macbeth character essay grade 9

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‘Macbeth’ Grade 9 Example Response

Grade 9 – full mark – ‘Macbeth’ response

Starting with this extract (from act 1 scene 7), how does Shakespeare present the relationship between Macbeth and Lady Macbeth?

In Shakespeare’s eponymous tragedy ‘Macbeth’, Macbeth and Lady Macbeth’s relationship is a complex portrait of love, illustrating layers of utter devotion alongside overwhelming resentment. Though the couple begins the play unnaturally strong within their marriage, this seems to act as an early warning of their imminent and inevitable fall from grace, ending the play in an almost entirely different relationship than the one they began the play with.

In the exposition of the play, Macbeth and Lady Macbeth initially appear immensely strong within their marriage, with Macbeth describing his wife as ‘my dearest partner of greatness’ in act 1 scene 5. The emotive superlative adjective ‘dearest’ is a term of endearment, and acts as a clear depiction of how valued Lady Macbeth is by her husband. Secondly, the noun ‘partner’ creates a sense of sincere equality which, as equality within marriage would have been unusual in the Jacobean era, illustrates to a contemporary audience the positive aspects of their relationship. Furthermore the lexical choice ‘greatness’ may connote ambition, and as they are ‘partner(s)’, Shakespeare suggests that Macbeth and Lady Macbeth are equal in their desire for power and control, further confirming their compatibility but potentially hinting that said compatibility will serve as the couple’s hamartia.

However, the strength of Macbeth and Lady Macbeth’s relationship falls into a rapid downward spiral in the subsequent scenes, as a struggle for power within the marriage ensues. This is evidenced when Macbeth, in act 1 scene 7, uses the declarative statement ‘we will proceed no further in this business’. Here, Macbeth seems to exude masculinity, embracing his gender role and dictating both his and his wife’s decisions. The negation ‘no’ clearly indicates his alleged definitive attitude. However, Lady Macbeth refuses to accept her husband’s rule, stating ‘when you durst do it, then you were a man’. She attempts to emasculate him to see their plan through. The verb ‘durst’ illustrates the risk taking behaviour that Lady Macbeth is encouraging; implying an element of toxicity within their relationship, and her harsh speech makes the cracks in their relationship further visible to the audience. It is also probable that a contemporary audience would be made severely uncomfortable in the presence of Lady Macbeth’s unapologetic display of power, and it is possible that Shakespeare attempts to paint Lady Macbeth as the villain of the play, playing upon the audience’s pre-determined fears of feminine power. Though Lady Macbeth appears to be acting entirely out of self-interest, another reader may argue that she influences her husband so heavily to commit the heinous act of regicide, as she believes that he crown may as a substitute for the child or children that Shakespeare suggests she and Macbeth have lost previously, and in turn better Macbeth’s life and bring him to the same happiness that came with the child, except in another form.

As the play progresses, Shakespeare creates more and more distance between the characters, portraying the breakdown of their relationship as gradual within the play but rapid in the overall sense of time on stage. For example, Lady Macbeth requests a servant ‘say to the king’ Lady Macbeth ‘would attend his leisure/ for a few words’. Here she is reduced to the status of someone far lesser than the king, having to request to speak to her own husband. It could be interpreted that, now as king, Macbeth holds himself above all else, even his wife, perhaps due to the belief of the divine right of kings. The use of the title rather than his name plainly indicated the lack of closeness Lady Macbeth now feels with Macbeth and intensely emotionally separates them. This same idea is referenced as Shakespeare develops the characters to almost juxtapose each other in their experiences after the murder of Duncan. For example, Macbeth seems to be trapped in a permanent day, after ‘Macbeth does murder sleep’ and his guilt and paranoia render him unable to rest. In contrast, Lady Macbeth takes on an oppositional path, suffering sleepwalking and unable to wake from her nightmare; repeating the phrase ‘to bed. To bed’ as if trapped in a never-ending night. This illustrates to the audience the extreme transformation Macbeth and Lady Macbeth’s relationship undergoes, and how differently they end up experiencing the aftermath of regicide.

