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GCSE English Literature · Eduqas style · Extract question
Eduqas style extract question: Macbeth and Lady Macbeth (15 marks, AO1 AO2) (Macbeth)
AO1AO215 marks · about 20 minutes

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

Read the extract, then write below it.
Is this a dagger which I see before me, The handle toward my hand? Come, let me clutch thee:— I have thee not, and yet I see thee still. Art thou not, fatal vision, sensible To feeling as to sight? or art thou but A dagger of the mind, a false creation, Proceeding from the heat-oppressed brain? I see thee yet, in form as palpable As this which now I draw. Thou marshall’st me the way that I was going; And such an instrument I was to use. Mine eyes are made the fools o’ the other senses, Or else worth all the rest: I see thee still; And on thy blade and dudgeon, gouts of blood, Which was not so before.—There’s no such thing. It is the bloody business which informs Thus to mine eyes.—Now o’er the one half-world Nature seems dead, and wicked dreams abuse The curtain’d sleep. Witchcraft celebrates Pale Hecate’s off’rings; and wither’d murder, Alarum’d by his sentinel, the wolf, Whose howl’s his watch, thus with his stealthy pace, With Tarquin’s ravishing strides, towards his design Moves like a ghost.—Thou sure and firm-set earth, Hear not my steps, which way they walk, for fear Thy very stones prate of my whereabout, And take the present horror from the time, Which now suits with it.—Whiles I threat, he lives. Words to the heat of deeds too cold breath gives. [_A bell rings._] I go, and it is done. The bell invites me. Hear it not, Duncan, for it is a knell That summons thee to heaven or to hell. [_Exit._] SCENE II. The same. Enter Lady Macbeth. LADY MACBETH. That which hath made them drunk hath made me bold: What hath quench’d them hath given me fire.—Hark!—Peace! It was the owl that shriek’d, the fatal bellman, Which gives the stern’st good night. He is about it. The doors are open; and the surfeited grooms Do mock their charge with snores: I have drugg’d their possets, That death and nature do contend about them, Whether they live or die. MACBETH. [_Within._] Who’s there?—what, ho! LADY MACBETH. Alack! I am afraid they have awak’d, And ’tis not done. Th’ attempt and not the deed Confounds us.—Hark!—I laid their daggers ready; He could not miss ’em.—Had he not resembled My father as he slept, I had done’t.—My husband! Enter Macbeth. MACBETH. I have done the deed.—Didst thou not hear a noise? LADY MACBETH. I heard the owl scream and the crickets cry. Did not you speak? MACBETH. When? LADY MACBETH. Now.
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.