Literature revision

Monday 22nd May Paper 1: Shakespeare and Post 1914 Literature 1 hour 45 mins

Section A: Macbeth Part a – Extract based (language, structure and form) (30 mins) Part b – whole text (context based) (30 mins) Section B: Blood Brothers or An Inspector Calls (context) (45 mins)

Friday 26th May

Paper 2: 19th century Novel and Poetry since 1789 2 hours 15 mins

Section A: Jekyll and Hyde or A Christmas Carol Part a – Extract based (language, structure and form) (30 mins) Part b – whole text (thematic) (30 mins) Section B: Time and Place (comparison, language, structure and form and context) Section C: Unseen poetry (comparison, language, structure and form and ideas)

Macbeth In the first exam, you have to answer two questions on Macbeth.

Part a: Extract based. You will need to analyse how language, structure and form

are used to present a character, event, setting or a theme. You should spend 30

minutes responding to this question and use TEE in your written response.

Part b: Based upon your knowledge of the whole text. You need to explore how a

character, event, setting or theme is presented across the play. You MUST refer to

the context in this section of the paper. You should spend 30 minutes responding to

this question. You need to write 3 paragraphs and think of three examples in

relation to the question.

This part of the revision guide is organised into three sections:

1. Comprehension revision questions to secure your knowledge and

understanding of the play.

2. Part a – information and practice

3. Part b – information and practice

You can find a copy of the play here:

http://shakespeare.mit.edu/macbeth/full.html

Revision – comprehension questions

Act 1

Act 1 Scene 1: Where are the witches at the start of Act 1 and why is this significant?

Act 1 Scene 1: What is the paradox used at the start of the play and why is this a significant

theme?

Act 1 Scene 2: How is Macbeth described in this scene? What does this reveal about what

people thought about Macbeth at the start of the play?

Act 1 Scene 2: What does Duncan ask Ross to see to with regard to the Thane of Cawdor

and why does he give this order?

Act 1 Scene 3: What do you notice about how the witches speak in this scene? Why do

they speak in this way?

Act 1 Scene 3: How does Banquo describe the witches? What impression do you form of

them as a result?

Act 1 Scene 3: What three things do the witches tell Macbeth and what one thing do the

witches tell Banquo?

Act 1 Scene 3: How does Macbeth react to what the witches say to him?

Act 1 Scene 3: Once the witches have disappeared Ross appears on the scene. What does

he tell Macbeth?

Act 1 Scene 3: Macbeth is both happy and worried about this news. How do you know?

What does he say?

Act 1 Scene 4: How does Duncan address Macbeth? What does this reveal?

Act 1 Scene 4: What does Macbeth reveal in his aside?

Act 1 Scene 5: What does Lady Macbeth receive from Macbeth and what does it reveal?

Act 1 Scene 5: How does Lady Macbeth respond to Macbeth’s news?

Act 1 Scene 5: Who does Lady Macbeth appeal to and why?

Act 1 Scene 5: What instruction does Lady Macbeth give Macbeth?

Act 1 Scene 6: What does Duncan say when he arrives at the castle? Why is this an

example of dramatic irony?

Act 1 Scene 7: What does Macbeth reveal through his soliloquy?

Act 1 Scene 7: How does Lady Macbeth respond when Macbeth tells her he will not kill the

king?

Act 1 Scene 7: How is Macbeth persuaded to go ahead and kill the king?

Act 2

Act 2 Scene 1: Why does Banquo say ‘There’s husbandry in heaven’?

Act 2 Scene 1: How does Macbeth greet Banquo and what does he tell Banquo? Why is this

an example of dramatic irony?

Act 2 Scene 1: What does Macbeth see in front of him and why does it appear?

Act 2 Scene 2: After the murder of King Duncan, how are the reactions of Macbeth and

Lady Macbeth different?

Act 2 Scene 2: What word can Macbeth not say and why is this significant?

Act 2 Scene 3: Who discovers Duncan dead? Why do you think this might be significant?

Act 2 Scene 3: Upon the discovery of Duncan’s body, what do Malcolm and Donalbain

decide to do?

Act 3

Act 3 Scene 1: What does Banquo reveal about his feelings towards Macbeth at the start of

this scene?

