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Macbeth

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Answer on paper first, then reveal the mark scheme one mark at a time.

34 marks · About 50 minutes (5 planning, 40 writing, 5 checking SPaG)

Macbeth – Macbeth's ambition (Act 1 Scene 7 extract)

Read the following extract from Act 1 Scene 7 of Macbeth and then answer the question that follows.

At this point in the play Macbeth is alone. Duncan is a guest in his castle and Macbeth is deciding whether to kill him.

If it were done when 'tis done, then 'twere well
It were done quickly. If th' assassination
Could trammel up the consequence and catch
With his surcease success, that but this blow
Might be the be-all and the end-all here,
But here, upon this bank and shoal of time,
We'd jump the life to come. But in these cases
We still have judgment here, that we but teach
Bloody instructions, which, being taught, return
To plague th' inventor. This even-handed justice
Commends th' ingredience of our poisoned chalice
To our own lips. He's here in double trust:
First, as I am his kinsman and his subject,
Strong both against the deed; then, as his host,
Who should against his murderer shut the door,
Not bear the knife myself. Besides, this Duncan
Hath borne his faculties so meek, hath been
So clear in his great office, that his virtues
Will plead like angels, trumpet-tongued, against
The deep damnation of his taking-off;
And pity, like a naked newborn babe
Striding the blast, or heaven's cherubin horsed
Upon the sightless couriers of the air,
Shall blow the horrid deed in every eye,
That tears shall drown the wind. I have no spur
To prick the sides of my intent, but only
Vaulting ambition, which o'erleaps itself
And falls on th' other—

Text follows the Folger Shakespeare edition; punctuation varies slightly between editions.

Starting with this soliloquy, explore how Shakespeare presents Macbeth's ambition.

Write about:

  • how Shakespeare presents Macbeth's ambition in this soliloquy
  • how Shakespeare presents Macbeth's ambition in the play as a whole.

[30 marks]
AO4 [4 marks]

What is being assessed
  • AO1: build a personal, critical argument about the text and support it with well-chosen quotations or references
  • AO2: analyse how the writer uses language, form and structure to create meanings and effects, using terminology where it helps
  • AO3: show how the text's contexts (when it was written and set, and how it was received) shape its meanings
  • AO4: spell, punctuate and use vocabulary and sentence structures accurately and with range (4 extra marks)
What examiners reward
  • A clear line of argument (a concept) that answers the exact question asked
  • Close analysis of the extract's language and structure, with effects explained
  • Purposeful movement to other parts of the play, ideally across beginning, middle and end
  • Context that explains why Shakespeare made choices or how a Jacobean audience would react
  • Short, embedded quotations rather than long copied chunks
  • Accurate spelling, punctuation and grammar (AO4: 4 marks)
LevelMarksWhat it looks like
Level 626–30A perceptive, original argument shaped by a clear overarching idea; quotations or references chosen with precision and woven into sentences; close, convincing analysis of how language, form and structure build meaning, with terminology used only where it sharpens the point; context folded into the argument rather than bolted on.
Level 521–25A considered, well-developed response; well-chosen references integrated into the argument; examines the writer's methods and their effects in some depth; context used thoughtfully to deepen interpretation.
Level 416–20A clear, sustained answer that keeps to the question; relevant references used effectively; methods clearly explained with appropriate terminology; context clearly understood and linked to the task.
Level 311–15Explains ideas with some development; references support points; some explanation of the writer's choices; some relevant understanding of context.
Level 26–10Relevant comments backed by some references; identifies some methods, mostly by naming them; some awareness of context or ideas.
Level 11–5Simple, mostly narrative comments; occasional references; a basic awareness that the writer has made choices; simple mention of context.
AO4 High4Spelling and punctuation consistently accurate; vocabulary and sentence structures used with confident control so meaning is always clear.
AO4 Intermediate2–3Generally accurate spelling and punctuation; a reasonable range of vocabulary and sentence types; meaning generally clear.
AO4 Threshold1Reasonable accuracy; a few errors that do not stop the reader following the argument; limited range of vocabulary and sentences.
How to plan it
  1. Concept (1 sentence): ambition is a choice Macbeth knows is wrong – and it destroys itself.
  2. Extract 1: ‘If it were done’ – euphemism, conditional; ‘jump the life to come’ – he risks his soul.
  3. Extract 2: ‘double trust’ and religious imagery (‘angels, trumpet-tongued’) – link to divine right and the Gunpowder Plot.
  4. Extract 3: ‘Vaulting ambition’ horse metaphor; speech cut off by Lady Macbeth – ambition needs a spur.
  5. Whole play: 1.4 ‘black and deep desires’; 3.1 ‘safely thus’; 3.4 ‘in blood stepp'd in so far’; Banquo as foil.
  6. Ending: ‘Tomorrow’ soliloquy and ‘dead butcher’ – ambition leads to emptiness. Conclude on the moral warning.
Show the top-band model answer

Shakespeare presents Macbeth's ambition not as a heroic drive but as a desire he knows to be indefensible1 even while he gives in to it. In this soliloquy his ambition is strikingly thin: he can list many reasons not to kill Duncan and only one reason to do it. Across the play, that single reason grows into a force that ‘o'erleaps itself’, consuming Macbeth, his marriage and Scotland. For a Jacobean audience ruled by James I, who believed kings were appointed by God, the play works as a warning about the damnation that follows from grasping at what God has not given.

