Providing top grade (Grade 9/A*) essays and revision materials for GCSE and A-level, in particular English Literature and History.
Currently a Durham University student with 11 GCSEs at Grade 9 and 3A*s in my A-levels - hopefully my resources can help students to experience similar success!
Providing top grade (Grade 9/A*) essays and revision materials for GCSE and A-level, in particular English Literature and History.
Currently a Durham University student with 11 GCSEs at Grade 9 and 3A*s in my A-levels - hopefully my resources can help students to experience similar success!
Full mark essay written by an A* English Literature student analysing Shakespeare’s use of language and its dramatic effects in A2S2 of Twelfth Night.
This style of question is found in Section A of Paper 1 in OCR A-level English Literature and covers both AO1 and AO2.
I have 3A* in my A-levels and 11 GCSEs at Grade 9 - please feel free to leave a review if you found this essay helpful and check out my other resources for Twelfth Night!
Detailed essay plan produced by an A* Literature student in response to the statement ‘Hidden truths will always be revealed in the end’
This style of question is found in Section B, Paper 1 of OCR A-level English Literature and covers AO1, AO3 and AO5. The texts analysed in this plan are Book 9+10 of ‘Paradise Lost’ and ‘A Doll’s House’.
Please feel free to leave a review if you found this essay helpful and check out my other resources for Paradise Lost and A Doll’s House!
Grade 9 model answers to section A of GCSE English Language Paper 1 (AQA), responding to an extract taken from ‘The Haunting of Hill House’ by Shirley Jackson.
This resource includes:
the extract, with relevant quotes highlighted
one four mark question
two eight mark questions (language and structure)
one twenty mark question
model answers for each question
The resource does not include Section B (question five), which would ask students to write a description or narrative account relevant to the themes of the extract.
I have 3 A* in my A-levels and 11 GCSEs at Grade 9 - please leave a review if you found this helpful and check out my other resources!
Grade 9 model answers to section A of GCSE English Language Paper 2 (AQA), Specimen Material 3, responding to sources on London and Aberfan.
This resource includes:
the link to the source material
one 4 mark question
one 8 mark question
one 12 mark question
one 16 question
model answers for each question
The resource does not include Section B (question five). It was marked by an ex-official AQA examiner as 37/40.
I have 3 A* in my A-levels and 11 GCSEs at Grade 9 - please leave a review if you found this helpful and check out my other resources!
Grade 9 model answers to section A, question 4, of GCSE English Language Paper 1 (AQA), responding to an extract taken from ‘Jekyll & Hyde’.
This resource includes the answer to question 4 only, which was awarded 19/20 marks by an ex-official AQA examiner.
I have 3 A* in my A-levels and 11 GCSEs at Grade 9 - please leave a review if you found this helpful and check out my other resources!
Revision materials for AQA English Literature Power & Conflict Poetry, produced by a Year 11 Grade 9 student.
Each poem is split into three key quotes, with the analysis broken down into AO1, AO2 and AO3. The documents also recommend the best poems to compare to for certain themes, including inner conflict, war, the power of humans and the power of nature.
These are clear, concise documents, providing the perfect foundations for high-ability students to write their own answers.
See also: Grade 9 Poetry Model Answers
Grade 9 model essay for AQA English Literature Power and Conflict poetry, comparing ‘London’ and ‘Checking Out Me History’. This was written by a Year 11 student and awarded full marks by a former AQA examiner.
Essay question:
Compare the ways the poets present the power of oppression in ‘London’ and one other poem
See Grade 9 Essay Bundle for the full set of poetry model essays.
A* History essay addressing the question ‘How far do you agree that the Pendle Swindle of 1634 was the most significant development in the growth of scepticism in the years c1580–c1750?’
This was produced as revision for Edexcel Tudor History A-Level, Paper 3: the witch-craze in Britain, Europe and North America 1580-1750. I have 3A* in my A -levels and 11 GCSEs at Grade 9.
Please feel free to check out my other resources!
A grade (17/20) Tudor History essay addressing the question ‘How significant was King James VI in the witch-hunting in Scotland in the years 1590-97?’
This was written as revision for Edexcel Tudor History A-Level, Paper 3: the witch-craze in Britain, Europe and North America 1580-1750. I have 3A* in my A -levels and have 11 GCSEs at Grade 9.
