I can mark AQA English Language and AQA English Literature essays for GCSE

Hi I would areally appreciate if you could mark this if you get time!! Thank you so much
‘The head is for The Beast, it’s a gift.’ Explore how Golding Presents the importance of The Beast to different characters in Lord of the Flies.
From the beginning of Golding’s allegorical novel ‘Lord of the Flies’, the boys are plagued and haunted by the idea of ‘a Beast’ that roams on the island. Golding uses the Beast as a mythical idea in order to illustrate the Boys’ misconception that evil arises from external forces and not themselves. Throughout the novel, the different characters' reactions to the Beast and what it represents varies but ultimately reveal their true personalities and more about the symbols that they represent.
Initially the idea of ‘a beast’ first arises in chapter 2 from the littluns and to them, The Beast represents fear and its power. Logically, the littluns being the youngest and most vulnerable on the island are the primary sources of the idea of a “snake thing”. It is important to note that when we are first introduced to any idea of a Beast it is seen as a ‘Snake’. This has important biblical connotations, obviously linking to the serpent that tempted Eve in the Garden of Eden. Perhaps suggesting how the idea of a monster is what tempts the boys into committing violent acts such as Piggy and Simon’s brutal murders. Alternatively this ‘snake’ could link to how the boys are at the height of their innocence and Golding’s thought experiment that is the island is used in order to illustrate a retelling of mankind’s fall, parallel to Adam and Eve eating the forbidden fruit. This idea of a monster inspires fear mainly in the littluns which some rationalist characters like Piggy and Ralph initially dismiss. Golding first uses the Beast to show that this fear is a powerful emotion which can cause people to commit terrible deeds.
Jack, who Golding uses in order to symbolise man’s evil, utilises the idea of a Beast in order to gain power. In the chapter 2 assembly he exclaims how “If there was a snake thing we’d hunt and kill it!”. Here the beast represents the boys’ weakness and their primal fear which Jack manipulates and is almost delighted to have an excuse to hunt. Golding foreshadows Jack’s later obsession with hunting and illustrates how Jack’s animal instincts or his id ( his primal urges - according to Freud’s theory of personality) have already started to consume him. Jack also uses persuasive language in the Chapter 5 assembly in order to reassure the others of his strength, he uses the rhetorical question “Am I a hunter or am I not?” and calls the littluns a “useless lot of cry-babies”. Clearly, Jack lacks compassion for the littluns and their fear of the ‘Beast’, this is one of the key characteristics that separates Ralph and Jack as leaders. Whilst Jack uses fear to his advantage to usurp Ralph and build an Authoritarian society, Ralph continues to uphold democratic views on the island. Jack’s lack of compassion could be why he devolves into savagery first, as ultimately emotion is the only quality that separates humans from animals. Therefore, in order to gain power, the Beast is a key tool for Jack as he can offer something Ralph can’t, protection from this unknown force.
In contrast, Simon is the only character on the island who truly understands the Beast’s true form; as a part of the boys themselves, the innate evil that Golding believed every human had inside of them. In the chapter 5 assembly he expresses how “What I mean is…maybe it's only us”, he clearly struggles with trying to explain “Mankind’s essential illness” and looks for a simple way to explain it to the rest of the boys. Simon develops properties that are similar to a sort of mystic or psychic, although he cannot express his revelation easily. In chapter 8 he has a revelation where in a way Golding uses him as a medium through which the Lord of the Flies can communicate with the reader. In his meeting with the pig’s head it mocks him and explains “Fancy thinking the Beast was something you could hunt and kill!..I'm close, close!” cementing the idea that the evil is inside of the boys and the Pig’s head is just a manifestation of this innate evil. It is also Simon who discovers the dead parachutist realising “The Beast was harmless and horrible”. Golding uses the adjective “horrible” in order to underline how the terrible violence that is taking place on the island mirrors the war that is happening in the wider world of the book. This war represents the violent outbursts of society when the desire for power and violence overwhelms the desire for order and peace. Perhaps symbolic of the then recent World War 2 which Golding himself was a part of and had experienced the horrors that spurred him to write ‘Lord of the flies’.
Ultimately, the Boys give in to their savage desires and savagery wins on the island when Jack’s tribe begin to almost worship the Beast. After the violent Pig hunt in chapter 7 which is described in graphic detail, Jack explains how “The head is for the Beast, it’s a gift”. The fact that they have replaced God with the Beast which is really the manifestation of evil by giving it a ‘gift’ represents how these savage desires have now become a part of them . he boys’ perform ritualistic dances such as in Simon’s death, chanting the tricolon “Kill the beast! Cut his throat! Spill his blood!”. The violent verbs ‘Kill’ and ‘Cut' and simple sentence structure mirror the simplicity with which they comply and underline the dangers of mob mentality. Even Piggy and Ralph, the two characters who are meant to represent civilization and hope for humanity, take part in the murder of Simon, which could almost be seen as the turning point on the island, when all morality is destroyed and evil has overtaken everyone. The fact that all the characters are young children makes this discovery even more poignant. As a result of the idolization of the Beast the boys become the very evil that they believed they were hunting.
In conclusion, Golding utilises the Beast as a catalyst for the boys’ descent into evil and loss of innocence in the novel ‘Lord of the Flies’. Golding aims to show that evil is present in everyone and everywhere and uses characters such as Ralph and Jack to do this. He aims to present the reader with the question that if there was no society to tame us, would we really be consumed by our savage desires?

