. Do this more at the beginning of the study, because at that point, you will probably want to improve your general thought process and analysis before you focus on writing full essays.

Learn your terminology! You can use flashcards for this (like Quizlet or Anki) and try to identify literary techniques (iambic pentameter, modal verbs etc.) in whatever you are reading.

Read and annotate poetry! If you are stuck on how to do that, then just break the task down into smaller bits. Read the poem once and underline any words and phrases that you feel something about, and jot down the connotations of the word. Try to identify the general mood being portrayed and the story being told. Also, think of the connotations of certain motifs (e.g. a train can symbolise the start of a new journey, a path can symbolise a choice etc.). Keep practicing, and eventually it will become easier. You can even try analysing song lyrics if you want (I love analysing Taylor Swift’s lyrics).

Just generally try to read more! It does not have to be anything too fancy (most of what I read was fanfiction), so find something you like and give it a go. You could also listen to podcasts like the magnus archives, that have a very lovely writing style, or an audiobook you found on youtube. It’ll help, trust me!

Thank you for reading this post! I hope it was somewhat helpful.

[english-notes-etc]

Hi! can I ask about how you revise for individual subjects? I'm also taking gcses and am very interested into how you efficiently and effectively revise for English (lit and Lang), maths, science, history.... and I do RE, Spanish and Computer Science also so if you do any of those too! Thank you so much!

hi!! so for a few I’m still working on my revision technique but here you go :)

english language

-practicing writing under time pressures (reviews, persuasive pieces and stories)

-reading a LOT. our teacher has recommended 100k words a month

-learning word types and language devices etc (eg superlatives, metaphors…)

english lit (this is one I’m still working on)

-taking a theme from the book and making a little 5 point essay plan (whatever you would talk about for that particular theme if it came up)

-rereading the books (my teacher has rec’ed this but I’m struggling to find time to do this as regularly as I’d like)

-LEARN THE CONTEXT!!!!

maths

-practice practice practice. new spec questions are weird and hard to get hold of but just practicing the skills is good

-I use the cgp revision guide which is great :)

sciences (from here my revision is of a more personal style)

-making summary notes (you can see a few examples on my “december 2016” tag)

-filling in broadsheets that you can find here (I do ocr but I think they’re available for aqa too)

-summary foldables are great!! or flashcards - both same principle - q on one side and answer on another.

-generally I just put a lot of my time into science and I attend a lot of catchups after school to try and boost it because they’re my weakest subjects

languages (I do french, but spanish would be the same)

-I work really hard for my courseworks because obviously they’re the most important

-i’m constantly learning vocab through quizlet (search your board (i’m ocr) and a topic or all vocab)

-I want to take it to a-level so I’m trying to practice spontaneous speaking but if you’re just doing it at gcse you just need vocab, watch this vid by my fave eve bennett)

history

-notes notes notes; make them detailed in class, don’t miss a thing

-I make a TON of mindmaps and I use the same thing as I do for science a lot, which is the column note style

-flashcards sometimes if I’m feeling it

-lots and lots of past questions

RE (I do philosophy and ethics)

-again, super detailed notes in class. I like to add extra bible quotes and supported views at home because for 12 markers we have to know random views from other parties (eg atheist, feminist, scientist)

-I get my mum to test me a lot on different christian views because I can get confused

-for the mocks I just did I took the entire units and forced them into 1 A4 page summaries because there’s so much content

-I stick bible quotes around my room and spout them at my friends a lot (@iridescent-studies can vouch for how annoying I am before philosophy tests…)

-past paper q’s!! maybe not entire sets but planning out responses, especially for 6 and 12 (if that’s what you have, if not, longer answer q’s)

-I do glossaries because we have to know what a lot of terms mean for 1 and 2 markers as well as interpreting other questions)

I hope I’ve helped a little bit! (or even if I haven’t, the couple of links I gave do!!)

thanks for the ask <3

[english-notes-etc]