The opening lines reveal an ambition that wants the reward without the cost. The conditional ‘If it were done’ and the triple repetition of ‘done’ show Macbeth circling the act without naming it2; ‘assassination’ is the only blunt word he allows himself, and even that is cushioned by the conditional ‘If’. He wishes the murder could ‘trammel up the consequence’, a metaphor of catching consequences in a net, and the sibilance of ‘surcease success’ makes the fantasy sound smooth and easy. Yet the phrase ‘We'd jump the life to come’ shows he understands exactly what is at stake: he would gamble his soul. His ambition is therefore presented as a conscious moral choice, which makes him more culpable, and more tragic, than a simple villain.

Structurally, the soliloquy is built like a legal case against himself3. He lists his ‘double trust’ – kinsman, subject and host – and the religious imagery escalates as he does so: Duncan's virtues ‘plead like angels, trumpet-tongued’ against ‘the deep damnation of his taking-off’. The heavy alliteration of ‘deep damnation’ echoes the trumpets of the Day of Judgement, reminding an audience shortly after the Gunpowder Plot of 16054 that killing a king was treason against God as well as the state. The simile of pity ‘like a naked newborn babe / Striding the blast’ is a paradox: something utterly vulnerable becomes overwhelmingly powerful. Shakespeare hints here at the structure of the whole tragedy, in which innocence – Fleance's escape, Macduff's murdered children – eventually defeats Macbeth.

The final image is the most revealing. Macbeth has ‘no spur / To prick the sides of my intent, but only / Vaulting ambition’. The horse-riding metaphor presents ambition as a rider who leaps so eagerly that he ‘falls on th' other’ side; Macbeth predicts his own downfall in the very speech in which he considers the crime. The line is left unfinished because Lady Macbeth enters5, and this interruption is structurally significant: Macbeth's ambition is not strong enough on its own and needs an outside spur. She supplies it by attacking his masculinity, insisting that he was a man only when he dared to act.

Once Duncan is dead, Shakespeare shows ambition turning into paranoia. Even earlier, in Act 1 Scene 4, Macbeth had begged ‘Stars, hide your fires; / Let not light see my black and deep desires’, linking ambition to darkness and concealment. As king he complains that ‘To be thus is nothing, / But to be safely thus’, and his ambition now demands the murder of Banquo, whose descendants the witches have promised the throne. By Act 3 Scene 4 he admits he is ‘in blood / Stepped in so far’ that turning back would be as tiresome as wading on; the metaphor of a river of blood shows ambition reduced to grim momentum. ambition is a choice7) rather than listing extra scenes.">The contrast with Banquo6, who prays to ‘merciful powers’ to restrain his ‘cursèd thoughts’, shows that the witches' prophecy did not force anyone's hand: ambition is a choice.

Finally, ambition fulfilled brings only emptiness. In the ‘Tomorrow, and tomorrow, and tomorrow’ soliloquy Macbeth sees life as ‘a tale / Told by an idiot, full of sound and fury, / Signifying nothing’. The crown he wanted so badly has become meaningless, and Malcolm's closing judgement of him as a ‘dead butcher’ strips away the ‘brave Macbeth’ of Act 1. Shakespeare therefore presents ambition as self-destroying: the man who once argued so eloquently against murder ends the play unable to find meaning in anything, and order returns only when the rightful heir is restored.

1. Opens with a clear concept that answers ‘how’ rather than retelling the plot – this overarching idea is what lifts an answer into the top band (AO1).
2. Close language analysis tied to an effect on meaning (AO2) – it explains what the repetition reveals about his state of mind, not just that it is there.
3. Structure comment on the whole speech, not just individual words – examiners reward AO2 that covers form and structure as well as language.
4. Context woven into the analysis of a specific quotation, explaining why the image would land hard with a Jacobean audience (AO3).
5. Notices a dramatic/staging effect – treating the text as a play earns credit for form.
6. Moves to the whole play with a purposeful comparison that develops the argument (ambition is a choice) rather than listing extra scenes.
7. Short, confident evaluative statement – keeps the thread of the argument visible to the examiner.
Where marks are usually lost
  • Spending most of the essay on the extract and adding one rushed paragraph on the rest of the play – both bullet points must be covered.
  • Retelling the plot (‘then Macbeth kills Banquo…’) instead of explaining how Shakespeare presents ambition.
  • Feature-spotting: naming ‘alliteration’ or ‘metaphor’ without saying what effect it creates.
  • Bolting on context (‘In Jacobean times people believed in witches’) with no link to the question.
  • Blaming the witches or Lady Macbeth entirely – missing that Shakespeare presents Macbeth's ambition as his own choice.
  • Forgetting AO4: careless spelling of names (Banquo, Duncan, Shakespeare) and missing apostrophes cost easy marks.
34 marks · About 50 minutes (5 planning, 40 writing, 5 checking SPaG)

