There are 59 ppt slides giving historical context, quotation and interpretation to five key purposes Stevenson may have had in the novella: 1. to tap into the Victoria psyche and fascination with crime and violence 2. to expose the hypocrisy of the middle classes, who he sees as morally corrupt 3. to question the role of God and Christianity 4. to examine the possibility that we are all, at root, simply animals, without a soul. 5. to suggest the homosexuality should not be a crime. Students who understand all of these will almost inevitably be able to access grades 7 and above. You can also find accompanying videos for each of these viewpoints on my YouTube channel, Mr Salles Teaches English, to accompany the slides.

What this resource includes: Mnemonic to remember rhetorical, persuasive techniques: MAD FATHERS CROCH How to plan an answer 9 skills necessary in a top answer The mark scheme explained Model answer, grade 6 Model answer, grade 9 Model answer, annotated and explained Why exam topics will never be interesting Sample topics and question Here is the beginning of the model text: Annotated 100% Model: Writing to Inform Every actor wants to be Tom Cruise, and every actress longs to be Jenifer Lawrence. So why settle for Danny Dyer and Letitia Dean? 1. Contrasting pair 2. Rhetorical question 3. Alliteration You wouldn’t, and you shouldn’t. It’s exactly the same thing with revision guides. Yes, they come with pretty pictures, and jokes, and everything is chunk sized so that it fits a single page. Emotive language Repetition Triplets Creating an enemy But do they push you, pull you, and propel you to get a grade 8 or 9? Alliteration Contrast Triplet You’ve spotted that’s a rhetorical question, but do you know the other 14 rhetorical devices? Direct address Contrasting pair Rhetorical question Mr Salles won’t just list them: by the time you finish his guide, you will know them by heart. Fact. Contrasting pair Direct address Opinion Mr Salles believes that all students can ace the English language exam; that every student can learn from beyond grade 9 answers that are properly explained; that every student can remember if they are shown how. Emotive language Triplet Repetition

The document contains every word spoken by the witches, or about them. Very useful for annotation. However, each page is highlighted with the most relevant quotations. The real merit of this resource is the video which goes with it. Students can take notes from this and consider; The context of Jacobean England. King James and his views on witchcraft. Shakespeare’s possible view of witchcraft. Shakespeare’s politics. The nature of the patriarchal society and Shakespeare’s possible views on this. How the witches mirror Lady Macbeth.

This story is written to model exactly what students should do to write a story that they can finish within 40 minutes, which is roughly the amount of writing time they get at GCSE. There are no published stories of around 500 words, so I have begun to write my own. Writing one on a real character takes away the fear of planning - students already know how the story starts. There are three copies of the story: 1. Without any annotation 2. With a key to the annotations which teach a range of skills many English teachers ignore: a. The Power of Verbs b. How to introduce the character in an interesting way c How to use humour, not jokes d How to build tension using contrast and juxtaposition e How dialogue must reveal character before plot f The power of repetition and rule of three, or triplets, in building a rhythm h Paragraphing for impact 3. With a key to the annotations which teach the more conventional story writing skills: a. Metaphor b. Similes c. Personification d. Alliteration e. Assonance, Half Rhyme and Hidden Alliteration Finally, you also get a completely free video on how to teach this at: http://bit.ly/WriteAboutARealCharacter The PowerPoint slides which teach this lesson, and which I use in the video are available as a separate resource.

What the resource Includes: 5 Steps; Just tell me what to do. Model answer 444 words Model answer 550 words Model answer annotated for descriptive techniques What do I have to do to get 100%? How to be original: Breaking the Vase How to adapt the description to a series of photographs in the exam: Here’s how mine might start if the photograph were of a train. Or imagine it was the park. Or, the ultimate vase breaking, you can simply have it as the photo in the room. Imagine a photo of a road. What does the examiner really want? 21 ways to look at Descriptive Techniques and Interesting Writing (More Than Just SOAPAIMS)

16 pages of incredible detail made relevant to the play. Obviously, socialism and capitalism are defined. But it includes some amazing parallels between the 1940s and the present day, where the figures for the richest and poorest in society are nearly identical. Explore the extraordinary similarity between the Inspector’s words, and those of the Labour party manifesto of 1945. See how the great unrest, including strikes and killing of workers influened Priestley and his play. Discover the literary tradition Priestley’s play was responding to, and the impulse not to write about WW1. Find out why Priestley chose the cotton mills as his manufacturing business, and why this was so important in 1945. All these facts are explicitly matched to the play, so students can see how to use them in their essays.