Ideas for essay on human nature: irony in the end, Jack digresses, Golding said "man produces evil as bee produces honey", wrote LOTF to show if you're stuck on an island, 'it's not a jolly good show like treasure island' but savagery is hidden in man's heart but weight of civilisation holds us back, "jack plans a new mask" etc etc etc
Above are some ideas for other essays which is useful for an essay on human nature etc/jack/savagery/civilsation
For this essay:-
Use term 'microcosm' to describe the mirroring of the world and island. Binary opposition of good (Simon) and Evil (beast) can come up in their interaction in which evil takes over good. in the chant, monosyllabic language is used (1 syllable per word) and consider effect of that
This gets 25/30

I hope this took you no more than 50 mins.
Paragraph 1 - embed quotes rather than saying the quote hard looking.. Also, lower class is too generalised, you could maybe use fancy terms like the proletariat for lower/working/under class and bourgeoisie for upper class. You shouldn't leave a line after the 1st paragraph as you're continuing looking at the quote. Also, you have clear ideas on class, but to get to the top band you need coherent gold ideas about the text. *Mention why Priestley is presenting class this way, what's his message, and what the audience would think about this*
Paragraph 2- Good, you have 1 quote analysed with priestley's intention and audience response, as well as some historical/social context.
Paragraph 3 - end with 'to challenge class divisions'
P4 - it is spelt 'ostracised'
Maybe, you could contrast him to other characters who have different views on class divisions and apply AO2.
I recommend reading through my above post on explaining the AO's
I would award this 19/30

Tyy! Yes i took 50 mins, but I went straight to writing the essay but messed up so then I wrote a plan which all together lost me 10 mins. By embedding quotes, do you just add in quotes without quotations marks and make it sound smooth. I just need to focus on writer's intentions and comparisons?

embedding quotations is when you use a quote in quote mark"" in the grammatical structure of your sentence. So, In lord of the flies we see the character of jack regress due to how his violent tendencies grow stronger and how he loses civilisation when he's "naked to the waist" in Chapter _.
The quote in bold is actually in the novel and this is an example of an embedded quotation

Hello,
I got a grade 9 in both GCSE AQA English Language and GCSE AQA English Literature, so I have a good idea of the mark scheme, as I am currently doing English language AQA a level.
I am happy to mark anyone's essays

