‘Romeo and Juliet’ by William Shakespeare

Year 11 Workbook: 2020-2021

Extract to whole exam question

Name: ____________________________________________________________________

Class and teacher: _________________________________________________________

 CONTEXT
AO3: Show understanding of the relationships between texts and the contexts in
which they were written.

Context is:
 The things that influenced Shakespeare when he wrote the play.
 The thoughts, beliefs, customs and behaviour of Shakespeare’s contemporary (of
his time) audience.

Social context:

 Patriarchal society
 Women and their role in society
 Social hierarchy: the way society was organised in the late 16th Century: privileged rich,
servants and large households.
 Social status: important / powerful families and their behaviour towards other families

Historical context:
Only write about CONTEXT if there is a
 Shakespeare’s life and success as a playwright
clear relationship between something in
 the reigning monarch: Elizabeth I
the play (evidence from the text) and
 major historical events
some of the ideas on this page.
Cultural context:

 the ideas, customs and behaviour of people in the Shakespearean era

 includes religion, beliefs and superstitions and the Italian connection - Catholicism
 Shakespeare’s theatre, the conventions and experience of being at The Globe.

A good way to help you look for and understand the context of this play is to ask yourself:
Does it connect to any of the following images that were popular and widely recognised in the
16th Century?

 Religion: God, faith, belief and the Church.

 Cosmic imagery: the sun, moon, stars and their connection with fate and destiny.
 Nautical imagery: all things relating to the sea which was considered an exciting but also
dangerous place.
 Nature: birds, animals, the countryside, flowers and all things relating to the four
seasons and the natural world.
 Light and dark imagery: things associated with the colour black = evil / the devil /
wickedness / ugliness / witchcraft / hell / etc. Things associated with the colour white =
virginity / purity / kindness / angels / heaven / beauty / gentleness / etc.

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 Plot summary
Act One
The latest street fighting between the Capulets and the Montagues ends when
the Prince of Verona arrives and threatens to execute anyone who continues
fighting. To help Romeo get over being rejected by the girl he loves, his friends
persuade him to join them in gate-crashing the Capulets’ party. Juliet’s cousin,
Tybalt, recognises Romeo at the party and wants him thrown out because he is
a Montague. Lord Capulet humiliates Tybalt by ordering him to leave Romeo
alone. Juliet’s parents want her to marry Count Paris, but when Romeo and
Juliet meet at the party they fall in love. To their horror, they discover they are
from opposing families.
Act Two
After the party, Romeo gives his friends the slip and enters the Capulets’ garden
where he sees Juliet on her balcony. He surprises her, they express their love
for each other and decide to marry in secret the next day. Friar Lawrence agrees
to marry Romeo and Juliet in the hope that this will unite their families. Romeo
sends Juliet the wedding details via her Nurse (who has looked after her since
birth). Juliet slips out of the house, joins Romeo and they are married.
Act Three
When Romeo refuses to fight Tybalt in the street, Tybalt fights and kills
Mercutio. This provokes Romeo into killing Tybalt. The Prince exiles Romeo as
punishment. Distraught, Romeo seeks the advice of Friar Lawrence, who tells
him to hide in Mantua. Juliet is horrified when she hears that Romeo has killed
her cousin, but soon takes her husband’s side. She sends the Nurse to bring
Romeo to her and they secretly spend the night together. In the morning
Juliet’s parents shock and anger her with the news that she must marry Paris
later that week. The Nurse advises Juliet to marry Paris.
Act Four
Friar Lawrence gives Juliet a potion that will make her seem dead. He tells her
he will send for Romeo to rescue her secretly from the tomb. Juliet goes home
and tells her parents she will obey them and marry Paris. However, she drinks
the potion and on her wedding morning she is discovered ‘dead’. Her parents
are grief-stricken. Friar Lawrence advises them to bury her immediately.
Act Five
Romeo hears that Juliet is dead. Friar Lawrence’s message of explanation
doesn’t get through to Romeo. Romeo buys poison to kill himself. He rushes to
Juliet’s tomb, where he meets and kills Paris. Inside the tomb he poisons
himself next to Juliet, who then wakes up, finds Romeo’s body and stabs herself
to death. The Prince hears what has happened and promises to pardon some
and punish others.