GCSE ENGLISH LANGUAGE PAPER 1: QUESTION 4: 20 MARKS

In Question Four, you will be given a statement with somebody’s opinion on a particular section of the text. It will ask you ‘to what extent do you agree?’ This question is worth 20 marks, so as a guide, we need to write four PEEL paragraphs. Start your answer with your opinion – do you agree or not? Then, follow this with your four PEEL paragraphs. Each paragraph needs to include one reason why you agree/disagree with the statement. This question is assessed using A04, so make sure you focus on your explanation and develop it fully by talking about the impact on the reader and how particular words, phrases or techniques have made you feel. Have a look at my website for more English Language Revision: www.jlblog.co.uk

[english-notes-etc]

How to get a level 9/A* in English Literature

Hey guys, I know GCSE English Literature in the UK is fast approaching, and considering I got a level 9 last year and now study it at a level (predicted A* for context -aggggh), I thought I’d share some tips on how I think I got the grades. 

1. read!! your!!!! texts!!!! you probably have just enough time to reread your books now and get to grips with the content, and it’s so important you do!! literally having an idea of what actually happens can save you if you’re stuck for ideas. However, it’s important you adopt a “show, not tell” approach with the plot. more on this later.

2. learn your assessment objectives (AOs). exam boards bless us with specifications and admittedly for english they aren’t the most useful things in the world, they can save your life when it comes to what to write for each essay. for example, the question could ask for you to write about context, but for one essay 30% of your marks could be on context, whereas other times it could 12.5%. these can give you a rough idea of how much context to write in each essay. btw, if you don’t need context, don’t even think about writing about it! it’s a waste of precious time!

3. you need to be memorising quotes. the easiest way to do this is to select the ones you think are the most important (i.e. from the most important scenes, not just random description - but these can be useful too!!) and putting them on a flashcard/on quizlet. with quotes, you probably no more than you think, and if you can’t remember one, just guess and what you think it might be or paraphrase!

4. LANGUAGE ANALYSIS!! english students get made fun of for our obsession with malapropism or whatever, but it’s so important that you nail talking about metaphors because it will really make your grade. this easiest way to analyse language is

1. summarise quote

2. analyse technique

3. analyse technique/ key word

4. link to question

for example, with one of my a level texts, A Streetcar Named Desire

Williams writes in the stage directions that Stanley’s ‘fingers find the opening of [Stella’s] blouse’, an overt demonstration of his sexual manipulation over his emotionally damaged wife. Williams’ use of alliteration emphasises the sensuality of his touch to reaffirm Stella to his destructive persona and win her back after the removal of her sister, Blanche, from the household. Moreover, when considered on stage the proxemics contrast with the previous rape to show the duplicitous nature of Stanley’s touch to further his own ends. In this respect he acts an embodiment of rape culture prevalent in New Orleans.

(another point is if it’s a play, you can talk about staging e.g. what the people where, how close they are to each other, lighting, etc)

5. introductions. whatever your teacher may say, introductions are super important - it’s the first thing the examiner will read to see how good you are at english. the best way to make your introduction amazing is to 1) introduce your argument concisely 2) show you’ve done some wider reading about your text in terms of its genre. for example, in Macbeth you could introduce the definition of a greek tragedy and whether Macbeth fits into this, or in Lord Byron’s poetry how the poet was known to be ‘mad, bad and dangerous to know’.

6. similarly, conclusions are super dope if done properly!!! always leave one really good point about your text to your conclusion so you can say that aCTUALLY i’m also way better than you thought and i know loads about my text. trust. me. also use your conclusion to make sure you’ve answered the question, because lord knows it’s easy to get lost in lucrative symbolism in your essay!

7. make sure to pan your essays, and get an idea of how to structure each of your paragraphs (the easiest way is to follow your assessment objectives, e.g. Point, Evidence, Technique, Analysis of technique, Link to the question, Context (if needed), and repeat!)

