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GCSE English Literature · AQA style · Paper 1 style, extract and whole text
AQA style: love as an overwhelming force (Twelfth Night)
AO1AO2AO330 marks · about 45 minutes

Starting with this conversation, explore how Shakespeare presents love as a powerful and uncontrollable force in Twelfth Night. Write about: how Shakespeare presents love in this conversation; how Shakespeare presents love in the play as a whole. [30 marks] AO1, AO2, AO3

Read the extract, then write below it.
VIOLA. Make me a willow cabin at your gate, And call upon my soul within the house; Write loyal cantons of contemned love, And sing them loud even in the dead of night; Hallow your name to the reverberate hills, And make the babbling gossip of the air Cry out Olivia! O, you should not rest Between the elements of air and earth, But you should pity me. OLIVIA. You might do much. What is your parentage? VIOLA. Above my fortunes, yet my state is well: I am a gentleman. OLIVIA. Get you to your lord; I cannot love him: let him send no more, Unless, perchance, you come to me again, To tell me how he takes it. Fare you well: I thank you for your pains: spend this for me. VIOLA. I am no fee’d post, lady; keep your purse; My master, not myself, lacks recompense. Love make his heart of flint that you shall love, And let your fervour like my master’s be Plac’d in contempt. Farewell, fair cruelty. [_Exit._] OLIVIA. What is your parentage? ‘Above my fortunes, yet my state is well: I am a gentleman.’ I’ll be sworn thou art; Thy tongue, thy face, thy limbs, actions, and spirit, Do give thee five-fold blazon. Not too fast: soft, soft! Unless the master were the man. How now? Even so quickly may one catch the plague? Methinks I feel this youth’s perfections With an invisible and subtle stealth To creep in at mine eyes. Well, let it be. What ho, Malvolio! Enter Malvolio. MALVOLIO. Here, madam, at your service. OLIVIA. Run after that same peevish messenger The County’s man: he left this ring behind him, Would I or not; tell him, I’ll none of it. Desire him not to flatter with his lord, Nor hold him up with hopes; I am not for him. If that the youth will come this way tomorrow, I’ll give him reasons for’t. Hie thee, Malvolio. MALVOLIO. Madam, I will. [_Exit._] OLIVIA. I do I know not what, and fear to find Mine eye too great a flatterer for my mind. Fate, show thy force, ourselves we do not owe. What is decreed must be; and be this so! [_Exit._] ACT II. SCENE I. The sea-coast. Enter Antonio and Sebastian. ANTONIO. Will you stay no longer? Nor will you not that I go with you? SEBASTIAN. By your patience, no; my stars shine darkly over me; the malignancy of my fate might perhaps distemper yours; therefore I shall crave of you your leave that I may bear my evils alone. It were a bad recompense for your love, to lay any of them on you.
Source: William Shakespeare, Twelfth Night (1602). 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.