Missing ones
EITHER
5 ‘Revenge in Hamlet is more destructive than restorative.’
In the light of this statement, explore the ways in which Shakespeare presents the consequences of revenge in the play.
In your answer, you must consider relevant contextual factors.
(Total for Question 5 = 25 marks)
OR
6 ‘Hamlet’s intellectual and philosophical nature prevents him from taking decisive action.’
In the light of this statement, explore the ways in which Shakespeare presents Hamlet’s indecision.
In your answer, you must consider relevant contextual factors.
(Total for Question 6 = 25 marks)
EITHER
7 ‘The women in Hamlet are defined by the men around them.’
In the light of this statement, explore the ways in which Shakespeare presents female characters in the play.
In your answer, you must consider relevant contextual factors.
(Total for Question 7 = 25 marks)
OR
8 ‘Madness is a lens through which Shakespeare explores truth and deception in Hamlet.’
In the light of this statement, explore the ways in which Shakespeare presents madness.
In your answer, you must consider relevant contextual factors.
(Total for Question 8 = 25 marks)
EITHER
9 ‘The play presents Denmark as a corrupt state, mirroring the moral corruption of its rulers.’
In the light of this statement, explore the ways in which Shakespeare presents political corruption in Hamlet.
In your answer, you must consider relevant contextual factors.
(Total for Question 9 = 25 marks)
OR
10 ‘Fortinbras serves as a foil to Hamlet, highlighting Hamlet’s strengths and weaknesses.’
In the light of this statement, explore the ways in which Shakespeare uses Fortinbras in the play.
In your answer, you must consider relevant contextual factors.
(Total for Question 10 = 25 marks)
Question 5: ‘Revenge in Hamlet is more destructive than restorative.’
Candidates may include the following in their answers:
• presentation of revenge as a central driving force of the plot, e.g. Hamlet’s desire to avenge his father’s murder and Laertes’ retaliation for Polonius and Ophelia
• exploration of the destructive consequences of revenge, e.g. deaths of Polonius, Ophelia, Laertes, Gertrude, Claudius, and Hamlet himself
• methods used to present revenge, e.g. dramatic irony, soliloquy, dialogue, and staging, particularly in the graveyard scene, the play-within-a-play, and the fencing scene
• contrast between initial moral justification and eventual chaos, e.g. Hamlet’s hesitation versus Laertes’ impulsiveness
• Shakespeare’s use of language and imagery, e.g. violent diction, references to disease and corruption, metaphors of poison and decay
• exploration of psychological impact, e.g. guilt, obsession, paranoia, and moral conflict
• contextual considerations, e.g. Elizabethan beliefs about divine justice, morality, and the cyclical nature of vengeance; attitudes to honour and filial duty
• narrative and structural significance, e.g. revenge driving the tragedy to its climax and shaping the fates of major and minor characters
• reader/audience response, e.g. tension between empathy for Hamlet’s motives and horror at the collateral destruction caused
Question 6: ‘Hamlet’s intellectual and philosophical nature prevents him from taking decisive action.’
Candidates may include the following in their answers:
• exploration of Hamlet’s philosophical and contemplative qualities, e.g. the “To be or not to be” soliloquy and his reflections on life, death, morality, and fate
• methods used to present indecision, e.g. soliloquy, contrast with more impulsive characters like Laertes or Fortinbras, delays in plotting Claudius’ death
• examination of internal versus external conflict, e.g. moral and ethical deliberation versus pressure from familial and political circumstances
• language and imagery, e.g. metaphors of disease, decay, and uncertainty; rhetorical questions and paradoxes
• structural and narrative impact, e.g. delaying key actions contributes to tragic consequences for Hamlet and other characters
• contextual considerations, e.g. Renaissance humanist ideals, Elizabethan expectations of kingship and revenge, and contemporary attitudes toward philosophical introspection
• psychological analysis, e.g. overthinking, fear of sin, and desire for moral certainty
• audience response, e.g. sympathy for Hamlet’s reflective nature, frustration at delays, or admiration for intellectual depth
Question 7: ‘The women in Hamlet are defined by the men around them.’
Candidates may include the following in their answers:
• presentation of female characters’ dependence and vulnerability, e.g. Ophelia’s obedience to Polonius and Laertes; Gertrude’s relationship with Claudius and Hamlet
• methods used to depict the women, e.g. dialogue, stage directions, soliloquy reflection of male influence, Ophelia’s madness and song
• contrast between women’s agency and male control, e.g. Ophelia’s silencing versus Hamlet’s manipulation; Gertrude’s partial complicity and eventual moral ambiguity
• imagery and symbolism, e.g. flowers, purity, corruption, and drowning as metaphors for control and loss of autonomy
• narrative and structural function, e.g. women as catalysts or moral foils to men’s actions; dramatic impact of their deaths
• contextual considerations, e.g. Elizabethan gender norms, patriarchal expectations, and attitudes to female obedience and sexuality
• psychological and moral dimensions, e.g. Ophelia’s madness reflecting repression, Gertrude’s guilt or self-preservation
• audience response, e.g. empathy, critique of patriarchal structures, or frustration at lack of female agency
Question 8: ‘Madness is a lens through which Shakespeare explores truth and deception in Hamlet.’