8. learn fancy techniques to dot into your essays for really simple things, like the aforementioned malapropism, or stuff like aptronyms or inaptronyms. they really  spice up your essay and make the examiner think you know what you’re talking about.

finally, good luck everyone taking your GCSE exams. the best tip for GCSE english literature is to ENJOY YOUR EXAM. act like you’re so passionate about Romeo and Juliet you would happily write about it all day long, and truuussst me it will show in your writing. you’ve got this.

[english-notes-etc]

AQA ENGLISH LANGUAGE PAPER 1 - KEY POINTS FOR GCSE 2018

Note: this is mainly for people aiming for the higher levels! Things like paragraph structuring have been skipped. However, if you desperately need help with that, then I have no problem with receiving messages/asks! This is one of my stronger subjects I believe, so I’d be happy to help!

(I’m putting this one under a cut because it’s quite long)

Keep reading

[english-notes-etc]

tips for gcse/igcse english language

english language is usually a very hard gcse to study for if you’re struggling, as really all you can do is read, and up your vocabulary in the hopes to make it to a higher band/tier on the mark scheme, however;

1. try to read books - preferably classics, as they often display vocabulary and writing methods that can be transferred to your own writing, making it more sophisticated. if you don’t have time to read, or simply dislike it - try looking through the dictionary and selecting words that you can incorporate into your writing - that method saved me in a few exams.

2. try and perfect/work on your writing technique, as usually, this is also assessed. paragraphs, punctuation (semi-colons especially), sentence types, use of metaphors etc, and also different styles of writing (formal, informal, letters, articles, diaries) as the test will often require you to write in a certain format.

3. always try to relate your writing to the text/image you are given, but unless you’re asked to specifically describe it, try and venture out and give your story/letter some depth, giving it description from beyond the text. this is developing your answers, and gives good grades.

4. whether the text bores you to death or not, try and find some interest and meaning. often, language exams ask for point of interest from the candidate, and to say what they invoke. some may also ask for “between the lines” meaning. usually, as long as it makes sense, meaning and feelings from parts of the text can be improvised, but still require a little practice.

5. always do past papers, and time yourself doing them. this way you know how much you can write in the given time for the exam, and it also gives you practice - which is essential.

6. practice your grammar skills - rather cliche, but spag marks are still given, so it’s best to try and get them wherever possible. practice spellings, and go over words you’re unsure of or have never seen before.

anyways - english language is often a subject that you can pass with enough practice. i wish you luck!

[english-notes-etc]

language devices and punctuation.

Language devices are something we learn very early on in our primary schools. These lessons stick with us throughout our academic lives and are ingrained into our heads once we enter the real word. For most. This document is provides us with a explanation to over 20 language devices, basic punctuation, and a brief talk about GCSE english paper 1 question 5. 

Google doc here.

While the google doc is the main revision, I have also gathered some games and puzzles in regards to nouns, verbs, adjectives and adverbs. 

Sorting nouns, verbs, adjectives, and adverbs by Jackiephillips1965 on wordwall

Language techniques match up by Rosie on wordwall

[english-notes-etc]

Context (An Inspector Calls)

General

Play set in 1912

Before the first world war and sinking of the Titanic.

Women had fewer rights and opportunities.

Play written in 1945

After two world wars & after the titanic sank.

Women had more rights, opportunities and responsibilities.

1912

Workers rapidly moving to cities.

Since workers were all together, their ideas were spreading faster.

Bosses were threatened by workers like Eva (e.g. due to riots).

Workers felt that their skills weren’t being valued.

Technology at this time was unreliable but people were optimistic about ti (e.g. Titanic).

1945

Country was struggling after the wars.

Labour party was first to openly support the working class- giving hope to working class.

Churchill didn’t appease working class people and thus lost his power- message of the play.

Classes

In 1912, strong distinctions existed between the upper and lower classes.

However, by 1945, class distinctions had been greatly reduced due to the 2 world wars.

Government

In 1945, first Labour government had just been elected- showed public was more open to change. This government was closer to Priestley’s views.

Priestley wanted change but not a violent revolution, like in Russia in 1917.

