Cambridge IGCSE™
Cambridge IGCSE™ Literature in English 0475
Paper 2 Drama – Using candidate responses in the classroom
Macbeth – Writing a response to a drama passage-based question
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The purpose of the response is to make a sensitive, informed, (AO4) developed and supported
response to the question that shows a detailed knowledge (AO1) and understanding (AO2) of the
passage and its context as well as an understanding of the writer’s methods (e.g. use of language)
(AO3).
The candidate will use a suitable short quotation from the passage (AO1) as evidence for each point
they make.
The candidate will develop a detailed personal and critical response to each quotation, showing that
they understand the meaning of the text (AO2) as well as showing a critical understanding or
appreciation of the writer’s methods (AO3).
Tips for learners
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Read the question and highlight the key terms that you need to focus on.
Read the passage carefully, ideally twice, and highlight relevant parts that
you might use in your answer. Do not highlight too much as you should use
short quotations to address precisely the points you make.
Remember to cover all relevant parts of the passage – don’t run out of time
or forget to cover the end of the passage, if it is relevant.
Once you start writing, keep the question in view as this will help you to
stay focused on the task.
Try to address all the assessment objectives in each point rather than
deal with them separately. This will make your argument more convincing
and less likely that you will repeat yourself.
Remember to make your point first and then support it with a short
quotation (no longer than 10 words is preferable) from the passage.
Try to make at least 10 points as this will show that you have a good
understanding of all of the passage and will allow you to make a welldeveloped and detailed response.
Cambridge IGCSE Literature in English 0475
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Examination question
We have annotated the question below with some guidance for learners to help them prepare their answer
and encourage them to focus on what the question is asking for. This information is not given to candidates in
the examination.
The key terms of this
question are ‘How?’ and
‘powerfully dramatic’. It is
asking you to focus on the
dramatic impact of
Shakespeare’s writing – his
use of language.
Once you have read through
the question instructions, you
need to identify the key terms
in the question and which
sections of the passage you
are going to use.
WILLIAM SHAKESPEARE: Macbeth
Remember to support your ideas with details from the writing.
Read this passage carefully, and then answer the question that
follows it:
Alarums. Enter MACDUFF
Macduff:
That way the noise is. Tyrant, show thy face.
If thou beest slain and with no stroke of mine,
May wife and children’s ghost will haunt me still …
to
Macbeth:
… Before my body,
I throw my warlike shield. Lay on, Macduff,
And damn’d by him that first cries ‘Hold, enough!’
You need to show briefly
that you understand the
context of the passage
(what has led up to this
moment and what happens
immediately afterwards) and
how this adds to what is
dramatic about this moment in
the play.
How does Shakespeare make this a powerfully dramatic moment in
the play?
You need to support each
point you make with a
short quotation from the
passage.
[The full passage will be printed on the exam paper.
This passage, of 65 lines, is taken from Act 5, Scenes 7 and 8.]
You have 45 minutes to read the passage and to
write your answer: it needs to be long enough
and with enough detailed reference to the play to
show that you have a good understanding of what
is happening at this point in the play and of the
ways in which Shakespeare’s writing has made it
such a powerfully dramatic moment.
Past and specimen papers are available at the School Support Hub
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Suggested lesson activities
Assessment objectives
AO1: Show detailed knowledge of the content of literary drama texts, supported by reference to the text.
AO2: Understand the meanings of literary texts and their contexts and explore texts beyond surface
meanings to show deeper awareness of ideas and attitudes.
AO3: Recognise and appreciate ways in which writers use language, structure and form to create and
shape meanings and effects.
AO4: Communicate a sensitive and informed personal response to literary texts.
Learning objectives
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To develop a better understanding of what ‘powerfully dramatic’ means
To develop a better understanding of the impact of a performance on stage
To develop understanding of the need for an answer to be relevant
To develop the skills of writing a response that addresses all four assessment objectives (AOs)
simultaneously
Starter:
In pairs learners think about what ‘powerfully dramatic’ means to them in terms of a TV drama
they have watched or a real-life moment. What is the most dramatic event that has happened to
them and why?
Learners share these ideas with two other pairs of learners.
Development:
Display the example candidate response and examiner comments one to six.