In conclusion, Macbeth and Lady Macbeth begin the play almost too comfortable within their marriage, which seems to invite the presence of chaos and tragedy into their relationship. Their moral compositions are opposing one another, which leads to the distancing and total breakdown of their once successful marriage and thus serves as a warning to the audience about the effects of murder, and what the deadly sin of greed can do to a person and a marriage.

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gcseenglishwithmisshuttlestone

Secondary English teacher in Herts. View all posts by gcseenglishwithmisshuttlestone

9 thoughts on “‘Macbeth’ Grade 9 Example Response”

wheres the context

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It is also probable that a contemporary audience would be made severely uncomfortable in the presence of Lady Macbeth’s unapologetic display of power, and it is possible that Shakespeare attempts to paint Lady Macbeth as the villain of the play, playing upon the audience’s pre-determined fears of feminine power.

Also ref to ‘divine right of kings’

Thank you! This is a brilliant response. Just what I needed. Could you also please include the extract in the question.

We will proceed no further in this business. He hath honored me of late, and I have bought Golden opinions from all sorts of people, Which would be worn now in their newest gloss, Not cast aside so soon.

—> until end of scene

She did (Act 1 Scene 7)

Another great resource for grade 9 Macbeth analysis https://youtu.be/bGzLDRX71bs

In order to get a grade 9 for a piece like this would you need to include a wide range of vocabulary or could you write the same thing ‘dumbed down’ and get a 9.

If the ideas were as strong then yes, but your writing must AT LEAST be ‘clear’ for a grade 6 or above.

This is really great, I’m in Year 10 doing my Mock on Thursday, a great point that i have found (because I also take history) Is the depiction of women throughout the play, during the Elizabethan era, (before the Jacobean era) many people had a changed view of women as Queen Elizabeth was such a powerful woman, glimpses of this have been shown in Jacobean plays, in this case Macbeth, Lady Macbeth is depicted as powerful although she had to be killed of to please King James (as he was a misogynist) women are also depicted as evil in the play, such as the three witches, I also found that the Witches are in three which could be a mockery to the Holy Trinity.

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William Shakespeare

• Literature Notes
• Macbeth at a Glance
• Play Summary
• About Macbeth
• Character List
• Summary and Analysis
• Act I: Scene 1
• Act I: Scene 2
• Act I: Scene 3
• Act I: Scene 4
• Act I: Scene 5
• Act I: Scene 6
• Act I: Scene 7
• Act II: Scene 1
• Act II: Scene 2
• Act II: Scene 3
• Act II: Scene 4
• Act III: Scene 1
• Act III: Scene 2
• Act III: Scene 3
• Act III: Scene 4
• Act III: Scene 5
• Act III: Scene 6
• Act IV: Scene 1
• Act IV: Scene 2
• Act IV: Scene 3
• Act V: Scene 1
• Act V: Scene 2
• Act V: Scene 3
• Act V: Scene 4
• Act V: Scene 5
• Act V: Scene 6
• Act V: Scene 7
• Act V: Scene 8
• Act V: Scene 9
• Character Analysis
• Lady Macbeth
• Character Map
• William Shakespeare Biography
• Critical Essays
• Major Themes
• Major Symbols and Motifs
• Macbeth on the Stage
• Famous Quotes
• Film Versions
• Full Glossary
• Essay Questions
• Practice Projects
• Cite this Literature Note

Character Analysis Macbeth

Macbeth is introduced in the play as a warrior hero, whose fame on the battlefield wins him great honor from the king. Essentially, though, he is a human being whose private ambitions are made clear to the audience through his asides and soliloquies (solo speeches). These often conflict with the opinion others have of him, which he describes as "golden" (I:7, 33). Despite his fearless character in battle, Macbeth is concerned by the prophecies of the Witches, and his thoughts remain confused, both before, during, and after his murder of King Duncan . When Duncan announces that he intends the kingdom to pass to his son Malcolm , Macbeth appears frustrated. When he is about to commit the murder, he undergoes terrible pangs of conscience. Macbeth is at his most human and sympathetic when his manliness is mocked and demeaned by his wife (see in particular Act I, Scene 7).