Hi, could you mark this please, the Question is:
How is Mrs Birling presented as a product of Edwardian society?
Priestley presents Mrs Birling as a product of Edwardian society as she is a marionette of her class who prioritises her social status over moral behaviour. This is because Mrs Birling is a member of the aristocracy who is entrenched in her capitalist views. This can be seen in Act 1 where she is described as “her husband’s social superior”. The stage direction demonstrates how Mrs Birling is the highest of her family in terms of status which explains her obsession with maintaining her respectable reputation. Alternatively, this quote could highlight how Mrs Birling is defined by her role in society, and perhaps Priestley uses this to critique the classist system of 1912 and rather encourage a society without class segregation in 1945. More interestingly, Mrs Birling’s name: Sibyl is an allusion to the sibyls in Greek Mythology who were prophetesses that could see into the future. This could highlight how Mrs Birling is so arrogant that she perceives herself in a supernatural light. Moreover, we see Mrs Birling’s strong classist views when she calls Eva “girls of that sort”. The euphemism in “sort” suggests that Mrs Birling really thinks that the proletariat are people with few morals, as Eva is a microcosm for the working class population. This demonstrates how Mrs Birling creates a class division by ‘othering’ Eva, further underpinned by the word “girls”, which portray working class women as immature, and childish, thus belittling Eva due to her class and demonstrating a lack of respect for her. Perhaps Priestley wished to portray Mrs Birling as this arrogant quintessential aristocrat in order to urge the need for socialism as a more just alternative where everyone is treated equally despite social status.
Priestley also presents Mrs Birling as a product of Edwardian society as she is complicit in upholding the patriarchy as a member of the older generation. This can be seen in Act 1 when she says “I think Sheila and I had better go to the drawing room and leave you men”. This demonstrates how she accepts her gender role as an inferior woman, which would have been viewed as a characteristic of a good wife to a post-war audience. However, we see that Mrs Birling is so preoccupied in upholding the conventions of the patriarchy that she is oblivious to everything around her. This becomes apparent in Act 3 when Mrs Birling eventually discovers Eric’s addiction to drinking. Perhaps Priestley does this to critique the patriarchal society and demonstrate how people like Mrs Birling prioritise their duty in society and as a wife over their duty as a mother. Furthermore, Mrs Birling tells Sheila that “when you’re married you’ll realise”. This suggests that marriage forces women to adopt a new set of norms, and that Mrs Birling is acceptant of this and expects Sheila to be the same, saying “you’ll just have to get used to it”. This further demonstrates how Mrs Birling is so focussed on her role as a wife rather than a mither due to being a product of the patriarchal society. Perhaps Priestley does this to criticise the patriarchy as women like Mrs Birling have been entrapped in their gender roles. However, as a member of the older generation, unlike Sheila, Mrs Birling shows no intentions of wanting to break free from her expectations in society. This suggests that she is comfortable with her position in society even as an inferior woman, as she has learnt to accept it, and is also incapable of changing as she has a closed-mind set. Moreover, during her interrogation, Mrs Birling refuses to accept responsibility for her involvement in Eva’s death. She says “I consider I did my duty” by refusing to help Eva. This is ironic as Mrs Birling claims it was her “duty” to refuse Eva help, yet she works at a charity organisation. Alternatively, Mrs Birling may be referring to her duty in society, which she believes is to uphold the patriarchy and classist system. An audience would be astonished at Mrs Birling’s actions because, as a mother, surely Mrs Birling would have some sympathy towards a struggling pregnant woman. Yet Mrs Birling continues to show no remorse, demonstrating how the patriarchy has shaped Mrs Birling to become an unsympathetic, callous woman, who would undoubtedly be loathed by the audience.
In conclusion, Mrs Birling is presented as a product of Edwardian society through her lack of change throughout the play, due to her pride of her social class and her attitudes towards upholding the patriarchy, ultimately producing a callous and arrogant woman. Therefore, Priestley employs the unlikable character of Mrs Birling to underline the need for social change in order to prevent women from becoming so entrenched in Capitalist ideas like Mrs Birling that they ignore their social responsibilities.

