Part A: How To Get Full Marks (OCR A Level English Literature): Revision Note
Exam code: H472
How To Get Full Marks
Regardless of which topic you are studying, the type of question asked for the first task will always be the same. In part (a) you will be asked to comment on an extract from your chosen Shakespeare play. It is tempting to jump straight in and start writing immediately. However, following this guide will ensure you answer the question in the way the examiners are looking for.
Below you will find sections on:
What skills are required
Steps for success
What skills are required
Some questions on your exam paper have a dominant assessment objective. For part (a) the dominant objective is AO2, which requires you to analyse the ways in which Shakespeare has used language, form and structure to shape meanings. The minor objective for this task is AO1. AO1 assesses you on the way you present your response which needs to be structured in an accurate and coherent manner. The following sections explore the skills you will need to demonstrate mastery of in more detail:
Linguistic analysis (AO2) - 75%
Presenting a response (AO1) - 25%
Linguistic analysis (AO2)
Approaching the extract
A critical analysis goes beyond just spotting elements of language, form and structure, although these can be used as a springboard for explaining the impact of such choices the writer has made. Essentially, ask yourself how Shakespeare evokes certain feelings or meanings by manipulating language, structure and form.
To begin with, you might find the following questions useful to consider when reading the extract:
What is the narrative perspective? | How is the setting described? | Does the extract present events from different points of view? |
Is the presentation of character realistic, unrealistic, reliable or unreliable? | Does Shakespeare build suspense, tension or drama? | How does the writer use language in the extract? Is there anything striking, or are there any patterns? |
How does Shakespeare introduce and manage direct speech and/or dialogue? | Is there any use of internal monologue and, if so, for what purpose? | Are there any shifts in tone? |
How are characters introduced and/or described? | How are the events organised in the passage? | Are there any ‘gaps’ or anything you are not told? |
In addition, critically analysing language means that you consider the deliberate choices Shakespeare has made to include specific words or phrases in their writing, and why. In order to do this, you should consider both the denotation and the connotations of particular words:
Denotation = the literal meaning of a word or phrase
Connotation = the associations or implied meanings of the word or phrase
When commenting on words and phrases from the extract, you should always try to consider why you think Shakespeare has chosen that particular word to use in their text. Below are some questions which you might ask yourself when analysing the language in a text:
Denotations and connotations | Emotional impact | Characterisation | Formality and informality |
|---|---|---|---|
How do these layers of meaning add depth to the text? | How do the words evoke emotions or feelings in the reаder? Do they create joy, sadness, fear or excitement? | Do the words reveal aspects of a character's personality, background or emotions? | Do the words make the text more relatable or distant? |
Examiner Tips and Tricks
Complex technical terminology is not expected. However if you choose to use terms such as ‘prose’, ‘verse’, ‘poetry’, ‘blank verse’, ‘iambic pentameter’ etc. then you should be certain of their meaning and relevance.
It is more important to explore the effects of Shakespeare’s choices than it is to use over-complicated terminology. Examiners are looking to reward what you say about Shakespeare’s craft, not the number of technical terms referenced in your response. You should only reference linguistic terminology to focus and build your argument.
When reading the extract, you should try to:
Provide quotes and references from the extract to support the analysis of both explicit statements and interpretations made from the play
Determine how the meanings of words and phrases are used within the extract, including both literal and figurative interpretations
Examine the structure of the extract within the play as a whole:
How does this scene relate to other scenes within the play?
Analyse the impact of specific word choices on the overall meaning and tone of the text, exploring how Shakespeare uses language to create meaning:
Examine how language builds tension and conflict between characters
Consider Shakespeare’s characterisation:
How do language choices reveal character traits?
What can you infer about a character's intentions, fears, or desires based on their language?
Language | Structure | Form |
|---|---|---|
Word choice Examine the specific words Shakespeare uses. Look for nuances, connotations, and multiple interpretations. Consider how these choices reflect the characters' emotions or thematic aspects. | Verse versus prose Determine where Shakespeare uses verse (poetic language with a specific rhythm) аnd where he uses prose (ordinary language). Explore why certain characters speak in verse and others in prose and their effect. | Scenes and acts Examine the structure of the extract within the play as a whole. |
Figurative language Identify metaphors, similes, personification and other forms of figurative language. Explore how these enhance imagery and evoke emotions. | Meter and rhythm If the text is in verse, analyse the meter (such as iambic pentameter) and rhythm. Note variations in meter, which can indicate characters' emotional states or shifts in the narrative tone. | Dialogue Analyse the dialogues and monologues. Consider the length of speeches and interruptions. Look for moments of heightened emotion or significant revelations. |
Examiner Tips and Tricks
Modern editors have taken early editions of Shakespeare and re-punctuated it, adding exclamation marks, extra scene directions and information, and removing the capitals which were used by Elizabethan and Jacobean writers. Therefore, do not comment on “Shakespeare’s use” of editorially imposed punctuation such as exclamation marks, as they might in fact have been features of this textual editing.
It is also important to remember that selected passages for consideration in Part (a) will only ever be taken from the Alexander text of Shakespeare’s works.