Act 3 Scene 1: What does Macbeth ask Banquo when he sees him? Why does he ask him

this?

Act 3 Scene 1: What does Macbeth reveal in his soliloquy about his thoughts on Banquo?

Act 3 Scene 1: How does Macbeth convince the murderers to murder Banquo?

Act 3 Scene 2: How has the relationship between Macbeth and Lady Macbeth changed in

this scene?

Act 3 Scene 2: What does Macbeth reveal to Lady Macbeth and how does Lady Macbeth

respond?

Act 3 Scene 2: How does Macbeth distance himself from Lady Macbeth?

Act 3 Scene 3: What happens in this scene?

Act 3 Scene 4: How does Macbeth respond to the murderers’ news?

Act 3 Scene 4: What does Macbeth see at the table?

Act 3 Scene 4: How does Lady Macbeth try to organise Macbeth?

Act 3 Scene 4: What does Lady Macbeth tell the guests and why does she do this?

Act 4

Act 4 Scene 1: Why does Macbeth go to see the witches again?

Act 4 Scene 1: What do the witches tell Macbeth?

Act 4 Scene 1: What do the witches tell Macbeth about Banquo’s future?

Act 4 Scene 1: What does Macbeth learn about Macduff? What does he plan in response?

Act 4 Scene 2: What is Lady Macduff’s attitude towards her husband at the start of Act 4

Scene 2?

Act 4 Scene 2: What happens to Lady Macduff and her son?

Act 4 Scene 3: What does Malcolm test in this scene?

Act 4 Scene 3: How does Macduff describe Scotland in this scene?

Act 4 Scene 3: What does Malcolm think of Macbeth in this scene?

Act 4 Scene 3: How does Macduff respond to the news of his wife and son’s death?

Act 5

Act 5 Scene 1: How has Lady Macbeth changed since Act 2?

Act 5 Scene 2: What do we learn in this scene?

Act 5 Scene 3: How is Macbeth feeling in this scene?

Act 5 Scene 4: When the soldiers arrive at Birnam wood, what do they decide to do?

Act 5 Scene 5: How do we know Macbeth is fearless in this scene?

Act 5 Scene 5: How does Macbeth react to the news that Lady Macbeth is dead?

Act 5 Scene 5: How does Macbeth react to the news that Birnam wood is on the move?

Act 5 Scene 8: When Macduff confronts Macbeth what does he tell him?

Act 5 Scene 8: How does the play end?

Part a: Analysing language, structure and form

You must make sure you know and understand the following terms. For each term

offer a definition and an example from the play. In this part of the exam, you need to

be able to identify and comment on the range of techniques that Shakespeare draws

upon to present a character, a situation, a theme or a setting.

Language techniques

Definition Example from the play

Noun

Verb

Adjective

Adverb

Personal pronoun

Possessive pronoun

Simile

Metaphor

Personification

Imagery

Tone

Hyperbole

Structural techniques

Definition Example from the play

Repetition

Rhetorical question

Declarative sentence

Exclamatory sentence

Imperative sentences

Short sentences

Rhyming couplets

Oxymoron

Paradox

Juxtaposition

List of three, cluster of three, triadic structure

Form

A tragedy

Stage directions

Hamartia

Rhyme

Dialogue

Hubris

Soliloquy

Aside

Dramatic irony

Now let’s practise how to respond to this question.

Process for responding to part a.

Planning stage 5-10 minutes

1. Read the question.

2. Identify the key word / phrase or focus point.

3. Read the extract, highlighting or underlining anything that is relevant to the

focus of the question.

4. For each example, try and identify a technique that Shakespeare has used

within it.

5. In the margin, explain what is revealed in the example you have highlighted –

making sure it is relevant to the question.

Writing stage 20 minutes

6. Write a minimum of four TEE (technique, example, explanation) paragraphs in

response to part a.

Here I am going to model an example for you.

Steps 1 +2: Firstly, I need to read the question:

In this question, the key focus is on Lady Macbeth as being in control.

Steps 3+4: Now I need to read the extract and highlight everything that is relevant.

In this black and word document I have put all the text I feel might help me answer

this question in bold and underlined it. I also need to try and identify the techniques

that have been used.

Macbeth – from Act 2 Scene 2, lines 48 to 69

In this extract, Macbeth and Lady Macbeth have a conversation, after Macbeth has

murdered Duncan.

