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This final lesson brings everything together: how to revise effectively, how to write a top-grade essay, and how to manage the exam itself. The difference between a Grade 5 and a Grade 9 is not knowing more facts — it is analysing with greater depth, precision, and sophistication.
| AO | What it assesses | Marks (of 40) |
|---|---|---|
| AO1 | Critical, informed personal response with well-selected textual references | 15 |
| AO2 | Analysis of language, form and structure with subject terminology | 15 |
| AO3 | Relationships between the text and the contexts in which it was written and received | 10 |
| Feature | Grade 5 | Grade 9 |
|---|---|---|
| Argument | Clear but basic — one point per paragraph | Conceptualised — an overarching argument sustained throughout |
| Evidence | Relevant quotes, sometimes lengthy | Short, embedded quotes (2-6 words), precisely chosen |
| Analysis | Identifies techniques | Analyses effects of individual words and their connotations |
| Context | Mentioned in a separate section | Woven seamlessly into analytical paragraphs |
| Structure | PEAL paragraphs | PEAL with structural commentary and alternative interpretations |
| Vocabulary | Accurate | Precise, sophisticated, subject-specific |
| Wider references | Some references to other parts | Structural parallels, development of themes across the text |
You need to know 15-20 key quotations by heart. For each one, know:
| Quote | Chapter | Character | Theme(s) |
|---|---|---|---|
| "man is not truly one, but truly two" (10) | 10 | Jekyll | Duality |
| "my devil had been long caged, he came out roaring" (10) | 10 | Jekyll | Repression |
| "I concealed my pleasures" (10) | 10 | Jekyll | Repression, secrecy |
| "I felt younger, lighter, happier in body" (10) | 10 | Jekyll | The seduction of evil |
| "with ape-like fury" (4) | 4 | Narrator | Degeneration, animal imagery |
| "really like Satan" (2) | 2 | Utterson | Religion, evil |
| "deformity without any nameable malformation" (2) | 2 | Narrator | The indescribable, the uncanny |
| "trampled calmly" (1) | 1 | Enfield | Hyde's casual cruelty |
| "the moment I choose, I can be rid of Mr Hyde" (3) | 3 | Jekyll | Fatal overconfidence |
| "I have had a shock and I shall never recover" (6) | 6 | Lanyon | Dangerous knowledge |
| "the less I ask" (1) | 1 | Enfield | Victorian code of silence |
| "if I am the chief of sinners, I am the chief of sufferers also" (10) | 10 | Jekyll | Religion, punishment |
| "had gone to bed Henry Jekyll, had awakened Edward Hyde" (10) | 10 | Jekyll | Loss of control |
| "like some damned Juggernaut" (1) | 1 | Enfield | Hyde as unstoppable force |
| "O God!" (9) | 9 | Lanyon | When science fails, religion remains |
The best way to improve is to write under timed conditions:
For each key topic, create a flashcard:
FRONT: Duality — physical setting
BACK: Jekyll's house has two doors: the grand front door
(respectability) and the blistered back door (Hyde/evil).
Both lead to the same building = both sides exist in one person.
Connects to Victorian London — wealthy areas beside slums.
A quick plan prevents rambling. Aim for 4-5 paragraphs:
1. [Point about extract — quote — analysis — context]
2. [Point about extract — quote — analysis — wider reference]
3. [Point about extract — structural feature — analysis — context]
4. [Point linking extract to wider novella — development of theme]
5. [Concluding point — alternative interpretation or overall significance]
Avoid wasting time on a long introduction. Get straight to your argument:
Weak: "In this extract, Stevenson writes about Jekyll and Hyde. Jekyll and Hyde was published in 1886 and is about a man who creates a potion..."
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