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How to write, according to the bestselling novelist of all time
Everyone has a book inside them, or so the saying goes. In this day and age, those who want help coaxing the story out can receive instruction online from some of the world’s most popular authors. Lee Child and Harlan Coben, who have sold hundreds of millions of books between them, teach thriller writing; Jojo Moyes offers tips on romance yarns. And now Agatha Christie, the world’s bestselling writer of fiction, with more than 2 bn copies sold, is instructing viewers in the art of the whodunnit—even though she died in 1976.
Christie’s course is the result not of recently unearthed archival footage, but artificial intelligence. BBC Maestro, an online education platform, brought the idea to the Christie family, which still controls 36% of Agatha Christie Ltd (AMC Networks, an entertainment giant, owns the rest). They consented to bring the “Queen of Crime” back to life, to teach the mysterious flair of her style.
A team of almost 100—including Christie scholars as well as AI specialists—worked on the project. Vivien Keene, an actor, provided a stand-in for the author; Christie’s face was mapped on top. Crucially, Ms Keene’s eerily credible performance employs only Christie’s words: a tapestry of extracts from her own writings, notebooks and interviews.
In this way, the creator of Hercule Poirot and Miss Marple shares handy writing tips, such as the neatest ways to dispatch fictional victims. Firearms bring ballistic complications. Be wary of poisons, as each works in a unique way. Novice authors can “always rely on a dull blow to the head”.
Many of Christie’s writing rules concern playing fair. She practiced misdirection and laid “false clues” alongside true ones, but insisted that her plots do not cheat or hide key evidence: “I never deceive my readers.” In sections devoted to plot and setting, she explains how to plant key clues “in plain sight” and plan events with detailed “maps and diagrams”. She advises viewers to watch and listen to strangers on buses or in shops and to spice up motives for murder with a love triangle.
Some of the most engaging sections come from “An Autobiography”, published posthumously in 1977: Poirot’s origins among the Belgian refugees who reached Devon during the First World War, or fond memories of her charismatic, feckless brother Monty, who had “broken the laws of a lot of countries” and provided the inspiration for many of Christie’s “wayward young male figures”.
By relying on Christie’s own words, BBC Maestro hopes to avoid charges of creepy pedagogical deepfakery. At the same time, it is that focus on quotation which limits the course’s value as a creative-writing toolbox. The woman born Agatha Miller in 1890 speaks from her own time and place. She tells wannabe writers to use snowstorms to isolate murder scenes (as they bring down telephone wires) and cites the clue-generating value of railway timetables, ink stains and cut-up newspapers. These charming details are irrelevant to modern scribblers.
Yet anachronism is not the course’s biggest flaw: it is that it lacks vitality. Christie enjoyed a richer life than learners will glean from this prim phantom: she was a wartime nurse (hence her deep knowledge of toxins), thwarted opera singer, keen surfer and archaeological expert who joined her second husband on digs in Iraq. Furthermore, her juiciest mysteries smash crime-writing rules. The narrator does it; the detective does it; all the suspects do it. Sometimes there’s no detective: in “The Hollow” (1946) Christie regretted that Poirot appeared at all. With its working-class antihero and gothic darkness, “Endless Night” (1967) shatters every Christie cliché. This high-tech, retrofitted version of the author feels smaller and flatter than the ingenious original.
The Economist, May, 8th, 2025
Regarding English grammar, judge the following item.
The English past perfect continuous tense is used
exclusively to emphasize the duration of an action that
was completed before another action in the past, and it
cannot be used in passive constructions.
Helpinq at a hospital
Every year many young peopie finish school and then take a year off before they start work or go to college. Some of them go to other countries and work as volunteers. Volunteers give their time to help people. For example, they work in schools or hospitais, orthey help with conservation.
Mike Coleman is 19 and______________in Omaha, Nebraska, in the United States. He wants to become a teacher but now he ______________ in Namibia. He's working in a hospital near Katima Mulilo. He says, " I'm working with the doctors and nurses here to help sick peopie. I'm not a doctor but I can do a lot of things to help. For example, I help carry peopie who can't walk. Sometimes I go to villages in the mobile hospital, too. There aren't many doctors here so they need help from peopie like me. I don't get any money, but that's OK, l'm not here for the money.”
"I'm staying here for two months, and I'm living in a small house with five other volunteers. The work is hard and the days are long, but I'm enjoying my life here. I'm learning a lot about life in Southern África and about myself! When I finish the two months' work, I want to travel in and around Namibia for three weeks. For example, I want to see the animais in the Okavango Delta in Botswana."
http://vyre-legacy-access.cambridge.org
Read the fragment from the text.
“When I finish the two months' work, I want to travel in and around Namibia for three weeks.” (lines 19, 20 and 21)
Because it is a plan, it is possible to rewrite the sentence
substituting the underlined part for:
• Get enough sleep. Good sleep improves your brain performance, mood and overall health. Consistently poor sleep is associated with anxiety, depression, and other mental health conditions.
“Beginning next week, the Adjutant and I will be making1 a series of snap inspections of section barrack-rooms. […] Just ordinary soldierly cleanliness and tidiness is all I want.” (Kingsley Amis)
“And I thought then, Just living long enough wipes out the problems. Puts you in a select club. […] Everybody’s face will have suffered2, never just yours.” (Alice Munro)
“If you are under the impression you have already perfected yourself, you will never rise3 to the heights you are no doubt capable of.” (Kazuo Ishiguro)
In the sentences above, the tenses of the verb forms in bold are, respectively,
Choose the best option to fill in the blanks CORRECTLY and RESPECTIVELY.
I. ‘We _________ married.’
II. ‘She _________ married to that guy for 2 years, but they divorced a couple of years ago.’
III. ‘We _________ married last year.’
IV. ‘We _________ married for nearly 1 year now.’
Leia o texto, para responder à questão.
This study reviews the findings of earlier translanguaging research in Saudi Arabia. Notably, Saudi Arabia is striving to adjust to the multilingual immigrant workforce on its soil, while encouraging a larger role for its people on other soils. In this changed paradigm, strengthening the Saudis’ English communicative proficiency is an emergent need. To make pertinent pedagogical recommendations on the use of translanguaging in language learning, the study gathered data using a questionnaire administered to 72 participants from King Faisal University. All participants were given fictitious names in order to protect their anonymity. Findings revealed that the Saudi EFL students strongly support the use of translanguaging in the EFL classrooms, but they are worried that it may not bring their proficiency to the desirable standard. They, thus, showed greater faith in the conventional language learning approach, viz., using only English in the EFL classes. The study concluded that learners‟ exposure to translanguaging is apparently not adequate for them to fully appreciate its benefits, and teachers who, so far, strictly keep to the English-only approach, too need to be oriented and trained in its use.
(Journal of Language and Linguistic Studies, 18(Special Issue 1),
556-568; 2022. Adaptado)
Assinale a alternativa que apresenta, corretamente, verbo que segue o mesmo processo de derivação morfológica encontrado em “encourage” e “strenghten”.
READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT I
National Assessment Reform: Core Considerations for Brazil
Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.
Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D