How I achieved full marks (160/160) in English Literature GCSE.

In this post, hopefully I will outline what enabled me to do well at English Literature, specifically the studied texts.

Firstly, I want to express my gratitude to the two very special English teachers whose unfaltering support and dedication this could not have been possible without. Secondly, above is evidence that will hopefully give you more confidence about implementing the tips and advice I am to relay.

Here are my concise, step-by-step and actionable tips on what I did with examples from the texts I have studied!

1. Ensure that you have a firm understanding of the purpose of every character in a text ie what does the author aim to achieve by including them (1), what each characters represent and symbolises (2) and how different characters relate (3).

   1. For example, in An Inspector Calls (AIC), the minor character Edna ushers the Inspector in, introducing his socialist message to the Birlings (1). Edna is symbolic of downtrodden working class women (2) and is hardly acknowledged by other characters: she is dismissed and spoken to in simple sentences by the Birlings (3).

2. Have a firm grasp on themes and which characters resonate with which themes the most: thinking about a lack of a theme is also useful.

   1. For example, in A Christmas Carol (ACC), the theme of greed can be explored with regard to Scrooge and Marley’s avarice but also the lack of greed in perhaps the Fezziwigs to offer a contrast and help your response be more critical.

3. Only use discriminating quotations (ie the ones you can the most about) and explode them on a macro and micro level, making sure you mention the methods being employed by the writer and explain the effects they have (what do they make you feel, think and imagine?)

   1. For example, in Macbeth, the quote “stars hide you fires, let not light see my black and deep desires” is discriminating. Macro level analysis could include ideas such as the use of the light motif being used to mirror Macbeth’s conflicted state of mind: does he commit regicide or remain honourable? Micro level analysis could include ideas such as the plural of “stars” and “fires” to suggest that there are multiple witnesses to these thoughts and that, by wanting to suppress them, he finds comfort in committing sins and crimes in the dark, believing he is not being watched. It’s as though he cannot bear to have his true identity revealed and is conscious about his public image. There’s also ample opportunity to explore the alliteration “deep desires” and plosives “deep” and “black” too.

4. Write about interesting structural features (where relevant) that could be whole text (a) or smaller (b) and explain the effects these have.

   1. ACC is a Bildungsroman that maps out Scrooge’s arc of redemption: Stave 1 and Stave 5 act as parallels to each others (a use of parallelism) and since the narrative voice changes and warms to Scrooge by Stave 5, it’s clear that the two staves details Scrooge’s contrasting personas and this transformative change suggests redemption is possible for anyone if they’re genuine.

   2. In AIC, Sheila says “these girls aren’t cheap labour — they’re people”. The dash here separates/demarcates the two conflicting ideologies of capitalism and socialism, suggesting that Sheila is beginning to understand the crucial differences between the two and is becoming more enlightened to the brutal reality life in Edwardian England.

5. Always consider the author’s intentions (what do they hope to achieve by including a certain thing?) but be tentative about this and attempt to link to relevant context.

   1. In Macbeth, Shakespeare illuminates the degradation of the Macbeths’ marriage as they become increasingly paranoid and fearful. Perhaps he does this to warn Jacobeans from committing sinful acts and violating the Great Chain of Being.

   2. In AIC, Sheila hands the ring back to Gerald after hearing of his unfaithfulness. Priestley may have been suggesting that post-war, women were becoming more independent (given the Suffrage movement) and that they may no longer be subservient and accepting of their husbands’ infidelity.

6. Use sophisticated language when writing.

   1. Killer words you could use: microcosm, macrocosm, equanimity, metonym, paragon, paroxysm, allegory, social commentator, histrionic, anagnorisis, peripeteia, foreshadows, allusion, tragic hero, paradigm, embodiment

      1. The small scale violence that erupts in the microcosm of the play Macbeth alludes to the turbulence in the macrocosm of Jacobean society regarding the Gunpowder Plot.

      2. In many ways, Scrooge is a paragon of vices and an embodiment of frugality as he has a pitiful fire in his office.

      3. In AIC, the ring Sheila rejects is a metonym for the philandering prevalent in Edwardian society and her rejection of infidelity foreshadows an England where women can decide their own futures.

   2. Instead of writing “this shows”, write “this…”: illustrates, illuminates, demonstrates, fortifies, elucidates, delineates, emphasises, suggests, indicates, implies,

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