Ask learners to consider why the quote ‘Tyrant, show thy face’ is so powerfully dramatic.
Look specifically at examiner comment six and ask your learners to identify the difference
between explaining and exploring.
Learners should take the part of the candidate response examiner comment six refers to and
change it from an explanation to an exploration. Once they have done this learners can listen to
each other’s’ work and offer feedback.
Main task:
Arrange learners into pairs and allocate to each pairs, the part of the candidate response referred
to by examiner comments 8, 12, 14, 15, 16, 18, 20 or 21. Using the information in the examiner
comment they have been assigned, the learners should work together to rewrite the relevant part
of the candidate response. They should make sure that their work is exploratory and focused on
the question throughout.
Extension:
Learners choose their own quote from the play and write an exploratory response focusing on
why it is powerfully dramatic.
Plenary:
Ask some pairs of learners to share their rewritten sections of the candidate answer, explaining
what changes they have made to make their version exploratory.
Cambridge IGCSE Literature in English 0475
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Example candidate response and examiner comments
Example Candidate Response – high
William Shakespeare at this moment in the play is able to effectively use
stage directions and vivid, visual imagery of battle and combat in order
to make it powerfully dramatic. 1 He is also able to successfully show the
battle between good and evil, adding to the dramatic aspect of the
scene. 2
The scene begins with loud noises of alarms which helps set the mood as
Macduff enters. 3 It is revealed that Macduff is here to avenge the blood
of his wife and children 4 who Macbeth had gotten murdered when he
says, ‘Tyrant, show thy face. If thou beest slain and with no stroke of
mine, my wife and children’s ghosts will haunt me still.’ 5 We can see the
drama heighten as he calls Macbeth a tyrant and refused to fight his
hired men who only fight on Macbeth’s side for money. 6 His adament
nature is seen when he says, ‘either thou, Macbeth or else my sword
with an unbattered edge I sheathe again undeeded.’ His determination
in killing Macbeth with his own hands makes the scene powerfully
dramatic. 7 We also see vivid imagery of combat and battle when
Siward reveals how Macbeth’s troops are fighthing on both sides. 8 We
can see good winning when he says, ‘The day almost itself professes
yours, And little is to do.’ Implying that it will not be hard to defeat the
evil for the good to prosper. This image of evil being destroyed by good
‘noble thanes’ helps make this scene powerfully dramatic as they leave
and enter the castle for battle. 9
Macbeth enters in the next scene 10 and we see how he refuses to give
up, when he says, ‘why should I play the Roman fool, and die on mine
own sword? Whiles I see lives, the gashes do better upon them.’ 11 An
image of brutal war is seen when he says he would rather see wounds on
his enemy while still fighting rather than giving up and indirectly
commiting suicide, which adds to the drama of the scene. The use of
animal imagery by Shakespeare when Macduff is referrring to Macbeth
as a ‘hell-hound’ adds to the intensity of the scene. Macbeth reveals how
he is done with avoiding Macduff and a spark of humanity is highlighted in him when he feels guilt and says, ‘my soul is too much
charged with blood of thine already.’ 12 His small show of remorse is a
reminder that evil has not completely taken over him, however this
Cambridge IGCSE Literature in English 0475
Examiner comments
1 A clearly focused opening
sentence and paragraph.
2 Identifies a key dramatic
element. (AO2, AO3)
3 Shows understanding of
impact on stage – aware of the
noise and movement. (AO3)
4 Shows knowledge and
understanding of the context /
situation. (AO1, AO2)
5 A long quotation to support
the point. The candidate
understands (AO2) but needs
to explore it more critically.
6 This is explaining the text
and tending to assert the
drama rather than exploring
precisely what is dramatic
about it.
7 This makes a valid,
supported point. (AO4)
8 Again, this is explaining
(AO2) rather than exploring the
details of the text.
9 The end of the paragraph is
better as it makes the link
between Shakespeare’s use of
imagery and how it makes the
moment dramatic. (AO3, AO4)
10 The approach is becoming
slightly too narrative/
explanatory.
11 This quotation is too long
and it is explained rather than
explored although the comment
on suicide at the end of the
sentence is a valid, relevant
one. (AO3)
12 All of this shows very good
understanding of the passage;
however a more sustained
critical approach to
Shakespeare's writing, showing
why/how all of this is 'powerfully
dramatic' is needed for a higher
mark.
