macbeth grade 9 thesis statement

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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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Macbeth – A* / L9 Full Mark Example Essay

This is an A* / L9 full mark example essay on Macbeth completed by a 15-year-old student in timed conditions (50 mins writing, 10 mins planning).

It contained a few minor spelling and grammatical errors – but the quality of analysis overall was very high so this didn’t affect the grade. It is extremely good on form and structure, and perhaps could do with more language analysis of poetic and grammatical devices; as the quality of thought and interpretation is so high this again did not impede the overall mark. 

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 .

MACBETH EXAMPLE ESSAY:

Macbeth’s ambition for status and power grows throughout the play. Shakespeare uses Macbeth as an embodiment of greed and asks the audience to question their own actions through the use of his wrongful deeds.

In the extract, Macbeth is demonstrated to possess some ambition but with overriding morals, when writing to his wife about the prophecies, Lady Macbeth uses metaphors to describe his kind hearted nature: “yet I do fear thy nature, / It is too full o’th’milk of human kindness”. Here, Shakespeare presents Macbeth as a more gentle natured being who is loyal to his king and country. However, the very act of writing the letter demonstrates his inklings of desire, and ambition to take the throne. Perhaps, Shakespeare is aiming to ask the audience about their own thoughts, and whether they would be willing to commit heinous deeds for power and control. 

Furthermore, the extract presents Macbeth’s indecisive tone when thinking of the murder – he doesn’t want to kill Duncan but knows it’s the only way to the throne. Lady Macbeth says she might need to interfere in order to persuade him; his ambition isn’t strong enough yet: “That I may pour my spirits in  thine ear / And chastise with the valour of my tongue”. Here, Shakespeare portrays Lady Macbeth as a manipulative character, conveying she will seduce him in order to “sway “ his mind into killing Duncan. The very need for her persuasion insinuates Macbeth is still weighing up the consequences in his head, his ambition equal with his morality. It would be shocking for the audience to see a female character act in this authoritative way. Lady Macbeth not only holds control of her husband in a patriarchal society but the stage too, speaking in iambic pentameter to portray her status: “To catch the nearest way. Thou wouldst be great”. It is interesting that Shakespeare uses Lady Macbeth in this way; she has more ambition for power than her husband at this part of play. 

As the play progresses, in Act 3, Macbeth’s ambition has grown and now kills with ease. He sends three murders to kill Banquo and his son, Fleance, as the witches predicted that he may have heirs to the throne which could end his reign. Macbeth is suspicious in this act, hiding his true intentions from his dearest companion and his wife: “I wish your horses swift and sure on foot” and “and make our faces vizards to our hearts”. There, we see, as an audience, Macbeth’s longing to remain King much stronger than his initial attitudes towards the throne He was toying with the idea of killing for the throne and now he is killing those that could interfere with his rule without a second thought. It is interesting that Shakespeare presents him this way, as though he is ignoring his morals or that they have been “numbed” by his ambition. Similarly to his wife in the first act, Macbeth also speaks in pentameter to illustrate his increase in power and dominance. 

In Act 4, his ambition and dependence on power has grown even more. When speaking with the witches about the three apparitions, he uses imperatives to portray his newly adopted controlling nature: “I conjure you” and “answer me”. Here, the use of his aggressive demanding demonstrates his reliance on the throne and his need for security. By the Witches showing him the apparitions and predicting his future, he gains a sense of superiority, believing he is safe and protected from everything. Shakespeare also lengthens Macbeth’s speech in front of the Witches in comparison to Act 1 to show his power and ambition has given him confidence, confidence to speak up to the “filthy nags” and expresses his desires. Although it would be easy to infer Macbeth’s greed and ambition has grown from his power-hungry nature, a more compassionate reading of Macbeth demonstrates the pressure he feels as a Jacobean man and soldier. Perhaps he feels he has to constantly strive for more to impress those around him or instead he may want to be king to feel more worthy and possibly less insecure. 