Macbeth – Lady Macbeth as a powerful woman (Act 1 Scene 5 extract)

Read the following extract from Act 1 Scene 5 of Macbeth and then answer the question that follows.

At this point in the play Lady Macbeth has just been told that King Duncan will stay at her castle tonight.

The raven himself is hoarse
That croaks the fatal entrance of Duncan
Under my battlements. Come, you spirits
That tend on mortal thoughts, unsex me here,
And fill me from the crown to the toe top-full
Of direst cruelty. Make thick my blood.
Stop up th' access and passage to remorse,
That no compunctious visitings of nature
Shake my fell purpose, nor keep peace between
Th' effect and it. Come to my woman's breasts
And take my milk for gall, you murd'ring ministers,
Wherever in your sightless substances
You wait on nature's mischief. Come, thick night,
And pall thee in the dunnest smoke of hell,
That my keen knife see not the wound it makes,
Nor heaven peep through the blanket of the dark
To cry 'Hold, hold!'

Text follows the Folger Shakespeare edition; punctuation varies slightly between editions.

Starting with this speech, explore how far Shakespeare presents Lady Macbeth as a powerful woman.

Write about:

  • how Shakespeare presents Lady Macbeth in this speech
  • how Shakespeare presents Lady Macbeth in the play as a whole.

[30 marks]
AO4 [4 marks]

What is being assessed
  • AO1: build a personal, critical argument about the text and support it with well-chosen quotations or references
  • AO2: analyse how the writer uses language, form and structure to create meanings and effects, using terminology where it helps
  • AO3: show how the text's contexts (when it was written and set, and how it was received) shape its meanings
  • AO4: spell, punctuate and use vocabulary and sentence structures accurately and with range (4 extra marks)
What examiners reward
  • A clear line of argument (a concept) that answers the exact question asked
  • Close analysis of the extract's language and structure, with effects explained
  • Purposeful movement to other parts of the play, ideally across beginning, middle and end
  • Context that explains why Shakespeare made choices or how a Jacobean audience would react
  • Short, embedded quotations rather than long copied chunks
  • Accurate spelling, punctuation and grammar (AO4: 4 marks)
LevelMarksWhat it looks like
Level 626–30A perceptive, original argument shaped by a clear overarching idea; quotations or references chosen with precision and woven into sentences; close, convincing analysis of how language, form and structure build meaning, with terminology used only where it sharpens the point; context folded into the argument rather than bolted on.
Level 521–25A considered, well-developed response; well-chosen references integrated into the argument; examines the writer's methods and their effects in some depth; context used thoughtfully to deepen interpretation.
Level 416–20A clear, sustained answer that keeps to the question; relevant references used effectively; methods clearly explained with appropriate terminology; context clearly understood and linked to the task.
Level 311–15Explains ideas with some development; references support points; some explanation of the writer's choices; some relevant understanding of context.
Level 26–10Relevant comments backed by some references; identifies some methods, mostly by naming them; some awareness of context or ideas.
Level 11–5Simple, mostly narrative comments; occasional references; a basic awareness that the writer has made choices; simple mention of context.
AO4 High4Spelling and punctuation consistently accurate; vocabulary and sentence structures used with confident control so meaning is always clear.
AO4 Intermediate2–3Generally accurate spelling and punctuation; a reasonable range of vocabulary and sentence types; meaning generally clear.
AO4 Threshold1Reasonable accuracy; a few errors that do not stop the reader following the argument; limited range of vocabulary and sentences.
How to plan it
  1. Concept: her power is borrowed from darkness and depends on crushing her nature – so it cannot last.
  2. Extract: ‘my battlements’ and imperatives – she commands; supernatural link to witchcraft context (James I).
  3. Extract: ‘unsex me’, ‘remorse’, ‘compunctious visitings’ – she fears her own conscience.
  4. Extract: ‘milk for gall’ – inverted motherhood, link to 1.7 manipulation.
  5. Extract: ‘thick night’ / heaven cries ‘Hold’ – she knows it is sin.
  6. Whole play: 2.2 ‘resembled my father’; 3.2 excluded (‘dearest chuck’); 5.1 sleepwalking, prose, light by her; ‘fiend-like queen’.
Show the top-band model answer

At first Lady Macbeth seems the most powerful figure in the play, but Shakespeare shows that her power is borrowed1: it depends on calling up darkness and crushing her own nature, and it collapses once that nature returns. This speech, which looks like a declaration of strength, already contains the fears that will destroy her.

