3 A* in-depth mindmaps comprising quotes, critics, and context, all independent research. For university, A-level, GCSE students, and teaching resources. Quotes are grouped by themes: chaos/supernatural, nature, sleep, fairy/otherworld, desire, displacement, and changes from Ovid’s telling of the Orpheus and Eurydice myth. Context is grouped into: manuscripts, the Ovidian myth, folklore, and publishing. Critics are on medieval Arthurian literature, the Auchinleck manuscript, and specific. I’m also selling the same format resources for many other texts on my page!

3 A* in-depth mindmaps comprising quotes, critics, and context, all independent research. For university, A-level, GCSE students, and teaching resources. Quotes are grouped by themes: fate/prophecy, name, duality, sight, truth, power/determination. Context is grouped into: Aristotle’s Poetics, Thargelia, plot, and legacy. Critics are specific to the play, contextual (relating to Aristotle’s Poetics, and include modern interpretations of Yeats and Camus. I’m also selling the same format resources for many other texts on my page!

3 A* in-depth mindmaps comprising quotes, critics, and context, all independent research. A literary interpretation of the Biblical Song of Solomon. Quotes are grouped by themes: reign/kingship, religious devotion, fertility/sexuality, different speakers, nature, beauty/perfection. Context is grouped into: kingship/rulers, its place in the Bible, Toni Morrison’s Song of Solomon, authorship, biblical depictions of God. Critics are specific to the Song of Songs, and include other critical readings, biblical and classical. I’m also selling the same format resources for many other texts on my page!

An A* essay plan on the question, '‘Minor characters are likely to be skipped over’ (Dennis R. Preston). Discuss the function of AT LEAST TWO minor characters in Shakespeare’s plays.’ This is a university-level (BA English at Durham) plan, but can be used for GCSE and A-level. Characters such as Lear’s Fool, and Ariel and Gonzalo in The Tempest are discussed.

This essay has been written by a second-year undergraduate student at Durham University and received a 2.1 / 1st classification. It answers the question: ‘What would have happened [had my father lived]? No writing, no books – inconceivable. I used to think of him & mother daily; but writing The Lighthouse, laid them in my mind’ (Virginia Woolf). With reference to ONE OR MORE writers on this module, examine the extent to which artistic vocation is set against the demands of family life. This uses Virginia Woolf’s autobiographical diary, ‘Sketch’, as well as her novels To the Lighthouse, and Mrs Dalloway. Can be used by university students, as well as A-level and GCSE students. It contains context (AO3), critics and alternative interpretations (AO5), as well as the other assessment objectives. Also contains a MHRA referenced bibliography and footnotes.

A plan for the question ‘Discuss D. H. Lawrence’s treatment of masculinity in Sons and Lovers AND/OR Women in Love’, using his novel Sons and Lovers. A university-level (BA English Literature) plan, but can be used for A-level or any other relevant level of work.

A plan for the question ‘To what extent do you agree with the feminist literary critic Kate Millett that D. H. Lawrence’s work is representative of a ‘phallic consciousness’?’, using his novel Sons and Lovers. A university-level (BA English Literature) plan, but can be used for A-level or any other relevant level of work.

A plan for the question ‘To what extent can the work of D. H. Lawrence be seen as a manifesto for a move away from a mental toward a bodily way of being?’, using his novel Sons and Lovers. A university-level (BA English Literature) plan, but can be used for A-level or any other relevant level of work.

A plan for the question ‘Discuss the interplay of issues of class and sexuality in the writings of D. H. Lawrence’, using his novel Sons and Lovers. A university-level (BA English) plan, but can be used for A-level or any other relevant level.

A plan for the question ''In D. H. Lawrence’s Sons and Lovers the rhythms of love and the rhythms of work are so deeply intertwined that we see in them both the ideal human fulfilment towards which the novel aspires and the tragic failure of that vision.’ Discuss. ', using his novel Sons and Lovers. A university-level (BA English) plan, but can be used for A-level or any other relevant level.

Concise but detailed 6-poem bundle. Analysis by an A* student! including language and structure, literary terminology, context behind poems, alternative interpretations, critical quotations and themes/groupings of poems. For WJEC Eduqas A-level English Literature but can be used for any exam board. Includes: An Afterwards, A Drink of Water, The Strand at Lough Beg, A Postcard from North Antrim, A Dream of Jealousy, The Skunk.

This essay deals with Shakespeare’s tragedy plays, Richard ii, Macbeth, The Tempest, and Hamlet and the theme of improvisation within these. It answers the question: ‘Those who improvise are the characters who most excite Shakespeare’ (Jonathan Bate). Discuss with reference to AT LEAST TWO works. Dramatic techniques such as meta-theatricality, Shakespeare’s personification of characters as himself, and the fourth wall are discussed. Also discusses historical constructs of the Great Chain of Being and Divine Right of Kings. The essay is fully referenced with a MHRA bibliography. Also includes feedback from a professor throughout the essay (in red) - useful for identifying strengths and weaknesses. Useful for university, A-level, and GCSE students. Includes quotes, analysis, wider historical context, alternative interpretations, and discussion of critics’ quotations. Written by a second-year undergraduate at Durham University.

A plan for the question ‘How do Victorian writers envisage the relationship between childhood experience and adult authority?’, exploring the genre of the bildungsroman in Charles Dickens’ novelGreat Expectations. A Durham first-class university (BA English Literature) level plan, but can also be used for A-level English and GCSE.

A plan for the question ‘The world is charged with the grandeur of God’ (Gerard Manley Hopkins). Explore the connection between nature and EITHER religious faith OR doubt OR BOTH in any work(s) of Victorian literature.’ This explores these themes - faith and doubt - in Christina Rossetti’s poem ‘Goblin Market’. A university (BA English Literature) level plan, but can also be used for A-level English and GCSE.

An essay on the question ‘Grief was what you owed the dead for the necessary crime of living on without them’ (Kamila Shamsie). Explore the relation between the living and the dead in the work of ONE OR MORE authors on the module.’ Poems discussed include: The Skunk, The Strand at Lough Beg, A Postcard from North Antrim (Field Work elegies); Punishment, Bog Queen (Bog Poems from North) This is a university (BA English) essay, but can be used for GCSE and A-level examples, and includes a bibliography and footnotes.

Concise but detailed 10-poem bundle. Analysis by an A* student! including language and structure, literary terminology, context behind poems, alternative interpretations, critical quotations and themes/groupings of poems. For WJEC Eduqas A-level English Literature but can be used for any exam board. Includes: Mametz Wood, The Farrier, Drinking with Hitler, The Fishmonger, The Wake, Valentine, Night Windows, Joseph Jones, Inheritance, and Hedge School.

An essay on the question ‘Supposedly a dramatization of the inner life, the dramatic monologue form actually reveals just what a social performance the inner life is.’ Discuss’. This essay analyses the dramatic monologue form in Robert Browning’s poem ‘Porphyria’s Lover’, using ‘My Last Duchess’ and ‘Johannes Agricola in Meditation’ to support. This essay is complete with MHRA bibliography and footnotes, and received a 74 (first) grade. Can also be used for GCSE or A-level.