MACBETH: I’ll go no more: I am afraid to think what I have done; Look on’t again I dare not. LADY MACBETH: Infirm of purpose! Give me the daggers! The sleeping and the dead Are but as pictures ‘tis the eye of childhood That fears a painted devil, if he do bleed, I’ll gild the faces of the grooms withal, For it must seem their guilt. Exit. A knocking is heard. MACBETH: Whence is that knocking? – How is’t with me, when every noise appals me? What hands are here? Ha! They pluck out mine eyes! Will all great Neptune’s ocean wash this blood

Clean from my hand? No – this my hand will rather The multitudinous sea incarnadine, Making the green one red. Re-enter Lady Macbeth LADY MACBETH: My hands are of your colour – but I shame To wear a heart so white! (Knocking heard again) I hear a knocking At the south entry. Retire we to our chamber. A little water clears us of this deed: How easy is it then! Your constancy Hath left you unattended. (Knocking again) Hark! – more knocking Get on your nightgown, lest occasion call us, And show us to be watchers – Be not lost So poorly in your thoughts!

Step 5: Once I have done this, in the margin, I need to identify why the sections of

the text I have highlighted suggest Lady Macbeth is in control. I have done this

below, using text boxes to reflect my thoughts.

MACBETH: I’ll go no more: I am afraid to think what I have done; Look on’t again I dare not. LADY MACBETH: Infirm of purpose! Give me the daggers! The sleeping and the dead Are but as pictures ‘tis the eye of childhood That fears a painted devil, if he do bleed, I’ll gild the faces of the grooms withal, For it must seem their guilt. Exit. A knocking is heard. MACBETH: Whence is that knocking? – How is’t with me, when every noise appals me? What hands are here? Ha! They pluck out mine eyes! Will all great Neptune’s ocean wash this blood Clean from my hand? No – this my hand will rather

Imperative – ‘give’ – taking control and

commanding

Dismissive tone as though the dead

bodies mean nothing – they are simply

pictures

Noun ‘devil’ reinforces her evil nature

The multitudinous sea incarnadine, Making the green one red. Re-enter Lady Macbeth LADY MACBETH: My hands are of your colour – but I shame To wear a heart so white! (Knocking heard again) I hear a knocking At the south entry. Retire we to our chamber. A little water clears us of this deed: How easy is it then! Your constancy Hath left you unattended. (Knocking again) Hark! – more knocking Get on your nightgown, lest occasion call us, And show us to be watchers – Be not lost So poorly in your thoughts!

Step 6: Once I have done this, I am ready to write my paragraphs using my TEE

structure. To highlight the different parts of my paragraph I have written the

technique in bold, the example in italics and I have underlined the explanation and I

have used both bold and underlining for the effect on the audience.

Imperatives have been used to show Lady Macbeth’s control in this extract.

This is evident in the lines ‘Give me the daggers’ and ‘Be not lost so poorly in your

thoughts.’ In these lines Lady Macbeth is ordering Macbeth to give her the daggers

and then instructing him to forget what he has done. The use of the imperatives

show the audience that she is in control because she knows she must return

the daggers so that they are not linked to the crime. She also knows that if

they are to appear innocent, Macbeth must try to act innocent and he can only

do this if he doesn’t think about the crime he has committed.

Lady Macbeth uses a dismissive tone to show she is in control in this extract.

This is evident in the line ‘The sleeping and the dead / Are but as pictures.’ In this

line Lady Macbeth is asking Macbeth to imagine that what he sees in the dead

bodies are like pictures. The use of this dismissive tone suggests to the

audience that she is trying to water down what Macbeth has done and make it

seem less horrific than it actually is in order to calm Macbeth down so that he

regains control.

Verb – shame – attacking someone’s

masculinity was so offensive during this

time.

Imagery – white – reflects lack of courage

Adjective – little and adverb – easy – to

show how, with little effort, they can

forget – a little naive

Imperative – instructing Macbeth to

forget what he has done.

A verb has been used to show Lady Macbeth is in control in this extract. This

is evident in the line ‘I shame to wear a heart so white.’ This line tells me that she

feels Macbeth is appearing weak. The use of the verb ‘shame’ implies to the

audience that she is attacking Macbeth for his lack of courage, something that

at this time would be incredibly offensive to Macbeth as men were supposed

to act like men – being both brave and strong.

