macbeth essay template

Macbeth Essays

There are loads of ways you can approach writing an essay, but the two i favour are detailed below., the key thing to remember is that an essay should focus on the three aos:, ao1: plot and character development; ao2: language and technique; ao3: context, strategy 1 : extract / rest of play, the first strategy basically splits the essay into 3 paragraphs., the first paragraph focuses on the extract, the second focuses on the rest of the play, the third focuses on context. essentially, it's one ao per paragraph, for a really neatly organised essay., strategy 2 : a structured essay with an argument, this strategy allows you to get a much higher marks as it's structured to form an argument about the whole text. although you might think that's harder - and it's probably going to score more highly - i'd argue that it's actually easier to master. mainly because you do most of the work before the day of the exam., to see some examples of these, click on the links below:, lady macbeth as a powerful woman, macbeth as a heroic character, the key to this style is remembering this: you're going to get a question about a theme, and the extract will definitely relate to the theme., the strategy here is planning out your essays before the exam, knowing that the extract will fit into them somehow., below are some structured essays i've put together., macbeth and gender.

Macbeth: Essay Plan Examples

A* and Level 9 essays are always properly planned before they are written. But how should you plan a Macbeth Essay?

Here is a list of practise plans and notes that students have completed for a range of essays on Macbeth. Some are focused on ideas, and others on structuring. To get the best out of your plans, you should try to keep a balance between both of these.

Always plan a thesis before writing — this is your main argument, the main answer to the question that comes in the intro of your essay. The rest of the essay should then explore and argue on this thesis.

This page is suitable for students aged 14–18 (GCSE — A-Level), particularly those studying the following exam boards: CIE / Cambridge, AQA, OCR, WJEC / Eduqas, CCEA, Edexcel.

Thanks for reading! If you find this resource useful, you can take a look at our full online Macbeth course here . Use the code “SHAKESPEARE” to receive a 50% discount!

This course includes: 

• A full set of video lessons on each key element of the text: summary, themes, setting, characters, context, attitudes, analysis of key quotes, essay questions, essay examples
• Downloadable documents for each video lesson 
• A range of example B-A* / L7-L9 grade essays, both at GCSE (ages 14-16) and A-Level (age 16+) with teacher comments and mark scheme feedback
• A bonus Macbeth workbook designed to guide you through each scene of the play!

For more help with Macbeth and Tragedy, read our article here .

PRACTICE ESSAY 1:

Explore how Shakespeare discusses the theme of deception in Macbeth.

Trickery begets trickery — Macbeth deceives Duncan at the start, Banquo shortly after, he himself is deceived by the Witches > negative comment on deception.

Feudal system / divine right of kings vs New Politics / Machiavelli.

Deception creates temporary power, but the order of the world will be restored.

God ignores the castle — sinful behavior causes God to turn away.

Thesis: deception is evil and creates more evil and chaos, both for the individuals who deceive and the kingdom as a whole. For the human characters, it leads down a path to insanity, Shakespeare is drawing a parallel between deception and evil to show that it is ungodly and sinful.

P1 — Intro — Shakespeare discusses the theme of deception in Macbeth by exploring Macbeth’s insanity, showing the Macbeths covering their tracks and the temporary success with long term failure that deception brings.

P2 — Macbeth’s insanity — “oh full of scorpions is my mind”, “could not I pronounce Amen” “Is this a dagger I see before me”.

P3 — Showing the Macbeths covering their tracks — creates a climate of panic and paranoia — “I’ll gild the faces of the grooms withal”.

P4 — demonstrates the religious messages of Macbeth — don’t commit sinful behavior.

P5 — demonstrates Shakespeare’s political beliefs — his faith in the Feudal system / his mistrust of New Politics.

PRACTISE ESSAY 2:

How does Shakespeare make this scene particularly terrifying?

500–600 Words essay.

5 Paragraphs:

• Intro — 50 words — Go over points quickly > thesis at the end
• Paragraph 1 (PEAL) — 165 words
• Paragraph 2 (PEAL) — 165 words
• Paragraph 3 (PEAL) — 165 words
• Conclusion — Recap strongest points quickly > Link back to the thesis

Paragraph plans

• Shakespeare makes this scene particularly terrifying by… (religion)
• Furthermore, the scene is particularly terrifying due to … (fear)
• Another way that Shakespeare has made this scene particularly terrifying is… (supernatural)

PARAGRAPH STRUCTURE:

Point — 1 Sentence

Evidence — Quotation (no longer than 7 words).

