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: independence, omissions, marginalisation, religion, love, narrative voice, and gender. Context is grouped into: Victorian readership, publication, politics, religion, praise, and gender. 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!

A-Z Classical mythology character syllabus A 15-page comprehensive list of all Latin and Greek major and minor characters and gods. From Achilles to Zeus! Page 1 is filled out as an example, with genealogy, characteristics, transformations, adventures, treatment by authors, and places appeared in literature. Great as a learning tool for students looking to learn about mythological figures, classics and English literature GCSE, A-level and university students. Also for AQA/Edexcel/CIE/CCEA/WJEC/OCR.

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: religion, madness, revenge, language, mortality, and the supernatural. Context is grouped into: Hellenistic philosophy, the ghost, Calvinism, Reformation Protestantism vs Catholicism, and genres. Critics are specific to Hamlet and Elizabethan drama. For OCR/AQA/WJEC/CIE/CCEA/Edexcel. I’m also selling the same format resources for many other texts on my page!

A* Odyssey character list A 10-character list of all the characters in Homer’s Odyssey. Includes genealogy, characteristics, transformations, adventures, treatment by authors, and places appeared in literature. A great quick, easily memorisable overview by an A* student. Perfect for GCSE/A-level/university classics or English literature students.

A 10-character list of all the characters in Sophocles’ Oedipus Rex (Oudipus Tyrannus). Includes characteristics, traits, relationships, and notable actions. A great quick, easily memorisable overview by an A* student. Perfect for GCSE/A-level/university classics or English literature students.

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: time, love, nature, supernatural, chivalry, religion, appearance, and violence. Context is grouped into: Middle Ages, publishing, tradition, Christianity, and magic. Critics are specific to Sir Gawain and the Green Knight 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.

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.