An adjective and an adverb have been used to show Lady Macbeth’s control

in this extract. This is evident in the line ‘A little water clears us of this deed’ and

‘How easy is it then!’ These lines tell us that Lady Macbeth is instructing Macbeth to

remove the blood from his hands which is easily done. The use of the adjective

and the adverb reinforces to the audience that she is unimpressed by

Macbeth’s reaction and feels that his remorse and guilt is something that can

be easily got rid of with a little water which is incredibly naïve.

Points to note:

1. Always identify the technique that has been used first.

2. Use the question in your first sentence of each paragraph.

3. Sentence start: This is evident in the line/s….

4. Sentence start: The use of ___(insert technique)____ shows the audience

Now it is your turn to practice! Use the questions below to practice the planning

process (10 minutes) and the writing process (20 minutes). Practising will enable

you to perfect your approach and will help you speed up your responses.

Practice 1:

Write your response here:

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Practice 2:

Write your response here:

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Part B: Knowledge of the whole play, linked to context.

In this part of the exam, you are going to have to show your knowledge of the entire

play. This could be in relation to your knowledge of a character, a relationship, a

setting, an event or a key theme. You will need to consider 3-4 points you could

make drawing upon examples from across the play. However, what is also really

important is that you link these points to your contextual knowledge and

understanding.

Here is a recap of some of the key contextual points from the play.

The Great Chain of Being In Shakespeare’s time people believed that authority was derived from God, in a great chain of being. God was at the top then came angels, mankind, animals, birds, fish and so on. In the human order the king was supreme. Males were above females. It was believed that kings were appointed by ‘divine right’ and were anointed by God. Challenging one’s place in society disrupted the chain and could lead to terrible chaos. People were expected to respect their positon in the hierarchy. Those who accepted their given place would be rewarded in heaven.

‘He is here in double trust.’ ‘hath born his faculties so meek, hath been so clear in his great office’

King James I Macbeth was written between 1603 and 1606 which coincides with the accession of James the Sixth of Scotland to the English throne, as James the First of England. The play appeals to many of the king’s interests: it echoes his fascination with the supernatural (witches and prophecies); it compliments him by making his ancestor, Banquo, a hero in the play. King James had survived an assassination attempt, so the questions about the role of the monarchy and the duties of their subjects that this play explored would have been pertinent.

‘Thou hast it now – King, Cawdor, Glamis’ ‘To be thus is nothing, but to be safely thus’ ‘Thence to be wrenched with an unlineal hand’

Witches and the supernatural During Shakespeare’s time, witches were associated with dark and death. In Christian countries they were thought to be the agents of Satan going about their business at night where they were believed to gather near graves to conduct their evil rites and make poisons. In 1597, King James I wrote a book entitled Demonology. In 1604 witchcraft became a capital offence. Evidence of a relationship with evil spirits condemned a suspect to death by hanging, burning or drowning. It was believed that witches could see into the future; that they could create storms, hail, thunder and lightning; stop the sun and change night into day and day into night. In order to work their charms they would open graves and steal parts of the bodies to make potions. Witches could call up the dead.

‘Fair is foul and foul is fair’ ‘What are these so withered and wild in their attire’ ‘What can the devil speak true?’ ‘Is this a dagger I see before me?’

Adam and Eve The role of Lady Macbeth and Eve as temptress. Lady Macbeth goes to great extents to make sure Macbeth goes through with the murder. Eve, in comparison, is told that the one rule she and Adam must abide by is not to eat from the Tree of Knowledge. When a serpent tells Eve she will not be punished for doing so, she eats the fruit. The serpent planted the seed into Eve’s head about eating the fruit despite being told not to whilst the witches planted a seed of ambition in Macbeth’s head when they prophesised that he would become king.

‘Hail thee, thane of Glamis. Hail thee, thane of Cawdor. Hail thee, who shall be king thereafter.’ ‘When you durst do it, then you were a man’

The role of women Society, at the time, was patriarchal. Women were regarded as the ‘weaker sex’ and it was believed that they always needed someone to look after them. If they were married, their husband was expected to look after them. If they were single, then their father, brother or another male relative was expected to take care of them.