Mrs Birling as you’ve never thought of her before. This is an analysis which goes much deeper than you would expect. Here is a sample to show you what I mean: But What if Mrs Birling is Right? However, a counter argument to that is how Priestley reveals Eric’s exploitation of Eva last, as though to emphasise that his actions were worse. There is also a further counter argument. Eva could actually have accepted the stolen money. She could actually have accepted Eric’s offer of marriage. And she certainly did tell the charity and Mrs Birling a number of lies: • That she was called Mrs Birling. • That she was married. • That her husband had “deserted her”. So, in terms of the facts, she is quite right to say “The girl had begun by telling us a pack of lies.” When Eva tells her that she wouldn’t take stolen money, Sybil’s reaction “all a lot of nonsense – I didn’t believe a word of it” is not just snobbery. It is also a logical doubt to have given the lies which preceded it. Another psychological problem for Mrs Birling to accept is that Eva would rather commit suicide than take the stolen money, or marry Eric, even though she describes him as “he didn’t belong to her class, and was some drunken young idler”.

This powerpoint teaches 5 key skills which are necessary to get full marks when writing about the structure of the text. The resource includes a full 8 mark answer, with annotations and explanations of how the answer meets all the criteria for Grade 9. This appears in both PPT and Word form, so is fully editable, and can easily be printed so that students can easily make relevant notes based on your teaching.

This resource teaches students how to take even ordinary people they know and shape a story round them. Teach 7 techniques which guarantee a good story. It shows them how to structure what they know so that it has a beginning, a middle and an end. It illustrates how to craft the ending with a twist. It provides the full short story, as well as questions to help students realise how it is put together, so that they can plan and write their own. The story is also provided in Word form, so you can adapt it for your class, or annotate it with them, or print it for them.

This is a comprehensive resource to teach your students how to get 100% in all aspects of the question. It teaches 11 different skills for the question: 1.Highlight the key words in the question which tell you what to look for 2.Highlight the margin of the part of the text you are told to look at 3.Find quotations as you read 4.Name a descriptive or narrative technique for each quotation you use (These will always be about imagery – simile, metaphor, personification, alliteration – and then perhaps onomatopoeia, sibilance, synesthesia, assonance, pathetic fallacy) 5.Refer to individual words in the quotation 6.Name their parts of speech – verb, adverb, noun, adjective 7.Find a long complex sentence, especially one with listed descriptions 8.Comment on the effect of contrast or juxtaposition, which will be in any description 9.Relate these quotations to the writer’s purpose, to discuss their effects 10.Use tentative language, like ‘perhaps’ to suggest your interpretation of the effect or purpose 11.Do not write in PEE paragraphs, but sentences which include embedded quotations It contains several models of how to write about complex sentences, with several practice paragraphs from Kipling, Conrad and Dickens for your students to practise on. It shows students how to model their own writing on that of other writers, using Brighton Rock. Students get to see why knowing parts of speech is so important to developing their own skills as writers. This then makes the job of writing about the effect of language features so much more easy and explicit for them. If you want to try without buying, all the PowerPoint is covered in a video at Mr Salles Teaches English, which you can find here: http://bit.ly/Question2Paper1 This PowerPoint is taken directly from The Mr Salles Guide to 100% in AQA English Language GCSE, which you can sample here: http://amzn.to/2phxxaS

Here is the beginning. I hope you like it. Revolver Impossible colours exploded in her head, her skull, her head, her skull. The images flickered like a strobe light, like Morse code, like a stroke…Christ she was high. No, she was low, so low. The song would not come to her; its words fled from her: birds in a field. Did that make her the hunter? Guns. Revolver. She gazed at her tattoo – the revolver was famous, her first. Thousands of fans had copied it in homage to her music, to her pain. Everyone identified with her pain. Was her pain a drug? It fuelled her writing. She didn’t write happy songs did she? No, her voice was the voice of longing, of longing, of longing…she needed another hit. But she should pace herself. Revolver, and the memories revolved in her head. The album had gone platinum, global, crazy, and her life had changed for ever.

What This Resource Includes 15 Steps: Just tell me what to do The mark scheme Sample question Examiner’s Advice 10 ways to think about structure How to write about the structure of an ending Extract of the ending of A Christmas Carol by Charles Dickens How to work out Dickens’ purposes as a writer Sample Question Sample Answer Text based on Brighton Rock, by Graham Greene Understanding the context of historical texts Sample text: The Doll’s House, by Damon Runyon How to analyse the structure of each of the 10 paragraphs of The Doll’s House Model Answer getting 100% Model Answer rewritten to 300 words, and still getting 100% 12 things to learn from the model answer How to edit your answer to improve your writing, using far fewer words 7 techniques to reduce your word count 10 great jokes

This comprehensive analysis of all 5 questions breaks down AQA Paper 2 into a series of very clear do's and don'ts that students and teachers can easily follow. Examples accompany the advice. The PowerPoint slides are all linked to videos on my YouTube channel, Mr Salles Teaches English, so it is much easier to see how to apply the advice.