Analysis — Identify techniques, language features, vocabulary, and dramatic devices ‘how / why’ something works in a certain way.

Evaluation — assessing the importance/significance of something.

Link — Link back to text and thesis.

Thesis: The significant turning point for Macbeth in the play as he realizes that he is unable to say amen and might be haunted due to his deed. Macbeth is a dynamic character, a tragic hero who undergoes a tragic fall, and this moment demonstrates the point at which his mind begins to disintegrate and he is abandoned by God, which would be very terrifying for a Shakespearean audience.

Top Level Mark Scheme:

• Answers in this band have all the qualities of Band 2 work, with further  insight, sensitivity, individuality, and flair.  They maintain a  sustained engagement  with both text and task.
• Sustains a perceptive, convincing and relevant personal response
• Shows a clear critical understanding of the text.
• Responds sensitively and in detail to the way the writer achieves her/his effects (sustaining a convincing voice in an empathic task).
• Integrates much well-selected reference to the text

‘Make’ > understand and discuss dramatic devices

‘Particularly’ > evaluation word

Thesis: ‘what we think/feel/realize’

Shakespeare makes this scene particularly terrifying through the implicit meanings in the text. He uses varying vocabulary and language features such as allegory and allusion, which are seen throughout the text, to create a frightening atmosphere. This mainly revolves around Macbeth, a dynamic character, whose insight to murder has changed. We realize that Macbeth is unable to cope with his past actions due to his current actions.

QUOTES/IDEAS:

“ Didst thou not hear a noise ?” — Macbeth builds tension/suspense, a small amount of fear, later layers up into terror.

“ The owl scream ” — Lady Macbeth, possible link to Duncan’s death, possible horror sound, ‘scream’ > personification.

“ As I descended ?” — Macbeth, descent downstairs, but also perhaps signifies hell/degeneration into evil + madness.

Disjoined / lack of connection between characters — Macbeth is jumpy. They disagree. Macbeth is empathetic towards Donalbain > ‘ sorry sight’, Lady Macbeth is cold and says he is ‘foolish’.

“ There’s one did laugh in’s sleep, and one cried ‘Murder !’,” > terrifying, because two random people woke up during Macbeth murdering Duncan, they have a premonition or some sort of awareness.

“ I had most need of blessing, and ‘Amen’/ Stuck in my throat. ” > he’s under the influence of evil, so God has abandoned him, he’s past the point of redemption, perhaps the turning point where he realizes he can’t go back, psychological?

“ It will make us mad ” > Lady Macbeth feels that the two of them will be mad if they dwell on their deeds in a negative way.

“ Macbeth does murder sleep ” > this is particularly terrifying as sleep also means rest and peace. Not only is Macbeth murdering sleep, but he is murdering rest and peace which he will not get as he will be haunted by the murder. ( personification )

“ Smear / The sleepy grooms with blood ” > the fact that they can pass the blame so easily and effectively is terrifying, what else can they pass the blame for if they can pass the blame for the murder.

“ Painted devil ” > the image of a dead body is likened to a painted devil seen by a child. They are just images that are feared.

“ Clean from my hand? No ” > No amount of water will be able to wash the blood off of Macbeth’s hands. He will never be able to forget about the blood on his hands, in a metaphorical sense.

“ Making the green one red ” > His hands will turn the sea red. That is the amount of blood which he bears.

Foreshadowing Lady Macbeth’s ‘out damned spot’:

“Out, damned spot! Out, I say! — One, two. Why, then, ’tis time to do ’t. Hell is murky! — Fie, my lord, fie! A soldier, and afeard? What need we fear who knows it, when none can call our power to account? — Yet who would have thought the old man to have had so much blood in him?” >  5.1, just before she commits suicide, a descent into madness — she sees spots of blood on her hands, paralleling Macebeth’s visions of blood.

Motif – recurring element of a story (lack of sleep/blood on hands).

ESSAY PLAN 3:

In what ways does Shakespeare make the relationship between Macbeth and Banquo so compelling?