Please could someone give me some tips on this and a mark if possible.
I was stuck in a jam. The queue was curving round the corner of the old Wetherspoons pub and faces were no souring in dismay. It was arduous standing behind the counter with a fake smile plastered on my face whilst Thomas was busy skiving on the shop floor.
What was he even doing?
Thomas was useless. Now that has been established, I realised I needed to work faster. A couple minutes passed and a jubilant, little girl stretched her head back to look over the counter. Taking a few steps back, and placing a Cadbury's chocolate bar on the counter, she inquisitively questioned what the rolling machine behind me was. No one ever came for it; the whirring sound of the machine had become a part of the job, so much so that I had forgotten about it.
'That's a lottery ticket. It's a waste of money though and adults only,' I answered her.
I scanned her chocolate bar and put it in a miniature, white bag.
'Ninety pence please,'
She was still looking up at the machine. Perhaps, the kaleidoscope of vibrantly coloured patterns had seized her attention.
'I want a ticket.' she demanded.
The clock was ticking towards the noon mark-my lunch time. I didn't have time to argue with a little girl over a skimpy, lottery ticket. Besides, nobody ever bought any to the point that they were now incurring me a net loss.
'Fine. But this is the only time,' I firmly told her.
She scurried along the shop floor, lottery ticket in hand, wondering how the game worked.
'You have to scratch it with a coin,' I enlightened her.
She dug the coin into the card, scraping off coloured chips of waxed card, revealing the mystery numbers.
'Not a win today. Sorry buddy. Maybe next time,' I reassured her.
Leaving the ticket on the shop floor, she barged out of the shop floor, knocking over: crisp packets, a box of chocolate and nearly the old lady on a walking stick.
'What an ignorant child', I thought
It had been a few days and Thomas as usual was hiding in the stock room stuffing his face with out-of-date sandwiches. Ding. Iglanced up. It was the little girl. She skipped in , coins juggling in her palms.
'A lottery ticket,' She demanded.
'Nice to see you again,' I mentioned.
I pulled off a ticket from the roll and scanned it.
'£3 please,'
Leaving the coins on the counter, she desperately grasped the ticket and ran out of the shop. Fifteen minutes later, she came running again.
'I think it's a winning ticket,' she squealed
'Sorry buddy, that's an 8 not a 6,' I told her pitifully.
Her smile drooped into a frown and she lethargically walked out.
£50,000. I was one lucky man.

Pls tell me your prompt

This is great, have some more audience response though.
AO1 - 11/12
AO2 - 10/12
AO3 - 5/6
Overall - 26/30 "very well done on your vocabulary, analysis of her name, even though you don't have a lot of language features, your ability to write a lot about 1 device and how it creates meaning effect and witer's view gains a lot of marks"
Let me know if you need help with unseen poetry or your anthology

thank youu! Quick question, how many paragraphs for the 24 marker unseen question and how many for the 8 marker? Also, do u recomend doing a paragraph each on language, form and structure or embed them in each para??