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Act / Action Theme / Summary
Scene
Prologue Introduction to the tragedy Fate, feuds, love and
death.
1.1 Montagues and Capulets fight. Unrequited love, love and
Romeo is love-sick. hate.
1.2 Romeo reluctantly agrees to go to the Romeo’s love for
Capulet party. Rosaline.
1.3 Her mother urges Juliet to marry Count Love and marriage.
Paris. Marriage and sex.
1.4 Mercutio urges Romeo not to give in to the The effects of love.
misery of love.
1.5 Romeo and Juliet fall in love at the party. Love at first sight; love as
a sort of religious
experience.
2.1 Romeo escapes his friends. Mercutio’s crude talk.
2.2 Romeo and Juliet exchange love vows on Romantic love.
her balcony.
2.3 Friar Lawrence agrees to marry Romeo and Love as a force of
Juliet. reconciliation.
2.4 Romeo arranges to marry Juliet. Mercutio’s continuing
scorn.
2.5 Nurse reports back to Juliet. Nurse as comic character.
2.6 The secret wedding. Love with holy blessing.
3.1 Mercutio and Tybalt killed in street fight. Violence, manliness,
Romeo banished. justice.
3.2 Juliet forgives Romeo. Loyal love.
3.3 Friar Lawrence advises Romeo. Manliness; the Friar’s
wisdom.
3.4 Capulet promises Juliet to Paris. A father’s power.
3.5 Romeo and Juliet sleep together. Romantic love. Rebellion
Juliet refuses to marry Paris. against parental
authority.
4.1 Friar Lawrence’s potion plan for Juliet. Friar Lawrence’s wisdom.
4.2 Juliet ‘gives in’ to her parents. Juliet in control.
4.3 Juliet takes the potion. Juliet overcomes her
fears.
4.4 Preparations for the wedding. Chaos in Capulet house.
4.5 Juliet found ‘dead’. Parents’ grief.
5.1 Romeo hears of Juliet’s ‘death’. Romeo decides on
suicide.
5.2 Friar Lawrence hears that his message Cruel fate.
didn’t get through.
5.3 Romeo and Juliet kill themselves. Conflict leads to tragedy.
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 THE CHARACTERS
Romeo is a member of the house of Montague. He falls in love with Juliet who is the daughter
of his family’s enemy, the house of Capulet. Romeo eventually takes his own life when he
believes that Juliet is dead. However, her "death" was merely a ruse in order for her not to
marry Paris and instead be with Romeo.
Juliet is a member of the house of Capulet. She falls in love with Romeo who is the son of her
family’s enemy, the house of Montague. She fakes her own death to be with Romeo, but
Romeo never learns of the plan. She awakens to find Romeo dead beside her. She stabs herself
with a knife and dies rather than live without Romeo.
Mercutio is kin to the Prince of Verona and a friend to Romeo. Mercutio is killed by Tybalt
when Romeo tries to stop the two from fighting.
Paris is a young count and kin to the Prince. He wants to marry Juliet.
Tybalt is the nephew of Capulet and a cousin to Juliet. He is headstrong and despises the
Montagues. He kills Mercutio, and Tybalt is later killed by Romeo who avenges Mercutio’s
death.
Benvolio is a friend to Romeo. He always tries to play the role of peacemaker by trying to stop
the fighting between the Montagues and Capulets. He also tries to help Romeo while he is
depressed over the loss of his former love, Rosaline.
The Nurse is Juliet’s friend and nursemaid. She raised Juliet, as was usually the custom in
wealthy families of the time period. The nurse also helps Juliet and Romeo meet with each
other. She always does what she thinks is best for Juliet.
Friar Lawrence marries Romeo and Juliet with the hope that the marriage will stop the feuding
between both of their houses. When Romeo kills Tybalt, he tries to help the two stay together
by coming up with the plan for Juliet to fake her death. However, he does not get word to
Romeo in time, and the two lovers end up committing suicide.
Lord Montague is the leader of the house of Montague and Romeo’s father.
Lady Montague is the wife of Montague.
Lord Capulet is the leader of the house of Capulet and Juliet’s father.
Lady Capulet is the wife of Capulet.
Balthasar is Romeo’s servant. He tells Romeo that Juliet has died.
Escalus, Prince of Verona who tries to keep peace between the houses Montague and
Capulet. He banishes Romeo from Verona for the death of Tybalt.
Peter is the nurse’s servant.
Sampson is one of the servants to Capulet. He and Gregory start a fight at the beginning of the
play with Abram, a Montague.
Gregory is one of the servants to Capulet. He and Gregory start a fight at the beginning of the
play with Abram, a Montague.
Abram is one of the servants to Montague who gets into a fight with Sampson and Abram.

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Form, structure
and language
(AO2)

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(BBC Bitesize) The form, structure and language of ‘Romeo and Juliet’ reveals how Shakespeare
presented his play to his audience, exploring his intentions and what he was trying to make the
audience think and feel.

Use of form in Romeo and Juliet

Form is the text type the writer chooses to write in. The form of Romeo and Juliet is a play. Plays are
meant to be performed by actors and watched by an audience. This is really important and you must
remember that Shakespeare’s plays were meant to be performed; to be seen. This will be really
useful for your analysis.

The play is also a tragedy. A Shakespearean tragedy is a type of play that normally results in the
main protagonists' deaths in tragic / shocking circumstances

Research: What are the characteristics of a Shakespearean Tragedy? Why is the Prologue central
to this form?

What is a sonnet? Where is the shared sonnet in the play and what is its significance and effect?

Dramatic irony: From the Prologue the audience know that this story will end in tragedy but the
characters have no knowledge of their fate.

Poetry and Prose: Shakespeare often uses prose sentences without set rhythms for common and
comic characters and then changes to poetry for those who are noble or for elevated topics such
as love.

Blank verse: Much of the play is written in blank verse where there are ten syllables in a line, and
in Shakespeare’s time blank verse was often used to express the theme of love.

Soliloquy: When a character is alone on stage and their speech reveals thoughts and feelings
directly to the audience.

Imagery: Words connected to light and religion are used throughout the play to indicate how
heavenly and bright the love is between Romeo and Juliet. Darkness is usually linked to bad
omens and fate.

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 Use of structure in ‘Romeo and Juliet’

The play is split into five acts. Below is a summary of what happens in each act.

 Act 1 - the battle between the two families. The Prince declares the next battle will result in exile.
Romeo and Juliet meet and fall in love.
 Act 2 - Romeo and Juliet decide to marry. Friar Lawrence organises and blesses the wedding.
 Act 3 - Tybalt kills Mercutio. Romeo avenges Mercutio's death by killing Tybalt. Romeo is banished
but manages to spend the night with Juliet, consummating their marriage. Capulet decides Juliet
must marry Paris and she refuses.
 Act 4 - Juliet goes to Friar Lawrence's where they come up with a plan and Juliet fakes her death
so she can be with Romeo.
 Act 5 - Romeo receives the message that Juliet has died and goes to the Capulet vault. Upon
seeing her there, he kills himself with poison; Juliet awakens and kills herself with his dagger. The
play ends with the two families reunited.
When analysing the structure of Romeo and Juliet, think about how Shakespeare develops a key
theme or character throughout the narrative and plot of the play.

Structure methods in ‘Romeo and Juliet’:

1. Line length
2. Enjambment (line runs on)
3. Caesure (breaks the line)
4. Rhyming couplets
5. Sharing rhyming couplets
6. Stichomythia (two characters speak alternate lines of verse; Paris and Juliet)
7. Bulding tension (See Freytag’s Pyramid)
8. Stage directions

Find an example of one of these methods and write a response using MQA explaining how
Shakespeare presents a specific theme.

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Use of language in ‘Romeo and Juliet’

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 When writing about language you can comment on the words Shakespeare uses, why he uses them,
and what impact this has on the audience. Shakespeare’s choice of words creates IMAGERY.

With no special effects or clever lighting, Shakespeare uses language to conjure up pictures in the
audience’s mind. These extended metaphors run through the play and are a successful way of
appealing to ideas that the audience could relate to – either because it was a part of their lives like
nature, or something that they were frightened of – like the sea. Find quotations for these images at
different points in the play.

Religion:
God, faith, belief and the Church.
“For saints have hands that
pilgrims' hands do touch, / And
palm to palm is holy palmers'
kiss.” Juliet 1:5

Cosmic imagery:
The sun, moon, stars and their connection with fate and destiny.
“a pair of star-crossed lovers” “Lady, by yonder blessed
Prologue moon I vow” Romeo 2:2

Nautical imagery:
All things relating to the sea which was considered an exciting but also dangerous place.
“He that hath the steerage of my “Thou desparate pilot, now at
course / Direct my sail.” once run on the dashing rocks thy
Romeo 1:4 sea-sick weary bark.” Romeo 5:3

Nature:
Birds, animals, countryside, flowers and all things relating to the seasons and the natural world.
“It is the lark that sings so “A glooming peace this morning
out of tune, / Straining with it brings; / The sun, for
harsh discords and sorrow, will not show his head”
unpleasing sharps.”Juliet 3:5 Prince 5:3

Light and dark imagery:

Things associated with the colour black = evil / the devil / wickedness / ugliness / witchcraft / hell /
etc. Things associated with the colour white = virginity / purity / kindness / angels / heaven / beauty /
gentleness / etc
“O, she doth teach the torches to “So shows a snowy dove “More light and light, more dark
burn bright!” Romeo 1:5 trooping with crows” and dark our woes.”
Romeo 1:5

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Themes

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 A theme is an important idea or issue that runs through the play. The most important themes in
‘Romeo and Juliet’ are love, conflict, fate and family. All these themes interlink with one another.
In ‘Romeo and Juliet’, themes run throughout the play so that we can see the changes in plot,
characters and relationships. Add quotations in the boxes underneath each theme. Include the
character, Act and scene. Some have been done for you.

Love: loyalty, obsession, family ties, passion, admiration, romance, friendships, maternal / paternal, affection,
adoration.
“Here’s much to do with hate, but “Did my heart love till now?
more with love / Why then, o Forswear it, sight! / For I ne'er saw
brawling love, o loving hate.” true beauty till this night.”
Romeo 1:1 Romeo 1:5

Conflict and reconciliation: feuds, enemies, violence, chaos, disorder, hatred, peace, secrets, war, clash, battle,
reunion, resolution.
“From ancient grudge break to new “Capulet! Montague! See, what a
mutiny, / Where civil blood makes scourge is laid upon your hate /
civil hands unclean.” Prologue That heaven finds means to kill your
joys with love”

Fate: foreshadowing, doom, destiny, prediction, unfortunate, timing, fortune, luck, chance, providence.
“A pair of star-cross'd lovers take “O I am Fortune’s Fool!” Romeo 3:1 “Then I defy you, stars” Romeo 5:1
their life” Prologue

Family – Parent and child relationship: love, respect, honour, authority, control, tradition, duty, responsibility,
authority, secrets, loss, innocence, defiance.
“The earth hath swallow’d all my “See what a scourge is laid upon
hopes but she, / She is the hopeful your hate, / That heaven finds a
lady of my earth” Lord Capulet 1:2 means to kill your joys with love.”
Prince 5:3

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Authority: hierarchy, power, control, patriarchs, humiliation, abuse, threats, wisdom, respect, expert, ability.

Death and grief: loss, pain, despair, isolation, abandonment, fear, suicide, confusion, bereavement, sorrow, misery,
anguish.
“Banishment? Be merciful, say “Come death and welcome, Juliet
Death” wills it so.”

Youth and age: innocence, wisdom, authority, power, weakness, impulsiveness, stubbornness, childhood,
generation.

The role of women: mothers, maternal, nurturing, loving, traditional, empathy, abandonment, cruel, kind,
confidante, weak.

Hypocrisy and prejudice: misunderstanding, hatred, feud, insults, spiteful, bigotry, two-faced, insincere.

Power and ambition: control, authority, determination, secrets, contracts, deals, tradition, influence, command,
motivation, desire.

Masculinity: power, violence, fighting, friendship, loyalty, honour, manhood, virility, protector, husband, lover,
image.

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 Theme synonyms
Make a list of synonyms for each of the main themes.
Your exam question will be about one of these but the wording might be slightly different or
unexpected – so it’s good to be prepared. Two have been left blank for you to complete
independently.
LOVE CONFLICT FATE FAMILY

friendship dispute destiny household

devotion opposition luck private
respect fight consequence parenting

AUTHORITY PREJUDICE

power injustice
authority discrimination
control bias

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Characters

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 The most successful way to write about these characters in your
exam is to consider what they represent outside the text and in the
wider world. This means the CONTEXT of the text.

When learning quotations for your exam, choose ones that help you
write about inside and outside the text.

VERY IMPORTANT MESSAGE!

THIS MESSAGE WILL HELP YOU UNDERSTAND THE PLAY AND BE

MORE SUCCESSFUL IN YOUR EXAM.

Every character is a CONSTRUCT.

Every character is constructed by Shakespeare to perform a

FUNCTION.

The function of each character is to represent a THEME or MESSAGE

about life and society as Shakespeare saw it.

This is how you successfully write about CONTEXT.

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 Romeo
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to
Act and scene Themes Form method + effect Context
“Under love’s heavy
burden do I sink.”

“Call me but love and I’ll

be new baptis’d”.

“With love’s light wings

did I o’erperch these
walls; stony limits cannot
hold love out.”

“fire-eyed fury be my
conduct now!”

“O I am Fortune’s Fool!”

“I have stained the

childhood of our joy.”

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 Juliet
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to
Act and scene Themes Form method + effect Context
“It is an honour that I
dream not of” (1:2)

“Good pilgrim, you do

wrong your hand too
much”(1:5)

“I have no joy of this

contract tonight, / It is
too rash, too
unadvised, too sudden,
/ Too like the
lightning.” (2:2)

“Come weep with me,

past hope, past cure,
past help.” (4:1)

“My dismal scene I

needs must act alone.”
(4:3)

“O happy dagger!” (5:3)

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 The Nurse
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to
Act and scene Themes Form method + effect Context
“Thou was the prettiest
babe that e’er I nursed
and I might live to see
thee married” (1:3)

“Go, girl, seek happy

nights to happy days.”
(1:3)

“if ye should lead her into

a fool's paradise, as they
say, it were a very gross
kind of behaviour”

“I am the drudge and toil

in your delight” (2:5)

“Alack the day, she's

dead, she's dead, she's
dead!” (4:5)

“O woe! O woeful, woeful

day! / Most lamentable
day, most woeful day.”
(4:5)

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 Friar Lawrence
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to
Act and scene Themes Form method + effect Context
“Within the infant rind
of this weak flower /
Poison hath residence,
and medicine power.”
(2:3)
Wisely and slow; they
stumble that run fast”
(2:3)

“For this alliance may

so happy prove / To
turn your
households’rancour to
pure love.” (2:3)
“These violent delights
have violent ends”(2:6)

“Art thou a man? thy

form cries out thou art:
Thy tears are womanish;
thy wild acts denote
The unreasonable fury of
a beast” (3:3)
“I dare no longer stay”
(5:3)

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 Tybalt
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to
Act and scene Themes Form method + effect Context
“What, drawn, and talk
of peace! I hate the
word, As I hate hell, all
Montagues, and
thee”(1:1)
“I'll not endure him.”
(1:5)

“This intrusion shall /

Now seeming sweet,
convert to bitt’rest
gall.” (1:5)

“Thou art a villain” (3:1)

“Tybalt, you rat-

catcher” (Mercutio 3:1)

“Good king of cats”

(3:1)

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 Mercutio
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to
Act and scene Themes Form method + effect Context
“You are a lover;
borrow cupid’s wings
and soar with them”
(1:4)
“If love be rough with
you, be rough with
love” (1:4)

“Men's eyes were

made to look, and let
them gaze; I will not
budge for no man's
pleasure, I.” (3:1)
“O calm,
dishonourable, vile
submission! Alla
stoccata carries it
away.” (3:1)
“ask for me to-morrow,
and you shall find me a
grave man” (3:1)

“A plague o' both your

houses! They have
made worms' meat of
me.” (3:1)

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 Lord Capulet
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to
Act and scene Themes Form method + effect Context
“Let two more summers
wither in their pride / Ere
we may think her ripe to
be a bride.”

“The earth hath

swallow'd all my hopes
but she, She is the
hopeful lady of my
earth.”
“I will make a desparate
tender of my child’s love.
I think she will be ruled in
all aspects by me.”

“How now wife, have you

delivered to her our
decree?”

“And you be mine, I’ll give

you to my friend; / And
you be not, hang, beg,
starve, die in the streets.”
(3:5)
“Death is my son-in-law,
Death is my heir;
My daughter he hath
wedded: I will die,
And leave him all; life,
living, all is Death's”

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 Lady Capulet
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to Context
Act and scene Themes Form method + effect
“How stands your
disposition to be
married?” (1:3)

“Ay, sir; but she will none,

she gives you thanks.
I would the fool were
married to her grave!”
(3:5)

“Talk not to me for I’ll not

speak a word./ Do as
thou wilt, for I have done
with thee.”(3:5)

Benvolio
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to Context
Act and scene Themes Form method + effect
“Part, fools!
Put up your swords; you
know not what you do.”
(1:1)

“We talk here in the

public haunt of men /
Either withdraw unto
some private place / And
reason coldly of your
grievances / Or else
depart”

“these hot days, is the

mad blood stirring.” (3:1)

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 Paris
Quotation AO1: Link to AO2: Language / Structure / AO3: Link to Context
Act and scene Themes Form method + effect
“Younger than she are
happy mothers made.”
(1:2)

“These times of woe

afford no time to woo”
(3:4)

“Happily met, my lady

and my wife!” (4:4)

Prince Escalus of Verona

Quotation AO1: Link to AO2: Language / Structure / Form AO3: Link to Context
Act and scene Themes method + effect
“Throw your mistemper'd
weapons to the ground,
And hear the sentence of
your moved prince.”

“If ever you disturb our

streets again,
Your lives shall pay the
forfeit of the peace"

“See what a scourge is

laid upon your hate, /
That heaven finds a
means to kill your joys
with love.” (A5s3)

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writing Enhanced MQA paragraphs.
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 This section will be vital to your revision. It will help you start exam-style essays and you should learn
these for PPEs and the final exam.

Write a brief OVERVIEW of each character as you read the play in class and at home. Use these
sentence starters to create your three-part overviews.

…he/she is ________, _________ and ___________. He/She is also… (the first one has been done for
you).

At the beginning of the play, Romeo is love-struck, miserable and frustrated. He is also loyal
to his friends, emotional and quick to shift his feelings from one girl to another.

Later on he is…

At the end he is…

The purpose of this character is…

At the beginning of the play, Juliet is…

Later on she is…

At the end she is…

The purpose of this character is…

At the beginning of the play, Mercutio is…

Later on he is…

At the end he is…

The purpose of this character is…

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 How does this image help us understand Tybalt’s character? Find a
quotation from the text to support this idea? Write your thoughts here:

At the beginning of the play, The Nurse is…

Later on she is…

At the end she is…

The purpose of this character is…

At the beginning of the play, Friar Lawrence is…

Later on he is…

At the end he is…

The purpose of this character is…

How does this image help us understand the Friar’s character? Why
does Shakespeare choose such a man to be Romeo’s confidante
and why is this ironic? Find a quotation from the text to support
your thoughts and write it here:

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At the beginning of the play, Lord Capulet is…

Later on he is…

At the end he is…

The purpose of this character is…

At the beginning of the play, Lady Capulet is…

Later on she is…

At the end she is…

The purpose of this character is…

What is the function of the servants in the play? How does

Shakespeare use them to assist them to deliver his message? List
them here and link them to a theme and context.

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Revise the play

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 Act One
Explode the quote.
Annotate these quotations from Act One.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.

“My child is yet a stanger in the world”

“It seems she hangs upon the cheek of night

Like a rich jewel in an Ethiope's ear;”

“Thus from my lips, by yours, my sin is purged”

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 Act Two
Explode the quote.
Annotate these quotations from Act Two.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.

“Deny thy father and refuse thy name”

“It is the east and Juliet is the sun”

“This bud of love, by summer's ripening breath,

May prove a beauteous flower when next we meet”

35
 Act Three
Explode the quote.
Annotate these quotations from Act Three.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.

“O I am Fortune’s Fool!”

“Hang thee, young baggage! disobedient wretch!”

“Is there no pity sitting in the clouds,

That sees into the bottom of my grief?
O, sweet my mother, cast me not away!”

36
 Act Four
Explode the quote.
Annotate these quotations from Act Four.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.

“Come weep with me; past hope, past cure, past help!”

“How now, my headstrong!”

“My child, my only life,

Revive, look up, or I will die with thee!”

37
 Act Five
Explode the quote.
Annotate these quotations from Act Five.
Use your Knowledge Organiser and include notes linked to (AO1) themes and ideas, (AO2) language, structure and
form methods and their effect and (AO3) context.

“Here, here will I remain

With worms that are thy chambermaids”

“Thy lips are warm”

“The sun for sorrow will not show his head”

38
The exam

39
 The Exam: important information

Assessment Objective Description

AO1 Read, understand and respond to texts.
12 marks Students should be able to:
 to maintain a critical style and develop an informed
personal response
 use textual references, including quotations, to
support and illustrate interpretations.
AO2 Analyse the language, form and structure used by a writer to
12 marks create meanings and effects, using relevant subject
terminology where appropriate.
AO3 Show understanding of the relationships between texts and
6 marks the contexts in which they were written.
AO4 Use a range of vocabulary and sentence structures for clarity,
4 marks purpose and effect, with accurate spelling and punctuation
(assessed in Section A only).

The exam question is deliberately worded to help you meet AO1, AO2 and AO3.

Understanding the Assessment Objective

 FORM - is the name of the text type that the writer uses. For example, there are
adverts, scripts, sonnets, novels etc. All of these are different text types that a writer
can use. The form of a text is important because it shows the writer's intentions,
characters or key themes. In this case, we are looking at the play form and how
Shakespeare manipulates the audience.

 STRUCTURE - is how the plot is ordered and put together for the reader. You can
think of plot at a text level but also at a sentence level. In this case, we are looking at
the order of events in Shakespeare's play.

 LANGUAGE - is the words a writer uses and what impact they have. In this case, we
are looking at the words Shakespeare uses. What words does he use? Why? What
effect does this have? Does he employ any language devices in his writing? For
example: metaphor, imagery, alliteration, pathetic fallacy etc.

40
 The Assessment Objectives:

Your teacher will explain what each of these AOs mean and how you can show the
examiner that you have met them in your examination response. Listen carefully, add your
notes and keep on adding when we tell you something important.

Start by highlighting the key words in each statement.

What this means in your own words

AO1 Read, understand and respond to
texts. Students should be able to:
• maintain a critical style and
develop an informed personal
response
• use textual references, including
quotations, to support and
illustrate interpretations.

AO2 • Analyse the language, form and

structure used by a writer to
create meanings and effects, using
relevant subject terminology
where appropriate.

AO3 • Show understanding of the

relationships between texts and
the contexts in which they were
written.

41
 The mark scheme:
Mark AO Typical features How to arrive at a mark
Level 6 AO1  Critical, exploratory, conceptualised response to task and At the top of the level, a candidate’s response is
Convincing, whole text likely to be a critical, exploratory, well-structured
critical  Judicious use of precise references to support argument. It takes a conceptualised approach to
analysis and interpretation(s). the full task supported by a range of judicious
exploration AO2  Analysis of writer’s methods with subject terminology used references. There will be a fine-grained and
judiciously insightful analysis of language and form and
26–30 marks  Exploration of effects of writer’s methods on reader structure supported by judicious use of subject
AO3  Exploration of ideas/perspectives/contextual factors shown terminology. Convincing exploration of one or
by specific detailed links between context/text/task more ideas/perspectives/contextual
factors/interpretations.
Level 5 AO1  Thoughtful, developed response to task and whole texts At the top of the level, a candidate’s response is
Thoughtful,  Apt references integrated into interpretation(s) likely to be thoughtful, detailed and developed. It
developed AO2  Examination of writer’s methods with subject terminology takes a considered approach to the full task with
consideration used effectively to support consideration of methods references integrated into interpretation; there
21–25 marks  Examination of effects of writer’s methods on reader will be a detailed examination of the effects of
AO3  Thoughtful consideration of ideas/perspectives/contextual language and/or structure and/or form supported
factors shown by examination of detailed links between by apt use of subject terminology. Examination of
context/text/task ideas/perspectives/contextual factors, possibly
including alternative interpretations/deeper
meanings.
Level 4 AO1  Clear, explained response to task and whole text At the top of the level, a candidate’s response is
Clear  Effective use of references to support explanation likely to be clear, sustained and consistent. It takes
understanding AO2  Clear explanation of writer’s methods with appropriate use a focused response to the full task which
16–20 marks of relevant subject terminology demonstrates clear understanding. It uses a range
 Understanding of effects of writer’s methods on reader of references effectively to illustrate and justify
AO3  Clear understanding of ideas/perspectives/contextual explanation; there will be clear explanation of the
factors shown by specific links between context/text/task effects of a range of writer’s methods supported
by appropriate use of subject terminology. Clear
understanding of ideas/perspectives/contextual
factors.
Level 3 AO1  Some explained response to task and whole text At the top of the level, a candidate’s response is
Explained,  References used to support a range of relevant comments likely to be explanatory in parts. It focuses on the
structured AO2  Explained/relevant comments on writer’s methods with full task with a range of points exemplified by
comments some relevant use of subject terminology relevant references from the text; there will be
11–15 marks  Identification of effects of writer’s methods on reader identification of effects of a range of writer’s
AO3  Some understanding of ideas/perspectives/contextual methods supported by some relevant terminology.
factors shown by links between context/text/task Explanation of some relevant contextual factors.

Level 2 AO1  Supported response to task and text At the top of the level, a candidate’s response is
Supported,  Comments on references likely to be relevant and supported by some
relevant AO2  Identification of writer’s methods explanation. It will include some focus on the task
comments  Some reference to subject terminology with relevant comments and some supporting
6–10 marks references from the text. There will be
AO3  Some awareness of implicit ideas/contextual factors
identification of effects of deliberate choices made
by writer with some reference to subject
terminology. Awareness of some contextual
factors.
Level 1 AO1  Simple comments relevant to task and text At the top of the level, a candidate’s response is
Simple,  Reference to relevant detail likely to be narrative and/or descriptive in
explicit AO2  Awareness of writer making deliberate choices approach. It may include awareness of the task
comments  Possible reference to subject terminology and provide appropriate reference to text; there
1–5 marks will be simple identification of method with
A03  Simple comment on explicit ideas/contextual factors
possible reference to subject terminology. Simple
comments/responses to context, usually explicit.

0 marks Nothing worthy of credit/nothing written

42
Opening [Character or theme] is…
overview [1 sentence: include three adjectives to describe and show broad knowledge].
He/It is also…
[1 sentence: explain the function or purpose of this character or theme].
Shakespeare’s use of [language method / dramatic device] is significant

M ethod
because...
The imagery of ... is significant in this scene...
Shakespeare uses stage directions to convey...
The characterisation of... is developed in this Act...
Structurally, this scene is significant because...
According to Freytag’s Pyramid, this scene can be defined as…
When the character says…

Q uotation
We can see this in the statement...
We hear the character described as...
The word... demonstrates this...
Arguably, the most significant words are... which...
The image of the ... is crucial to our understanding of...
Shakespeare seems to be suggesting...

A nalysis
The playwright is perhaps exploring the idea of...
Shakespeare is explaining / developing / showing / hinting...
This clearly shows...
This suggests / implies / conveys...
The word / phrase / image /character makes me think of... because...
The statement / word / image contains several ideas. For example...
Shakespeare seems to be exploring the theme / idea of...
From one perspective we could say... From another we might consider...
Developing the interpretation further, we could argue that...
This links with...
The idea is repeated when...
This literally means …
Metaphorically, this might imply…
Symbolically, this could indicate…
Closing Finally…
overview [1 sentence: what you have learnt about the theme or character].
Shakespeare…
[1 sentence: Shakespeare’s message or intention through the use of this theme
or character].

43
 (Sample assessment material)
English Literature
8702/1
th
Paper 1 Shakespeare and the 19 -century novel

Romeo and Juliet

Read the following extract from Act 1 Scene 2 of Romeo and Juliet and then
answer the question that follows.

At this point in the play Lord Capulet and Paris are discussing Juliet

PARIS
But now, my lord, what say you to my suit?
CAPULET
But saying o’er what I have said before:
My child is yet a stranger in the world,
She hath not seen the change of fourteen years;
5 Let two more summers wither in their pride,
Ere we may think her ripe to be a bride.
PARIS
Younger than she are happy mothers made.
CAPULET
And too soon marred are those so early made.
The earth hath swallowed all my hopes but she;
10 She’s the hopeful lady of my earth.
But woo her, gentle Paris, get her heart,
My will to her consent is but a part;
And she agreed, within her scope of choice
Lies my consent and fair according voice.

Starting with this conversation, explain how far you think Shakespeare
presents Lord Capulet as a good father.

Write about:

• how Shakespeare presents Lord Capulet in this extract

• how Shakespeare presents Lord Capulet in the play as a whole.

[30 marks]
AO4 [4 marks]

44
Read the following extract from Act 3 Scene 2 of Romeo and Juliet
and then answer the question that follows.

At this point in the play Juliet is waiting for the Nurse to come back from meeting Romeo.

JULIET

Come, night; come, Romeo; come, thou day in night;

For thou wilt lie upon the wings of night
Whiter than new snow on a raven's back.
Come, gentle night, come, loving, black-brow'd night,
Give me my Romeo; and, when he shall die,
Take him and cut him out in little stars,
And he will make the face of heaven so fine
That all the world will be in love with night
And pay no worship to the garish sun.
O, I have bought the mansion of a love,
But not possess'd it, and, though I am sold,
Not yet enjoy'd: so tedious is this day
As is the night before some festival
To an impatient child that hath new robes
And may not wear them. O, here comes my nurse,
And she brings news; and every tongue that speaks
But Romeo's name speaks heavenly eloquence.

Starting with this speech, explore how Shakespeare presents attitudes towards love in Romeo and
Juliet.

Write about:

 what Juliet says about love in this speech

 how Shakespeare uses language to present attitudes to love in the play as a whole.

[30 marks]
AO4 [4 marks]

TURN OVER FOR HELP ANSWERING THIS QUESTION

45
 Although candidates will not know which extract they are going to be presented
with in the exam, a variety of cues in the question will remain consistent.

Looking at the question, it is clear to see how the Assessment Objectives are addressed with in the
question.

There are several cue words in place throughout the question to help candidates respond in na
structures and clear way. Firstly,

The extract will always be

contextualised to provide
candidates with guidance from
whereabouts in the play the extract
is taken from

AO1: it is clearly asking you for a

response to something in a
thoughtful, constructive and
personal way.
Helps you start your thinking and
response by encouraging you to use
the extract as a ‘way in’ to the text. Read the following extract from Act 3 Scene 2 of Romeo and Juliet
and then answer the question that follows.

At this point in the play Juliet is waiting for the Nurse to come back
from meeting Romeo.

Starting with this speech, explore how Shakespeare presents

This addresses the cultural context attitudes towards love in Romeo and Juliet.
of love. So if you write about this,
you are automatically doing AO3. Write about:
This can also lead into other  what Juliet says about love in this speech
relevant contexts such as power and  how Shakespeare uses language to present attitudes to love in
gender. the play as a whole.

These two bullet points are here to The playwright is named to remind
guide your response and are not you that you are responding to his
individually marked. work and you should consider the
methods / techniques he uses (AO2)

46
 Romeo and Juliet

Read this extract from the prologue of Romeo and Juliet and then answer the
question that follows.

At this point in the play the audience are being informed of the story of Romeo
and Juliet

Two households, both alike in dignity,

In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands
5 unclean.
From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd
10
love,
And the continuance of their parents' rage,
Which, but their children's end, nought
could remove,
Is now the two hours' traffic of our stage;
The which if you with patient ears attend,
What here shall miss, our toil shall strive to
mend.

0 2 Starting with this extract, explain how Shakespeare presents violence and
death as inevitable result of conflict.

Write about:

• how Shakespeare presents conflict in this extract

• how Shakespeare presents conflict in the play as a whole.

[30 marks]
AO4 [4 marks]

47
Read the following extract from Act 3 Scene 1 of Romeo and Juliet and then answer the question
that follows.

At this point in the play Mercutio has been fatally wounded by Tybalt.

MERCUTIO
I am hurt.
A plague a’ both houses! I am sped.
Is he gone and hath nothing?
BENVOLIO
What, art thou hurt?
MERCUTIO
Ay, ay, a scratch, a scratch, marry, ’tis enough.
Where is my page? Go, villain, fetch a surgeon.
Exit Page.
ROMEO
Courage, man, the hurt cannot be much.
MERCUTIO
No, ’tis not so deep as a well, nor so wide as a church-door, but ’tis enough, ’twill
serve. Ask for me tomorrow, and you shall find me a grave man. I am pepper’d, I
warrant, for this world. A plague a’ both your houses! ’Zounds, a dog, a rat, a mouse,
a cat, to scratch a man to death! A braggart, a rogue, a villain, that fights by the book
of arithmetic! Why the dev’l came you between us? I was hurt under your arm.
ROMEO
I thought all for the best.
MERCUTIO
Help me into some house, Benvolio,
Or I shall faint. A plague a’ both your houses!
They have made worms’ meat of me. I have it,
And soundly too. Your houses!
Exeunt Mercutio and Benvolio.
ROMEO
This gentleman, the Prince’s near ally,
My very friend, hath got this mortal hurt
In my behalf; my reputation stain’d
With Tybalt’s slander—Tybalt, that an hour
Hath been my cousin! O sweet Juliet,
Thy beauty hath made me effeminate,
And in my temper soft’ned valor’s steel!

Starting with this conversation, discuss how far you think Shakespeare presents Mercutio as a good
friend to Romeo.

Write about:

 How Shakespeare presents their friendship in this extract

 How Shakespeare presents friendship in the play as a whole
[30 Marks]
AO4 [4 Marks]
48
 Romeo and Juliet

Read this extract from Act 1 Scene 5 of Romeo and Juliet and then answer the
question that follows.

At this point in the play Romeo and Juliet are having their first conversation.

ROMEO
[To JULIET] If I profane with my unworthiest hand
This holy shrine, the gentle fine is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.
JULIET
5 Good pilgrim, you do wrong your hand too much,
Which mannerly devotion shows in this;
For saints have hands that pilgrims' hands do
touch,
And palm to palm is holy palmers' kiss.
ROMEO
Have not saints lips, and holy palmers too?
JULIET
10 Ay, pilgrim, lips that they must use in prayer.
ROMEO
O, then, dear saint, let lips do what hands do;
They pray, grant thou, lest faith turn to despair.
JULIET
Saints do not move, though grant for prayers'
sake.
ROMEO
Then move not, while my prayer's effect I take.
15 Thus from my lips, by yours, my sin is purged.
JULIET
Then have my lips the sin that they have took.
ROMEO
Sin from thy lips? O trespass sweetly urged!
Give me my sin again.
JULIET
You kiss by the book..

0 2 Starting with this extract, explain how far you think Shakespeare presents
Romeo and Juliet as a couple in love.

Write about:

• how Shakespeare presents Romeo and Juliet’s relationship in this extract.

• how Shakespeare presents Romeo and Juliet’s relationship as a whole.

[30 marks]
AO4 [4 marks]

49
Read the following extract from Act 1 Scene 1 of Romeo and Juliet and then answer the question
that follows.

At this point in the play, the male servants of the house of Capulet have seen the male servants from
the house of Montague and a fight is about to start.

SAMPSON
My naked weapon is out. Quarrel, I will back thee.
GREGORY
How, turn thy back and run?
SAMPSON
Fear me not.
GREGORY
No, marry, I fear thee!
SAMPSON
Let us take the law of our sides, let them begin.
GREGORY
I will frown as I pass by, and let them take it as they list.
SAMPSON
Nay, as they dare. I will bite my thumb at them, which is disgrace to them if they
bear it.
ABRAM
Do you bite your thumb at us, sir?
SAMPSON
I do bite my thumb, sir.
ABRAM
Do you bite your thumb at us, sir?
SAMPSON
[Aside to Gregory] Is the law of our side if I say ay?
GREGORY
[Aside to Sampson] No.
SAMPSON
No, sir, I do not bite my thumb at you, sir, but I bite my thumb, sir

Starting with this conversation, explore how Shakespeare presents aggressive male behaviour in
Romeo and Juliet.

Write about:

• how Shakespeare presents aggressive male behaviour in this conversation

• how Shakespeare presents aggressive male behaviour in the play as a whole.
[30 marks]
AO4 [4 marks]
2017.

50
Romeo and Juliet

Read the following extract from Act 3 Scene 5 of Romeo and Juliet and then answer the question
that follows.

At this point in the play, Juliet has just been told that she must marry Paris.

CAPULET
How now, wife!
Have you deliver'd to her our decree?
LADY CAPULET
Ay, sir; but she will none, she gives you thanks.
I would the fool were married to her grave!
CAPULET
5 Soft! take me with you, take me with you, wife.
How! will she none? doth she not give us thanks?
Is she not proud? doth she not count her blest,
Unworthy as she is, that we have wrought
So worthy a gentleman to be her bridegroom?
JULIET
10 Not proud, you have; but thankful, that you have:
Proud can I never be of what I hate;
But thankful even for hate, that is meant love.
CAPULET
How now, how now, chop-logic! What is this?
'Proud,' and 'I thank you,' and 'I thank you not;'
15 And yet 'not proud,' mistress minion, you,
Thank me no thankings, nor, proud me no prouds,
But fettle your fine joints 'gainst Thursday next,
To go with Paris to Saint Peter's Church,
Or I will drag thee on a hurdle thither.
20 Out, you green-sickness carrion! out, you baggage!
You tallow-face!

Starting with this moment in the play, explore how Shakespeare presents relationships between
adults and young people in Romeo and Juliet.

Write about:

• how Shakespeare presents relationships between adults and young people at this moment in the
play

• how Shakespeare presents relationships between adults and young people in the play as a whole.
[30 marks]
AO4 [4 marks]
2018

51
 Romeo and Juliet

Read this extract from Act 2 Scene 2 of Romeo and Juliet and then answer the
question that follows.

At this point in the play Romeo is pledging his love to Juliet.

ROMEO
Lady, by yonder blessed moon I swear
That tips with silver all these fruit-tree tops--
JULIET
O, swear not by the moon, the inconstant moon,
That monthly changes in her circled orb,
5 Lest that thy love prove likewise variable.
ROMEO
What shall I swear by?
JULIET
Do not swear at all;
Or, if thou wilt, swear by thy gracious self,
Which is the god of my idolatry,
10 And I'll believe thee.
ROMEO
If my heart's dear love--
JULIET
Well, do not swear: although I joy in thee,
I have no joy of this contract to-night:
It is too rash, too unadvised, too sudden;
15 Too like the lightning, which doth cease to be
Ere one can say 'It lightens.' Sweet, good night!
This bud of love, by summer's ripening breath,
May prove a beauteous flower when next we meet.
Good night, good night! as sweet repose and rest
20 Come to thy heart as that within my breast!
ROMEO
O, wilt thou leave me so unsatisfied?
JULIET
What satisfaction canst thou have to-night?
ROMEO
The exchange of thy love's faithful vow for mine.
JULIET
I gave thee mine before thou didst request it:
25 And yet I would it were to give again.

0 2 Starting with this extract, explore how Shakespeare presents Romeo and
Juliet as having differing attitudes to commitment.

Write about:
• how Shakespeare presents Romeo and Juliet’s attitude to commitment in this
extract.
• how Shakespeare presents attitudes to commitment in the play as a whole.

[30 marks]
AO4 [4 marks]

52
 Romeo and Juliet

Read this extract from Act 5 Scene 3 of Romeo and Juliet and then answer the
question that follows.

At this point in the play the bodies of Romeo and Juliet have been discovered.

CAPULET
O brother Montague, give me thy hand:
This is my daughter's jointure, for no more
Can I demand.

MONTAGUE
But I can give thee more:
5 For I will raise her statue in pure gold;
That while Verona by that name is known,
There shall no figure at such rate be set
As that of true and faithful Juliet.

CAPULET
As rich shall Romeo's by his lady's lie;
10 Poor sacrifices of our enmity!

PRINCE
A glooming peace this morning with it brings;
The sun, for sorrow, will not show his head:
Go hence, to have more talk of these sad things;
Some shall be pardon'd, and some punished:
15 For never was a story of more woe
Than this of Juliet and her Romeo.

0 2 Starting with this moment in the play, explore how Shakespeare presents the
consequences of conflict in Romeo and Juliet.

Write about:

• how Shakespeare presents conflict and its consequences at this moment in

the play.
• how Shakespeare presents conflict in the play as a whole.
[30 marks]
AO4 [4 marks]

53
Independent learning

54
 1. Make sure you have your own copy of the play to read and annotate at home and in class.

2. http://www.bbc.co.uk/education/topics/zxxg9qt
This is the new and improved BBC Bitesize link: it includes lots of great tips, notes and mini-tests as
well as further links to other useful websites.

3. https://www.goodreads.com/ebooks/download/18135?doc=3786
Download the play as a PDF.

4. Watch the film: try to avoid adaptations that are too far from the text. In
class, we watched Franco Zeffirelli’s 1968 film.

5. Listen to the audio. Try the complete audio on Mr Bruff’s playlist.

Mr Bruff: Playlist – William Shakespeare’s Romeo and Juliet

There are lots of videos on this playlist – too many to list here. So, aim
to watch videos on the following scenes and tick them off when
you’ve made your revision notes using the space at the end of this
Workbook or in designated pages in your English Literature exercise
book.

Video Length Done

The ‘Romeo and Juliet’ Quotation Revision Song 2:40
Explaining the Quotations from the Song 8:03
‘Romeo and Juliet’ Complete Audiobook 3:03:14
100% Full Marks Answers
The Prologue
Act 1 Scene 5
Act 2 Scene 2
Act 2 Scene 6
Act 3 Scene 1
Act 3 Scene 5
Act 4 Scene 3
Act 4 Scene 5
Act 5 Scene 3
Student Exemplar There are lots of exemplars for you to watch
Use the space below to add any other videos you watch.

Mr Bruff’s tutorials - how to make useful notes:

1. List words used that seem important – repeated, specialist terminology, methods or phrases that sound
like they could be useful or memorable.
2. Only write down phrases or brief statements that are interesting or link to an Assessment Objective (AO1,
AO2 or AO3).
3. Include any important quotations – full or micro.
4. Number each point to chunk your notes up.
5. For further revision, write out your notes neatly onto flashcards, post-its, revision posters or into your
Workbook / exercise book.
55
Romeo and Juliet – Quick fire questions

Plot and Action

1. Who is Romeo in love with at the start of the play?

2. Why does Tybalt become so angry at the Capulet feast?

3. List two things that Romeo compares Juliet to in Act 2 Scene 2.

4. Who mentions marriage first, Romeo or Juliet?

5. What is Friar Lawrence doing before Romeo’s visit?

6. Who uses the line, ‘These violent delights have violent ends,’ to describe love at first sight?

7. Which character is described as ‘Good King of Cats’ and by whom?

8. What punishment does Lady Capulet want for Romeo?

9. Why does Lady Capulet think Juliet is crying in Act 3 Scene 5?

10. When Juliet visits the Friar for help, who does she meet at his cell?

11. Who discovers Juliet’s ‘dead’ body on her wedding day to Paris?

12. As well as Romeo, Juliet and Paris, which other character’s death do we learn of in Act V Scene 3?

Characters

13. Who is up early picking herbs at the beginning of Act 2?

14. Which character describes himself as ‘a grave man’?

15. What is Juliet’s reaction when she meets Paris at Friar Lawrence’s cell?

16. Who goes to wake Juliet for her wedding day?

Themes, Contexts and Settings

17. What sources of light do the lovers use to describe each other?

18. What is Lady Capulet’s tone when she speaks to Juliet of Paris’ proposal?

19. How does Capulet react when Juliet says she does not wish to marry Paris?

20. In Act 4 Scene 1 Juliet states, ‘What must be shall be.’ Which major theme does this relate to?

56
Glossary: Methods (AO2) – add the effect to help you with the ‘A’ in MQA.

Alliteration: Repeating the same consonant sound in words close to each other.
Effect:

Blank verse: Lines of poetry that do not rhyme, giving a less formal and more conversational style to
the words.
Effect:

Dramatic irony: This occurs when the audience know more about what is happening than some of
the characters themselves know.
Effect:

Iambic pentameter: A line of poetry with ten syllables, beginning with an unstressed syllable and
then swapping between stressed and unstressed.
Effect:

Metaphor - when one thing is described as is it actually were something else.

Effect:

Personification - where something is described as if it is human.

Effect:

Poetic verse: A style of speech using rhyming couplets and a strong rhythmic pulse to the line.
Effect:

Prose: Any language that is not patterned by the regularity of some kind of rhyme or rhythm.
Effect:

Rhyming couplet: A pair of rhymed lines: E.g. ‘O time, thou must untangle this, not I / It is too hard a
knot for me t’untie’
Effect:

Soliloquy: A dramatic convention which allows a character in a play to speak directly to the audience
- as if thinking aloud about motives, feelings and decisions.
Effect:

Sonnet: Has a fixed structure of 14 lines and typically has 10 syllables per line. Often used to express
romantic love.
Effect:

57
Extra Notes: Use these pages to add additional notes, plans, ideas, activities completed by
you in class or at home as part of your revision for this exam. Use different colours,
symbols, images, bullet points, lists, mindmaps and any other revision strategy that you find
helpful.

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Extra Notes: Use these pages to add additional notes, plans, ideas, activities completed by
you in class or at home as part of your revision for this exam. Use different colours,
symbols, images, bullet points, lists, mindmaps and any other revision strategy that you find
helpful.

59