P1 — Intro — Shakespeare makes the relationship between Macbeth and Banquo so compelling through the exploration of the themes of deception, death, and good versus evil. The discussion of such themes leads us, as the reader, to come to the conclusion that Macbeth is a sinister character who has somehow managed to befriend an honest, decent man, Banquo which leads to a relationship filled with tension.

P2- Deception- “I fear thou have played most foully for it” “fruitless crown” “I wish your horses swift and sure of foot”

P3 — death- “Banquo, thy soul’s flight…find heaven”  Enter the Ghost of Banquo and sits in Macbeth’s place  (stage directions)

P4 — good versus evil- juxtaposing of characters

Conclusion — strongest points again

ESSAY PLAN 4:

‘Macbeth is not an evil man, but one led astray by those around him’.

To what extent do you agree with this view?

You should write 500–600 words.

Thesis — I believe that Macbeth is an evil man and is responsible for his own actions. His sheer greed for power is what has led him astray and it was his choice to kill Duncan and have Banquo and Fleance as well as Macduff’s family killed. He has shown throughout the play that his greed, not those around him, has led him astray.

Paragraph 1: — Intro- include thesis and quick overview Paragraph 2: — Disagree paragraph Paragraph 3: — Disagree paragraph Paragraph 4: — Agree paragraph (counter) Paragraph 5: — Conclusion (quick overview of strongest points, thesis)

Point -main point

Evidence -quotation

Analysis -why/how does it relate to argument

Context -context to shakespearean times

Alternative interpretation -alternative view

Link -back to thesis

• Told by the witches that he will be king.
• Pressured by Lady Macbeth to kill Duncan.
• Witches tell him that Banquo’s descendants shall be king, incites Macbeth. Witches may have known that this would have riled Macbeth up.
• Witches told Macbeth he will be king so he could have waited until he became King the right way.
• Macbeth could have stood up to Lady Macbeth and told her no.
• Macbeth felt the need to have Banquo and Fleance killed, nobody pressured him to do so.
• Macbeth had Macduff’s family killed for no good reason.
• Macbeth acted on his own accord.

If you’re studying Macbeth, you can click here to buy our full online course. Use the code “SHAKESPEARE” to receive a 50% discount!

You will gain access to  over 8 hours  of  engaging video content , plus  downloadable PDF guides  for  Macbeth  that cover the following topics:

• Character analysis
• Plot summaries
• Deeper themes

There are also tiered levels of analysis that allow you to study up to  GCSE ,  A Level  and  University level .

You’ll find plenty of  top level example essays  that will help you to  write your own perfect ones!

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Home — Essay Samples — Literature — Macbeth — Fate And Destiny In Shakespeare’s Macbeth

Fate and Destiny in Shakespeare’s Macbeth

• Categories: Macbeth

About this sample

Words: 991 |

Published: Feb 8, 2022

Words: 991 | Pages: 2 | 5 min read

Table of contents

The intricate interplay of fate and destiny in "macbeth", final thoughts, works cited.

• Shakespeare, W. (2015). Macbeth. Simon and Schuster.
• Bloom, H. (Ed.). (2008). Macbeth (Modern Critical Interpretations). Infobase Publishing.
• Kranz, D. (2016). A Companion to Shakespeare's Works: The Tragedies. John Wiley & Sons.
• Bevington, D. (2014). Macbeth (Second Edition) (The Arden Shakespeare Third Series). Bloomsbury Arden Shakespeare.
• Niederkorn, W. S. (2015). Shakespeare: The Tragedies. Pearson.
• Fischlin, D., & Fortier, M. (2017). Macbeth: Language and Writing (Arden Student Skills: Language and Writing). Bloomsbury Arden Shakespeare.
• McEachern, C. (2016). Macbeth: A Critical Reader (Arden Early Modern Drama Guides). Bloomsbury Arden Shakespeare.
• Jackson, R. (2018). Shakespeare and Domestic Life: A Dictionary. ABC-CLIO.
• Montrose, L. A. (2016). The Purpose of Playing: Shakespeare and the Cultural Politics of the Elizabethan Theatre. University of Chicago Press.
• Moulton, C. E. (2018). Shakespeare as Literary Dramatist. Routledge.

