How to Write a Grade 9 Shakespeare Essay (WJEC Eduqas GCSE English Literature)
Revision Note
How to Write a Grade 9 Shakespeare Essay
To get a Grade 9 in the Shakespeare section of the exam, you need to know how to write an effective essay. In Section A, you are assessed on three assessment objectives: AO1, AO2 and AO4.
Find out how to approach the exam question with our guides below:
Exam skill 1: Developing an informed personal response (AO1)
Exam skill 2: Analysing dramatic devices through form, structure and language (AO2)
Exam skill 1: Developing an informed personal response (AO1)
In both parts of Section A you are assessed on AO1. Assessment Objective 1 requires you to show a close knowledge and understanding of your Shakespeare text, maintain a critical style, present an informed personal response and use textual references to support your interpretations. Writing an “informed personal response” means offering your individual thoughts and feelings about your text. A “critical style” means interrogating the text, which means sharing your own unique insights, interpretations or any connections you draw from the play.
The extract-based question
Let’s look at the type of question you could be asked for the extract-based question in Section A. This extract is from Romeo and Juliet and focuses on Juliet’s thoughts and feelings in Act 4, Scene 3.
Juliet What if it be a poison which the Friar Subtly hath ministered to have me dead, Lest in this marriage he should be dishonoured, Because he married me before to Romeo? I fear it is, and yet methinks it should not, For he hath still been tried a holy man. How if, when I am laid into the tomb, I wake before the time that Romeo Come to redeem me? There’s a fearful point! Shall I not then be stifled in the vault, To whose foul mouth no healthsome air breathes in, And there die strangled ere my Romeo comes? Or if I live, is it not very like The horrible conceit of death and night, Together with the terror of the place – As in a vault, an ancient receptacle, Where for this many hundred years the bones Of all my buried ancestors are packed, Where bloody Tybalt, yet but green in earth, Lies fest’ring in his shroud, where, as they say, At some hours in the night spirits resort – Alack, alack, is it not like that I, So early waking – what with loathsome smells, And shrieks like mandrakes’ torn out of the earth, That living mortals hearing them run mad – O, if I wake, shall I not be distraught, Environèd with all these hideous fears, And madly play with my forefathers’ joints, And pluck the mangled Tybalt from his shroud, And in this rage, with some great kinsman’s bone, As with a club, dash out my desp’rate brains? |
To demonstrate AO1 skills you could include some of these points in your response to this question:
AO1 comments | |
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Once you have identified points which address the question, you need to develop these into a fully developed response. Consider this model answer which develops some of these bullet points.
Question focus | Informed personal response (AO1) |
What does the extract show an audience about Juliet’s thoughts and feelings at this point in the play? | In this extract, Juliet’s isolation and desperation are evident and she is torn between her love for Romeo and her loyalty to her family. [Introductory sentence has a clear focus (AO1)] She is aware of the risks involved in defying her family’s wishes but her love for Romeo compels her to take drastic measures to be with him. [Sustains focus on Juliet’s internal conflict (AO1)] The contrast between her love for Romeo and the darkness that surrounds her makes her vulnerability more evident. She contemplates the consequences of her actions and feels abandoned and betrayed, fearing Friar Lawrence may have deceived her with the potion. This fear that the poison may actually be a poison and a desperate act by Friar Laurence to protect himself is clear when she questions, “What if it be a poison which the Friar/Subtly hath administered to have me dead”. This heightens her doubts and fears. [Includes pertinet, direct quote and evaluates impact (AO1)] Also, the prospect of waking up alone in the tomb, surrounded by the “foul mouth” with no air and the decaying bodies of her ancestors, adds to her terror. She continues to imagine the horrific possibility of being “stifled in the vault” or succumbing to madness from the “loathsome smells” and “shrieks” within the tomb. Her vulnerability and uncertainty in this scene evoke sympathy from the audience. [Demonstrates evaluative approach to the effect on the audience (AO1)] She feels she has surrendered control of her fate by taking the potion and her precarious and unpredictable situation creates immense suspense about her situation. [Point is developed into a second sentence of analysis (AO1)] The contemplation of suicide, using a bone “as with a club” to escape her predicament illustrates her desperation in this part of the play. |
Examiners are looking for a personal judgement, with evidence, in the form of references and quotations, from throughout your text. Add your own interpretations and make sure all of your points are fully developed.
Exam Tip
You should always ask yourself why the particular extract you have been given has been chosen. For example, is it a turning point in the play? This can then lead you to think about some other important questions:
Does it reveal something new about a character?
Where does this extract fit into the play as a whole?
Which characters are involved and what do we learn about them?
What’s happening, and how does this relate to the focus of the question?
The essay question
Let’s now look at the type of question you could be asked for the essay question in Section A. This time we will focus on a character from The Merchant of Venice.