Also, if u have time, i wrote this power and conflict comparison.
How do ‘The Emigree’ and one other poem from power and conflict explore the power of memory?
Both Rumens’ ‘The Emigree’ and Armitage’s ‘Remains’ explore the power of memory and its both positive and negative impacts on people. ‘The Emigree’ highlights the speaker’s “sunlight-clear” memories of her childhood and city, ignoring the issues that made her leave her homeland, while “Remains” focuses on the abusive power of memory and its constant reminders of death and war that ultimately lead to the speaker developing PTSD.
In Rumens’ ‘The Emigree’, the power of memory is explored throughout the poem as a crucial part of the speaker’s identity. From the very start of the poem “There once was a country… I left it as a child/ but my memory of it is sunlight-clear” we see the significance of the speaker’s memory. She begins like a fairy tale, which could be a motif for childhood and conveys how the picture constructed in her mind of her homeland was formed through a lens of innocence and naivety. Also, notice how the line is cut off after “child”. The enjambment could represent how the speaker’s childhood was cut short or how she wants to hold on to her childhood and savour her memory of it. The speaker then describes her memory of her country as “sunlight-clear”. She states that her memory is vivid and eidetic, but it could also show how all of her memories are positive despite the issues in her country. We know this because she says “it may be at war, it may be sick with tyrants”. However, the speaker is noticeably dismissive about these issues; she only focuses on the positive memories of her homeland. Furthermore, the repetition emphasises how these issues are less of a problem to her, her memories cannot be ruined, even by war and corruption, demonstrating its power and strength. The speaker also mentions how she is “branded by an impression of sunlight”. The repetition of “sunlight” throughout the poem could represent the speaker’s pride in her homeland – she is shining a light on her city. While the word “branded” suggests that her country has left a mark on her. Metaphorically, she is saying that she only remembers the positive things, however, “branded” could perhaps suggest that she has been physically or mentally disfigured by her experiences. Alternatively it could indicate that she has been “branded” by society as an outsider, yet she finds solace in her memories. She also describes her city as having “white streets”. White has connotations of purity and innocence and could reflect her naivety in clinging to an idealised view of her country. It is also the colour of a surrender flag, which could imply that her city had surrendered to an invading force. There is a sense of ambiguity towards the speaker’s homeland, as she refers to it as “a country” and “that city”. The speaker doesn’t specify the location, making it universally applicable. In this way, Rumens may have intended for the poem to encompass the struggles of all refugees around the world but express it in a positive light to serve as a reminder of the power of identity through the power of memory and to demonstrate how memory is inextricably linked to one’s identity.
Whereas, in Armitage’s ‘Remains’, the power of memory is explored through the way in which it torments the speaker with morbid flashbacks. This is evident when he says “But I blink/ and he bursts again through the doors of the bank”. Notice that the flashback begins while the man is alive; this shows how his subconscious mind wants to go back in time to prevent the man’s death, which could be a result of PTSD. The plosive ‘b’ in ‘bursts’ could represent sudden and violent movements that would be experienced in war. But also, the word “bursts” could be reminiscent of the way the bullets that killed the man “burst” out of his gun, or how the man’s guts “burst” out of his body, leaving him “sort of inside out”. Both the gory images and the constant reminders of the speaker’s horrific experience demonstrate the abusive but also haunting power of memory. This is underpinned by how the soldier hallucinates the “blood-shadow” of the man. The metaphor highlights how death stains a person’s conscience and memory just as it stains the street as the speaker cannot rid of this horrid memory. Furthermore, it is described as a “shadow”, suggesting that it is a memory that it constantly following and haunting the speaker. In addition, the refrain “probably armed, possibly not” shows how the speaker keeps reliving past events and fails to rid of these tormenting memories. While, the alliteration and rhythmic balance hint at the internal conflict within the soldier, and the deliberate prepositions of “probably” before “possibly” show how the speaker is trying to justify the killing of the man; trying to believe that his life was “probably” in danger and that killing him was the right thing to do in order to reduce his guilt over these memories. Moreover, the title itself “Remains” could be yet another reminder of the morbid imagery, or alternatively it could highlight how his crime “remains” in the speaker’s mind. This exposes to the readers the reality of war and how it has long-lasting detrimental impacts on the soldiers, such as the speaker who was a soldier in the Iraq war who suffered mental trauma due to his experiences. Therefore, Armitage’s ‘Remains’ explores the abusive power of memory through tormenting flashbacks.

Hello,
I got a grade 9 in both GCSE AQA English Language and GCSE AQA English Literature, so I have a good idea of the mark scheme, as I am currently doing English language AQA a level.
I am happy to mark anyone's essays