However, by Act III, Scene 2, Macbeth has resolved himself into a far more stereotypical villain and asserts his manliness over that of his wife. His ambition now begins to spur him toward further terrible deeds, and he starts to disregard and even to challenge Fate and Fortune. Each successive murder reduces his human characteristics still further, until he appears to be the more dominant partner in the marriage. Nevertheless, the new-found resolve, which causes Macbeth to "wade" onward into his self-created river of blood (Act III, Scene 4), is persistently alarmed by supernatural events. The appearance of Banquo 's ghost, in particular, causes him to swing from one state of mind to another until he is no longer sure of what is and "what is not" (I:3,142).

But Macbeth's hubris or excessive pride is now his dominant character trait. This feature of his personality is well presented in Act IV, Scene 1, when he revisits the Witches of his own accord. His boldness and impression of personal invincibility mark him out for a tragic fall.

Previous Scene 9

Next Lady Macbeth

Macbeth Essays

There are loads of ways you can approach writing an essay, but the two i favour are detailed below., the key thing to remember is that an essay should focus on the three aos:, ao1: plot and character development; ao2: language and technique; ao3: context, strategy 1 : extract / rest of play, the first strategy basically splits the essay into 3 paragraphs., the first paragraph focuses on the extract, the second focuses on the rest of the play, the third focuses on context. essentially, it's one ao per paragraph, for a really neatly organised essay., strategy 2 : a structured essay with an argument, this strategy allows you to get a much higher marks as it's structured to form an argument about the whole text. although you might think that's harder - and it's probably going to score more highly - i'd argue that it's actually easier to master. mainly because you do most of the work before the day of the exam., to see some examples of these, click on the links below:, lady macbeth as a powerful woman, macbeth as a heroic character, the key to this style is remembering this: you're going to get a question about a theme, and the extract will definitely relate to the theme., the strategy here is planning out your essays before the exam, knowing that the extract will fit into them somehow., below are some structured essays i've put together., macbeth and gender.

Mr Salles Teaches English

Grade 9 Essay: How does Shakespeare present the theme of ambition in the play?

What is the shortest essay which can get full marks.

I’m writing a guide to how to write essays at each grade for Macbeth. My Ultimate Guide to Macbeth shows you how to understand the whole play, scene by scene, to above grade 9. It also shows you how to write about each scene at grades 6, 7, 8, 9 and beyond grade 9.

I’ve written over 20 guides and it is the best guide I have ever written.

But, what if you are a student who just wants a grade 5, or just wants a grade 7, or you want a grade 9, but you want it as quickly as possible. You don’t want to read an Ultimate Guide to Macbeth - that’s going to have a lot of Mr Salles brilliance in it but, no offence Mr Salles, English isn’t even in my top 5 subjects.

I want the maximum marks, with the minimum effort.

So, that’s why I’m writing a series of new guides, showing you ‘just’ what you need for each grade, and no more.

How I wrote the essays in the essay writing guide (out in September)

I found all the essays I could which had been marked by a senior examiner.

I rewrote them, changing all the words, but keeping every idea and technique, and every quote.

Then I counted the features of each essay. Exam criteria are vague and open to interpretation. So I wondered, are there features of each essay I can count, which are not open to interpretation? And then, if we do count these features, will they predict the right mark?

Let’s find out.

This is an extract from the guide. Normally, my comments, and the examiner comments, follow the essay. Here, I have put the comments first so you can see what the examiner is looking for before you read the essay.