It would be unusual to see a Jacobean citizen approaching an “embodiment” of the supernatural as forming alliance with them was forbidden and frowned upon. Perhaps Shakespeare uses Macbeth to defy these stereotypical views to show that there is a supernatural, a more dark side in us all and it is up to our own decisions whereas we act on these impulses to do what is morally incorrect. 

If you’re studying Macbeth, you can click here to buy our full online course. Use the code “SHAKESPEARE” to receive a 50% discount!

You will gain access to  over 8 hours  of  engaging video content , plus  downloadable PDF guides  for  Macbeth  that cover the following topics:

• Character analysis
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• Deeper themes

There are also tiered levels of analysis that allow you to study up to  GCSE ,  A Level  and  University level .

You’ll find plenty of  top level example essays  that will help you to  write your own perfect ones!

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Macbeth Essay Thesis Statements, Titles, and Topics

Post your thesis statements by March 25th, along with tentative titles and questions about essay topics. The essay prompt has been posted to Blackboard and you will also submit the final draft of your essay to Blackboard by Friday, April 3rd.

29 thoughts on “ Macbeth Essay Thesis Statements, Titles, and Topics ”

For my thesis, I would like to explore and analyze Lady Macbeth’s character and the development of her character throughout the play. I was thinking of looking into whether her development was largely influenced by Macbeth’s prophecy or if her character was the one to influence how Macbeth’s prophecy came to be. I’m having trouble wording if but I have a thesis to work from: In this essay, I will analyze Lady Macbeth’s character progression and whether or not a connection exists to Macbeth’s prophecy.

Kyla, go for it! I think you should focus on Lady Macbeth’s monologues in Act One, Scene Five and Act Five, Scene One.

Can I get Your thesis

Potential thesis: Although many blame the witches and their prophecies for Macbeth’s ill fate, it is actually his own fault. If Macbeth did not believe the witches’ prophecies, he probably wouldn’t have tried to control his “fate” which ended as a tragedy.

This is a great thesis and opens a lot of pathways for interpretation. You’ll have to explain why you put “fate” in scare quotes, as it suggests that you don’t believe fate is a major factor in the play. If you can do that, you’ll likely produce a lively discussion. Look to the debate on free will between Martin Luther and Erasmus in the “Contexts” section of the Norton Critical Edition.

I was thinking about using the idea of tyranny and masculinity for my thesis, such as other thanes or princes want to overthrow MacBeth because they felt that he was acting tyrannical. Lady MacBeth says she wants to unsex herself when she decides to kill Duncan and Malcolm tells MacDuff that he is “unknown to woman, never was forsworn” so it seems that being a man reinforces the right to kill someone. A rough thesis would be: MacBeth is right to be overthrown because he is acting tyrannical, and Malcolm will be a better king because he’s the son of King Duncan and he’s more manly than MacBeth.

Petvy, I think you’re onto something with the problem of tyranny in Macbeth. It’s not immediately clear how you could tie that in with the distortions of maculinity in the play in only four to five pages, so I’d suggest focusing on either tyranny or masculinity (or its corruption). In either case, you have to talk about why Macbeth becomes a tyrant: it has a lot to do with the ways he interprets the prophecies from the witches, who represent (along with Lady Macbeth) grotesque distortions of femininity.

Macbeth’s actions throughout the play are an example of a self-fulfilling prophecy. He believes what the witches tell him about his fate and becomes intoxicated by the possibility of achieving power, which is the reason he commits all those evil acts and pays the ultimate price for it in the end, not because he is simply fulfilling his destiny.

This is promising, Ilya! Pick two or three scenes to focus on in your reading of Macbeth’s response to the prophecies.

Throughout the novel, there are many symbols used to depict evil. Light and darkness are amongst the most common ways to show that light is good and dark is bad. In a more analytical approach, we can see that without the light Macbeth is in the dark for too long and causes him to become blind to goodness. From the beginning, all that has been described to be dark or involved in darkness have affected Macbeth into becoming corrupt and mad, such as the ‘midnight’ witches and the absence of the candles that Lady Macbeth so persistently carried towards the end. A working thesis for me would be how the use of light and darkness ultimately affected/foreshadowed that Macbeth would become corrupted and even guilty for the actions he had taken.