Women

Women were subservient to men.

All a rich woman could do was get married; a poor women was seen as cheap labour.

In 1945, due to the wars, women had earned a more valued place in society.

Eternal Recurrence

Priestley believed in ‘eternal recurrence’: the idea that you would repeat your life over and over again until you had made all of the right choices.

Poverty

Massive population growth- led to disease being spread faster etc.

Poor living conditions.

People worked long hours for little pay- many turned to prostitution.

Life expectancy was very low.

[english-notes-etc]

Characters (An Inspector Calls)

Inspector Goole: 

Mouthpiece for Priestley/ the voice of conscience for each character.

“coolly, looking hard at him” Shows little emotion.  “creates at once an impression of massiveness” Is not intimidated by the family’s class.

“Lighting is brighter when Inspector arrives”

Associated with interrogation.

Could be seen as enlightenment.

Metaphor for revealing the truth.

“we are responsible for each other” “If men will not learn that lesson, they will be taught it in fire and blood and anguish”

Reference to world war 1 & 2.

“There are millions and millions and millions of Eva Smiths and John Smiths left with us, with their lives, their hopes and fears, their suffering and chance of happiness, all intertwined with our lives, and what we think and say and do.”

Arthur Birling:

A stereotypical capitalist.

Tries to intimidate the Inspector with his importance (whose attitude remain unchanged).

“Heavy-looking and portentous man“

Implies that he is big and threatening.

Opinions on Gerald & Sheila’s engagement.

Business is more important to him than family.

“We employers are at last coming together to see that our interests- the interests of the capital- are properly protected.“

He supports the current economical system that allowed him to succeed.

Telling Gerald that he buys the same port as Lord Croft & that he’s likely to receive a knighthood.

Feels a need to impress Gerald.

Eric Birling:

Represents the younger generation.

“In his early twenties, not quite at ease, half shy, half assertive.”

Feels uncomfortable at the dinner.

His secret is the biggest, so his involvement is foreshadowed from the beginning.

However, he is compassionate and quick to condemn Arthur & Sheila.

Took advantage of Sheila and admits that he was drunk (”in that state”).

“I’m not likely to forget.”

Learns the lesson taught by the Inspector.

Appalled by his parents’ inability to accept responsibility.

Sybil Birling:

Shows embarrassment when Arthur compliments the cook.

Disapproves of the slang word “squiffy”.

Very conscious of the class system.

Feels “perfectly justified” in having dismissed Eva.

Lacks compassion towards Eva Smith, despite her position in the charity.

“It wasn’t I who had turned her out of employment” 

Blames “some drunken idler”. 

Tries to shift the blame.

She is “relieved” and “amused” at the end of the play.

Remains unchanged.

Wants to continue as before.

Gerald Croft:

Holds similar views to Arthur.

“[An] attractive chap about thirty, rather too manly to be dandy but very much easily well-bred man-about-town.”

Has wealth & status within the community.

“Last summer”

His involvement is foreshadowed.

Very dismissive of his responsibility but recognises he was wrong, and had some good intentions (helping her with a place to live).

Sheila Birling:

Represents the younger generation.

Open to change, doesn’t intend to be like her mother.

Immediately shows regret when she hears her part in Eva’s death.

“a pretty girl in her early twenties, very pleased with life and rather excited.“

“mummy”

Presented as childish and naïve.

Suspicious about Gerald “last summer”.

More intelligent than she seems.

"I’d hate to think how much he knows that we don’t know yet.” 

Recognises the power of the inspector.

Determined to change at the end of the play & is aware that her behaviour was wrong.

[english-notes-etc]

Context Timeline (An Inspector Calls)

20th Century Britain:

~1900

Technical & economic progress.

Power shifts to industrialists from land owners.

New urban working lass grows.

1906

Liberal majority.

Women’s suffrage movement becomes active. 

1908

Old age pensions introduced.

1909

First cross-channel flight.

