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GCSE English Literature · Eduqas style · Extract question
Eduqas style extract question: Antony's speech and behaviour (15 marks, AO1 AO2) (Julius Caesar)
AO1AO215 marks · about 20 minutes

Look at how Antony speaks and behaves here. How does it affect your feelings towards Antony? Refer closely to details from the extract to support your answer. [15 marks]

Read the extract, then write below it.
ANTONY. Friends, Romans, countrymen, lend me your ears; I come to bury Caesar, not to praise him. The evil that men do lives after them, The good is oft interred with their bones; So let it be with Caesar. The noble Brutus Hath told you Caesar was ambitious. If it were so, it was a grievous fault, And grievously hath Caesar answer’d it. Here, under leave of Brutus and the rest, For Brutus is an honourable man, So are they all, all honourable men, Come I to speak in Caesar’s funeral. He was my friend, faithful and just to me; But Brutus says he was ambitious, And Brutus is an honourable man. He hath brought many captives home to Rome, Whose ransoms did the general coffers fill: Did this in Caesar seem ambitious? When that the poor have cried, Caesar hath wept; Ambition should be made of sterner stuff: Yet Brutus says he was ambitious; And Brutus is an honourable man. You all did see that on the Lupercal I thrice presented him a kingly crown, Which he did thrice refuse. Was this ambition? Yet Brutus says he was ambitious; And sure he is an honourable man. I speak not to disprove what Brutus spoke, But here I am to speak what I do know. You all did love him once, not without cause; What cause withholds you then to mourn for him? O judgement, thou art fled to brutish beasts, And men have lost their reason. Bear with me. My heart is in the coffin there with Caesar, And I must pause till it come back to me. FIRST CITIZEN. Methinks there is much reason in his sayings. SECOND CITIZEN. If thou consider rightly of the matter, Caesar has had great wrong. THIRD CITIZEN. Has he, masters? I fear there will a worse come in his place. FOURTH CITIZEN. Mark’d ye his words? He would not take the crown; Therefore ’tis certain he was not ambitious. FIRST CITIZEN. If it be found so, some will dear abide it. SECOND CITIZEN. Poor soul, his eyes are red as fire with weeping. THIRD CITIZEN. There’s not a nobler man in Rome than Antony. FOURTH CITIZEN. Now mark him; he begins again to speak. ANTONY. But yesterday the word of Caesar might Have stood against the world; now lies he there, And none so poor to do him reverence. O masters! If I were dispos’d to stir Your hearts and minds to mutiny and rage, I should do Brutus wrong and Cassius wrong, Who, you all know, are honourable men. I will not do them wrong; I rather choose To wrong the dead, to wrong myself and you, Than I will wrong such honourable men. But here’s a parchment with the seal of Caesar, I found it in his closet; ’tis his will: Let but the commons hear this testament, Which, pardon me, I do not mean to read, And they would go and kiss dead Caesar’s wounds, And dip their napkins in his sacred blood; Yea, beg a hair of him for memory, And, dying, mention it within their wills, Bequeathing it as a rich legacy Unto their issue.
Source: William Shakespeare, Julius Caesar (1599). 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.

Assessed against AO1, AO2 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 · 13 to 15Convincing, 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 · 10 to 12Thoughtful, 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 · 7 to 9Clear, explained response. Relevant references; clear explanation of some methods and effects; some relevant comment on context.
Level 2 · 4 to 6Some 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 3Simple, supported comment. Narrates or describes the text; little reference to methods or context.