Karyna, it’s important to remember that a novel is a certain genre of writing. Macbeth is a play. Jane Austen’s Emma (which we’ll read in a few weeks) is a novel.

Classifications aside, the light/dark theme in the play is a big topic with lots to think about. Can you narrow it down to certain things that happen in light versus in darkness? For instance, Macbeth worries that he’ll never be able to sleep soundly again after he murders Duncan. Is there something to be said about the imagery juxtaposing darkness with sleeplessness brought on by guilt?

Possible Thesis:

Darkness, concerning dusk, exceeds its function as a mere setting characteristic by acting as a symbol of foreboding. Approaching darkness (nightfall) mentioned as a setting descriptor is often followed by nefarious or immoral actions, such as murder.

I am most likely going to change the topic I’m writing on. If I’m unable to fully rationalize my thoughts for the other topic I had in mind, I’ll fall back onto this original thesis.

Cory, try and find a few passages where a character describes or reacts to the darkness. I’m wondering if the Porter might be a good character to look to. Banquo’s murderers might also be worth discussing. As for major characters, there are plenty who present responses to darkness, especially in Act II. And maybe there’s a parallel between the pervasive darkness in the play and Scotland’s peripheral position in relation to England. Scotland is a grim, wild, foul-weathered place: any parallels between the setting of the play and the qualities of darkness espoused in it?

The circumstances that surround Macbeth’s rise to power allude to an evil power. The witches were written into this play during Shakespeare’s time where hysteria took precedent. Despite Shakespeare’s time being different from Macbeth’s time, there is still an emphasis on morality and what is considered to be a ‘sinful’ act or righteous. The presence of witches and prophecies may have been used to let the audience understand the meteoric rise of Macbeth was not truly ‘good’ or ‘righteous’. The witches are shown to be malevolent, and Macbeth’s association with these otherworldly figures notions towards an unjust claim to power. These allusions to an evil power include the stress on the number 3, which is known to represent evil and unholiness. For example, there are three witches, three roles that Macbeth takes on, and three prophecies.

Sounds great, Chiara! There are some materials in the back of the Norton Critical Edition pertaining to the witches (Hecate in particular). Ian McKellen’s interview might be a good place to start.

In this paper I will argue that Macbeth’s endless ambition overpowers fate and his destiny is brought by his own free will.

Good thesis, Jordan. Discuss the claims about predestination and free will made by Martin Luther and Erasmus. Their essays are in the supplementary materials of the Norton Critical Edition of Macbeth.

Psychology and subjective reality are prominent themes in Macbeth; Banquo’s ghost, the floating dagger, voices, and blood spots are only imagined by Macbeth as he unravels throughout the play. Lady Macbeth’s insomnia and hand-washing shows the psychological effect the murders have had on her. In the end, Lady Macbeth and Macbeth are both perpetrators of their own demise; they actively seek to fulfill Fate and in turn are plagued by their own minds.

Mary, these are great passages to focus on for your thesis. I like the insinuation you’re making here: Macbeth and Lady Macbeth try to manipulate Fate, but all they end up doing–over and over again beginning with the murder of Duncan–is speed up its process.

This is amazing, I am doing something similar to your thesis and took some ideas from yours thank you!

Thesis: Throughout the play, Macbeth’s actions and decisions that he’s made seem to show an underlying sense of fear that fuels them. Fear can be controlling and influential on human beings and can sometimes dictate the path of their lives, all of which can be said for the character of Macbeth. From the witches’ prophecy to the various murders he orchestrates, fear is used as a motivator within Macbeth to commit unspeakable actions and as a result, drove him into losing touch with his sense of sanity and reality, slowly becoming unhinged at the hands of fear.

