Summary Multiple Grade 9 Lord of the Flies 30 Mark Essay Plans
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Course
English
Institution
GCSE
Are you a GCSE English Lit student looking for comprehensive notes and essays on Lord of the Flies? This package gives you access to multiple and detailed essay plans for each text including each text's form, language, and structure. These essay plans got me essays which were consistently marked 2...
“A stick sharpened at both ends”. What does Golding have to say about the nature of evil in
Lord of the Flies? (30 marks)
Thesis:
1. Evil is so widespread in humanity - there’s no hope in civilisation - we have begun the
descent into savagery
2. Golding advocates for both the destruction of democracy + dictatorships
3. Golding highlights dangers of Eurocentrism + the British Empire
4. Alternative Interpretation - Golding also leaves tiny semblances of hope - fall arc
Paragraph 1:
Form:
● religious allegory - serpent is an allusion to the Beast - God sacrificed his son for
mankind - now God has sought to abandon us - our evil is so grave
● kills off Simon - social construct of Jesus - shows the abundance of evil - use of irony
- both had hope in society + were loyal to God - not even God (so powerful) can save
those who are loyal to him -
● “We’re reminded of a Redeemer who offered men knowledge of salvation… only to
be scourged by the people he’d come to save” - David Anderson
Language:
"We did everything adults would do. What went wrong?"
● use of rhetorical question - emphasis how the ‘example’ to children is completely
flawed + pass on similar values = recurrent cycle = society will get more + more savage
- perhaps future generations will advance in savagery - why he uses little children
“Kill the pig! Cut her throat! Bash her in!”
● monosyllabic language + harsh consonants
● primitive - repetitive + shows cohesion in their savagery - return to their innate
primal instincts - have neglected the idea of rescue in their rush for blood
● delight over killing becomes ritualistic
“Roger was conditioned by a civilization that knew nothing of him and was in ruins”
● adjective “ruins” - implies that society has abandoned its principles - no sense of
nurturing - children are forced to learn how they survive by themselves
, ● conveys how destruction is so severe that children are completely unaware of norms
and values
Structure:
● “the enormity of the knife descending and cutting into living flesh” - character
development - was first unable to kill the pig - but later finds pleasure in it -
becomes a sadist
● shows Jack as the anti-villain - views the situation as a way to gain status - doesn’t
know any better - is a foil for the Beast - the real embodiment of evil (creates terror
in the reader - Golding does this to encourage change in society)
● Jack coneys danger in current civilisation - children won’t view adults as evil - will
copy
● Jack is a victim of manipulation in society + does have some value by physically
providing for the boys - also manipulates them -
● Roger only adapts at the start for survival - doesn’t lose all morals - Golding may
suggest that there’s some hope - if we change now?
Paragraph 2:
Language:
“You voted me for chief. Now you do what I say."
● portrays problems with democracy - Golding himself was forced to go to war by a
democracy - where is freedom of choice?
● Ralph begins as the central consciousness of the boys - doesn’t allow them to have a
voice - uses conch as a trick - but ignores the voice
“We’re not savages”
● allusion to Nazi Germany - even good/civilised people can commit savage deeds -
Ralph’s innocence is assumed -
● “fair boy, golden boy” - idyllic + holy presentation - ironic as he loses it - God
created Adam + Eve as perfect - rejected it - God has abandoned society - we keep
on being disobedient - has already lost his son for humanity
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