Weekly writing practice that reveals how writing develops across classes, so departments can identify what works and expand it across the school.
Shakespeare uses the motif of blood throughout Macbeth to symbolise guilt and moral corruption. In Act 2, Lady Macbeth's famous line “Out, damned spot” reveals how guilt has become inescapable...
The supernatural elements serve to externalise Macbeth's internal conflict, particularly through the witches' prophecies which...
However, the student does not fully explore how the imagery shifts between acts, missing the opportunity to...
Year 10 writing is strongest on textual evidence, but cross-class patterns show weaker comparative analysis. Targeted re-teaching would help before the next mock window.
See how writing develops across classes, and which approaches move students forward. Then make it the standard across all of them.
Identify strengths, gaps and misconceptions while learning is still happening
Deliver targeted support and follow-up practice before students fall behind.
Identify which interventions have the greatest impact and expand them across the department.
“The AI accelerated part of the process. The educational value emerged from the organisation built around it.”
The system where every breakthrough, every emerging gap, and every teaching decision compounds into stronger writing standards across the school.
Assign full essays, introductions, conclusions, or paragraph tasks using your own guidance, indicative content, mark schemes, and exam-board criteria.
Students receive WWW/EBI feedback, AO breakdowns, paragraph-level comments, and a clear explanation of every mark. Teachers review, adjust, and decide whether feedback appears instantly or after moderation.
Students upload independently or teachers batch upload full class sets, mock exams, and handwritten work — with OCR transcription built in.
Track strengths, gaps, intervention needs, and progress over time across individual students, classes, departments, and cohorts — while learning is still happening.
Reassign focused follow-up writing tasks directly to the students or groups who need them — intervention, reteaching, or stretch.
“I used to struggle knowing what to reteach because by the time I’d marked a full set, we’d already moved on. Now I can see much faster where students are getting stuck, so I know much sooner what I need to go back over in class.”
“We wanted students writing more regularly, but marking full sets every week just wasn’t realistic. TILF made that manageable across the department.”
“Before, we’d only really know how students were doing at mock points. Now we have a much clearer picture of where different classes are — without waiting for results.”
Students improve between drafts. Teachers should be able to see that.
Typically supports weekly practice across 2 classes
Typically supports weekly practice across 6 classes
Student writing is never used to train AI models.
Built with GDPR compliance, data processing agreements, and school safeguarding requirements in mind.
Student data is processed and stored in UK data centres.
Student writing is never used to train AI models.
Teachers can review, edit, and understand every suggestion made by TILF.
Writing improves through practice, feedback, and great teaching. TILF helps schools do more of all three.
