Macbeth Model Answers
Louis Provis
Teacher

Introduction
Macbeth is the most commonly studied Shakespearean play for GCSE, so there are a lot of good resources out there to help with understanding the play and its contexts. This guide provides a model response to an AQA question on the theme of fate, annotated to guide you through the process of creating something similar.
Example Question
Starting with this extract, explore how Shakespeare presents the theme of fate in Macbeth. (30 marks) AO4 (4 marks)
ALL
Double, double toil and trouble;
Fire burn and cauldron bubble.
Second Witch
Cool it with a baboon's blood,
Then the charm is firm and good.
[...]
Second Witch
By the pricking of my thumbs,
Something wicked this way comes.
Open, locks,
Whoever knocks!
Enter MACBETH
MACBETH
How now, you secret, black, and midnight hags!
What is't you do?
ALL
A deed without a name.
MACBETH
I conjure you, by that which you profess,
Howe'er you come to know it, answer me:
Though you untie the winds and let them fight
Against the churches; though the yesty waves
Confound and swallow navigation up;
Though bladed corn be lodged and trees blown down;
Though castles topple on their warders' heads;
Though palaces and pyramids do slope
Their heads to their foundations; though the treasure
Of nature's germens tumble all together,
Even till destruction sicken; answer me
To what I ask you.
[...]
First Witch
Pour in sow's blood, that hath eaten
Her nine farrow; grease that's sweaten
From the murderer's gibbet throw
Into the flame.
ALL
Come, high or low;
Thyself and office deftly show!
Thunder. First Apparition: an armed Head
MACBETH
Tell me, thou unknown power,--
First Witch
He knows thy thought:
Hear his speech, but say thou nought.
First Apparition
Macbeth! Macbeth! Macbeth! beware Macduff;
Beware the thane of Fife. Dismiss me. Enough.
Descends
MACBETH
Whate'er thou art, for thy good caution, thanks;
Thou hast harp'd my fear aright: but one
word more,--
First Witch
He will not be commanded: here's another,
More potent than the first.
Thunder. Second Apparition: A bloody Child
Second Apparition
Macbeth! Macbeth! Macbeth!
MACBETH
Had I three ears, I'ld hear thee.
Second Apparition
Be bloody, bold, and resolute; laugh to scorn
The power of man, for none of woman born
Shall harm Macbeth.
Descends
MACBETH
Then live, Macduff: what need I fear of thee?
But yet I'll make assurance double sure,
And take a bond of fate: thou shalt not live;
That I may tell pale-hearted fear it lies,
And sleep in spite of thunder.
Thunder. Third Apparition: a Child crowned, with a tree in his hand
What is this
That rises like the issue of a king,
And wears upon his baby-brow the round
And top of sovereignty?
ALL
Listen, but speak not to't.
Third Apparition
Be lion-mettled, proud; and take no care
Who chafes, who frets, or where conspirers are:
Macbeth shall never vanquish'd be until
Great Birnam wood to high Dunsinane hill
Shall come against him.
Descends
MACBETH
That will never be
Who can impress the forest, bid the tree
Unfix his earth-bound root? Sweet bodements! good!
Rebellion's head, rise never till the wood
Of Birnam rise, and our high-placed Macbeth
Shall live the lease of nature, pay his breath
To time and mortal custom. Yet my heart
Throbs to know one thing: tell me, if your art
Can tell so much: shall Banquo's issue ever
Reign in this kingdom?
ALL
Seek to know no more.
The theme is fate. The extract comes from Act 4, Scene 1, where the witches deliver their second prophecy to Macbeth. Although the question states ‘Starting with this extract’, the discussion of the extract can come up in your answer anywhere (or nowhere, though you’d be foolish to ignore the “free” quotations provided).
Model Answer
Shakespeare presents the theme of fate in Macbeth as a powerful yet ultimately ambiguous force that interacts with human ambition and decision-making. In the given extract, Macbeth interprets fate in a way that justifies his actions and fuels his downfall, essentially attempting to manipulate fate – an idea that would have resonated with a Jacobean audience, who were concerned with divine order, the supernatural, and moral responsibility.
Your thesis should be no more than two sentences, and should provide a concise answer to the given question, briefly mapping out your argument, and making a connection to “bigger ideas” like the whole text or ideally the context.