Candidates may include the following in their answers:
• presentation of feigned versus real madness, e.g. Hamlet’s deliberate insanity versus Ophelia’s genuine mental breakdown
• methods used to explore madness, e.g. soliloquy, fragmented speech, disjointed behaviour, and symbolic actions
• contrast between madness as a tool for uncovering truth versus madness as an uncontrolled psychological state
• imagery and diction, e.g. references to disease, poison, and corruption; disordered language reflecting mental instability
• narrative and dramatic impact, e.g. revealing Claudius’ guilt, prompting reflection on morality, or causing collateral damage
• contextual considerations, e.g. Elizabethan understanding of mental illness, “melancholy” as a moral and medical concept, societal fears of irrationality
• psychological and ethical dimensions, e.g. tension between performance, manipulation, and vulnerability
• audience response, e.g. suspense, sympathy, questioning of moral and social order
Question 9: ‘The play presents Denmark as a corrupt state, mirroring the moral corruption of its rulers.’
Candidates may include the following in their answers:
• exploration of corruption in Denmark as reflected in Claudius’ usurpation, moral decay, and political manipulation
• methods used to depict corruption, e.g. imagery of disease, poison, and decay; soliloquies revealing hidden truths
• contrast between public versus private corruption, e.g. court intrigue versus personal immorality
• narrative function, e.g. setting the atmosphere, motivating Hamlet’s actions, reinforcing themes of revenge and justice
• language and imagery, e.g. “something is rotten in the state of Denmark,” references to moral and physical decay
• contextual considerations, e.g. Elizabethan concerns with divine right, political legitimacy, and moral hierarchy
• psychological impact on characters, e.g. Hamlet’s disillusionment, moral anxiety, and contemplation of action
• audience response, e.g. tension between admiration for Hamlet’s integrity and recognition of systemic corruption
Question 10: ‘Fortinbras serves as a foil to Hamlet, highlighting Hamlet’s strengths and weaknesses.’
Candidates may include the following in their answers:
• comparison of Hamlet and Fortinbras, e.g. Hamlet’s hesitation versus Fortinbras’ decisiveness and military action
• methods used to establish the foil, e.g. dialogue, stage directions, narrative contrast, and structural parallels
• thematic implications, e.g. action versus inaction, honour, revenge, and political pragmatism
• narrative and dramatic significance, e.g. Fortinbras’ presence framing the political and moral conclusion of the play
• language and imagery, e.g. military diction, references to conquest and strategy, contrasting Hamlet’s reflective tone
• contextual considerations, e.g. Elizabethan ideals of kingship, honour, and martial prowess
• audience response, e.g. insight into Hamlet’s complexity, recognition of moral and psychological depth, evaluation of effective foils
1. Songs of Innocence: Holy Thursday – William Blake
Explore the ways in which Blake presents ideas about innocence and social inequality in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
2. Songs of Experience: Holy Thursday – William Blake
Explore the ways in which Blake presents ideas about corruption and oppression in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
3. The Sick Rose – William Blake
Explore the ways in which Blake presents vulnerability and destruction in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
4. The Tyger – William Blake
Explore the ways in which Blake presents ideas about awe and terror in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
5. London – William Blake
Explore the ways in which Blake presents ideas about suffering and social control in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
6. Lines Written in Early Spring – William Wordsworth
Explore the ways in which Wordsworth presents ideas about nature and human emotion in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
7. Lines Composed a Few Miles above Tintern Abbey – William Wordsworth
Explore the ways in which Wordsworth presents memory and spiritual reflection in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
8. Ode: Intimations of Immortality – William Wordsworth
Explore the ways in which Wordsworth presents ideas about childhood and the passage of time in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
9. Lines Inscribed upon a Cup Formed from a Skull – Lord Byron
Explore the ways in which Byron presents mortality and human ambition in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
10. So We’ll Go No More a Roving – Lord Byron
Explore the ways in which Byron presents ideas about love and resignation in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
11. On This Day I Complete My Thirty-Sixth Year – Lord Byron
Explore the ways in which Byron presents reflection and the passage of time in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
12. The Cold Earth Slept Below – Percy Bysshe Shelley
Explore the ways in which Shelley presents ideas about nature and mortality in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
13. Stanzas Written in Dejection, near Naples – Percy Bysshe Shelley
Explore the ways in which Shelley presents ideas about despair and isolation in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
14. Ode to the West Wind – Percy Bysshe Shelley
Explore the ways in which Shelley presents ideas about change and power in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
15. The Question – Percy Bysshe Shelley
Explore the ways in which Shelley presents philosophical reflection and doubt in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
16. Ode to a Nightingale – John Keats
Explore the ways in which Keats presents ideas about transience and imagination in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
17. Ode on a Grecian Urn – John Keats
Explore the ways in which Keats presents permanence and mortality in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
18. Ode on Melancholy – John Keats
Explore the ways in which Keats presents ideas about beauty and suffering in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
19. Sonnet on the Sea – John Keats
Explore the ways in which Keats presents ideas about nature and human emotion in this poem and one other poem from your prescribed list.
In your answer, you must consider relevant contextual factors.
(Total for Question 11 = 25 marks)
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