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• Macbeth Essay Resource Gcse

Macbeth essay – Free two-lesson resource pack for GCSE

Two PowerPoints and two Word docs

Years 10-11

Essay skills are essential for GCSE English Literature students in their exam answers. This detailed Macbeth essay two-lesson resource pack contains two comprehensive PowerPoints which will support KS4 students in constructing coherent and clear essay structures for an exam-style question.

The pack includes:

• a Macbeth essay exam-style question
• detailed teacher and student notes in response to an exam-style question
• modelled Macbeth essay introduction examples
• clear and relevant learning outcomes
• approaches to adaptive teaching
• differentiated tasks to offer additional support
• success criteria
• peer assessment opportunities and more

Use this resource to help students prepare in the weeks leading up to exams. You can also use it as a mock paper and embed it into other Macbeth schemes of work.

Macbeth evil essay

The first Macbeth essay lesson focuses on creative introductions which answer the task and prepare an overall structure for a student’s response to a GCSE English Literature task. We focus on the use of evil in Shakespeare’s Macbeth.

The second lesson focuses on balancing essay structures so that students ensure they spend enough time on exploring the provided extract, as well as analysing the play as a whole.

Lesson 1: Macbeth essay introductions

We begin by exploring what an introduction is and consider how we can use them and why they are effective for writing GCSE responses.

Next, we explore a specific Macbeth essay example question and a model introduction, using relevant and student-friendly success criteria. This then segues into helping students to write their own introductions for the same Macbeth essay exam task.

Finally, students use their success criteria to critique and peer assess their classmates’ introductions, providing a springboard for students to continue to develop an overall essay structure for this example and other essay tasks in the future.

Learning outcomes

• Describe the key elements of an essay introduction
• Explain how we can create an effective introduction to a Macbeth essay
• Evaluate the effectiveness of our introductions based on success criteria

Lesson 2: Extract and whole play analysis

We begin by breaking down a Macbeth essay exam-style question and discussing which areas of the text we need to cover in exam conditions.

Next, we analyse the extract provided and make clear and detailed notes on the theme of evil within the speech.

Students are given potential ideas to include in an essay on this theme as part of their whole class feedback.

Moving on, we explore what other potential areas of the text we could include in the example Macbeth essay. Students are given time to use their notes from this lesson and previous revision sessions to plan out an essay structure in response to the provided Macbeth task.

Finally, students peer assess their Macbeth essay plans based on class success criteria.

• Describe the key elements of a Macbeth exam essay
• Explain how we can create an effective essay for a Macbeth essay
• Evaluate the effectiveness of our essay plans based on success criteria

Structuring an English Literature essay at GCSE

Students spend many lessons and revision sessions building and consolidating knowledge on characters, themes, plot, language analysis and context.

However, sometimes there’s not as much devoted to supporting students in putting together cohesive essay structures that help to organise their thoughts in exam conditions and improve the overall quality of their writing.

This is despite these areas being explicitly mentioned in exam board specification mark schemes and assessment objectives.

More Macbeth resources

• Complete Macbeth GCSE teaching and revision resources
• Using Banquo’s words to dive deep into William Shakespeare’s play
• Key Lady Macbeth quotes to study
• Macbeth key quote posters and worksheet
• AQA English Literature Paper 1 Macbeth/Christmas Carol walkthrough

The EnglishGCSE.co.uk team has over a decade of teaching experience in UK secondary schools. The team creates free and inexpensive lessons and resources for KS3-KS5.

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• Pathetic fallacy examples GCSE – Creating mood in your writing
• Macbeth display – Character vocabulary posters
• Hamlet key quotes – 10 posters and worksheet for KS3/4
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• Romeo and Juliet key quotes – 10 posters & worksheet

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Macbeth GCSE essay planning sheet

Subject: English

Age range: 14-16

Resource type: Assessment and revision

Last updated

5 September 2020

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Tried and tested essay planning sheet for AQA GCSE ‘Macbeth’ essays. This resource reminds students they need to explore both the printed extract and show their knowledge and understanding of other scenes in the play. It is perfect for planning those early essays and for revision planning. My students found it especially useful for reminding them of areas of context they could include. I enlarge it to A3 for classroom planning (leaving space to add more ideas after whole class feedback), but leave it as A4 if homework planning. It has also proved to be an invaluable resource for private tutoring and can be simply tweaked for other set GCSE plays or novels.

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