Dramatic methods
The question in part (a) invites you to comment on Shakespeare’s use of language but also its dramatic effects. In the context of analysing a Shakespeare play, dramatic structure refers to the arrangement of events within the play. It encompasses how the play unfolds, how conflicts are introduced and resolved and how the characters' journeys evolve throughout the play. Shakespearean plays, like many other classic plays, often follow a specific dramatic structure that can be broken down into five key components: exposition, rising action, climax, falling action and denouement.
Below we will explore two general aspects of dramatic structure in the play Hamlet.
Dramatic Structure | Shakespeare’s Intentions | |
|---|---|---|
Exposition |
| Shakespeare immediately places the audience within the royal castle of Elsinore in order to establish an atmosphere that mirrors the political unease permeating the court. This setting underscores the importance of the court within the play. |
Conflict | The exposition introduces the pivotal conflict: the revelation of King Hamlet's murder by his brother Claudius. This revelation is delivered through the spectral appearance of King Hamlet's ghost, introducing a supernatural element that deeply influences the characters' beliefs and actions. Themes such as revenge, deception and the ambiguity of human nature foreshadow the intense moral dilemmas that will unfold. | |
Here is another example of structural devices in the denouement of Hamlet:
Dramatic Structure | Shakespeare’s Intentions | |
|---|---|---|
Denouement |
| For Hamlet, the denouement marks his final moments which culminates with both his own internal struggle and self-realisation. He reconciles with his fate with a clarity that had eluded him throughout the play. The denouement also illuminates Claudius's guilt and ultimate downfall which provides justice within the tragedy. Gertrude's tragic end, a result of her entanglement in the political and emotional webs spun around her, further convey the play's themes of deception and betrayal. |
Parallelism | Poison becomes a central motif in the denouement, echoing its presence earlier in the play. The poisoned cup mirrors the poisoned sword that leads to Hamlet's demise. This parallelism not only underscores the theme of deception but also serves as a symbolic representation of the moral decay infecting the kingdom. The denouement also mirrors the theme of revenge that runs throughout the play: Hamlet's quest for vengeance mirrors Laertes' desire to avenge his father. Similarly, Ophelia's madness and subsequent death is paralleled with Hamlet's own descent into madness. Finally, the appearance of King Hamlet's ghost in the denouement serves as a mirror to its initial appearance in the exposition. Initially, the ghost's revelation sets the revenge plot in motion and in the denouement, its presence acts as a reminder of the supernatural forces at play. | |
Presenting a response (AO1)
AO1 requires you to write an articulate personal and creative response to the Shakespeare text, and use concepts and terminology written in a coherent way. Below is a detailed explanation of what the examiner is looking for:
Assessment criteria | What does this mean? |
|---|---|
“Write an articulate personal and creative response to the Shakespeare extract” | An “articulate response” means that your answer needs to be clear, well-expressed and easy to understand. Your ideas and thoughts should be communicated effectively |
A “personal response” means offering your individual thoughts and feelings about the Shakespeare text. You should include what you personally think and feel while reading/watching/analysing the play | |
A “creative response” implies thinking imaginatively. It could involve unique insights, interpretations, or connections you draw from the play | |
“Use concepts and terminology written in a coherent way” | “Concepts” refers to key ideas, theories, or themes related to the play |
“Terminology” means using specific language related to analysing literature, such as iambic pentameter, foreshadowing or parallelism | |
“Coherent” means your use of these concepts and terminology should make sense within the context of your response. They should be integrated and enhance the clarity and depth of your analysis |
You will succeed if you bear in mind the importance of coherent, accurate expression (AO1). It is also worth remembering that this assessment objective is assessed in all three parts of the paper.
Examiner Tips and Tricks
You should bear in mind the fact that there will always be some sort of link or connection between the content of the set passage in Part (a) and the Part (b) essay question on the same Shakespeare play. The rubric of the paper requires you to answer on the same play in both parts. Your approach to part (a) of the paper, however, can be quite different to that of part (b).
Steps for success
To do well in this task, you need to respond to the extract you are given in the exam paper. Excellent answers will be able to see the extract as a whole and respond to its unique and interesting qualities. It is tempting to jump straight in and start analysing the extract immediately. However, completing the steps below first will ensure you answer the question in the way that examiners are looking for:
Read the question carefully and highlight the focus of the question
Read the passage carefully and critically, annotating in the margins:
Identify any key language devices
Pick out any interesting or striking details
If you don’t understand every single word, don’t worry - just look to other parts of the text for clues as to what it might mean
Ask yourself the questions suggested earlier in this guide
Plan your answer:
Start by placing the extract in the context of the play
Develop a thesis statement (AO1)
Decide what specifically you will be referring to from the extract (AO2)
Follow your plan and write your response:
Ensure each paragraph starts with a confident topic sentence
Then make sure you ‘prove’ your topic sentence in each paragraph
Re-read and check your work for overall sense and accuracy (AO1)
The illustration below shows an example of how you might start annotating the unseen passage (which will essentially form your plan).
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