Henry Ford concentrates on producing Model-T; Beginning of cheap cars.

1910

Labour exchanges established.

1911

National Insurance & Unemployment Insurance introduced.

Great British Rail Strike.

1912

Titanic sinks.

1914-1918

World War 1

1920

First university degrees open to women.

1928

Women over 21 given right to vote.

1939-1945

World War 2

Huge loss of life. 

Major cities destroyed.

Clothes & food rationed.

All fit men conscripted to fight.

1945

Labour victory in general election.

Britain sets about massive rebuilding programme.

1947

School leaving age raised.

Priestley write ‘An Inspector Calls’.

1948

NHS is established.

1950

Gas, electricity & railways nationalised.

[english-notes-etc]

Context (Jekyll & Hyde)

Victorian Era

At this time, there was a vast difference between the lives of the upper and lower class.

This was an era of major (medical) breakthroughs and innovation, with many landmarks we currently admire having been built during this period.

These breakthroughs were achieved through experimentation, which resulted in severe consequences (such as deaths when doctors would practice new ideas on patients).

Psychology

A fairly recent field of study, psychology was also in an experimental phase.

Duality

Stevenson had a keen interest in the duality of man. Stories of respectable men leading double lives in crime fascinated him. Most notably, the case of Deacon Broadie: a reputable cabinet maker at day but a criminal at night.

Industrial Revolution

The industrial revolution had caused a mass migration of workers to cities, which led to increased poverty and thus crime. As a result, many believed that a new evil age of history was beginning.

Soho Street specifically was known to be an area with high rates of crime- creating the perfect environment for Hyde.

Edinburgh

Stevenson's hometown, Edinburgh, at this time was a dangerous city.

Due to the high demand of bodies needed for experimentation on the human body, grave robberies were very common- some even paid guards to watch over their relatives' bodies.

However, the need for bodies were still not met this way so some resorted to murder in order to fill the quota. Unfortunately, this method was especially used on the poor.

Jack the Ripper

Infamous at the time in which Stevenson wrote the novella, the crimes of Jack the Ripper were known to all. An unknown criminal had violently murdered several women, who were prostitutes, but still remained uncaught by the police. This created fear in the minds of the public- causing the violence of Hyde to be even more gruesome to the reader.

Gothic

The Gothic genre was very popular at the time.

Darwin

Charles Darwin's theory of evolution challenged religious ideas. Many Victorians were now unsure what to believe in so looked towards the supernatural for answers.

[english-notes-etc]

Uploading Old Notes

Hi all,

I have been pretty inactive on this account for a few years as I finished my English GCSEs and did not study English further. 

I am currently in my second year of university and I am happy to see that my posts are still helpful to many students to this day. 

While clearing my room recently, I have found some old notes I made (on An Inspector Calls and Jekyll & Hyde) and thought these may be helpful too. So, I have decided to write these out digitally ( since my handwriting is too small to read) & upload these to my account. These should be up in the next few days.

Good luck to those currently studying! I hope these help somewhat :-)

[english-notes-etc]

i received an ask from @sunset-study asking me how to annotate texts so i thought i would do a post giving some of my tips! as an English literature student, i spend a lot of my time doing annotations on loads of different types of texts so i think i have some good advice that i can give. i hope that you will find this helpful and if you have any other questions, please feel free to send me an ask!

disclaimer: these are my personal tips and experiences and i’m sure that there are many more that are relevant. i have tried to do a little bit of research to get some other ideas which hopefully will make this a useful post but as always i appreciate others adding their opinions and advice in the comments!

[Estimated Reading Time: 7 minutes]

What is covered:

General Tips

Things to look for

Specific Tips for Annotating Novels

Specific Tips for Annotating Plays

Specific Tips for Annotating Poetry

Other resources

Keep reading

[english-notes-etc]

I believe in free education, one that’s available to everyone; no matter their race, gender, age, wealth, etc… This masterpost was created for every knowledge hungry individual out there. I hope it will serve you well. Enjoy!