Response 24

Thesis Statement Yes Explanations 9 Quotes 5 Named Methods 5 Society/era/patriarchal/Jacobean/contemporary/ historical reference etc 3 Shakespeare 4 Exploratory Could, Might, May, Perhaps, Probably 0 Conclusion Yes Paragraphs 7

My Comments

Well, well, well. I was not expecting that mark. (It scored 25/30).

It doesn’t have anywhere near the number of references or quotations I was expecting for AO1.

It introduces the idea that ambition will affect ‘reason’, but never actually proves it –there are many easy examples and quotes revealing the mental state of Macbeth – is this a dagger, murdered sleep, never shake they gory locks, my mind is full of scorpions etc - and Lady Macbeth sleepwalking. The original essay included mistakes in identifying adverbs and nouns, which I’ve got rid of, because even naming them correctly adds no marks. There is very little context used to back up interpretations.

So, what has impressed the examiner?

There are both a thesis statement and a conclusion, so it becomes a well-constructed argument. The student has quoted from the end of the play right at the beginning, to show that they are dealing with the whole text. Although they don’t give many examples from the rest of the play, they do move through it chronologically, so it is a well-constructed argument. This, and very specific language to describe it, helps the student look at Macbeth’s character arc, his ‘journey’, showing how Macbeth changes. The answer looks at the structure of the play in two ways. First by viewing Macbeth’s life in two parts – a rise and fall. Secondly, by exploring Banquo as the antithesis to Macbeth in his ambition. These two ideas mark the answer out as thoughtful and different from most students’ essays.

Examiner Comments

The answer focuses on ambition right from the start and with every point. The thesis statement and next paragraph make it clear that the student is dealing with the whole text. The essay is thoughtful and developed. The student embeds quotations and references to illustrate their ideas. The student’s comments about Shakespeare’s intentions throughout the essay show that they realise his choices are deliberate. In order to get into level 6 the student should explore more of Shakespeare’s ideas.

Write down the other ideas you could put into this essay.

Find references or quotes to back these up.

Write another 350 words to add in to get 30/30.

Thank you for reading Mr Salles Teaches English. I want every student to be able to go up by several grades. Please share this post to help me reach that goal.

The 420 Word Essay!

Shakespeare reveals ambition as the dominant theme in the play, because it is Macbeth’s overpowering ambition which leads to his immoral murder of King Duncan. Lady Macbeth and the witches can only influence Macbeth in this because his ambition is already so great.

In this extract, Shakespeare explores how ambition influences even the most honourable. This is why he gives Lady Macbeth the perspective that Macbeth’s character is “ too full o’th’ milk of human kindness ”, which is her real perception because Shakespeare reveals it in SOLILOQUY. We associate “ milk ” with innocence and purity, which implies that Macbeth is too noble to act on his ambition. Yet, once he has reigned as king, he is viewed as a “ butcher ”, because he has become both cruel and indiscriminate in his killing.

This change from excessive kindness to tyranny is a surprising journey, which warns the audience of the danger of ambition. Moreover, Shakespeare portrays ambition as a force which will overcome morality and reason. He gives Lady Macbeth the view that Macbeth is “ not without ambition, but without the illness should attend it ”. The COMPARISON of ambition to “ illness ” implies that it is destructive, and also that this destruction can turn on the ambitious person themselves, attacking their sense of morality and ability to be kind.

Macbeth lists every reason not to murder Duncan, before focusing on his “ vaulting ambition ”. This METAPHOR implies that his ambition is more powerful than his conscience, so he will overcome his moral objections.

Paid subscribers get a grade 9 exam answer every week, with examiner comments. There are over 40 already published, to which paid subscribers get full access.

The rest of the answer is below the line.

Keep reading with a 7-day free trial

Subscribe to Mr Salles Teaches English to keep reading this post and get 7 days of free access to the full post archives.