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Example Candidate Response – high
image of guilt is overshadowed by Macduff’s brutal image of war when
he says, ‘I have no words – my voice is in my sword.’ We can see how he
fueled the pain of him losing his family into vengeance. His portrayal of
Macbeth as a ‘bloodier villian than terms can give thee outs’ adds to the
powerfully dramatic aspect of this moment as he acknowledges
Macbeth’s immense evil before going to battle. 13
As they begin to fight we can see how at ease Macbeth is when he says,
‘Thou losest labour As easy mayst thou the intrenchant air.’ We see how
he believes he is undefeatable when he asks Macduff to fight someone
who is vulnerable. 14 His blind faith in the apparitions of the witches is
then highlighted when he says, ‘I bear a charmed life, which must not
yield to one of worman born.’ As the reader realises that all of Macbeth’s
strength and courage is based off of the decieving truths of the witches,
it adds to the dramatic aspect of the scene. 15 However Macduff is quick
to destroy Macbeth’s false sense of hope when he says, ‘Despair thy
charm, And let the angel whom thou still hast serv’d Tell thee Macduff
was from his mother’s womb untimely ripp’d’ 16 This graphic image of a
C-section shatters Macbeth’s false sense of hope as he begins to fear
Macduff. He blames the witches when he says, ‘Accursed be that tongue
that tells me so, For it hath cow’d by better part of man.’ 17 The fact
that he blames the witches for decieving him adds to the dramatic
aspect of the scene. 18 He discusses how, ‘be these juggling fields no
more believ’d that patter with us in a double sense, that keep the world
of promise to our ear and break it to our hope.’ This very sad image of
Macbeth’s only sense of hope slowly crumbling adds to the powerful
dramaticness of this moment and makes it memorable. 19
We can see how Macbeth has given up when he refuses to fight and
says, ‘I’ll not fight with thee.’ The drama is heightened when Macduff
asks him to give up and calls him a ‘coward’. 20 He says that he can live
in a circus or a freak show and ‘we’ll have thee, as our rarer monsters
are, painted upon a pole, and underwrit. Here may you see the tyrant.’
His humour makes this an even more powerfully dramatic moment as it
contrasts with Shakespeare’s use of the words ‘monsters’ and ‘tyrant’.
21 This highlights how Macbeths’ virtue and graciousness is gone and
how he is nothing more thatn a brute. 22 However, Macbeth’s refusal to
Cambridge IGCSE Literature in English 0475
Examiner comments
13 This demonstrates clear
understanding of Macduff's
motivation; it uses suitable
textual support and there is
some critical understanding of
its impact. (AO2, AO3, AO4)
14 This shows understanding of
the passage but the response
is slightly too explanatory.
15 There is recognition that the
moment is dramatic but the
candidate asserts rather than
analyses why.
16 Too long a quotation; the
candidate explains its meaning
rather than focusing on
individual words within the
quotation and why they are
powerful. It also misses the fact
that this is also the moment that
the audience learns the truth of
Macduff's birth.
17 This explains the meaning
with a quotation (AO2) rather
than focusing on the power of
the language.
18 This needs to be developed
to show why it is dramatic.
19 This is a good personal
response to the impact of the
realisation upon Macbeth
(AO4), but is still quite
explanatory in approach.
However, there is recognition of
the power of the imagery.
20 This shows recognition of
the drama of the moment, but
needs to be more critical in its
comments on how Macbeth's
words – Shakespeare's use of
language – make it dramatic.
21 The point made is
debatable: is this really
humorous? Again, there is a
rather long quotation and the
candidate’s understanding of
the implications of what
Macduff is saying is not totally
convincing. (AO2, AO4)
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Example Candidate Response – high
give up echoes the old qualities of his when he was a brave warrior and
was referred to as ‘valours minion’ and ‘bellona’s bride groom’. 23 He
refuses to give up at Malcolm’s feet, ‘I will not yield, To kiss the ground
before young Malcolm’s feet.’ He acknowledges that all his hopes have
been shattered and the apparitions have decieved him yet he says, ‘And
to be baited with the rabble’s curse. Though Birnam Wood be come to
Dunsinane, and thou oppos’d being of no woman born, Yet I will try the
last.’ This reminds the reader of Macbeth’s old gracious qualities which
he was praised for. 24 His refusal to give up despite the fact that all
hope is destroyed highlights his immense strength of character. The
scene ends with Macbeth declaring, ‘Before my body I throw my warlike
shield. Lay on, Macduff, and damned be him that first cries ‘Hold ,
enough!’ We can see the old warrior Macbeth and his immense bravery.
