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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 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)

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 Model answer, annotated and explained Why exam topics will never be interesting Sample topics and question Here is the beginning of the sample text: Model Answer So you want to get rid of school uniform. Perhaps Daddy and Mummy are rich, rich, rich and you want to show us all your designer gear, parading an endless range of just-off-the-shelf splendour and fashion to make your friends praise you and your rivals sick with envy. Direct address, emotive language, anecdote, rule of three, contrasting pairs, metaphor. Creating an enemy. Or perhaps you love lounging about at home in your sportswear, festooned with the right labels, hats and trainers still with their price tags proudly displayed, a sea of pristine white, kept shop-display neat. Repetition, alliteration, anecdote, emotive language, metaphor. Creating an enemy. Or perhaps you have other tribes: you are a Goth, an Emo, you’re indie, a hipster, you’re a dude, a dudette, a geek, a gangsta, or some other made up group you’re so desperate to belong to in your teenage years before adult life ‘ruins’ it all. Hyperbole, repetition, direct address, rule of three, emotive language, metaphor, alliteration. The opening three paragraphs create an enemy through humour.

This resource includes: 9 Steps: Just tell me what to do Sample question What does the examiner really want? To sample texts Student misconceptions and the need to infer even though the question does not specify this. Question 2 Just tell me what to do Model answer Model answer annotated for inference Model answer rewritten so that it can be done by a student in 200 words Here is the beginning of the model answer: Below is the model answer again. Bold and green shows you where it infers. Phelps and Finley are both female writers with similar experiences of writing, but they have completely different attitudes to their work. Phelps combines writing with motherhood, as her daughter remembers “I cannot remember one hour in which her children needed her and did not find her”. So perhaps this explains her desire to write children’s stories “written for ourselves” (her children) and not for public consumption. In contrast, Finley chooses to remain a “spinster” and also published books “for children”, rather than keeping it for her own children. Although she has no children of her own, so she could have written them for those she taught or for those in “Sunday school”. Both women suffered from ill health. Finley seems, to a modern reader, to have little wrong with her, as she survives many years in apparent ill health: “has been an invalid for a number of years and has done much of her writing while prostrated by illness.” It is unlikely that a writer could continue with serious illness, as Phelps’ history indicates. Phelps died, according to her daughter, apparently from overwork, “The struggle killed her, but she fought till she fell”. This is in complete contrast to Finley, who despite her claimed illness wrote many books and looked a picture of good health, with “a figure inclined to plumpness. Her hair is snow white.”

What This Resource Includes 11 Steps: Just Tell Me What to Do Sample Question What the mark scheme says Why students should always write about complex sentences How to write great complex sentences in students’ own writing How to write about contrast and juxtaposition Model text, based on Brighton Rock 3 Further texts for practice: Little Dorrit, Oliver Twist, Household Worlds extracts Model Answer, to get 100% Model Answer which can be written in the 12 minute time limit, to get 100% 15 skills to learn from the model answer How to move on from PEE paragraphs so students can write more in fewer words, and sound like an expert 10 great jokes

What the resource includes: 13 Steps: Just tell me what to do. These steps will make sure any story or description is at least grade 7 Sample question What does the mark scheme say? Translated for students to understand. Model Answer, at under 600 words, possible for a student to write under exam conditions. The Importance of Planning the Ending - this is much easier than planning the whole story, especially under exam conditions. 11 things the model teaches, and that the examiner really wants Where do ideas come from? Guidance on how to get started. 3 great jokes

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.

All the themes of Jekyll and Hyde, with precise quotations to teach them. A 42 minute video showing you what to teach if you want it. Great to set for homework. A beautifully presented PowerPoint which you can teach from or print off as revision cards for your class. As always, the presentation links to my videos on Mr Salles Teaches English, so you can get even more tips on how to teach from it. Includes themes of women and femininity, duality, hypocrisy, repression, violence, duality, friendship, appearances, the house as a metaphor, science and evolution, and Christianity, curiosity, drug taking…

This resource includes a typically uninspiring picture. How to plan. How to write a description which lasts only a few seconds, so does not turn in to a narrative. How to select an interesting viewpoint. A model answer, around 500 words long. The marking criteria. An explanation as to why it is grade 9.

Teach all the skills of Question 3 Paper 2 from a short extract. This teaches students how to comment on language features, and relate them to the question, rather than just to name the parts of verb, noun etc. It uses a student’s answer, so that your class can relate to what a student can realistically write - this is a student who began year 11 as a grade 4, and is now at the top of the band. It also highlights in green how an answer should link ideas together, and in yellow what subject terminology actually looks like. Once you have taught the lesson, get students to recreate their own version of the full mark response.

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

AO1: The Ability to Quote and Explore Interpretations, Including Personal Response The presentation takes students through these four skills: Begin with the author’s purpose Link the author’s purpose to symbolism Refer to the characters as a construct Propose an alternative interpretation Watch my video to see how to teach it.

Teach students how to write about sentence forms. How to narrow this down to complex sentences, and see why nearly any description will have a list. How to write about the effect on the reader. See three texts which use complex sentences in a list. Teach students how good writers use complex sentences with contrast to manipulate the reader’s thoughts or feelings. Apply this to the specimen papers.

Dickens is a master of his craft, but by God, you can tell he was paid by the word, can’t you? Never was a man so in love with a sentence, loaded with clauses, garnished with phrases and then, to add to the confusion, the main clause tagged on at the end. What 16 year old wouldn’t struggle? I’ve abridged this great novel down to 20,000 words, from 27,000. That’s a quarter less time to read it, and a quarter more time to teach the content. Better than that, it actually makes for a more entertaining read. The conversation feels much more natural, and has some real pace. You can easily have your students taking parts. And of course, none of the essential quotations are left out! Here is a sample:

This presentation will help you teach the poet’s tone and point of view. It outlines the historical context and the political nature of the poem. It helps you teach the allusions to Macbeth, Ozymandias, Hamlet, and Dulce et Decorum Est, as well as looking at the imagery. Finally, it helps you analyse the poem’s structure and link this to Armitage’s purpose. The accompanying video gives you an indepth instruction on how to link your teaching to the slides.

Teach your students how to use the indicative content to write their revision essay. Then show them how to refine this to a grade 9 essay which can be done under exam conditions. Next teach them from the model. Show exactly how it meets all the exam criteria for AQA and Edexcel. Here is an extract: