Overview

This Question is worth 20 marks and assesses all four Assessment Objectives. You have 45 minutes to answer this question.

In your response you are expected to:

• Demonstrate your knowledge of the play through reference to detail and the use of accurate, relevant quotations from the text

• Show that you understand the main ideas and explicit meanings in the play, as well as the implied or hidden meanings

• Analyse, in detail, the choices the writer has made in terms of their use of language, structure and form to convey impressions and ideas

• Shape your writing in such a way as to communicate your engagement with the play

• Demonstrate your understanding of the play, and the question

• Be sensitive to imagery, sound and language to develop an informed personal response to the play

TOP TIPS!

1. The most successful answers maintain a clear focus on the key words in the question

2. Therefore, pay particular attention to what the question is asking you to do

3. Then, as you read through the passage, highlight and annotate key words and phrases directly relevant to the focus of the question

4. Quotations are intended to support your points, but should not be a point in themselves:

5. The strongest answers show a detailed knowledge of the text, by integrating precise and concise quotations and indirect textual references to support points

6. You need to be able to analyse and explain the relevance of the quotations you have chosen to your argument or to the question you are answering

7. You should structure your response and your use of quotations in chronological order, and ensure that you respond to every section of the passage:

8. You should aim to select 6–7 relevant quotations that contain a range of language and/or structure devices that you can comment upon and analyse

9. A high-level response will incorporate these quotations into the explanations of meaning

10. Do not just state your ideas:

11. The most convincing responses sustain a critical engagement with the ways in which writers achieve their effects

12. Therefore, it is important that your explanation and analysis is supported with reasons

13. Use words such as “because”, “as” or “since” to offer reasons as to how the writer’s choices of language and structure achieve the particular effects that you mention

14.   Make sure you link all of your ideas and reasons to the question

15. Embed your quotations into your sentences:

16. Avoid unnecessary phrases such as “This is shown by the quote…” as this is just a waste of words

17. Instead, try: “Shakespeare makes this moment in the play so upsetting because ......."

Overview

This Question is worth 20 marks and assesses all four Assessment Objectives. You have 30 minutes to answer this section. You will get two questions and you shall answer any one.

In your response you are expected to:

1. Read and Understand the Question

• Make sure you understand what the question is asking for. Look for keywords such as "analyze," "compare," "evaluate," "discuss," or "describe," as these indicate the type of response needed.

• Underline or highlight any key phrases or terms that specify what you need to focus on.

• If any part of the question is unclear, take a moment to break it down or rephrase it in your own words.

2. Plan Your Answer

• Spend a few minutes organizing your thoughts by creating a rough outline of your main points. This helps ensure your response has a logical flow.

• Decide on the main argument or position you will take in response to the question.

• Choose 2-4 main points that will support your thesis and structure your body paragraphs around them.

• Think of relevant facts, examples, data, or quotations that will support your points.

3. Write the Introduction

• Start with a Hook: Begin with an engaging sentence to draw the reader in. This could be an interesting fact, a quote, or a thought-provoking question.

• Provide Background Information: Give any necessary context or background to frame your response.

• State Your Thesis: End the introduction with a clear thesis statement that outlines your main argument and previews the structure of your response.

4. Develop the Body Paragraphs

• Start Each Paragraph with a Topic Sentence: This sentence should clearly state the main idea of the paragraph and how it supports your thesis.

• Use Evidence and Examples: Include relevant data, examples, or quotations to support each point. This adds credibility and depth to your argument.

• Analyze and Explain: Go beyond just stating facts; explain how the evidence supports your argument and analyze its significance. Link it back to your thesis.

• Transition Smoothly: Use transition words or phrases (e.g., "Moreover," "In addition," "On the other hand") to guide the reader from one paragraph to the next.

  
  

5. Write the Conclusion

• Summarize your main argument in different words to reinforce it.

• Recap the key points made in the body paragraphs to remind the reader of the evidence supporting your thesis.

Step-by-Step Process for Quote Analysis

1. Introduce the Quote:

   • Provide the quote in context and explain its relevance to the work.

   • Mention who is speaking and any situational details needed for understanding.

2. AO1: Demonstrate Understanding:

   • Paraphrase or explain the basic meaning of the quote.

   • Place the quote in context by discussing its role in the text.

3. AO2: Analyze the Language and Techniques:

   • Discuss key words, phrases, or literary devices in the quote and their connotations.

   • Explain how these techniques contribute to the overall meaning and tone.

4. AO3: Apply to the Text and Context:

   • Show how the quote fits into the larger text and its impact on themes, character development, or narrative.

   • Connect it to relevant parts of the text or historical and social context.

5. AO4: Evaluate Its Significance:

   • Discuss the importance of the quote in the text’s overall argument or message.

   • Offer alternative interpretations if applicable.

   • Conclude by summarizing the quote’s significance and impact on your understanding of the text.

Point: Nick Bottom’s character is portrayed as both comical and foolish, embodying the theme of self-importance and the nature of human folly.

Evidence: In Act 3, Scene 1, Bottom declares, “I am that I am, and I am a man as any man is: and there is no man that can tell what I am.”

Explanation: This line showcases Bottom’s exaggerated self-assurance and confidence in his own identity. The phrase “I am that I am” is an allusion to the biblical declaration of God’s eternal and self-sufficient nature, suggesting Bottom sees himself as unique or elevated above others. However, this hubris highlights his comic foolishness, as he fails to recognize his own limitations.

Analysis: The use of repetition in “I am” emphasizes Bottom’s self-centered nature, reinforcing his inflated ego. Additionally, the line “there is no man that can tell what I am” suggests that Bottom believes he transcends human understanding, which is ironic given his absurd and often clueless behavior. Shakespeare uses Bottom’s overconfidence to create humor and to reflect the theme of mistaken identity. It serves as a reminder that even in moments of great self-importance, humans are susceptible to folly and illusion, a central theme in the play.

Link: This quote not only emphasizes Bottom’s role as comic relief but also underscores the play’s broader exploration of identity and transformation. Bottom’s belief in his own exceptionalism contrasts sharply with the reality of his situation—turned into a donkey-headed creature and enamored by Titania, the fairy queen. Shakespeare’s portrayal of Bottom invites the audience to reflect on the nature of self-perception and the illusions we hold about ourselves and others.

Each question on this exam paper assesses all four Assessment Objectives equally. This means it is important that you know what skills these Assessment Objectives require you to demonstrate in order to get the most marks.

• AO1 is about demonstrating knowledge of the play’s content through reference to specific sections of the text:

  • As you read through the passage, annotate any questions you have

  • This objective is about working out what is going on in terms of content, structure and word choice

    
    

• AO2 is about going beyond the surface meaning and story, to look for underlying ideas and attitudes – the writer’s and your own:

  • This requires you to ask “why” the author has made the choices they have

  • Some elements of the writer’s context can be used to inform your personal response, but only if relevant to the focus of the question

    
    

• AO3 requires critical engagement and evaluation of how the text works:

  • “Meanings and effects” suggests that there is more than one meaning for a text, and the language, structure and form of the play contribute to those meanings

  • It does not mean just listing the literary techniques the writer has used

    
    

• AO4 refers to the way you shape your writing in order to communicate your engagement with the text:

  • A personal response means that you may wish to make comparisons with similar experiences of your own, whether in real life or in your reading

  • Contextual information should help reinforce your own interpretation, but not replace it

  • Your own response is valid as long as it is supported by evidence

    
    

The following sections explore the skills you will need to demonstrate in more detail:

• Analysing drama

• Developing a personal response

Analysing drama

It is essential to remember that drama is written for an audience; plays and drama texts are intended for performance on a stage. This impacts how you read and consider a dramatic text, as you also need to consider how a play would appear to an audience.