Question
GCSE Eduqas English Literature Shakespeare |
Write about Jessica and how she is presented at different points in the play |
To demonstrate AO1 skills you could include some of these points in your response to this question:
AO1 comments | |
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Again, once you have identified points which address the question, you need to develop these into a fully developed response. Consider this model answer which develops some of these bullet points.
Question focus | Informed personal response (AO1) |
Write about Jessica and how she is presented at different points in the play | Although Jessica is a minor character in The Merchant of Venice, her role within the play is pivotal as Shakespeare uses her to explore the question of Jewish identity. [Clear focus on the question (AO1)] Her decision to elope with Lorenzo and take her father's casket of gold ducats is the trigger for Shylock's desire for revenge against Antonio. Shakespeare uses Jessica's character as a contrast to Portia’s: Portia's devoted loyalty to her father's will is contrasted with Jessica's neglect of her expected duties as a daughter. In contrast, Jessica exhibits a callous attitude towards her father, taking his money, running away from home and even trading his cherished ring for a monkey. [Gives a personal response to Jessica’s actions (AO1)] However, as a character she does not express any significant dissatisfaction with her father, except for the monotony of their life together and his overt strictness. However, Jessica decides to break free from her father and her Jewish background in order to wed Lorenzo and become a Christian. [Shows perceptive understanding of Jessica’s motives (AO1)] Through the marriage of Jessica and Lorenzo, Shakespeare may be highlighting the potential for two people with significant differences to come together in unity and equality. [Evaluates and interprets Shakespeare’s possible intentions (AO1)] Her elopement demonstrates her eagerness to disassociate herself from her Jewish background, perhaps due to the perceived negative perceptions attached to it. Further, Jessica and Lorenzo’s elopement could appear to be somewhat ambiguous. [Analyses the complexity of Jessica’s actions, offering a nuanced interpretation (AO1)] Her desire to elope and convert could be viewed as recklessly impulsive and bordering on selfishness, due to her insistence on taking a large amount of Shylock’s treasure with them. |
Exam skill 2: Analysing dramatic devices through form, structure and language (AO2)
Both questions in Section A assess AO2 which means you need to consider how form, structure and language are used to present ideas within your text. Your play is meant to be acted out and so you need to always consider this when writing about any Shakesepare text. Dramatic devices are techniques that playwrights use to structure and stage their plays and engage with theatre audiences. They are communicated through their use of stagecraft, so it is just as important to explore the stage directions in your play as it is the characters’ dialogue.
Form
When writing about a drama text, it is important to consider why Shakespeare has chosen that particular form to convey his message and what genre of drama he has chosen.
Some genres of drama are:
Drama genre | Definition |
Tragedy |
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Comedy |
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Morality play |
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Farce |
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Romance |
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Tragicomedy |
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Pay particular attention to the genre used in your play: for example, is it written as a tragedy or as a comedy? Then consider why you think Shakespeare has chosen to use this particular genre.
Let’s take a look at an example using Much Ado About Nothing. Consider some of these ideas which explore Shakespeare’s choice of genre for this play.
Genre | Analysis |
Comedy |
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When exploring form in a Shakespeare play you should also consider how the characters speak. Are the characters speaking in prose or verse? Why might this be? If there is verse, is it blank (unrhyming) or is there a rhyme scheme? Why might Shakespeare have chosen to do this?
Structure
Similar to a novel or a poem, a play will adhere to a particular structure. Typically, a play will have five or six core elements within its structure: exposition, conflict, rising action, climax, falling action and resolution.
Let’s explore the meaning of these terms.
Exposition (or introduction) |
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Rising action (or complication) |
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Dramatic climax |
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Falling action (or second complication) |
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Denouement (or resolution) |
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The examiner expects you to comment on how the playwright has used structure for effect. For example, in the exposition of Othello, Othello exhibits a composed demeanour, devoid of any signs of jealousy, which is in stark contrast to Iago, whose jealousy is evident from the beginning of the play. However, by the play’s climax, Iago’s influence corrupts Othello and he becomes just as consumed by jealousy as Iago is. Shakespeare therefore uses the exposition to foreshadow Othello’s downfall.
When analysing Shakespeare’s structural choices, asking the following questions will help you evaluate his intentions:
Structural device | Questions to consider |
Acts and scenes |
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Setting |
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Exam Tip
When working out the structure of a play as you are studying it, particularly when the acts are divided into a number of scenes, it can be helpful to make brief summaries of each one. These summaries will not only help to clarify the sequence of events but will also enable you to question why the playwright has structured the play this way. As you read or watch your drama text, try to consider: “why this, now”?
For example, in Macbeth, consider the timing of Banquo’s ghost’s appearance during the banquet scene. Why does Shakespeare use this sudden manifestation to disrupt the seemingly celebratory atmosphere on stage?
Dramatic devices
A playwright’s use of dramatic devices shapes the audience’s understanding and interpretation of the play. For example, a playwright might make use of dramatic devices such as dramatic irony, foreshadowing or cliffhangers.
