Romeo and Juliet Model Answers
Alex Sarychkin
Teacher
Extract & Question
JULIET
Shall I speak ill of him that is my husband?
Ah, poor my lord, what tongue shall smooth thy name,
When I, thy three-hours wife, have mangled it?
But, wherefore, villain, didst thou kill my cousin?
That villain cousin would have kill'd my husband:
Back, foolish tears, back to your native spring;
Your tributary drops belong to woe,
Which you, mistaking, offer up to joy.
My husband lives, that Tybalt would have slain;
And Tybalt's dead, that would have slain my husband:
All this is comfort; wherefore weep I then?
Some word there was, worser than Tybalt's death,
That murder'd me: I would forget it fain;
But, O, it presses to my memory,
Like damned guilty deeds to sinners' minds:
'Tybalt is dead, and Romeo--banished;'
That 'banished,' that one word 'banished,'
Hath slain ten thousand Tybalts. Tybalt's death
Was woe enough, if it had ended there:
Or, if sour woe delights in fellowship
And needly will be rank'd with other griefs,
Why follow'd not, when she said 'Tybalt's dead,'
Thy father, or thy mother, nay, or both,
Which modern lamentations might have moved?
But with a rear-ward following Tybalt's death,
'Romeo is banished,' to speak that word,
Is father, mother, Tybalt, Romeo, Juliet,
All slain, all dead. 'Romeo is banished!'
There is no end, no limit, measure, bound,
In that word's death; no words can that woe sound.
Where is my father, and my mother, nurse?
Beginning with this extract, explore how Shakespeare presents Juliet’s feelings towards Romeo.
Write about:
• How Shakespeare presents Juliet’s feelings towards Romeo in this extract.
• How Shakespeare presents Juliet’s feelings towards Romeo in the rest of the play as a whole.
No answer provided.
Model Answer
Shakespeare presents Juliet’s feelings towards Romeo as deeply emotional, conflicted, and ultimately transformative. From their first meeting, Juliet falls in love with Romeo instantly, and their relationship develops rapidly, defying the feud between their families. Throughout the play, Shakespeare explores the tension between Juliet’s love for Romeo and her loyalty to her family. Her feelings begin as innocent and idealistic but evolve into mature, intense devotion as the stakes grow higher. In the extract, as well as across the play, Shakespeare uses Juliet's changing emotions to highlight the intensity of young love and the tragedy of choices made in a divided society, a reflection of societal divisions within Elizabethan England at the time in which the play was written.
Clear Argument in the Topic Sentence
"Shakespeare presents Juliet’s feelings towards Romeo as deeply emotional, conflicted, and ultimately transformative." This first sentence clearly outlines the main idea of the essay: it introduces the character focus (Juliet), the subject (her feelings towards Romeo), and includes three key adjectives that forecast the essay’s argument — “emotional,” “conflicted,” and “transformative.” This shows the examiner that the writer has a coherent and thoughtful line of argument.
Summary of Key Events
"From their first meeting, Juliet falls in love with Romeo instantly, and their relationship develops rapidly..."
The second sentence provides necessary context — summarising the plot concisely so that the argument is grounded in the play’s events. This is helpful for the reader (especially in an exam) and shows good understanding.
Focus on Central Tension
"Shakespeare explores the tension between Juliet’s love for Romeo and her loyalty to her family."
This identifies a central theme of the play: love vs. family loyalty. It's a conceptual focus rather than just a summary, which makes the introduction analytical, not descriptive.
Development of Juliet’s Feelings Over Time
"Her feelings begin as innocent and idealistic but evolve into mature, intense devotion..."
This shows that the essay will track a development across the play — a key feature of a top-mark response. It highlights Juliet’s emotional growth and gives a sense of structure for what’s to come.
Link to the Extract and Wider Play
"In the extract, as well as across the play..."
This shows the student is aware of the demands of the question — they are explicitly covering both the extract and the rest of the text, as the question requires.
Historical Insight and Context
"...a reflection of societal divisions within Elizabethan England..."
Including this gives contextual understanding — a requirement for higher marks in many English exams (especially at GCSE and A-Level). It shows the student can connect the text to the world in which it was written, enriching the interpretation.
No answer provided.
