In your essay, you should:

• Analyse how Priestley portrays the Inspector as a symbolic figure rather than a realistic one, and what impact this has on the audience.
• Examine how at least two members of the Birling family react to the Inspector's disclosures, exploring what their responses indicate about class, age, and moral responsibility.
• Discuss how Priestley employs dramatic irony, staging, and dialogue to reinforce his main message about collective responsibility.
• Consider the historical and social context of the play (written in 1945, set in 1912) and how this time gap influences the audience's understanding of the Birlings' attitudes.

Assessment focus

A compelling essay will move beyond a simple plot summary to make a coherent, evaluative argument about how Priestley's artistic choices support his political and moral aims. > "We are members of one body. We are responsible for each other." — Inspector Goole, Act Three

Your essay should maintain a clear, consistent argument backed by detailed textual analysis.

• How Priestley’s use of the Inspector's language, entrances, and exits indicates that he is more than just a typical detective
• How the Birling family's differing reactions to the Inspector's disclosures illustrate various perspectives on social responsibility
• How dramatic elements like lighting, staging, and dramatic irony support Priestley's educational intent

Instructions

• Develop a clear, arguable thesis that discusses Priestley's use of the Inspector as both a dramatic and ideological tool.
• Support your argument with at least three pieces of textual evidence, including direct quotations.
• Consider how the play's structure (e.g., the single setting, real-time action, dramatic irony) bolsters Priestley's message.
• Address at least one counterargument: for example, that the Birlings' refusal to accept guilt diminishes the Inspector's effectiveness.
• Conclude by reflecting on the play's significance for its 1945 audience compared to its original 1912 setting.

Assessment Focus

Authorial intent, character analysis, dramatic technique, and social/historical context.