‘Unsex me here’ ‘Go carry them and smear’ ‘I shame to wear a heart so white’

War of the Roses A century earlier, England had suffered under the massive disorder of the War of the Roses. Civil disorder was now seen as the ultimate disaster, and also an ungodly state.

‘as sparrows, eagles, or the hare the lion’ ‘as cannons overcharged with double cracks’ ‘Bleed, bleed, poor country’

The Gunpowder plot The play was first performed not long after the Gunpowder plot. Shakespeare shows the murderers of a king tormented by their own guilt and driven to their doom.

‘Stars hide your fires’ ‘This castle hath a pleasant seat’ ‘This is a sorry sight’

The best way to revise for this part of the paper is by testing your knowledge (before

you practise writing). To do this, you will find a range of potential questions for the

second part of the Macbeth question. For each question, you need to think of 3-4

examples from the rest of the play you could draw upon, a potential to quote to use

(remember the link to the text of the play is at the start of the booklet) and a link to

context. On the next page is one I have done for you to demonstrate how the essay

plans should be done.

My model:

English Literature Paper 1: Macbeth Part B

Question: In this extract (Act 2 Scene 2, lines 48 to 69) there is conflict between the characters. Explain the importance of conflict elsewhere in the play. In your answer you must consider: how conflict is shown and the reasons for conflict. You must refer to the context of the play in your answer.

Bigger picture: different forms of conflict – external, internal, natural world versus supernatural world, the world of war

Point and quote: Link to context:

External conflict – the battles – ‘For brave Macbeth…with his brandished steel, which smoked with bloody execution.’

Civil disorder was now seen as the ultimate disaster and also an ungodly state.

Internal conflict – Macbeth struggling with the idea of killing Duncan – ‘He’s here in double trust’

Attitude towards killing a king (committing regicide) would horrify Shakespeare’s audience

Conflict between Macbeth and Lady Macbeth when he refuses to go through with killing Duncan – ‘We will proceed no further in this business’

Conflict between supernatural forces – ‘fair is foul and foul is fair’ and ‘what are these so withered and wild in their attire’ / ‘stay you imperfect speakers’

Beliefs about witches during this time - Evidence of a relationship with evil spirits condemned a suspect to death by hanging, burning or drowning.

Over the next few pages, you will find a series of questions that might appear in the

Macbeth, part b section of the paper. Have a go at

Identifying the 3-4 key points you could make across the play in relation to the

question

Identifying supporting quotations

Where possible, identify a link to your contextual understanding

This will really help you prepare for this part of the examination as you will have

already identified great examples to use.

English Literature Paper 1: Macbeth Part B

Question: In this extract, Macbeth is presented. Explain the presentation of Macbeth elsewhere in the play. In your answer you must consider: where the character of Macbeth is shown and what this reveals about his character. You must refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

English Literature Paper 1: Macbeth Part B

Question: In this extract, Lady Macbeth is presented. Explain the presentation of Lady Macbeth elsewhere in the play. In your answer you must consider: where the character of Lady Macbeth is shown and what this reveals about her character You should refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

English Literature Paper 1: Macbeth Part B

Question: (b) In this extract, Banquo is presented. Explain the presentation of Banquo elsewhere in the play. In your answer you must consider: where the character of Banquo is shown and what this reveals about his character. You should refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

English Literature Paper 1: Macbeth Part B

Question: In this extract, the witches are presented. Explain the importance of the supernatural elsewhere in the play. In your answer you must consider where the supernatural is shown and how the supernatural affects the characters within the play. You should refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

English Literature Paper 1: Macbeth Part B

Question: In this extract, Macbeth and Banquo react to the predictions made by the witches. Explain the importance of predictions elsewhere in the play. In your answer you must consider: how predictions are shown and the reasons for the predictions. You must refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

English Literature Paper 1: Macbeth Part B

Question: In this extract, Macbeth tricks Banquo into revealing his plans. Explain the importance of deceit elsewhere in the play. In your answer you must consider: where deceit is shown and how deception affects those involved. You must refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

English Literature Paper 1: Macbeth Part B

Question: In this extract, Lady Macbeth reveals the contents of Macbeth’s letter. Explain the importance of ambition elsewhere in the play. In your answer you must consider: where ambition is shown and how ambition affects those involved. You must refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

English Literature Paper 1: Macbeth Part B

Question: In this extract, Macbeth has just returned from the battlefield. Explain the importance of order and chaos elsewhere in the play. In your answer you must consider: where order and chaos is shown and how order and chaos affects those involved. You must refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

English Literature Paper 1: Macbeth Part B

Question: In this extract, Duncan orders the hanging of the Thane of Cawdor. Explain the importance of revenge elsewhere in the play. In your answer you must consider: where revenge is shown and how revenge affects those involved. You must refer to the context of the play in your answer.

