Currently unavailable: for regular students
Degree: English (Bachelors) - Bristol University
I am a student at Bristol University studying English Literature. Reading and writing has always been a passion for me, for as long as I can remember. I really hope that I can help, not only academically, but with helping you enjoy a few texts as something more than schoolwork!
Helping people become prouder in their own work has always been rewarding for me. At the age of 16, I starting helping out at a local primary school for two years, aiding their reading and general classwork. At this time I also became a prefect for a year 7 and a year 10 class who would often come to me for help in their English homework!
During the sessions, you will guide what we cover. With this subject, it is less about learning facts and more about honing a pre-existing skill. You tell me what you wish to practise or recap from these sessions and I will do my absolute best to help you out.
These sessions should never be something you dread, we will take the learning at a pace that will work for everyone. Sessions can vary from analysing texts together or even the occasional learning of terminology with a few quizzes along the way.
By the end, my aim is for you to feel confident in your ability and more than this, for your ability to make reading a more rewarding process.
If you have any questions, send me a 'WebMail' or book a 'Meet the Tutor Session'! (both accessible through this website). Remember to tell me your exam board and what you're struggling with.
I look forward to meeting you!
|English Literature||A Level||£20 /hr|
|English Language||GCSE||£18 /hr|
|English Literature||GCSE||£18 /hr|
By GCSE, you will probably be familiar with the P.E.E (Point, Evidence, Explain) structure but even then, analysing your ‘evidence’ without simply feature spotting can be quite difficult. As you learn more terminology, there is an increasing danger of simply vaguely explaining that they have used a feature such as a metaphor or simile.
The aim is instead to really understand WHY they have used this feature and to what effect, instead of just understanding that they have used it.
Here is an example, explaining how to analyse a quotation from Great Gatsby by F Scott Fitzgerald
‘In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars’. - Chpt 3
To avoid feature spotting, perhaps it is best to firstly think of the effect of the sentence rather than the rhetoric devices used. Look at the key words used and their connotations and the accumulative effect that this has. Here the key words seem to be:
blue - normally thought of as being a rather depressive, cold or mellow colour
men and girls - the juxtaposition of ‘men’ is suggestive of maturity against ‘girls’ which is reflective of youth rather than maturity, implying that there is an unnatural balance of genders. There is also the more misogynistic undertone that the ‘men’ are there for their personality and conversation yet the ‘girls’ are there for their youth and presumedly, their beauty too.
moths - moths are well known for being attracted to the light, thus equating the party guests to moths is a rather satirical suggestion that they are mindlessly drifting to the ‘light’ (the party).
whisperings - connotations of being secretive
champagne - reflective of the hedonism surrounding the party, champagne is thought to be a drink for the celebratory and the rich.
stars - quite a romantic image yet also a distant and vague image. ‘Stars’ can refer to not only the stars in the sky but also the colloquial term for celebrities who acquaint Gatsby’s parties.
By combining all of these thoughts on the key words we can identify that there is a rather biased tone set by the narrator who sees the party guests as vacuous people drawn to the party purely for the glamour and atmosphere, rather than the host himself.
It is important however to also identify the features as to let the marker know that you have an awareness of the terminology, but more importantly the importance of it’s use in this instance.
Here there is:
a simile - ‘like moths’ - the importance here is not that they have used the simile but that they have likened the guests to moths, therefore analyse the subject rather than the device.
a triplet (or a polysyndetic list) - ‘the whisperings and the champagne and the stars’- the repetition of ‘and’ aids the sense of excess.
the use of the tense - ‘came and went’ - the fact that the narrator is describing a current party using two past tenses suggests a sense of restlessness as people seem to be constantly moving around without settling.
I have purposefully analysed this sentence in a LOT of detail and as much as this can be useful when analysing in depth, this much is not necessary as long as what you do analyse is effectively done. Most of the time, the author has wrote what they have for a reason, so be sure to get as much information from the sentence as you can but be careful to remember - only write what you believe! Don’t analyse things with grand statements just as to appear impressive - if you don’t believe what you’re writing, the person reading it won’t either!see more
First of all, it's important to clarify what is meant by 'context'. In your essays it can count as any extra knowledge surrounding the text, so for instance a piece of history from the time period of the text, or perhaps extra information about the author, maybe about their life or other works. Essentially, context should be relevant but not directly taken from the text and more importantly, when used effectively, can develop points, add extra depth to ideas and generally make your essay appear more impressive.
However, it's not always easy to use. With the knowledge that you HAVE to use context within essays it becomes easy to treat it as a job to check off the list, leading you to force context in where it comes across as irrelevant or unnecessary.
The key to the solution is to always remember that the information should go naturally alongside your point. If you find yourself really forcing the information into the text, normally you'll find that the end result is that it comes across as nice, but ultimately irrelevant knowledge which doesn't assist your essay.
This isn't to say you can't prepare your context. Normally you find that as time goes on and you learn more about the piece of text, the same old context always crops back up. If you begin writing this context down and forming a list, when making a plan for the essay you can normally pair up ideas with context.
Once you've done this however, the best thing to do is to try as best as possible to embed the context well within your point, consequently making it seeming as seamless as possible; almost as if the idea and context are inseparable.
Examples of context within in an essay on The White Devil by John Webster -
This use of religion as to attack women is not just an element within the White Devil but also a feature of Jacobean society. Both the role of Eve within the Fall of Man and the nature of humanity's creation are used to insult women, as seen within Swetnam's, 'The Arraignment of Lewd, Idle, Froward and unconstant women'. When debating the 'woman question' of the 16th century he mentions that women are 'crooked' just like the rib from which they were born. This is even more heightened as a Cardinal, a symbol of the Church, is spouting these chauvinistic ideas. Webster therefore utilises the misogynistic climate of the time as to create an accurate representation of society.see more