In the extract, Shakespeare uses rhythmic and enigmatic language to present the Weird Sisters as mysterious mouthpieces of fate (with their name, ‘Weird’ coming from the Old English ‘Wyrd’ meaning Fate). The witches’ chant-like speech (“Double, double toil and trouble; / Fire burn and cauldron bubble”) uses trochaic tetrameter, a meter associated with incantation and spellwork. This poetic device creates a sense of ritual and danger, signalling that the knowledge they offer is unnatural and potentially corrupting. When Macbeth hears the apparitions’ prophecies, “none of woman born / Shall harm Macbeth” and “Macbeth shall never vanquish’d be until / Great Birnam wood to high Dunsinane hill / Shall come against him”, he takes them literally, failing to perceive their ambiguity. The imagery here appears to offer certainty, but the modal verb “shall” is deceptive. Shakespeare uses dramatic irony, as the audience understands that fate is not as simple as Macbeth believes. These riddles highlight how fate in the play is unclear and open to interpretation, not a fixed and infallible force. This reflects the early modern belief that misreading signs or attempting to outwit fate could lead to ruin, a fear reinforced by the growing influence of Calvinist ideas about predestination.
The first paragraph deals with the extract (and signals that it is doing so in the opening clause). The first sentence of each paragraph should contain the message of that paragraph: a fragment of your overall argument regarding the question. Language is dissected in detail, here, because there are plenty of easy quotations to work with, thus satisfying the AO2 for the paragraph. A valid connection between the argument about fate in the play (AO1) and the sociohistorical context that influences its production and reception (AO3) is made at the end of the paragraph. Better than the acronyms for paragraphs that are often recommended is a checklist for AO1+AO2 (the bulk of the paragraph) and AO3 (about a fifth, given the marks available). The language is tightly controlled, with deployment of high-tier vocabulary like ‘ambiguity’ and ‘predestination’ satisfying the AO4 requirement.
Elsewhere in the play, Shakespeare continues to blur the line between fate and free will. In Act 1, Scene 3, the Weird Sisters hail Macbeth with: “All hail, Macbeth! Hail to thee, Thane of Glamis! / Hail to thee, Thane of Cawdor! / Hail to thee, that shalt be king hereafter!” The use of anaphora in “Hail to thee” creates a ceremonial tone, echoing religious or royal blessing, and reinforces the impression of a preordained destiny. However, the witches do not tell Macbeth to commit murder; rather, they plant a seed. The modal verb “shalt” implies the future but not the means by which it will be achieved. Macbeth chooses to act on the prophecy by murdering Duncan, suggesting that his downfall is driven as much by his interpretation and ambition as by fate itself – with many arguing that this wilful ignorance of nuance in the interest of ambition fulfils the hamartia requirement of Aristotelian conventions of tragedy. This reflects a tension in Jacobean thinking: while many believed in fate and divine providence, there was also a growing emphasis on individual responsibility, particularly in the context of political stability and the moral expectations of those in power. Indeed, much had been made of Elizabeth I’s failure to provide an heir.
Other paragraphs must refer to elsewhere in the play to avoid the capping of marks, and this one signals its intention to do so. It is otherwise very similar to the previous paragraph (continuing the argument for AO1, analysing writers’ methods for AO2, linking to valid contexts for AO3, and using high-tier vocabulary like ‘ceremonial’ and ‘preordained’ for AO4). It also begins with a clear thesis statement that controls the direction of the paragraph and develops the argument from the thesis at the start of the essay. Note that there are fewer quotations deployed, because the “elsewhere in the play” aspect depends on memory, meaning that less language analysis is possible. Examiners are fine with this, and note that analysis of writers’ methods (AO2) does not always have to be language dissection.
Shakespeare also uses Macbeth’s language to show how his belief in fate changes over time. Early in the play, Macbeth is hesitant: “If chance will have me king, why, chance may crown me / Without my stir.” The repetition of “chance” suggests a passive acceptance of fate, juxtaposed against the active “stir”. However, as he becomes more consumed by power, he seeks control over fate, declaring in Act 3, Scene 1: “To be thus is nothing, but to be safely thus” – with the adverb “safely” being ironic, considering that his actions make his security less, not more. His shift from passivity to obsessive control illustrates a tragic misunderstanding of fate. By attempting to manipulate prophecy, Macbeth actually ensures his downfall, especially through the murder of Banquo, whose descendants are prophesied to inherit the throne, and through the murder of Macduff’s family, whose vengeance seals Macbeth’s fate. This reflects contemporary fears around regicide and usurped authority, particularly relevant to an audience who had recently lived through the Gunpowder Plot and viewed King James I as divinely appointed, as per his assertion of the Divine Right of Kings in his Basilokon Doron and elsewhere. Essentially, the entire play’s preoccupation with fate, in relation to kingship, is an affirming ‘nod’ to the new king, and Macbeth’s new patron, James I – the country is behind you.
The final paragraph uses the same structure as those preceding it, but attempts to cover a wider range of references. If the first main paragraph addressed the extract, and the second addressed another key moment, then the third paragraph ought to demonstrate a more “holistic” or “synoptic” understanding of the play, addressing patterns and shifts and development and arcs (and things of that nature). Note how the essay does not need a conclusion, just a sentence that resolves both the paragraph and the essay.
Model Answer Approach Video