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GCSE English Literature · Eduqas style · Extract question
Eduqas style extract question: Lady Macbeth here (Macbeth)
AO1AO215 marks · about 20 minutes

Look at how Lady Macbeth speaks and behaves here. How does it affect your feelings towards her? Refer closely to details from the extract to support your answer. [15 marks] AO1, AO2

Read the extract, then write below it.
The raven himself is hoarse That croaks the fatal entrance of Duncan Under my battlements. Come, you spirits That tend on mortal thoughts, unsex me here, And fill me, from the crown to the toe, top-full Of direst cruelty! make thick my blood, Stop up th’ access and passage to remorse, That no compunctious visitings of nature Shake my fell purpose, nor keep peace between Th’ effect and it! Come to my woman’s breasts, And take my milk for gall, your murd’ring ministers, Wherever in your sightless substances You wait on nature’s mischief! Come, thick night, And pall thee in the dunnest smoke of hell That my keen knife see not the wound it makes, Nor heaven peep through the blanket of the dark To cry, “Hold, hold!” Enter Macbeth. Great Glamis, worthy Cawdor! Greater than both, by the all-hail hereafter! Thy letters have transported me beyond This ignorant present, and I feel now The future in the instant. MACBETH. My dearest love, Duncan comes here tonight. LADY MACBETH. And when goes hence? MACBETH. Tomorrow, as he purposes. LADY MACBETH. O, never Shall sun that morrow see! Your face, my thane, is as a book where men May read strange matters. To beguile the time, Look like the time; bear welcome in your eye, Your hand, your tongue: look like the innocent flower, But be the serpent under’t. He that’s coming Must be provided for; and you shall put This night’s great business into my dispatch; Which shall to all our nights and days to come Give solely sovereign sway and masterdom. MACBETH. We will speak further. LADY MACBETH. Only look up clear; To alter favour ever is to fear. Leave all the rest to me. [_Exeunt._] SCENE VI. The same. Before the Castle. Hautboys. Servants of Macbeth attending. Enter Duncan, Malcolm, Donalbain, Banquo, Lennox, Macduff, Ross, Angus and Attendants. DUNCAN. This castle hath a pleasant seat. The air Nimbly and sweetly recommends itself Unto our gentle senses. BANQUO. This guest of summer, The temple-haunting martlet, does approve, By his loved mansionry, that the heaven’s breath Smells wooingly here: no jutty, frieze, Buttress, nor coign of vantage, but this bird hath made his pendant bed and procreant cradle. Where they most breed and haunt, I have observ’d The air is delicate. Enter Lady Macbeth. DUNCAN. See, see, our honour’d hostess!— The love that follows us sometime is our trouble, Which still we thank as love. Herein I teach you How you shall bid God ’ild us for your pains, And thank us for your trouble.
Source: William Shakespeare, Macbeth (1606). 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.