The fact that he attempts to fight till the end shows his strength and
how his ambition was still present, even though it got the best of him.
25 This helps make the scene powerfully dramatic and leaves an impact
on the reader. 26
Shakespeare through his use of vivid dialogues, stage directions and
brutal images of war is able to create a theme of battle, between good
and evil. He is able to highlight a spark of humanity in Macbeth, along
with his immense strength of character as he continues to fight despite
his lack of hope. 27 Through this he is able to show how Macbeth’s
Examiner comments
22 An interesting personal and
critical response to the text.
(AO3, AO4)
23 A valid comparison that
shows good textual knowledge
and understanding. (AO1, AO2)
24 After another rather too
explanatory section, this is a
good personal response. (AO4)
25 It is Macbeth's desperation
rather than 'ambition' at this
point, but this still demonstrates
personal engagement with the
text and task. (AO4)
26 'Audience' would be a more
suitable word rather than
'reader'.
27 The conclusion recaps the
points made in the essay.
28 This makes a good point on
the play's structure. (AO3)
29 A very thorough response
that shows clear understanding
throughout. It consistently
identifies what is dramatic but
needs to analyse more
perceptively, rather than rely on
detailed explanation of
meaning. Shorter, more
effectively integrated quotations
would also have helped.
ambition got the best of him and led to his downfall. Howver the fact
that this moment ends with Macbeth in battle the same way the play
had begun 28 shows his strength, power and determination which he
was praised for, while also simultaneously making it a powerfully
dramatic yet suitable ending. 29
How the candidate could improve the answer
Shorter quotations from the passage to support the points being made would be more effective and allow the
candidate’s own ideas to be the main focus. These shorter quotations could then be more effectively
integrated within the sentence that is developing the argument.
A more critical response that analyses how Shakespeare’s use of language makes the moment ‘powerfully
dramatic’ will improve the response, especially to AO3.
Cambridge IGCSE Literature in English 0475
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Common mistakes
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The most common mistake made by candidates is to retell what happens in the passage rather than
focusing clearly on the question, in this case exploring ‘How’ Shakespeare’s writing makes it
‘powerfully dramatic’.
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Candidates often use very long quotations and then explain what the quotations mean, rather than
being more selective.
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Many candidates fail to show appreciation that the passage is part of a play, something that is to be
performed and which has an audience rather than a reader. The ‘language’ points they make need to
refer to its impact on stage rather than seeing the text ‘on the page’.
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A few candidates misread parts of the text: 'Beest ' in 'If thou beest slain and with no stroke of mine' is
often misread as 'beast', leading candidates astray. 'My soul is too much charg'd with blood of thine
already' is wrongly seen as Macbeth taunting Macduff, with 'charg'd' misinterpreted as 'fired up' rather
than laden with guilt. This interpretation makes no sense in the context of the speech: if Macbeth
wanted to taunt him why was he avoiding him? 'I bear a charmed life' was misinterpreted as that he
had been having a great time rather than the correct meaning – that he had been under the witches'
protective spell.
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Some candidates think that the audience already knew that Macduff was not of woman born and are
confused by the whole concept.
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Some otherwise good answers spend too much time on the context or on Macbeth's history in the play
at the expense of looking at the crucial drama in the second half of the passage.
Useful resources
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You can find the syllabus and the most recent past papers at the Cambridge International public website
www.cambridgeinternational.org/programmes-and-qualifications/english-literature-0475/
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A list of endorsed textbooks and digital resources can be found in the Resource centre
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The School Support Hub provides teachers with a wide range of practical resources, detailed guidance
and innovative training and professional development so that you can give your learners the best possible
preparation for Cambridge IGCSE.
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Look out for the Introduction to Learner Guides and Learner Revision Guide videos.
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