In the early parts of the play, Juliet’s feelings towards Romeo are portrayed as passionate and immediate. When they first meet at the Capulet ball in Act 1 Scene 5, they share a sonnet, symbolising a perfect union of minds. Romeo calls Juliet a “holy shrine,” and Juliet plays along with the religious imagery, calling his lips “two blushing pilgrims.” This sacred language presents their connection as pure and spiritual, suggesting that their love is destined and untainted. Juliet’s willingness to continue the metaphor shows her instant affection for Romeo, even though she does not yet know who he is. When she finds out he is a Montague, her reaction is full of inner conflict: “My only love sprung from my only hate!” Shakespeare uses this oxymoron to express the painful tension between love and family loyalty. Juliet’s feelings are intense but conflicted, and Shakespeare begins to show how love, for Juliet, is both thrilling and dangerous. Despite this, she chooses to pursue the relationship in secret, revealing the strength of her attachment to Romeo.
Clear Focus on the Early Part of the Play
The paragraph opens with a clear topic sentence:
"In the early parts of the play, Juliet’s feelings towards Romeo are portrayed as passionate and immediate."
This sets a specific focus for the paragraph and shows the examiner that the student understands how Juliet's feelings evolve throughout the play—a key part of the essay task.
Detailed and Accurate Reference to the Text
The paragraph refers to Act 1 Scene 5, an important turning point in the play, demonstrating detailed textual knowledge. By highlighting the shared sonnet between Romeo and Juliet, the paragraph shows an understanding of form (the use of a sonnet) and how Shakespeare uses it to symbolise their connection.
Use of Quotations and Language Analysis
Several well-chosen quotes are integrated, such as “holy shrine,” “two blushing pilgrims,” and “My only love sprung from my only hate.” Each quote is clearly analysed, not just inserted. For example: The religious imagery is unpacked as “sacred language” that implies “pure and spiritual” love. The oxymoron is explored for its emotional and thematic significance, showing tension between love and hate.This analytical depth shows an ability to interpret Shakespeare's use of language and structure, which examiners look for.
Conceptual Understanding and Thematic Insight
The paragraph goes beyond just saying Juliet falls in love. It explores why that matters: It connects Juliet’s feelings to larger themes, like family loyalty versus romantic love. It touches on the danger and secrecy involved in her feelings, setting up the tragic consequences later in the play. This shows strong interpretive skills—linking character emotion to Shakespeare's broader messages.
Strong Conclusion to the Paragraph
The final sentence ties the paragraph together with a clear evaluative point:
“Despite this, she chooses to pursue the relationship in secret, revealing the strength of her attachment to Romeo.” It reinforces Juliet's emotional state while also showing character development and decision-making, which are important when exploring how feelings are portrayed.
No answer provided.
In the extract, we see Juliet struggling to come to terms with the actions of Romeo after he has killed Tybalt, reflecting a change in her emotions and a small moment of doubt. As she begins her monologue, she asks a question: “Shall I speak ill of him that is my husband?” Her thoughts of “ill” are one of the first moments of doubt that we see in Juliet, which particularly juxtaposes her absolute adoration of Romeo to this point. Clearly, Shakespeare is exploring the way we as individuals hold allegiances to both our loved ones and our families. As they have only been married for “three-hours,” Juliet is right to struggle with who she sides with. Shakespeare may be reflecting societal attitudes towards families, namely that the Elizabethans tended to value the importance of loyalty to the family. However, Juliet acknowledges that Romeo killed Tybalt as the “villain cousin would have killed my husband.” The use of the adjective “villain” emphasises Tybalt’s evil and shows that Juliet appreciates why Romeo did what he did. The use of the possessive “my” is a further reminder of who she places her trust in. As the extract continues, we see that Juliet knows that “Romeo” is “banished,” an action that will ultimately set up the tragic conclusions of the play. Juliet repeats the word “banished” to show the impact of such a punishment, but ultimately she chooses to be with her husband as this is the choice she has made. Juliet speaks the entirety of her monologue in iambic pentameter, showing a sense of control over the situation, which may imply that her confusion is merely pretend; she knew from the moment that she heard the news that she would side with her husband. Shakespeare may have been trying to build a sense of sympathy for Juliet in an audience that largely would have expected her to side with her cousin.
Clear Focus on the Extract and Emotional Conflict
The paragraph starts with a direct reference to the extract:
"In the extract, we see Juliet struggling to come to terms with the actions of Romeo after he has killed Tybalt..."
This shows immediate focus on the given section of the play, as required by most exam questions. It introduces Juliet’s emotional turmoil clearly and establishes the idea of a shift in her feelings.
Thoughtful Interpretation of Language and Structure
The analysis of the line “Shall I speak ill of him that is my husband?” is effective because it:
Identifies a rhetorical question, showing Juliet's doubt
Highlights contrast with her earlier love for Romeo
Connects this emotional conflict to wider themes, such as loyalty to family versus loyalty to a spouse
These points show an ability to read beneath the surface, interpreting how Shakespeare conveys internal conflict through structure and diction.
