Download Example student response (45 minutes) How is Lady Macbeth show

Example student response (45 minutes)
How is Lady Macbeth show to be powerful in this scene and in the play as a whole?
Lady Macbeth is shown to be powerful because of her determination and manipulation.
She is ruthless and feels almost no guilt in many of her appearances throughout the
play. The quote “Stop up th’access and passage to remorse” shows that she wants to
feel nothing during the time when Duncan is killed. She wants to make sure her
emotions don’t give her away so she summons evil spirits to ‘take them away’ or ‘stop
them’. This word suggests that her feeling of guilt and regret can be easily stopped by
“blocking” the passage. This would have made the made the audience feel stunned
because she is summoning evil spirits, which was believed to be real at that point in
time and was feared, so she could convince her husband to kill.
Another reason Lady Macbeth is shown to be powerful is when she asks the spirits to
make her a man. The quote “unsex me here!” shows that Lady Macbeth wants to be
man so she can have the power to do what needs to be done. The way she says this
quote is very demanding and shows how Lady Macbeth is expected to receive what she
wants, when she wants it. Similar to when she hears Macbeth’s news, she wants power
as soon as possible. The word “unsex“ implies that she needs the power a man has
because women were not seen as very powerful in Shakespeare’s time and Lady
Macbeth needed a man’s power to convince Macbeth that she wanted him to kill
Duncan. This would have made the audience feel shocked because although women
probably wanted more respect and power they would never do something so extreme
to get it.
Throughout the rest of the play Lady Macbeth’s attitude is very different compared to
the extract. An example of this is when she calls Macbeth a “coward”. Lady Macbeth
has turned so mad for power she has started to degrade her husband. The audience
know Macbeth is no coward when it comes to killing because at the beginning of the
play we see him in battle, killing the king’s enemy. It is only after Macbeth sends Lady
Macbeth a letter about the witches’ prophecies she starts to want power to the point
where it gets her angry/aggressive, she tells Macbeth that he doesn’t love her because
he will not kill the king. Macbeth wants to prove to his wife that he is no coward and
will do anything for her, but he doesn’t want to kill the king to prove his point.
Lady Macbeth also has a huge attitude change towards the end of the play. She starts
to see blood on her hands “who knew the old man had so much blood in him” similar to
Macbeth, seeing the ghosts, and starts to worry. Lady Macbeth starts to sleep walk and
speak out loud about what her husband did and how it was her fault, which leads to
her death. Guilt starts to take over, her and Macbeth drift apart and she starts realising
that Macbeth’s killing is all her fault Lady Macbeth starts to notice how Macbeth has
changed and starts to feel alone. She is a great example of how guilt can literally
destroy a person’s life to the point of committing suicide. This might have made the
audience feel sympathetic towards Lady Macbeth but they would still remember all the
horrible things she has done throughout the play. It would show the audience how
weak Lady Macbeth really was and how power led to her rise and fall.
In conclusion Lady Macbeth is shown as a very powerful woman, filled with
determination to get what she wants but when she finally gets what she wanted
everything starts to go downhill, her and Macbeth drift apart and sadness takes over.
She goes from strong to weak, powerful to fragile. Lady Macbeth shows an audience
that they should be careful what they wish for.
Lit.
Paper
1
Level
6
(2630)
5
(2125)
4
(1620)
3
(1115)
2
(610)
1
(1-5)
Shakespeare (Extract)
AO 1-3: 30 marks // AO4: 4 marks
19th Century Novel (Extract)
AO1 - 3: 30 marks
Actual Mark Scheme:
AO1 • Critical, exploratory, conceptualised response to
task and whole text • Judicious use of precise
references to support interpretation(s)
AO2 • Analysis of writer’s methods with subject
terminology used judiciously • Exploration of effects of
writer’s methods on reader
AO3 • Exploration of ideas/perspectives/contextual
factors shown by specific, detailed links between
context/text/task
AO1• Thoughtful, developed response to task and
whole text • Apt references integrated into
interpretation(s)
AO2 • Examination of writer’s methods with subject
terminology used effectively to support consideration
of methods • Examination of effects of writer’s
methods on reader
AO3 • Thoughtful consideration of
ideas/perspectives/contextual factors shown by
examination of detailed links between
context/text/task
AO1 • Clear, explained response to task and whole text
Effective use of references to support explanation
AO2 • Clear explanation of writer’s methods with
appropriate use of relevant subject terminology
Understanding of effects of writer’s methods on
reader
AO3 • Clear understanding of ideas/perspectives/
contextual factors shown by specific links between
context/text/task
Tips from AQA meeting on “how to spot”:
Picking a concept and exploring
Using text to highlight own point of view
Answer is driven by clear point of view
Analytical response that includes: Methods, precise
referencing
Exploration of writing: purpose, ideas
Exploration of wider reading and alternative views
AO1 • Some explained response to task and whole text
• References used to support a range of relevant
comments
AO2 • Explained/relevant comments on writer’s
methods with some relevant use of subject
terminology • Identification of effects of writer’s
methods on reader
AO3 • Some understanding of implicit ideas/
perspectives/contextual factors shown by links
between context/text/task
AO1 • Supported response to task and text
• Comments on references
AO2 • Identification of writers’ methods • Some
reference to subject terminology
AO3 • Some awareness of implicit ideas/contextual
factors
AO1 • Simple comments relevant to task and text
Reference to relevant details
AO2 • Awareness of writer making deliberate choices
Possible reference to subject terminology
AO3 • Simple comment on explicit ideas/contextual
factors
Wider understanding (Zooming in and out)
Alternative meanings and points of view
Tentative points and thoughtful ideas (it could be…,
maybe…)
Links to wider reading and context
Focus: This is what it means…
Understands text and the task
Focus on the text
What the writer is doing, plus the purpose and effect
(although may be abrupt and not explored)
Context explained or noted
Firmly focused on the text: purpose, subject, what is
deliberate from the writer
The abstract of what a text is about- "Outside the
text": themes & ideas, not just character and plot
Some grasp of task and link to text
Link to texts (reference or quotes)
Methodical writing (repeated P>E>E)
Comments on writers effect, noted only.
Awareness of themes or ideas, but just states it not
explained
Talks about the text only ("Inside the text") character or plot
Content of text, not the ideas/themes or
construction
Aware of text & has personal point of view
Uses P>E mainly, not much exploration or
explanation
Awareness of writer ("this is shown when… / This
means that…)
Comments on when the writer has done something
on purpose
Describes or re-tells the story
Some links to the writer, this could be just the name
stated.
More narrative approach (This happens, then this
etc)