Please could someone give me some tips on this and a mark if possible.
I was stuck in a jam. The queue was curving round the corner of the old Wetherspoons pub and faces were no souring in dismay. It was arduous standing behind the counter with a fake smile plastered on my face whilst Thomas was busy skiving on the shop floor.
What was he even doing?
Thomas was useless. Now that has been established, I realised I needed to work faster. A couple minutes passed and a jubilant, little girl stretched her head back to look over the counter. Taking a few steps back, and placing a Cadbury's chocolate bar on the counter, she inquisitively questioned what the rolling machine behind me was. No one ever came for it; the whirring sound of the machine had become a part of the job, so much so that I had forgotten about it.
'That's a lottery ticket. It's a waste of money though and adults only,' I answered her.
I scanned her chocolate bar and put it in a miniature, white bag.
'Ninety pence please,'
She was still looking up at the machine. Perhaps, the kaleidoscope of vibrantly coloured patterns had seized her attention.
'I want a ticket.' she demanded.
The clock was ticking towards the noon mark-my lunch time. I didn't have time to argue with a little girl over a skimpy, lottery ticket. Besides, nobody ever bought any to the point that they were now incurring me a net loss.
'Fine. But this is the only time,' I firmly told her.
She scurried along the shop floor, lottery ticket in hand, wondering how the game worked.
'You have to scratch it with a coin,' I enlightened her.
She dug the coin into the card, scraping off coloured chips of waxed card, revealing the mystery numbers.
'Not a win today. Sorry buddy. Maybe next time,' I reassured her.
Leaving the ticket on the shop floor, she barged out of the shop floor, knocking over: crisp packets, a box of chocolate and nearly the old lady on a walking stick.
'What an ignorant child', I thought
It had been a few days and Thomas as usual was hiding in the stock room stuffing his face with out-of-date sandwiches. Ding. Iglanced up. It was the little girl. She skipped in , coins juggling in her palms.
'A lottery ticket,' She demanded.
'Nice to see you again,' I mentioned.
I pulled off a ticket from the roll and scanned it.
'£3 please,'
Leaving the coins on the counter, she desperately grasped the ticket and ran out of the shop. Fifteen minutes later, she came running again.
'I think it's a winning ticket,' she squealed
'Sorry buddy, that's an 8 not a 6,' I told her pitifully.
Her smile drooped into a frown and she lethargically walked out.
£50,000. I was one lucky man.

Hi, could you mark this, please? It's for question 5 of the language paper 1 aqa.
The clock ticked away, each second echoing through the empty halls of my house. The soft glow of the television screen illuminated the room, casting a warm and cosy ambience. The aroma of buttered popcorn wafted in the air as I nestled into the plush cushions, my favourite movie playing on the screen. The storyline unfolded, pulling me deeper into its narrative, blissfully unaware of the world outside.
However, amidst the captivating narrative, a subtle unease crept into my consciousness. Was it the creaking of the house, or was there something more? I glanced around the dimly lit room, a sudden paranoia gripping my senses, like an invisible presence lurking in the shadows. Reluctantly, I removed my headphones; silence hung in the air like a heavy curtain. I strained my ears, hoping to dismiss the paranoid thoughts that lingered.
Nothing.
Dismissing it as a figment of my imagination, I continued with the movie, the rhythmic crunching of popcorn drowning out the world around me.
A creak echoed through the house like a whisper carried by the wind. My heart quickened, beating like a war drum in my chest. I froze. My eyes flickered toward the closed door to the kitchen, and an inexplicable shiver ran down my spine. My breath was held captive by the anticipation.
Summoning courage, I tiptoed to the door, each step echoing with the erratic rhythm of my pounding heart. The darkness seemed thicker, the shadows more menacing. My hand trembled as I reached for the doorknob, hesitating before opening the door just a crack. Shadows danced ominously on the kitchen walls, casting eerie shapes that twisted my imagination. Every nerve in my body screamed for escape, yet curiosity rooted me to the spot.
I fumbled for my phone, the urgency to reach someone clawing at my insides. The ominous glow of a 10% battery stared back at me. I dialled my family and friends; each call met with the cold embrace of voicemail. Panic set in, my breaths becoming shallow as a chilling realisation crept over me—no one was answering.
Desperation fueled my movements as I stumbled around the room, searching for something to defend myself. The TV remote? Useless. A book? Too flimsy. Finally, my trembling hands found a penknife, its cold blade reflecting the fear in my eyes.
With hesitant steps, I emerged from the safety of my living room, confronting the intruder. Opening the door to the kitchen, I expected to face the looming shadow, but instead, the lights flickered to life. Suddenly, the world around me exploded in light and sound. A chorus of voices yelled, "Surprise!"
Cheers, laughter, and the blinding glow of birthday candles filled the room. I stumbled backwards, disbelief washing over me as I realised what was happening. The shadows in the kitchen were friends, not foes, and the fear that gripped me moments ago evaporated, replaced by laughter and smiles. As the echoes of my heartbeat faded, I embraced the warmth of the unexpected celebration—my own surprise birthday party.

prompt pls