Macbeth and Violence — Example A Grade Essay

Here’s an essay on Macbeth’s violent nature that I wrote as a mock exam practice with students. Feel free to read and analyse it, use the quotes and context for your own essays too!

It’s also useful for anyone studying Macbeth in general, especially with the following exam boards: CAIE / Cambridge, Edexcel, OCR, CCEA, WJEC / Eduqas.

Thanks for reading! If you find this resource useful, you can take a look at our full online Macbeth course here . Use the code “SHAKESPEARE” to receive a 50% discount!

This course includes: 

• A full set of video lessons on each key element of the text: summary, themes, setting, characters, context, attitudes, analysis of key quotes, essay questions, essay examples
• Downloadable documents for each video lesson 
• A range of example B-A* / L7-L9 grade essays, both at GCSE (ages 14-16) and A-Level (age 16+) with teacher comments and mark scheme feedback
• A bonus Macbeth workbook designed to guide you through each scene of the play!

For more help with Macbeth and Tragedy, read our article here .

THE QUESTION

Starting with this speech, explore how far shakespeare presents macbeth as a violent character. (act 1 scene 2).

Debate: How far is Macbeth violent? (AGREE / DISAGREE)

Themes: Violence (break into different types of violence)

Focus: Character of Macbeth (what he says/does, other character’s actions towards him and speech about him)

PLAN — 6–8 mins

Thesis – Shakespeare uses Macbeth to make us question the nature of violence and whether any kind of violent behaviour is ever appropriate

Point 1 : Macbeth has an enjoyment of violence

‘Brandished steel’ ‘smoked with bloody execution’

‘Unseam’d him from the nave to’th’chops’ ‘fixed his head upon the battlements’

Context — Thou shalt not kill / Tragic hero

Point 2 : Macbeth is a violent character from the offset, but this violence is acceptable at first

‘Disdaining Fortune’ ‘valiant cousin/ worthy gentleman’

‘Worthy to be a rebel’

Context: Divine Right of Kings / James I legacy

Point 3:  The witches and Lady Macbeth manipulate that violent power

‘Fair is foul and foul is fair’ ‘so foul and fair a day I have not seen’

‘Will these hands never be clean?’ ‘incarnadine’

‘Is this a dagger I see before me?’

Context: Psychological power — Machiavelli / Demonology

(Point 4) Ultimately, Macbeth is undone by violence in the end

Hubris — ‘Macduff was from his mother’s womb untimely ripp’d’

‘Traitor’ ‘Tyrant’

‘Life is a tale told by an idiot, full of sound and fury, signifying nothing’

Context: Violence for evil means is unsustainable, political unrest equally is negative and unsustainable — support James

Macbeth is certainly portrayed as a violent character from the offset, but initially this seems a positive trait: the Captain, Ross and others herald him as a great warrior, both an ally and valuable asset to Duncan and his kingdom. Furthermore, Duncan himself is overjoyed at Macbeth’s skill in battle. Yet, as the play progresses and Macbeth embarks upon his tragic fall, Shakespeare encourages us to question the nature of violence itself, and whether any kind of violence is truly good. Ultimately, Shakespeare demonstrates that Macbeth’s enjoyment of violence works against him, as it is manipulated by the evil forces at work in the play, and it ends in destroying not only himself but his entire life’s work, reputation and legacy.