FREE ONLINE COURSES (here are listed websites that provide huge variety of courses)

Alison 

Coursera

FutureLearn

open2study

Khan Academy

edX

P2P U

Academic Earth

iversity

Stanford Online

MIT Open Courseware

Open Yale Courses

BBC Learning

OpenLearn

Carnegie Mellon University OLI

University of Reddit

Saylor

IDEAS, INSPIRATION & NEWS (websites which deliver educational content meant to entertain you and stimulate your brain)

TED

FORA

Big Think 

99u

BBC Future

Seriously Amazing

How Stuff Works

Discovery News

National Geographic

Science News

Popular Science

IFLScience

YouTube Edu

NewScientist

DIY & HOW-TO’S (Don’t know how to do that? Want to learn how to do it yourself? Here are some great websites.)

wikiHow

Wonder How To

instructables

eHow

Howcast

MAKE

Do it yourself

FREE TEXTBOOKS & E-BOOKS

OpenStax CNX

Open Textbooks

Bookboon

Textbook Revolution

E-books Directory

FullBooks

Books Should Be Free

Classic Reader

Read Print

Project Gutenberg

AudioBooks For Free

LibriVox

Poem Hunter

Bartleby

MIT Classics

Many Books

Open Textbooks BCcampus

Open Textbook Library

WikiBooks

SCIENTIFIC ARTICLES & JOURNALS

Directory of Open Access Journals

Scitable

PLOS

Wiley Open Access

Springer Open

Oxford Open

Elsevier Open Access

ArXiv

Open Access Library

LEARN:

1. LANGUAGES

Duolingo

BBC Languages

Learn A Language

101languages

Memrise

Livemocha

Foreign Services Institute

My Languages

Surface Languages

Lingualia

OmniGlot

OpenCulture’s Language links

2. COMPUTER SCIENCE & PROGRAMMING

Codecademy

Programmr

GA Dash

CodeHS

w3schools

Code Avengers

Codelearn

The Code Player

Code School

Code.org

Programming Motherf*?$%#

Bento

Bucky’s room

WiBit

Learn Code the Hard Way

Mozilla Developer Network

Microsoft Virtual Academy

3. YOGA & MEDITATION

Learning Yoga

Learn Meditation

Yome

Free Meditation

Online Meditation

Do Yoga With Me

Yoga Learning Center

4. PHOTOGRAPHY & FILMMAKING

Exposure Guide

The Bastards Book of Photography

Cambridge in Color

Best Photo Lessons

Photography Course

Production Now

nyvs

Learn About Film

Film School Online

5. DRAWING & PAINTING

Enliighten

Ctrl+Paint

ArtGraphica

Google Cultural Institute

Drawspace

DragoArt

WetCanvas

6. INSTRUMENTS & MUSIC THEORY

Music Theory

Teoria

Music Theory Videos

Furmanczyk Academy of Music

Dave Conservatoire

Petrucci Music Library

Justin Guitar

Guitar Lessons

Piano Lessons

Zebra Keys

Play Bass Now

7. OTHER UNCATEGORIZED SKILLS

Investopedia

The Chess Website

Chesscademy

Chess.com

Spreeder

ReadSpeeder

First Aid for Free

First Aid Web

NHS Choices

Wolfram Demonstrations Project

Please feel free to add more learning focused websites. 

*There are a lot more learning websites out there, but I picked the ones that are, as far as I’m aware, completely free and in my opinion the best/ most useful.

[english-notes-etc]

Back to School: How to Get an A*/8 or 9 in an English Lit Essay!

Happy September, everyone!

As we all get our gears in motion to start a new year, I thought I would share my top tips for scoring the highest marks in English Literature essays. 