Very good, Lanz! Highlight passages where a character implies or specifically mentions being afraid (or conversely, feeling courageous).

Potential Thesis Statement: By doing the wrong thing cause of greed, power, and other influences( In this case the witches) can often lead to negative outcomes, bad results, situations to become worse, and anxiety. This is what I’m thinking about using as a thesis statement, but still a little unsure. Sorry for the late response I thought the other Macbeth post was the forumn where I was suppose to write our blog response/thesis for the Macbeth essay originally.

Tayyab, this is an interesting general statement to make in relation to the events of the play, but maybe just focus on Macbeth’s and Lady Macbeth’s responses to the witches’ prophecies. This way, you’ll have a coupe of very specific scenes towards which you can direct your close reading. As a bonus, you don’t have to spend time and energy wondering about the moral of the story. Focus instead on what the characters say and do and how and what these words and actions mean within the world of the play. Look to the supplementary materials in the back of the Norton Critical Edition for more guidance, and let me know if you have further questions.

My thesis will be about self perception and it’s connection to the choice that people believe they are supposed to make. In the case of MacBeth, he heard a prophecy and his self perception changed from being a thane to a king. Really late response but I couldn’t think of anything original til now.

Aiden, reorient your thesis to avoid making generalizations about “people.” Focus only on how self-perception troubles the characters in Macbeth, particularly as it pertains to what certain characters believe about fate versus free choice. Look to the essays by Luther and Erasmus on this topic for guidance.

For my second essay I plan to move forward to investigate Lady Macbeth’s psychosis. There’s much to analyze when it comes to Lady Macbeth’s behavior and speech. However, I’m afraid I’ve chosen a topic that is too big for a four to five-page essay. Should I focus on a specific act or scene for the essay? Additionally, I’m having difficulty wording my thesis. This is what I have so far …

In Macbeth, Lady Macbeth is an unconventional female character, who possesses a dangerous ambitiousness and ruthlessness to help Macbeth become King of Scotland. Her character encourages Macbeth to commit an evil act and unleashes something within hi. As more cruel murders take place, Lady Macbeth becomes unrecognizable through her anxious and erratic behavior.

I feel like I’m not really making a claim but just summarizing her character development in the play. Any suggestions or ideas are greatly welcomed!! Thank you!

Thesis: In Macbeth, his aligned actions had played to his rise and his downfall, which only proved that determinism took control of the entirety of Macbeth’s life and the world around him. 

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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.

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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.

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EXEMPLAR ESSAY on the theme of GUILT in 'Macbeth' GCSE 9-1 English Literature

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

10 February 2021

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This resource is a model essay answering the following question: How does Shakespeare present guilt in ‘Macbeth’?

It is of GCSE standard and targeted at teachers who want to show their students a grade 8/9 answer that they can analyse and obtain ideas from.

If you’d like to purchase essays answering other questions, do just check first if you’d like to buy the complete bundle for Macbeth; I’ll attach the link below. https://www.tes.com/teaching-resource/macbeth-all-essay-responses-9-1-new-gcse-english-literature-11936586

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

MACBETH ALL ESSAY RESPONSES 9-1 NEW GCSE ENGLISH LITERATURE

This bundle resource includes essays answering the following questions: * How does Shakespeare present ambition in Macbeth? * How does Shakespeare present Banquo in Macbeth? * How does Shakespeare present guilt in Macbeth? * How does Shakespeare present Lady Macbeth in Macbeth? * How does Shakespeare present the relationship between Macbeth and Lady Macbeth in 'Macbeth'? * How does Shakespeare present the Witches in Macbeth? * How does Shakespeare present violence in Macbeth? * How does Shakespeare present Macduff in Macbeth? This resource is targeted at students sitting the 9-1 GCSE English Literature Exam. Teachers are encouraged to purchase this resource so that they can show their students exemplar essay responses to analyse and obtain ideas from. All essay responses in this resource cover all aspects needed for a grade 8/9 answer.

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