Bigger picture (forms your introduction – could be a summary of the main points you identify below):

Point and quote: Link to context:

Once you feel confident about generating the ideas that can go into your response,

you should begin to write. Rather than another model from me, this time, I am going

to show you a variety of student responses and the levels they were given by the

examiners.

All the responses seek to answer the following question:

In this extract, there is a conflict between the characters. Explain the importance of

conflict elsewhere in the play. In your answer you must consider: how conflict is

shown and the reasons for the conflict. You should refer to the context of the play in

your answer.

Exemplar One:

Examiner comment:

The response is assured and maturely written, illustrating a high level of

engagement with the text and the presentation of conflict, through the relationship

between characters and between good and evil. The candidate discusses the

impact of the witches in Act 1 and the conflict of illusion and reality which is

supported with well-chosen references to fully support the points made. The

candidate similarly explores the mental conflict of Lady Macbeth and her

‘sleepwalking and obsessive cleaning of her hands.’ Some mention is made of

context and the impact of the witches as the audience, however, there is a lack of

explanation of further areas of context and its relationship to the text in the rest of

the response.

Level 5: 17 marks

Exemplar Two:

Examiner comment:

A developed, personal response, illustrating a secure knowledge of the play and the presentation of control the candidate considers three areas: the control of the witches; Macbeth and Lady Macbeth’s mental conflict in the killing of King Duncan and the conflict at the end of the play between Macbeth and Macduff. The critical style is maintained and close textual reference is made to support points. The response, however, does not fully explore the relationship between context and text and this has to be taken into account when awarding a mark.

Level 4: 15 marks

Exemplar Three:

Examiner comment:

The candidate illustrates an assured and detailed understanding of the play and has

selected a number of points illustrating how conflict occurs – between Macbeth and

Lady Macbeth; Macbeth’s concern over Banquo and the final conflict between

Macduff and Macbeth. Discerning references are made to the text and integrated

within the response to fully support and highlight the points made. However, there is

a lack of exploration of how the relationship between the text and context is

presented throughout the play.

Level 4: 16 marks

Exemplar Four:

Examiner comment:

In this part of the answer, the candidate has not considered another part of the play

which is a clear requirement of the question. However, a response is offered, albeit

simple and with little personal engagement. There is no reference made to the

content of the play or theme elsewhere in the play, but the candidate does try to

incorporate a simple contextual point.

Level 1 – 2 marks

Exemplar Five:

Examiner comment:

The student shows a reasonable understanding of the play and selects examples of

conflict from a number of Acts/scenes. Mention is made of internal and external

conflict and the physical conflict of war that opens and closes the play. Although the

student has used some textual evidence within the response, the choices made do

not always support the point made; similarly, the student does not always develop

the analysis of the quotation, for example commenting that this is a representation of

internal conflict rather than explaining how the soliloquy demonstrates Macbeth’s

internal conflict.

Level 2 – 8 marks

Exemplar Six

Examiner comment:

The students’ response shows a sound understanding of the text. Consideration

has been made of a number of key points in the play related to internal and external

conflict and these are supported by appropriate quotations. In addition, the student

has attempted to make some general links between the text and the context of the

play – mention is made to the Jacobean era and the role of women and men within

a patriarchal society.

Level 3 – 11 marks.

After reading these exemplars, take a moment to reflect on what you have learnt

about how to construct a good response to this part of the paper.

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Now you practise! Choose one of the character questions you have planned a

response for and one of the thematic questions you have planned a response for

and write answers to both of those questions. Your teacher will be happy to mark

your response.

Practice character question

Question: __________________________________________________________

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My response: _______________________________________________________

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