Contextual Awareness and Thematic Links
The paragraph links Juliet’s turmoil to Elizabethan social expectations, particularly the importance of family honour. This is a thoughtful way of introducing context without letting it dominate the analysis. It enhances understanding of Juliet’s dilemma and shows awareness of how audiences might respond differently, then and now.
Close Language Analysis
There is precise focus on key words:
“Villain” is unpacked for its moral implications and how it reflects Juliet's judgement
The possessive “my husband” is used to show loyalty and emotional alignment
This demonstrates excellent attention to detail and shows how single words can reveal complex emotions.
Awareness of Dramatic Structure and Form
The mention of iambic pentameter is impressive. The paragraph not only identifies the form but interprets its use:
"...showing a sense of control over the situation..."
This is an advanced idea, suggesting Juliet is mentally composed, and that her earlier emotional confusion may be performed or exaggerated.
Sophisticated Evaluation and Audience Response
The final sentence considers how Shakespeare manipulates the audience’s emotions:
“...a sense of sympathy for Juliet in an audience that largely would have expected her to side with her cousin.”
This is a thoughtful, evaluative point that shows an understanding of how literature works in performance, not just on the page.
No answer provided.
By the end of the play, Juliet’s feelings towards Romeo have deepened into unwavering, mature love, and her actions reflect a complete devotion to him. In Act 4, when she learns of the arranged marriage to Paris, she says, “If all else fail, myself have power to die,” revealing how hopeless life feels without Romeo. Shakespeare presents her as no longer the obedient daughter she once was; she deceives her parents and even drinks the Friar’s potion to avoid betraying her vows. Her love now inspires bravery and rebellion. In the final scene of the play, when Juliet finds Romeo dead beside her, she does not hesitate to join him in death. Her final words, “O happy dagger, / This is thy sheath: there rust, and let me die,” show that she sees death as the only way to remain with Romeo. The metaphor of the dagger as a “sheath” suggests their eternal union, even in death. Shakespeare uses this moment to emphasise Juliet’s transformation—from a young girl amazed by love to a tragic heroine defined by her loyalty and passion. Her feelings towards Romeo become the most powerful force in her life, overpowering all fear, grief, and reason. There is a clear sense of rebellion here, actions that would have been controversial to an Elizabethan audience, but today appear as a clear example of female emancipation and autonomy, as Juliet takes her life into her own hands. The eternal connection she then shares with Romeo is a reflection of a deeper and more spiritual love, one that transcends the human plane and exists above the earth.
Clear and Focused Topic Sentence
"By the end of the play, Juliet’s feelings towards Romeo have deepened into unwavering, mature love..."
This immediately signals a development in Juliet’s character, clearly mapping out the trajectory the essay has been exploring. It answers the question directly and introduces the paragraph’s theme of Juliet’s emotional maturity and commitment.
Effective Use of Evidence and Close Analysis
Quotations such as “If all else fail, myself have power to die” and “O happy dagger, / This is thy sheath: there rust, and let me die” are powerful choices. They are:
Well integrated into the argument
Followed by precise interpretation, such as exploring the metaphor of the dagger as a “sheath” to suggest eternal union
Used to highlight Juliet’s shift from emotional dependence to decisive action
This reflects a strong ability to connect language choices with thematic meaning and character development.
Development of Character and Theme
The paragraph traces Juliet’s journey from obedience to autonomy, and from youthful infatuation to a bold, tragic heroine. The shift from secrecy and passivity to active rebellion is clearly explained, and this progression is directly linked to her feelings for Romeo.
This not only strengthens the character analysis but also explores broader themes, such as love, fate, and individual agency.
Contextual and Critical Insight
The paragraph shows strong contextual awareness:
“Actions that would have been controversial to an Elizabethan audience...” acknowledges how Juliet’s defiance and self-determination would challenge contemporary gender norms
The idea that Juliet’s suicide could be read today as an act of emancipation and autonomy introduces a modern critical lens, offering depth and sophistication to the analysis
This is an excellent example of AO3 – showing how context influences interpretation across time periods.
Philosophical and Symbolic Reading
The final line—“a reflection of a deeper and more spiritual love, one that transcends the human plane...”—adds a layer of symbolism and interpretation that elevates the paragraph. It shows an appreciation for the poetic and metaphysical dimensions of the love story, suggesting that Romeo and Juliet’s connection becomes almost mythic or eternal.
No answer provided.
Model Answer Approach Video