(P.S. Lots of these tips are applicable to other subjects too)

1. Don’t write about the character as if they are real

Unfortunately, this is a common error in English Lit essays. It is absolutely imperative to remember that a character is not a person, but is a construct of the writer in order to present an idea or theme. No matter the question, you should be linking your answer back to the writer’s ideas and theme of the text, even if it doesn’t seem obvious what the theme is on the first inspection of the question. Using the author’s name frequently in your essay will demonstrate that you recognise the character is not a real person - ‘Shakespeare portrays Macbeth as a tragic hero, as defined by Aristotle as…’

2. Don’t analyse the plot

Avoid analysing the plot or when things happen in the text. Don’t write ‘When X happens it makes us think Y’. Instead:

Analyse the writer’s use of language, structure and form to create meaning

Do a close language analysis of specific words/phrases, including a sound analysis (plosives, assonance, etc.)

Do a structural analysis of what happens when and why that’s important (Freytag’s pyramid)

Do an analysis of form (stage directions, dramatic monologue, etc.)

3. Keep your answer relevant throughout

You need to be explicitly answering the question - not going off on a tangent nor trying to change the question to suit an answer that you want to write. One way of avoiding this is by starting each paragraph with a topic sentence, summarising what that paragraph is going to be about and how it answers the question. Another method is simply by rewording the question into your answer at the start and end of every paragraph. At least. For greater impact, include synonyms of the word, which can also help with the readability of your answer.

4. Avoid PEE/PEEL/etc. where you can

Thousands of students are taught the same, basic Point-Evidence-Explain (or variant) analytical paragraph structure. If you want to stand out, show academic strength, and achieve the highest marks then you must break free from the chains of PEE! (This also applies for your introduction format. ‘In this essay, I will argue…’ gets pretty dull after reading it 100 times)

For my students, I will be teaching them to write What-How-Why paragraphs:

WHAT has the writer done?

HOW have they done it?

WHY have they done it/is it effective?

This way, your focus is always on why the writer has chosen to use that specific language/structure/form, but it allows you to be creative in crafting your response. Being able to discuss the ‘why’ of literature is the key to unlocking the highest grades. Reading through examiners’ reports this summer has made one thing clear - it is not enough to merely spot linguistic devices or structural features. You must explain why the writer has chosen them and why that is an effective choice (or not).

5. Avoid sweeping statements about context

The main advice here is to only include comments about the context of the text if it adds to the analytical point that you are making. They should not be a bolt-on sentence, but they should enhance your answer.

Further, sweeping claims like ‘All Jacobean women were oppressed by society’ is far too vague. On the other hand, a comment like ‘Lady Macbeth is a disturbing example of womanhood because she denies her gender at a time where the role of a woman was clear-cut, even patriarchal, in Jacobean society’ suggests that you have a greater understanding of how context can influence the writer’s choices.

6. A plan is your best friend

Always, always make time to plan your answer. A method I recommend is, first, circling the key words in the question (character/theme, what you are asked to do, where in the text you are asked to look, etc.). Secondly, write all of your ideas down onto the page, highlighting parts from the extract if you have that in front of you. Finally, select a judicious number of points that you are going to talk about (quality not quantity here) and number the order in which you are going to make them.

If you are writing a comparative essay, each paragraph must start and end with a comparative point about whatever it is you are comparing (characters/themes/etc.) I suggest the following format:

‘X is presented in both text A and text B. However, in A the author uses device 1 and 2 to demonstrate X. On the other hand, in B, the author demonstrates X via use of device 2 and 3.’ Then write one paragraph for each text. Repeat this again for another similarity. And again for a third - if you think that is appropriate.

Click HERE if you want more top tips/resources/essay advice/study motivation!!

Click HERE if you want more top tips/resources/essay advice/study motivation!!

Photo credit @eintsein 🌻

[english-notes-etc]

GCSE Results

GUYS IM SO HAPPY I GOT A 7 IN ENGLISH LANGUAGE (I was so scared I wouldn't get enough to get into college: 6)!! ANS I GOT AN 8 IN ENGLISH LITERATURE!! I literally had a 3 last year and now, after all the hours and notes and panic attacks because I just couldn't grasp the questions, I'm here and I did it and I'm so proud. Despite everything, I did it.