Look at these dramatic devices and consider the questions attached to each one in relation to your Shakespeare play.
Dramatic device | Questions to consider |
Stage directions |
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Characterisation |
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Dialogue |
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Let’s take a look at some examples using Romeo and Juliet. Consider these model paragraphs which explore Shakespeare’s use of characterisation and dialogue.
Dramatic device | Question focus | Grade 9 analysis of dramatic devices | |
Characterisation (Tybalt) | How is the character of Tybalt presented? | Tybalt is presented as a ruthless and vengeful character and his intense hatred of the Montagues is clear from the very first scene of the play. He demonstrates his violent nature when he participates in the fighting and disturbance, which is directly against the Prince’s rules. His vitriolic declaration during the street brawl — “What, drawn and talk of peace? I hate the word, / As I hate hell, all Montagues, and thee” — reveals this hatred and his defiance of authority. His fierce exclamation and repetition of the word “peace” in this scene indicate his loathing of the Montague family. [Analysis of language devices and their intended effect (AO2)] Additionally, Tybalt’s reaction when he discovers Romeo’s presence at the Capulet party illustrates his impulsiveness and willingness to resort to aggression, as he immediately demands his weapon. As a character he is driven by animosity and his ruthless nature contributes to the tragedy of the play. [Clear exploration of Tybalt’s characterisation (AO2)] | |
Dialogue (The Nurse) | How is the character of The Nurse presented? | The Nurse is portrayed as a maternal figure in Romeo and Juliet and her deep affection and sense of responsibility towards Juliet is evident through her language. She primarily speaks in prose, reflecting her social status and illustrating her informal and colloquial language. Her frequent use of hyperbole, for example when she claims “Faith, I can tell her age onto a hour”, conveys her deep connection and close bond with Juliet (Shakespeare’s use of literary devices always linked to his intention — here, what they reveal about The Nurse (AO2)]. Her regular use of puns and superlatives reveal the intimacy and warmth of her interactions with Juliet, while also adding humour. For example, she uses a pun to jest with Juliet about the prospect of her relationship with Romeo: “I am the drudge and toil in your delight/But you shall bear the burden soon at night” (A point is made before evidence is introduced — analysis comes before quotations (AO2)]. By describing herself as the “drudge and toil” she humorously acknowledges her role in facilitating Juliet’s romance with Romeo. Furthermore, she uses superlatives when describing Juliet as “the prettiest babe that e’er I nurs’d” to convey their special connection. | |
Exam Tip
Ensure you understand the differences between the terms prose, verse and blank verse in your response.
Prose refers to unrhymed lines with no pattern or rhythm. For example, in Macbeth, Shakespeare choses to have Lady Macbeth speak in prose once she has become insane
Rhymed verse consists of sets of rhyming couplets: two successive lines that rhyme with each other at the end of the line. For example, in Macbeth, the witches speak in rhyming couplets
Blank verse, also known as unrhymed iambic pentameter, consists of unrhymed lines of ten syllables, in pairs of unstressed and stressed syllables. For example, the character of Macbeth suggests that “So foul and fair a day I have not seen”. It is the form used the most by Shakespeare
Other dramatic techniques
You should also consider other dramatic techniques that Shakspeare uses. Look at these dramatic devices. Does your play use any of these techniques?
Dramatic irony
| Dramatic tension | Dramatic pauses and cliff-hanger |
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Dramatic conflict | Soliloquy | Aside |
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Let’s explore a model paragraph which explores Shakeseare’s use of dramatic irony in Twelfth Night. We will use an exam question to give this response a clear focus:
Exam question | Grade 9 analysis of dramatic techniques |
Twelfth Night is a play about mistaken identities. Write about how Shakespeare presents mistaken identifies at different points of the play. | Shakespeare presents mistaken identities throughout Twelfth Night for comedic effect. Orsino’s elaborate description of Cesario’s appearance is one of the earliest examples of dramatic irony [Not all evidence has to be in the form of quotations, Here, a plot point is analysed (AO2)]. When Orsino first encounters Cesario, he is struck by his appearance and describes him as having feminine features such as “thy small pipe” and “all is semblative a woman’s part”. The audience are aware that Cesario is, in fact, Viola and that the allure Orsino feels for Cesario is rooted in sexual attraction. Similarly, Olivia’s sudden infatuation with Cesario, despite vowing to abstain from romantic engagements for seven years following her brother’s death, is another example of dramatic irony: “Methinks I feel this youth’s perfections/…To creep in at mine eyes”. While Olivia believes she is attracted to a man, the audience realises that her affections are directed towards a woman. This reinforces the layers of deception within the play and Olivia’s inability to recognise Viola’s true identity adds a layer of irony and humour to the situation [The effects of dramatic techniques are explored in developed analysis (AO2)]. |
For a full model answer, see our Grade 9 Shakespeare answer.
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