Please feel free to check out my other resources!
This document contains a quotation bank for each of the three key romantic relationships in the play: Nora & Helmer, Nora & Rank, Mrs Linde & Krogstad.
Following this is an evaluation of the similarities between the three relationships and a timeline of how Nora & Torvald’s marriage changes throughout the three Acts, complete with quotations.
Produced by an A* English Literature student as revision for OCR A-level paper one.
Full mark essay written by an A* English Literature student analysing Shakespeare’s use of language and its dramatic effects in A2S1 of Twelfth Night.
This style of question is found in Section A of Paper 1 in OCR A-level English Literature and covers both AO1 and AO2.
Please feel free to leave a review if you found this essay helpful and check out my other resources for Twelfth Night!
A* History essay addressing the question ‘How far can the case of the Demon Drummer of Tedworth of 1662 be regarded as the key turning point in changing attitudes to witchcraft in Britain in the years c1580-1750?’
This was produced as revision for Edexcel Tudor History A-Level, Paper 3: the witch-craze in Britain, Europe and North America 1580-1750. I have 3A* in my A -levels and 11 GCSEs at Grade 9.
Please feel free to check out my other resources!
A* essay produced by a Tudor History A-level student, addressing the question ‘To what extent did government methods of dealing with poverty change in the period 1531-76?’.
This was written as revision for Edexcel Tudor History A-level, Option 1B: England 1509– 1603: authority, nation and religion, and covers the role of religious institutions, the distinction between the impotent and ‘able-bodied’ poor as well as the issue of vagrancy.
I have 3A* in my A -levels and 11 GCSEs at Grade 9. Please feel free to check out my other resources and leave a review if you found this helpful.
Detailed resource produced by a Grade 9 student, taught by a teacher experienced in marking for the AQA exam board, revising quotations for the themes of inner conflict and the power of nature in ‘Storm on the Island’.
The analysis of each quote is broken down into bullet points, covering AO1, AO2 and AO3 (context), and can be used as the basis for an essay paragraph. The end of the document also suggests poems which Storm on the Island can be compared to for both themes, providing three AO1 points about how the poems are similar or different.
This resource was written as revision for my English Literature GCSE in 2018, for which I was awarded a Grade 9. I have 11 GCSEs at Grade 9 and 3 A* at A-level, including in English Literature, and currently study at Durham University.
Please feel free to check out my other resources for Power & Conflict poetry!
Mindmap created by a Grade 9 Student on the theme of parental relationships in ‘Romeo and Juliet’, containing key quotes and analysis. This was the exam question for AQA in 2018 so will be useful for preparation for mock exams.
Full mark essay written on the theme of romance in ‘Romeo and Juliet’. Extract discussed is taken from Act 3 Scene 5, during which the couple are parting after spending the night together.
This is my own essay written during my GCSE English Literature course (AQA), for which I achieved a Grade 9 in 2018. I have 11 Grade 9 GCSEs in total and have been predicted 3 A* in my A-levels, including English Literature.
Please feel free to explore my resources for other topics and subjects!
A* Tudor History essay addressing the question ‘How accurate is it to say that protection by the Catholic nobility was the main reason for the survival of Catholicism in England in the years 1529–88?’.
This was written as revision for Edexcel Tudor History A-Level, Option 1B: England 1509– 1603: authority, nation and religion. I am predicted 3A* in my A -levels and have 11 GCSEs at Grade 9.
Please feel free to check out my other resources!
Revision document produced by an A* English Literature A-level student containing key quotes, relevant context, production notes and critic quotes for every theme in ‘A Doll’s House’. This will save a student from countless hours of researching which could instead be used for practising essay skills etc.
In technical terms, this covers AO1, AO3, and AO5 and was designed with Paper 1 of the OCR English Literature A-level exam in mind, but may prove useful for other exam boards. The tables for each theme are split into three columns (AO1, AO3 and AO5) and provide space for students to add their own notes. The resource also explores the importance of genre at the beginning.
Please leave a review if you found this helpful!
Mindmap produced by a Grade 9 student on each character’s attitude towards Eva Smith in ‘An Inspector Calls’, containing key quotations from across the play.