Firstly, Macbeth is established as a character who embraces violence, though he uses it as a force for good in the sense that he defends Duncan and his Kingdom against traitors and the King of Norway’s attack. In the play, it is interesting to note that Macbeth’s reputation precedes him — despite being the central focus of the tragedy, we do not meet him until Act 1 Scene 3, and so this extract occurs before we have seen the man himself. The Captain’s speech begins with the dramatic utterance ‘Doubtful it stood’, creating a sense of tension and uncertainty as he recounts the events of the battle to Duncan and the others. Yet, the tone of the speech becomes increasingly full of praise and confidence as he explains how Macbeth and Banquo overcame ‘Fortune’, the luck that went against them, and their strong willpower enabled them to defeat ‘the merciless Macdonwald’, the alliteration serving to underscore the Captain’s dislike of the man, while the adjective ‘merciless’ implies that the traitor himself was also cruel and violent. The sense that Macbeth enjoys the violence he enacts upon the traitor is conveyed through visual imagery, which is graphic and quite repellent: ‘his brandish’d steel… smoked with bloody execution’ and ‘he unseam’d [Macdonwald] from the nave to th’chops’. The dynamic verb ‘smoked’ suggests the intense action of the scene and the amount of fresh blood that had stained Macbeth’s sword. Furthermore, the verb ‘unseam’d’ suggests the skill with which Macbeth is able to kill — he does not simply stab the traitor, he delicately and expertly destroys him, almost as if he’s a butcher who takes pleasure in his profession, and indeed at the end of the play Macduff does call him by this same term: ‘the dead butcher and his fiend-like queen’. Interestingly, much of the violence that occurs in the play happens offstage, Duncan is murdered in between Acts 2.1 and 2.2., as are Banquo and Macduff’s family. Even in this early scene, the audience hear about the violence rather than experiencing it directly. This suggests perhaps that for a Jacobean audience at a time of political instability, Shakespeare wanted to discourage the idea or enjoyment of violence whilst still exploring the idea of it in human nature and psychology. Furthermore, a contemporary audience would be aware of the Biblical commandment ‘thou shall not kill’, which expressed that violence and murder of any kind was a sinful act against God. Therefore, we can see that Macbeth is established as a tragic hero from the offset, though he is a successful character and increasing his power within the feudal world, this power is built upon his capacity for and enjoyment of violence, which will ultimately cause him to fail and in turn warn the Jacobean audience against any kind of violence in their own lives.

We could also interpret Macbeth as inherently violent, but under control of his own power at the beginning of the play, an aspect of himself which degenerates under the influence of evil. Though he is physically great, he is easily manipulated by the witches and Lady Macbeth, all of whom are arguably psychologically stronger. The use of chiasmus in the opening scene — ‘fair is foul and foul is fair’ is echoed by Macbeth’s first line in Act One Scene 3: ‘so foul and fair a day I have not seen’. Delving deeper into the meaning of these lines also reveals more about Shakespeare’s opinions on the inherent nature of violence; though the language is equivocal and can be interpreted in many ways, we can assume that the witches are implying that the world has become inverted, that ugliness and evil are now ‘fair’, what is seen as right or normal in Macbeth’s violent world. Macbeth uses similar lines, but with a different meaning, he is stating that he has never seen a day so ‘foul’, so full of gore and death, that was at the same time so ‘fair’, so good in terms of outcome, and positive for the future. Shakespeare is perhaps exposing an inherent paradox in violence here, that war and murder is thought by many to be noble if it leads to a positive political outcome. Furthermore, Lady Macbeth encourages and appeals to Macbeth’s sense for violence by directly associating it with masculinity and male traits that were considered noble or desirable in the Jacobean era. She questions him just prior to Duncan’s death, stating ‘I fear thy nature is too full o’th’milk of human kindness / to catch the nearest way’, using ‘milk’ as a symbol of femininity to imply his womanly and cowardly nature, while in turn asking evil spirits to ‘unsex’ her and fill her with ‘direst cruelty’. In this sense, it could be argued that Shakespeare is commenting on the connections between nature and violence, perhaps a Jacobean audience would have understood that Macbeth fighting for the king was an acceptable outlet for his violence, whereas Macbeth using violence for personal gain and Lady Macbeth’s wish to become more masculine, and therefore more violent, are all against the perceived view of natural gender and social roles of the time. Overall, we could say that the culture itself, which encourages Machievellian disruption and political vying for power through both women and men stepping out of the social norms of their society, encourages more violence and evil to enter the world.

