The format for a successful “Macbeth” essay paragraph:

Your paragraphs will need to focus on techniques related to these topics

 Shakespeare’s use of imagery and patterns in language

 Shakespeare’s development of characters and how they change
 Shakespeare’s use of stagecraft and theatrical techniques (either as they are evident in the extract, or how they have been interpreted in productions
you have seen)

In every paragraph, include:

 a reference to one of the play’s wider themes

 an exploration of a motif repeated here and elsewhere
 a possible alternative interpretation

These could all work as U (development) points. Signal a U point by using key words such as “furthermore”, “in addition”, “on the other hand”, “another
interpretation could be”.

In every paragraph include context (either historical or audience):

 a reference to the impact this topic would have on a C17th audience, or how a different audience from a different era might respond
 a reference to some relevant C17th event or circumstance and what Shakespeare was telling his audience by drawing attention to it
 an example of different versions of this scene you have seen in productions, and what effects the different director / actor / set designer decisions have
had on your interpretation of the character or event

In every paragraph include:

 quoted, focused, short evidence from the extract

 quoted, focused, short evidence from elsewhere in the play

If you don’t consistently quote from elsewhere in the play, you cannot achieve above half marks.

Introduce all evidence properly so it’s not just left stranded in a sentence.

Explain the specific effect of specific words: this is your key! Zoom in on the effect of language as often as you can.

At the top of every paragraph, produce a topic sentence which includes the key words from the question and an explanation of how this topic is going to help
you answer it; follow that topic consistently through to the end of the paragraph. Don’t just repeat the question in the topic sentence though.

Remember never to spot features (“there is some alliteration…there is some exaggeration…there are simple sentences”) without an explanation of that
feature’s effect. Phrases such as “this makes the text flow better”, “this paints a picture in the audience’s mind”, “this emphasises the author’s point” are not
acceptable explanations.

Always focus on Shakespeare’s choices: of language, technique, mood. Ask why he chose this verb or adjective, and introduce that evidence not by vaguely
stating that Shakespeare or a character “says” or “writes” or “uses” a quotation, but instead on which technique he has chosen at this moment.

BANNED WORDS: SHOWS (AND ITS SYNONYMS) / MEANS / SAYS / WRITES / QUOTES (both as a verb and a noun)

INTRODUCE EVIDENCE BY FOCUSING ON THE TECHNIQUE

IF YOU USE THE PRONOUN “THIS” OR “IT” HAVE YOU PUT THE REFERENCE VERY CLEARLY JUST BEFORE?

ALWAYS ASK YOURSELF: HAVE I EXPLAINED THE EFFECT OF THIS EVIDENCE OR JUST REPEATED ITS MEANING?

If you are at all uncertain, use the pattern: Shakespeare chooses technique X…”quotation”…this has the effect of…

Try to follow the consistent order of topic sentence (“Q”), evidence from the extract (“DET”), analysis of the effect of the evidence (“L”), connections across
the text (“LNK”), evidence from elsewhere in the novel (“DET”), analysis of the effect of the evidence (“L”), development of the whole point (“U”), and relevant
context (“CONT”). These icons awarded by the marker stack up. If each paragraph consistently hits these same points, it’s easier to justify a Level 5 or 6 mark.
Your job is to make sure the assessor can see you obviously doing these good things. Being consistent is the key: the mark scheme asks you to ‘sustain’ in
Level 6, ‘maintain’ in level 5, while ‘demonstrating some’ is good enough for a Level 4.

Remember that you can get up to four marks for SPAG. If you spell every word correctly, use ambitious vocabulary (especially technical terms) and punctuate
without mistake then you are putting yourself in a good position to get four out of four.