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The resources hub includes free revision notes, poetry guides, technique cheatsheets and study tools with no signup required for many of them. Premium tools (AI essay marking, unlimited practice) sit behind a plan, with a free trial.
Resources are mapped to AQA, Pearson Edexcel, OCR, WJEC Eduqas and Cambridge IGCSE specifications. Pick your board and the materials are filtered to your specification, assessment objectives and set texts.
Read the note once for understanding, then close it and rewrite the key argument from memory. Turn each section into a practice question and answer it under timed conditions. Active recall beats highlighting.
Revision notes summarise plot, theme, context and method so you understand the text. Model answers show how to convert that understanding into an exam response that hits the assessment objectives - read them for structure and technique, not to memorise.
Yes. Content follows a published verification methodology - quotations are checked against reliable sources, high-stakes material is human-reviewed, and reader-reported errors are corrected. The platform is independent and exam-board aligned, not endorsed.
For AQA English Language Paper 1, focus on the language-analysis and structure technique guides plus narrative/descriptive model answers. For Paper 2, use the comparison and persuasive-writing walkthroughs. Map each resource to the specific question it serves rather than reading broadly.
Yes - the model-answers section includes grade-7-to-9 exemplar essays with marker commentary explaining the band judgement. Read them for structure and how analysis is built, not to memorise, then apply the same moves to your own practice essays.
Learn techniques in pairs of name plus effect, not definitions alone, and immediately apply each to a short passage. For vocabulary, prioritise precise analytical verbs and conceptual nouns you can deploy in essays rather than long word lists.
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Master every writing form you could face in Paper 2 Section B. Conventions, formats, example openings, and mark-winning techniques for articles, letters, speeches, reviews, and essays.
Articles are one of the most common forms in Paper 2. They appear in newspapers, magazines, or online publications and can inform, persuade, argue, or entertain.
Headline
Short, punchy, and attention-grabbing. Can use alliteration, wordplay, or a provocative statement. Write it in bold or underlined.
Example: “Screen Time: The Silent Thief of Childhood”
Subheading (optional)
A secondary line that expands on the headline or gives context.
Example: “Why experts say our children are spending too long on devices — and what parents can do about it”
Byline (optional)
“By [Your Name]” — shows awareness of form conventions.
Engaging Opening
Hook the reader immediately. Use a rhetorical question, a shocking statistic, a bold statement, or an anecdote.
Structured Body
Clear paragraphs with topic sentences. Use discourse markers (“Furthermore,” “However,” “On the other hand”). Include a range of evidence: statistics (real or plausible), expert opinions, anecdotes, examples.
Strong Conclusion
Return to your main argument. End with a call to action, a thought-provoking question, or a memorable final line.
The Library Is Dying — And Nobody Seems to Care
By J. Carter
Picture this. It is a Tuesday afternoon and the local library — the one your grandmother used, the one where you read your first chapter book, the one with the creaky floorboards and the smell of decades — is empty. Not just quiet. Empty. The shelves are still there, but the council has already decided their fate. By March, this building will be a car park.
Across the country, 800 libraries have closed since 2010. Eight hundred. That is not a statistic; it is a cultural catastrophe.
Letters can be formal or informal depending on the audience. In exams, you are usually writing a formal letter to someone in authority (headteacher, MP, newspaper editor, council leader).
[Your address]
[Town/City]
[Postcode]
[Date]
[Recipient’s name/title]
[Their address]
Dear Mr/Mrs/Ms [Surname],
[Body paragraphs]
Yours sincerely,
[Your name]
Key rules:
[Your address]
[Date]
Dear [First name],
[Body paragraphs — personal, warm tone]
Best wishes / Love / See you soon,
[Your name]
Key rules:
Dear Ms Thornton,
I am writing to express my deep concern regarding the proposed closure of Greenfield Community Centre. As a resident of Greenfield for over fifteen years and a regular user of the centre’s facilities, I feel compelled to outline the devastating impact this decision would have on our community.
