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GCSE English Literature · Eduqas style · Extract question
Eduqas style (extract): Orsino (Twelfth Night)
AO1AO215 marks · about 20 minutes

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

Read the extract, then write below it.
DUKE. If music be the food of love, play on, Give me excess of it; that, surfeiting, The appetite may sicken and so die. That strain again, it had a dying fall; O, it came o’er my ear like the sweet sound That breathes upon a bank of violets, Stealing and giving odour. Enough; no more; ’Tis not so sweet now as it was before. O spirit of love, how quick and fresh art thou, That notwithstanding thy capacity Receiveth as the sea, nought enters there, Of what validity and pitch soever, But falls into abatement and low price Even in a minute! So full of shapes is fancy, That it alone is high fantastical. CURIO. Will you go hunt, my lord? DUKE. What, Curio? CURIO. The hart. DUKE. Why so I do, the noblest that I have. O, when mine eyes did see Olivia first, Methought she purg’d the air of pestilence; That instant was I turn’d into a hart, And my desires, like fell and cruel hounds, E’er since pursue me. How now? what news from her? Enter Valentine. VALENTINE. So please my lord, I might not be admitted, But from her handmaid do return this answer: The element itself, till seven years’ heat, Shall not behold her face at ample view; But like a cloistress she will veiled walk, And water once a day her chamber round With eye-offending brine: all this to season A brother’s dead love, which she would keep fresh And lasting in her sad remembrance. DUKE. O, she that hath a heart of that fine frame To pay this debt of love but to a brother, How will she love, when the rich golden shaft Hath kill’d the flock of all affections else That live in her; when liver, brain, and heart, These sovereign thrones, are all supplied and fill’d Her sweet perfections with one self king! Away before me to sweet beds of flowers, Love-thoughts lie rich when canopied with bowers. [_Exeunt._] SCENE II. The sea-coast. Enter Viola, a Captain and Sailors. VIOLA. What country, friends, is this? CAPTAIN. This is Illyria, lady. VIOLA. And what should I do in Illyria? My brother he is in Elysium. Perchance he is not drown’d. What think you, sailors? CAPTAIN. It is perchance that you yourself were sav’d. VIOLA. O my poor brother! and so perchance may he be. CAPTAIN. True, madam; and to comfort you with chance, Assure yourself, after our ship did split, When you, and those poor number sav’d with you, Hung on our driving boat, I saw your brother, Most provident in peril, bind himself, (Courage and hope both teaching him the practice) To a strong mast that liv’d upon the sea; Where, like Arion on the dolphin’s back, I saw him hold acquaintance with the waves So long as I could see.
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.

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.