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Summary for Lesson 1
In today’s lesson, we began exploring Down and Out in Paris and London, sharing first impressions of the book—what we liked, found challenging, and were most intrigued by. We considered the context of its 1933 publication and how Orwell’s own experiences of poverty and survival inform the text’s sharp observations of society. Our discussion touched on the balance of politics and literature, and how Orwell invites readers to question class, work, and dignity. The class engaged thoughtfully with both the historical backdrop and the immediacy of Orwell’s writing- fantastic work everyone, this is a great foundation for our deeper analysis 🙂
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Summary for Lesson 2
In today’s class we continued Down & Out, thinking about the structure of the story and the importance of setting. We address the problems of Orwell’s categorization of this book as a memoir and thought about what his class position tells us about his perspective on the poverty within the book. The group discussed elements such as the narrator’s perspective and came up with some interesting ideas about waht a place can reveal about the society behind it. Fab work everyone, keep it up and see you next week 🙂
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Summary for Lesson 3
In today’s class we finished our work on Down and Out, thinking about how character lies at the heart of Orwell’s creation of the sense of place within the novel. We read an extract from the book, used this as the basis for our own creative work, and finally finished with some work around book reviews. Well done today everyone, very good focus throughout our class today! Keep up the wonderful work and see you next week 🙂
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Summary for Lesson 4
In today’s class we had our first writing lesson, thinking about the openings of GCSE pieces. We looked at why openings matter, thinking about different ways to set the tone and discussing different ways of pitching the reader into a story. We looked at three examples of interesting story openings and discussed how effective they were, before the class workshopped GCSE prompts into their own story openings, trying out multiple techniques to compare. Well done everyone, good work today and fantastic focus throughout. Keep it up and see you next week 🙂
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Summary for Lesson 5
In today’s class we looked at different ways of discussing voice, through both character and narrative. We spoke about strong examples of voice, such as The Book Thief, and discussed the way character is exemplified through stylistic choices. The class then used this to think beautifully about their own relationship to creative narrative voice, coming up with different examples based on varying perspectives. Finally we looked at style and how to shift it to suit the mood of a piece. Lovely work today everyone, and fantastic sharing of contributions. Well done 🙂
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Summary for Lesson 6
In today’s class we explored character psychology and how to create convincing psychological realism in writing. We looked closely at Eleanor Oliphant is Completely Fine and The Tell-Tale Heart as examples of how internal thought, perspective, and emotion can drive narrative tension. The class discussed how writers reveal the mind through tone, rhythm, and contradiction, and how psychology shapes both action and voice. Students then experimented with writing short internal monologues to explore intense emotion. Brilliant insight and sensitive discussion throughout, really strong engagement with complex inner worlds today. Well done everyone 🙂
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Summary for Lesson 7
Today, we looked at Things Fall Apart for the first time, focusing on the novel’s context and the background of both the time it was set and the time it was written. We thought about the legacy of colonisation in Nigeria and about how Achebe was making a radical point by writing for European readers from an African perspective. We looked at the 1950s and the political context the book was written in and learned about the Yeats poem that inspired its title. Excellent work everyone, well done for your concentration and ideas throughout. Keep up the great work and see you next week 🙂
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Summary for Lesson 8
In today’s lesson, we explored Things Fall Apart through the lens of theme, femininity, and what makes the novel a modern classic. We began by revisiting the key thematic strands of the text, using a Substack article as a springboard. We then considered why Things Fall Apart holds its place as a classic of world literature: its reclamation of African narrative voice, its psychological nuance, its challenge to colonial stereotypes, and its enduring relevance to global conversations about power and cultural loss. We examined how femininity operates in the novel and the class shared ideas in groups. Wonderful work everyone, particularly in your essay analysis, which I was really impressed by the depth of. Keep it up 🙂
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Summary for Lesson 9
In today’s lesson we explored Things Fall Apart with a focus on tragedy, character, and creative expression. We examined how Chinua Achebe crafts complex characters whose choices and flaws drive the story toward its powerful, tragic outcomes. The class reflected key moments in the novel that reveal character motivations and the consequences of pride, tradition, and change through writing our own soliloquies inspired by the book, using this exercise to explore inner thoughts, emotions, and perspective. Fantastic work today, your creativity and understanding of both character and tragedy really shone through. Keep up the amazing effort and see you next week 🙂
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Summary for Lesson 10
In today’s lesson we explored subtext and the power of what remains unsaid in storytelling. We examined scenes from Woody Allen scripts and Ishiguro’s Never Let Me Go to understand how writers reveal emotion, tension, and hidden meaning beneath the surface of dialogue. The class analysed how silence and implication can carry as much weight as spoken words, and we practised identifying the “shadow meaning” behind characters’ interactions. Students then applied these techniques in their own writing, crafting short dialogues where the true feelings were deliberately concealed beneath ordinary conversation. Brilliant work today, everyone. Your sensitivity to nuance and your ability to read between the lines were fantastic. See you next week! 🙂
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Hi Beth, sorry for the late hand-in. I had previously uploaded by it had not been able to send.
