Essay plan on John Webster’s drama The Duchess of Malfi on the theme of transgression. It answers the question: I’ll be the custom-breaker: and begin To show my sex the way to freedom’s door. (Salome, in Elizabeth Cary, The Tragedy of Mariam, c.1613) Discuss the presentation and function of ‘custom-breakers’ in any text(s) you have encountered on this module. This plan looks at characters such as the protagonist, the Duchess, the malcontent, Bosola, and the antagonistic Ferdinand and the Cardinal. Analyses language and key quotes from the play. Looks at incest, immorality, corruption. Includes interpretations from critics. Written by a finalist at Durham University. Excellent resource for A-level and university students.

Essay plan on John Webster’s drama The Duchess of Malfi on the theme of Catholicism. It answers the question: Write an essay on the treatment of ONE OR MORE of the following in Renaissance literature: the Roman Catholic Church; Grace; Free Will; Predestination; the Word of God. This plan looks at the Roman Catholic Church in the context of Jacobean England and its depiction in the play as outdated, corrupt, and inescapable for the play’s characters. Analyses language: allusions, symbolism, parallelisms, etc. Looks at wider historical context of various Bibles, Rome, Renaissance rhetoric, the Protestant Reformation, etc. Written by a finalist at Durham University. Excellent resource for A-level and university students.

This essay plan interprets Bram Stoker’s novel Dracula through a biopolitical lens. It answers the question: ‘I had to meet the white man’s eyes. An unfamiliar weight burdened me. In the white world the man of colour encounters difficulties in the development of his bodily schema […]. I was battered down by tom-toms, cannibalism, intellectual deficiency, fetishism, racial defects […]. I took myself far off from my own presence’ (Frantz Fanon). Discuss the ways in which the body becomes the key site of ideological contestation, with reference to ANY OR ALL of gender, sexuality, class, and race. Illustrate your answer with reference to ONE OR MORE literary texts of your choice. It discusses sexuality and homosexuality using Foucault’s The History of Sexuality. It also discusses the role of racial prejudice in writing Dracula’s character, as well as androgyny, Marxism, anti-Semitism, and xenophobia during the fin-de-siecle. Lastly, it discusses class, again linking this to wider historical context and other literary works that depict the ‘other’. Excellent resource for A-level and university students. Written by a finalist at Durham University.

Essay plan on Bram Stoker’s novel Dracula through an ecocritical and ecofeminist lens. It answers the question: ‘Western culture treats other creatures as “animals” in order to project dubious norms of the “human”.’ Discuss, with reference to ONE OR MORE literary texts of your choice. The essay plan discusses the role of the anthropocene in othering the figure of the vampire, as role as gender ambiguity and androgyny. It also discusses the animalisation of Dracula’s character being rooted in anti-Semitism. Includes critical quotations, analysis of quotations within the novel, and multiple interpretations. Excellent resource for A-level and university students. Written by a second-year undergraduate at Durham University.

An essay plan on John Webster’s The Duchess of Malfi on the theme of individual autonomy. It answers the question: Discuss how texts of the Renaissance fantasise about individual autonomy. The plan discusses freedom in regards to women during the Jacobean era, as well as male autonomy, corruption, patriarchy, power and independence vs oppression, etc. Engages with critical quotations and analyses language within the play. Excellent resource for university and A-level students. Written by a Durham University second-year student.

An essay plan on John Webster’s The Duchess of Malfi on the theme of freedom. It answers the question: ‘Renaissance man as free individual often depended on a considerably less free Renaissance woman’ (David Norbrook). Discuss with regard to ANY text(s) you have read in the course of this module. The plan discusses freedom in regards to women during the Jacobean era, as well as male autonomy, corruption, patriarchy, power and independence vs oppression, etc. Engages in a dialogue with the critical quotation in the question. Excellent resource for university and A-level students. Written by a Durham University second-year student.

3 A* in-depth mindmaps comprising quotes, critics, and context, all by independent research. For university, A-level, GCSE students, coursework, and teaching resources. Quotes are grouped by themes: connection, reputation, metonomy, social class, gender, love, realism, narrative. Context is grouped into: Dickens, technology, publication, 1851 Great Exhibition, Condition of England novel. Critics are both contemporary Victorian and modern! For AQA/CIE/Edexcel/Eduqas/WJEC/CCEA. 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 by independent research. For university, A-level, GCSE students and teaching resources. Quotes are grouped by themes: female independence, dependence, place, economics, love, realism and sensationalism, and crime and repentance. Context is grouped into: Defoe, readership, female protagonist, locations, and the novel genre. Critics are both contemporary Victorian and modern! 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 by independent research. For university, A-level, GCSE students and teaching resources. Quotes are grouped by themes: voice/orality, narrative, imperialism/colonialism, negations, horror, introspection, morality, race. Context is grouped into: publishing, Victorian fin de siecle, Conrad’s biography, politics and primitivism. Critics are both contemporary Victorian and modern! For AQA/CIE/Edexcel/Eduqas/WJEC/CCEA. 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: religion, truth, identity, holy grail, chivalry, and coming of age/bildungsroman/entwicklungsroman. Context is grouped into: Chretien, the grail, Crusades, romance, tradition, manuscripts and audiences. Critics are specific to Perceval and medieval Arthurian literature. 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: 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: Calvinism, Renaissance magus, pride, damnation, salvation, and metatheatricality. Context is grouped into: York cycle plays, staging, Calvinism, Renaissance, play genres, and knowledge. Critics (3) are specific to the play and on general Renaissance drama. 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!

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.

5 in-depth essay plans on D.H. Lawrence’s novel, Sons and Lovers. Written by a Durham BA English Literature graduate. Plan 1 is on masculinity, plan 2 on phallic consciousness (a psychoanalytic reading), plan 3 on mental and bodily spirit, plan 4 on class and sexuality, plan 5 on human fulfillment. Can be used for university, A-level, or any other relevant level.