There’s a vogue for quizzing in all subjects at the moment. Quizzing might be of some use in embedding simple information that helps with learning, but it very much conforms to notions of ‘kind’ learning and ‘closed’ skills. Real learning, difficult learning, requires ‘generative’ forms of learning. Quizzing is not a desirable difficulty, even if it relates to a difficult text. Indeed, the ‘desirable difficulties’ in English that help generate new knowledge would most likely not link to ‘difficult’ texts per se, or writing in ‘difficult’ forms. Instead, they would involve students grappling with age-appropriate literature to come up with their own responses, and working out how to structure their writing and populate it with content for themselves.