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GCSE English Literature · AQA style · Paper 1 style, extract and whole text
AQA style: the conflict between love and family loyalty (Romeo and Juliet)
AO1AO2AO330 marks · about 45 minutes

Starting with this conversation, explore how Shakespeare presents the conflict between love and family loyalty in Romeo and Juliet. Write about: • how Shakespeare presents the conflict between love and family loyalty in this conversation • how Shakespeare presents the conflict between love and family loyalty in the play as a whole. [30 marks] AO1, AO2, AO3

Read the extract, then write below it.
JULIET. O Romeo, Romeo, wherefore art thou Romeo? Deny thy father and refuse thy name. Or if thou wilt not, be but sworn my love, And I’ll no longer be a Capulet. ROMEO. [_Aside._] Shall I hear more, or shall I speak at this? JULIET. ’Tis but thy name that is my enemy; Thou art thyself, though not a Montague. What’s Montague? It is nor hand nor foot, Nor arm, nor face, nor any other part Belonging to a man. O be some other name. What’s in a name? That which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call’d, Retain that dear perfection which he owes Without that title. Romeo, doff thy name, And for thy name, which is no part of thee, Take all myself. ROMEO. I take thee at thy word. Call me but love, and I’ll be new baptis’d; Henceforth I never will be Romeo. JULIET. What man art thou that, thus bescreen’d in night So stumblest on my counsel? ROMEO. By a name I know not how to tell thee who I am: My name, dear saint, is hateful to myself, Because it is an enemy to thee. Had I it written, I would tear the word. JULIET. My ears have yet not drunk a hundred words Of thy tongue’s utterance, yet I know the sound. Art thou not Romeo, and a Montague? ROMEO. Neither, fair maid, if either thee dislike. JULIET. How cam’st thou hither, tell me, and wherefore? The orchard walls are high and hard to climb, And the place death, considering who thou art, If any of my kinsmen find thee here. ROMEO. With love’s light wings did I o’erperch these walls, For stony limits cannot hold love out, And what love can do, that dares love attempt: Therefore thy kinsmen are no stop to me. JULIET. If they do see thee, they will murder thee. ROMEO. Alack, there lies more peril in thine eye Than twenty of their swords. Look thou but sweet, And I am proof against their enmity. JULIET. I would not for the world they saw thee here. ROMEO. I have night’s cloak to hide me from their eyes, And but thou love me, let them find me here. My life were better ended by their hate Than death prorogued, wanting of thy love. JULIET. By whose direction found’st thou out this place? ROMEO. By love, that first did prompt me to enquire; He lent me counsel, and I lent him eyes. I am no pilot; yet wert thou as far As that vast shore wash’d with the farthest sea, I should adventure for such merchandise.
Source: William Shakespeare, Romeo and Juliet (1597). Public domain.
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How this is marked

AO1 (published assessment objective): Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts (English Language). For Literature: read, understand and respond to texts, maintaining a critical style, developing an informed personal response, and using textual references including quotations to support and illustrate interpretations. For Geography: demonstrate knowledge of locations, places, processes, environments and different scales. For History: demonstrate knowledge and understanding of the key features and characteristics of the periods studied.

AO2 (published assessment objective): Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views (English). For Geography: demonstrate geographical understanding of concepts and how they are used in relation to places, environments and processes, and the interrelationships between places, environments and processes. For History: explain and analyse historical events and periods studied using second-order historical concepts.

AO3 (published assessment objective): Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts (English Language). For Literature: show understanding of the relationships between texts and the contexts in which they were written. For Geography: apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements. For History: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements.

Assessed against AO1, AO2, AO3 using Revision Robin's own level descriptors below. These are not the exam board's mark scheme. Every quotation in the feedback is checked against your answer and the extract before you see it, and a teacher's mark overrides ours.

Level 5 · 25 to 30Convincing, critical and exploratory response to the task and the whole text. Judicious, precise references integrated into the argument; analysis of the writer's methods with subject terminology used to sharpen the point; ideas about context or the writer's purpose are woven into the argument rather than bolted on.
Level 4 · 19 to 24Thoughtful, developed response. Apt references used to support a considered argument; examination of the writer's methods and their effects; ideas about context are relevant and linked to the task.
Level 3 · 13 to 18Clear, explained response. Relevant references; clear explanation of some methods and effects; some relevant comment on context.
Level 2 · 7 to 12Some explained comment. A supported point or two; some reference to the text; methods identified with simple comment on effect; context mentioned in passing or not at all.
Level 1 · 1 to 6Simple, supported comment. Narrates or describes the text; little reference to methods or context.