Alternatively, it could be argued that Shakespeare uses Macbeth’s success through violence to criticise the nature of the Early Modern world, and so it is not Macbeth’s violence itself which is at fault, but the world which embraces and encourages this in him. Duncan responds to the Captain’s speech by exclaiming ‘valiant cousin’ ‘worthy gentleman!’, demonstrating his extreme faith in Macbeth’s powers. The Captain additionally terms him ‘Brave Macbeth’, stating ‘well he deserves that name’, suggesting that the general structure of the world supports violent and potentially unstable characters such as Macbeth, enabling them to rise to power beyond their means. Interestingly the downfall of Macbeth is foreshadowed early on in this extract, as the term ‘worthy’ is also applied to the traitor in the Captain’s speech, when he states Macdonwald is ‘worthy to be a rebel’, the repetition of this adjective perhaps subtly compares Macdonwald’s position to Macbeth’s own, as Macbeth’s own death also is similar to the initial traitors, with his own head being ‘fixed…upon the battlements’ of Inverness castle. Through this repetition of staging and terminology, we realise that the world is perhaps at fault more than Macbeth himself, as it encourages a cycle of violence and political instability. Though there is a sense of positivity in extract as Duncan has succeeded in securing the throne and defeating the traitor, the violent context in which this action occurs, being set in 11th century feudal Scotland, suggests the underlying political unrest that mirrors the political instability of Shakespeare’s own time. The play was first performed in 1606, three years after James I had been made King of England (though he was already King of Scotland at this time), and in 1605 there had been a violent attempt on his life with the Gunpowder Plot from a group of secret Catholics who felt they were being underrepresented. Shakespeare’s own family were known associates of some of the perpetrators, so it is likely that he intended to clear suspicion of his own name by creating a play that strongly supported James I’s Divine Right to rule. In this sense, we can see that the concept of a cycle of violence that is created through political instability is integral to Shakespeare’s overall purpose, he is strongly conveying to the audience that not only is Macbeth’s personal violence sinful, but the way in which society encourages people to become violent is terrible and must be stopped, for the good of everyone.

In summary, Macbeth is established from the offset as a violent character, who takes pride and pleasure in fighting and killing. However, Shakespeare is careful not to make this violent action central to the enjoyment of the play (until the very end, when Macbeth himself is defeated), to force us to engage with the psychology of violence more than the physical nature of it. Though the women in the play are passive, Lady Macbeth and the witches prove to incite violence in Macbeth’s nature and lead ultimately to more evil entering the world. Finally, we can interpret the violence of the play as a criticism of the political and social instability of Jacobean times, rather than it being purely Macbeth’s fault, Shakespeare is exploring how the society itself encourages instability through the encouragement of Machiavellian ideas such as power grabbing, nepotism, greed and ambition.

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Macbeth violent character grade 9 response

Subject: English

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

19 February 2024

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An exam-style grade 9 response that would comfortable fit into band 6 that explores how Shakespeare presents Macbeth as an evil/violent character.

I have not included the 2019 question or extract but it is available on the AQA website under assessment materials.

There is perceptive debate with judicious use of quotations and assured analysis of methods and wider ideas.

Also contains a differentiated adaptive writing frame to help lower ability students achieve a grade 4.

Tes paid licence How can I reuse this?

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Macbeth Revision

5 revision sheets covering analysis of key quotations for the following 5 characters in Macbeth. Macbeth Lady Macbeth Banquo Macduff The Witches Also contains character quizzes, critical perspective revision sheets, kingship revision lesson, grade 9 model answers, quotation revision, context revision and a Macbeth character timeline.

Macbeth Model responses

A range of high grade responses on Macbeth. All responses aim to be critical and convincing with judicious use of references and perceptive analysis of methods aligned closely with authorial motives. While I think all responses would achieve grade 9, I am reluctant to claim they are definitely grade 9 because there are always some teachers who claim nothing short of degree-level writing will achieve a 9.

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