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!

Concise, simple, easy to remember 5-sheet summary of non parametric tests: chi-squared, mann-whitney-u, binomial sign test, wilcoxon t test, spearman’s rank/rho. Includes when to use (type of design/level of data), significance levels and conditions. For A-level OCR psychology but can be used for AQA/Edexcel/WJEC/CIE/Eduqas.

A-level A2 notes on the topic of crime for AQA but can be used for any OCR/Eduqas/Edexcel/WJEC spec. Includes: ethnicity, gender, class, and corporate crime. Great as a summary before exams!

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 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!

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.

Essay on Bram Stoker’s novel Dracula and Christina Rossetti’s poem ‘Goblin Market’ on the theme of temptation and desire. It answers the question: ‘Come buy, come buy.’ (Christina Rossetti, Goblin Market). In the light of this quotation, analyse the presentation of desire AND/OR temptation in Victorian literature. The essay breaks down two types of desire: economic desire and greed, and sexual temptation. It discusses religious influences on both works in terms of Anglican Tractarian values, and Judaism, and the portrayal of anti-Semitism in Dracula. It also compares Dracula with the earlier novella by Sheridan Le Fanu, ‘Carmilla’. Themes of lesbianism and homosexuality, the Victorian ghost story, Gothic literature, and more, are analysed. Also includes feedback and comments from another literature student. Excellent resource for university and A-level students. Written by a second-year undergraduate at Durham University.

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!

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: 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: 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.

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.