What this resource includes: 10 Steps: Just tell me what to do Sample Question 4 Student misconceptions The marks scheme explained Exam tactics Glossary of terms: 15 of them, with 3 examples of each Sample texts: The 39 Steps, by John Buchan, CHAPTER ONE, The Man Who Died Sample texts: Call of the Wild, Jack London, Chapter I. Into the Primitive 11 techniques to teach from these extracts What does the examiner really want? Model Question Model Answer Colour coded Model Answer to show how to get rid of PEE paragraphs and write like an expert The Magic Finger: the technique for finding quotations to write about 14 Skills common to questions 3 and 4

This resource has numerous examples of language features for you to teach your students how to both recognise the writer’s craft, and use them in their own writing. Here is a sample: Juxtaposition: two things that are put close together in order to emphasise the difference between them. • “Give us a pound, mister,” said the beggar, scrolling through the internet on his phone. • The mother, tortured with pain, now smiled beatifically, while the baby, newly released, screamed incessantly. • While the battle raged, the generals sat behind the front lines, drinking beers and stuffing three course meals. Repetition: repeating a word, phrase, or idea. This can be done to emphasise, to create a rhythm or tone, or to reveal a contrast or comparison. Register: In linguistics, a register is a variety of a language used for a particular purpose or in a particular setting. What words give this the register of colloquial, American teenage language? “(Candace runs out to the backyard, she stares in shock upon seeing the rollercoaster, along with horror music) Candace: Phineas, what is this?! Phineas: Do you like it? Candace: Ooh, I’m gonna tell Mom, and when she sees what you’re doing, you are going down. (runs off) Down! Down! Down! D-O-W-N, down!” Which words deal with the idea of writing a novel? “In my mind, I continually entertain myself with fragments of narrative, dialogue and plot twists but as soon as I’m in front of a blank page, they evaporate. I feel stuck. Sometimes I think I should give up, but I have convinced myself that if I can find a way to write more freely and suppress my inner critic, I could finally finish that first draft.”

This is a really in depth analysis of Gerald, and you will see him differently after you have read it. Your students will have a completely new perspective. Here is an extract to show you what I mean: Gerald’s Affair with Daisy Renton Although Sheila is the first to expose Gerald’s affair at the start, the language they both use strongly hints that she will forgive him after breaking off the engagement and that, after the end of the play, they will marry. Gerald’s first impulse is to lie, because Priestley wants to present all capitalists as hypocrites. He denies knowing any “Eva Smith”. Sheila points out that she knows he is simply using his intelligence to maintain a veneer of honesty, as he knew her as “Daisy Renton”. This is called sophistry – using clever arguments which appear true but which the speaker knows to be false. Although Sheila insists on the truth, her language is also a kind of sophistry. She uses euphemism. Instead of asking for how long he had sex with Daisy, she only insists he “knew her very well”. This is important, as while she is at her most angry now, her own language minimises what he has done. This will make it much easier for her to forgive him in the future. Clever as he is, Gerald picks up on this weakness in her resolve, calling her “darling” in order to manipulate her. He immediately asks her to keep the affair secret from The Inspector. This might seem astonishingly arrogant. However, Priestley is again showing the corruption of the patriarchy. He expects a woman to protect him even at the expense of her own happiness, in return for the financial security and status that marriage to him will offer her.

Eric is analysed in more depth than you’ve ever read before. You’ll know him better than you’ve ever done before, and your students will be able to excel. Here is a small sample so you can see what I mean:

What does the examiner’s report teach us about getting top grades when answering questions on Macbeth? Show students how to consider alternative interpretations. How themes and characters develop over time in the play. How to link context to each interpretation, so that it scores highly, and doesn’t just get added in as an irrelevant paragraph. How to come up with interpretations which go beyond what most students will write. The danger of getting subject terminology, and why naming words as parts of speech is likely to lead to lower grades, and will probably preclude a grade 8 or 9. Consider how Macbeth might actually have a deep love for his wife. Or how Macduff deliberately sacrifices his family. Or how Banquo needs Macbeth to become a tyrant king in order to fulfil the prophecy of Fleance’s kingship Or how the supernatural element might not just pander to King James, but actually undermine his belief in the power of witchcraft. The attached video will also teach you this in much more depth, so that you can share it with your students.