From the first line she claims authority. The raven, a traditional omen of death, croaks Duncan's ‘fatal entrance’ under ‘my battlements’; the possessive pronoun is telling2, because in a patriarchal Jacobean household the castle would be seen as her husband's. The speech is then driven by imperatives – ‘Come, you spirits’, ‘unsex me here’, ‘make thick my blood’ – so that she speaks like a commander giving orders to the supernatural. To an audience that knew James I had written Daemonologie (1597) and supported witch trials, a woman summoning ‘murd'ring ministers’ would have seemed shockingly close to witchcraft, linking her to the witches who also disrupt the natural order.

However, the content of her commands reveals weakness as much as strength. She asks to be ‘unsex[ed]’ because she associates womanhood with compassion, and to be filled ‘from the crown to the toe top-full / Of direst cruelty’. The pun on ‘crown’ ties her body to the ambition for the throne4, while the superlative ‘direst’ shows how extreme she must become. Crucially, she fears ‘compunctious visitings of nature’ and wants to block ‘th' access and passage to remorse’: the physical metaphor of sealing up her blood suggests she knows guilt would otherwise reach her. Her power, then, is not natural to her; it has to be manufactured.

The most disturbing image inverts motherhood: the spirits are to ‘take my milk for gall’, replacing nourishment with bitterness. Shakespeare develops this in Act 1 Scene 7, when she claims she would have ‘dashed the brains out’ of her nursing baby rather than break such a promise, using the same violent maternal imagery to shame Macbeth into action. Her power over him is rhetorical: she redefines manhood as daring to kill, and he cannot answer her.

The final lines turn to darkness: ‘Come, thick night, / And pall thee in the dunnest smoke of hell’. A ‘pall’ is the cloth over a coffin5, so the night she summons is already funereal. She wants darkness so that her ‘keen knife see not the wound it makes’ and so that heaven cannot ‘peep through the blanket of the dark / To cry “Hold, hold!”’. The personification of heaven as a watcher shows that, beneath her bravado, she knows the deed is a sin. Shakespeare plants the irony that someone who needs to hide from her own knife may not be able to live with it.

Across the play this power drains away. In Act 2 Scene 2 she admits she could not kill Duncan herself because he ‘resembled / My father as he slept’ – the ‘visitings of nature’ she feared have already broken through. Her confident claim that ‘A little water clears us of this deed’ is dramatic irony. By Act 3 she is shut out of Macbeth's plans; he calls her ‘dearest chuck’ and tells her to be ‘innocent of the knowledge’ of Banquo's murder, a reversal of their earlier relationship. In the sleepwalking scene she speaks in broken prose rather than verse6, scrubbing at an imaginary ‘damned spot’ and lamenting that ‘all the perfumes of Arabia will not sweeten this little hand’. The Gentlewoman reveals that she now keeps a light by her continually – a reversal of her earlier plea for ‘thick night’7. Her death happens offstage, reported only by a cry, and Malcolm's label ‘fiend-like queen’ is the play's last word on her.

So Shakespeare presents Lady Macbeth as powerful only for a short time and at terrible cost. Her strength comes from suppressing her humanity, and the play suggests that humanity – and the guilt that comes with it – cannot be suppressed for ever. A modern audience might pity her more than Malcolm does, seeing a woman whose only route to power in a male world was through her husband.

1. A concept that directly answers ‘how far’ – the essay argues a position rather than just agreeing with the question (AO1).
2. Zooms in on a single word and links it to gender context – precise AO2 with integrated AO3.
3. Accurate, relevant context (James I's book on witchcraft, 1597) used to explain audience response, not dropped in as a fact.
4. Spots a double meaning and explains its effect – the kind of perceptive detail that marks Level 6.
5. Explains connotation precisely, showing close reading rather than general comments about ‘dark imagery’.
6. Comment on form across the play: the shift from verse to prose shows her mental collapse.
7. Links the extract to a later moment through a motif (light/darkness), tying extract and whole play together.
Where marks are usually lost
  • Treating Lady Macbeth as simply ‘evil’ or simply ‘a victim’ – the strongest answers weigh both and argue how far.
  • Quoting the sleepwalking scene without explaining how it connects back to this speech.
  • Misreading ‘unsex me’ as merely ‘make me a man’ – explain what she associates femininity with and why she rejects it.
  • Overloading the essay with context about witches without analysing Shakespeare's language.
  • Ignoring that this is a play: stage effects, verse/prose and offstage death are all methods worth discussing.

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