Many thanks
Brian
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Summary for Lesson 11
In today’s lesson we explored hybrid fiction, focusing on Citizens by Claudia Rankine and how writers can blend forms such as lyric essays, prose poetry, and fragmented narrative. We discussed how Rankine plays with voice, structure, and form to blur the boundaries between poetry, essay, and fiction, and how this allows complex emotional and political experiences to be expressed in powerful, unconventional ways. The class analysed extracts together, thinking about how fragmentation, repetition, and shifts in form shape meaning and reader response. Students then experimented with hybrid approaches in their own writing, playing with structure and genre to find forms that best suited their ideas. Fantastic ideas and thoughtful engagement today, well done everyone! 🙂
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Summary for Lesson 12
In today’s class we completed our mini writing mock, with the class asking final questions and clarifications before we did a GCSE-style writing exam in exam conditions. Well done today everyone, keep up the great work and remember to post your mocks here. See you next week for our three final reading lessons 🙂
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<p data-start=”158″ data-end=”769″>Summary for Lesson 13</p>
<p data-start=”158″ data-end=”769″>In today’s lesson, we began exploring <em data-start=”198″ data-end=”207″>Passing by Nella Larsen through its historical and cultural context, considering the world in which the novel was written. We discussed the Harlem Renaissance, ideas of racial identity and “passing,” and how Larsen’s own position as a mixed-race woman informs the novel’s tensions and ambiguities. The class shared thoughtful reflections on the novel’s history, and began to consider why <em data-start=”620″ data-end=”629″>Passing remains such a powerful and unsettling text. Fantastic work everyone, this is a strong foundation for our closer reading and analysis 🙂</p>
<p data-start=”158″ data-end=”769″>Video: https://www.youtube.com/watch?v=vKaegbtcE00</p>
<p data-start=”158″ data-end=”769″>Homework</p>
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Sorry guys, not sure why it is scrambled above! Here is the summary
In today’s lesson, we began exploring Passing by Nella Larsen through its historical and cultural context, considering the world in which the novel was written. We discussed the Harlem Renaissance, ideas of racial identity and “passing,” and how Larsen’s own position as a mixed-race woman informs the novel’s tensions and ambiguities. The class shared thoughtful reflections on the novel’s history, and began to consider why Passing remains such a powerful and unsettling text. Fantastic work everyone, this is a strong foundation for our closer reading and analysis 🙂
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Summary for Lesson 14
In today’s lesson, we focused on character, perspective, and critical thinking in Passing. We explored how Larsen develops her characters’ inner lives and the ways perspective shapes the reader’s understanding of identity, history, and social expectations. The class workshopped key scenes that highlight tension between different viewpoints and how these influence our interpretation of characters’ choices. We also considered how Irene’s narration encourages readers to question societal norms and read some critical theory on the novel and how we can use it as a lens onto history. Fantastic engagement today, I was super impressed by your work guys. Such a strong foundation for our deeper analysis of narrative technique and character motivation, well done 🙂
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Summary for Lesson 15
The lesson focused on concluding our lessons by deepening students’ understanding of Passing through close textual analysis and discussion of key themes. We examined Clare Kendry’s death, exploring different interpretations and theories around whether it was an accident, suicide, or murder, and what this ambiguity reveals about identity, danger, and desire in the novel. The class engaged thoughtfully in discussion, using evidence from the text to support differing viewpoints and recognising Larsen’s deliberate lack of resolution. We then reflected on what Passing suggests about the role of literature in exposing social realities, particularly in relation to race, performance, and the limits of the American Dream. There were insightful contributions about how the novel challenges the idea of freedom and self-invention. Excellent engagement today everyone, your ideas showed real maturity and sensitivity when tackling complex themes. Very well done, keep up the fantastic work and amazing work overall on this course together, you’ve been wonderful! 🙂
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