The centre is far more than a building. It is the heartbeat of our neighbourhood — a place where elderly residents gather for companionship, where young people find safe spaces after school, and where families from all backgrounds come together. To close it would be to sever the very connections that make Greenfield a community rather than merely a collection of houses.
A speech is written to be heard, not read. It needs to sound natural, use rhetorical devices, and engage the audience directly. Think of it as a conversation with a large group — you need rhythm, emotion, and a clear call to action.
Direct Address
Use 'you', 'we', 'us' throughout. Open with 'Ladies and gentlemen,' or address the specific audience.
Rhetorical Questions
Ask questions that make the audience think: 'Is this really the world we want to leave our children?'
Anaphora (Repetition)
Repeat a phrase at the start of sentences: 'We deserve better. We deserve fairness. We deserve a voice.'
Tricolon (Rule of Three)
Group ideas in threes: 'It is unjust, it is unnecessary, and it is unacceptable.'
Emotive Language
Choose words that provoke feelings: 'abandoned', 'neglected', 'betrayed', 'silenced'.
Personal Anecdotes
Share a story: 'I remember the day my younger brother came home from school in tears...'
Counter-Arguments
Acknowledge the other side then refute it: 'Some will say... but I ask you this...'
Call to Action
End with a clear instruction: 'Stand up. Speak out. Make your voices heard.'
Task: Write a speech to your year group arguing that social media does more harm than good.
Good morning, everyone. Before I begin, I want you to do something for me. Look at the person sitting next to you. Go on — actually look at them. Notice their expression. Are they paying attention? Are they here, in this moment, with us? Or — and be honest — are they thinking about their phone?
I am not judging. I am guilty of it too. We all are. Because the truth is, we have become a generation that is more connected than ever and yet more lonely than we have ever been. We have a thousand followers and no one to talk to. We curate our lives for strangers and forget to live them for ourselves.
And I think it is time we talked about why.
Reviews evaluate something — a film, book, restaurant, product, or event — and offer a personal opinion supported by evidence. The key is a distinctive voice that balances opinion with description.
Headline
Catchy title that hints at your overall opinion.
Example: “A Feast for the Eyes, a Famine for the Taste Buds”
Introduction
Briefly introduce what you are reviewing and give an overall impression.
Detailed Evaluation
Discuss specific aspects (e.g., atmosphere, service, acting, plot, design). Use descriptive language and give your opinion on each. Include positives and negatives for balance.
Personal Voice
Use first person (“I”), share your personal experience, and let your personality come through. Humour, wit, and vivid descriptions are welcome.
Conclusion & Recommendation
Summarise your overall verdict. Would you recommend it? To whom? A star rating is optional but shows form awareness.
More Style Than Substance: A Review of The Jade Dragon
Rating: 3/5
The Jade Dragon wants you to be impressed, and for the first five minutes, you are. The restaurant is stunning — all exposed brick, hanging lanterns, and the kind of moody lighting that makes everyone look like a film star. The menu is a work of art, hand-printed on textured card with descriptions that read like love letters to each dish. “Pan-seared sea bass with a whisper of yuzu and micro herbs foraged from the Kentish hillside.” It sounds extraordinary.
The problem is, it tastes ordinary.
An essay presents a structured argument or discussion on a given topic. Unlike articles, essays do not need headlines or bylines — they are structured around a clear thesis, developed paragraphs, and a conclusion.
Introduction
Body Paragraphs (3-4)
Conclusion
Task: “School uniform stifles individuality.” Write an essay in which you argue for or against this statement.
Every morning, millions of students across the country perform the same ritual: they pull on the same blazer, knot the same tie, and step out of the door looking indistinguishable from the person next door. School uniform, its defenders argue, creates equality, discipline, and a sense of belonging. But at what cost?
I would argue that the cost is too high. While uniform may create the illusion of equality, it does so by suppressing the very thing that education should celebrate: the individual. In an age where we teach students to think independently, to express themselves, and to challenge the status quo, it is deeply contradictory to begin each day by demanding they all look the same.
These principles apply to every form of writing for real purposes and will help you hit the top marking-guide levels.
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