Common Mistakes in Writing About Macbeth: Lessons from Student Analysis
A Lesson from a Struggling Student
When analysing Macbeth, it's easy to get lost in a whirlwind of literary devices and plot details. A piece of student writing recently came to my attention that perfectly highlights where students often go wrong. It’s a well-meaning attempt but falls short of truly unlocking the play’s richness. Let’s take a closer look, dissect what went wrong, and transform it into a more compelling analysis.
The Student’s Attempt
Macbeth was paralysed by fear at the thought of taking action, admitting that “the mere thought of committing murder shakes me up so much that I hardly know who I am anymore.” This hyperbole suggests that Macbeth was pushed to the edge of madness, highlighting how desire can come at the cost of one’s morality.
Metaphors, meanwhile, are skillfully used to create vivid and striking imagery. For example, in Act 2, Scene 2, Macbeth recognises that his guilt will haunt him forever and declares, “Will all great Neptune’s ocean wash this blood clean from my hand? No, this my hand will rather make the green one red.” Here, the metaphor of blood symbolises his crimes, emphasising that no amount of water can cleanse his moral stain, which also affects those around him.
What’s Wrong Here?
This student demonstrates a solid understanding of the play and uses strong quotes, but their analysis lacks focus, cohesion, and depth.
Disconnected Ideas:
While the student mentions hyperbole and metaphors, their analysis jumps between devices without linking them to a central argument. The lack of connection to the overarching themes of ambition and morality weakens the overall interpretation.
Basic Analysis of Key Ideas
Although the student paraphrases the quotes, they miss opportunities to explore deeper implications. For example, the metaphor of “Neptune’s ocean” is acknowledged but not tied to Macbeth’s evolving guilt or its broader significance in the play.
Repetition and Generalisation:
The phrase “desire comes with a cost of morality” is repeated without meaningful expansion. The writing remains safe and avoids delving into the complexities of Macbeth’s psychological and moral conflicts.
How to Improve: Three Steps for a Stronger Analysis
1. Anchor Every Point to a Central Theme
Start with a clear argument that ties all your points together. In this case, the student could focus on how ambition leads to guilt and the eventual moral corruption of Macbeth.
For example:
Instead of listing devices, focus on how hyperbole and metaphors illustrate the gradual disintegration of Macbeth’s morality under the weight of his ambition.
A strong topic sentence might be: “Shakespeare uses hyperbole and metaphors to portray the corrosive effects of unchecked ambition, showing how guilt becomes an inescapable consequence of Macbeth’s choices.”
2. Dig Deeper Into the Quotes
Rather than simply paraphrasing quotes, analyse their meaning and connect them to the play’s larger themes.
Take this example from the student’s writing:
“Will all great Neptune’s ocean wash this blood clean from my hand?”
How to expand on it?
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What it means: The metaphor of “Neptune’s ocean” reveals Macbeth’s growing awareness that his guilt is permanent and will not fade with time.
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Why it matters: This line marks a turning point in Macbeth’s character development, highlighting his realisation that his actions have irreversible consequences that extend beyond himself, staining everything and everyone around him.
By digging into the implications of the imagery, the analysis moves from surface-level paraphrasing to a nuanced interpretation of Macbeth’s psychological state.
3. Link Literary Devices to Character Development
Focus on how literary devices reveal something new about Macbeth as a character, rather than listing devices as isolated elements.
For example, consider the line:
“I have no spur to prick the sides of my intent, but only vaulting ambition.”
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Device: The metaphor of “vaulting ambition” reflects the recklessness of Macbeth’s desires, suggesting they will inevitably lead to his downfall.
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Character Insight: This moment underscores the tragedy of Macbeth’s character—he is fully aware of the dangers of his ambition but chooses to act on it regardless, leading him further into moral decay.
By linking literary devices to character insight, the analysis becomes more focused and impactful.
Revised Example: How to Get It Right
Shakespeare uses hyperbole and metaphors to reveal Macbeth’s internal struggle as his ambition overtakes his morality. In Act 2, Scene 2, Macbeth laments, “Will all great Neptune’s ocean wash this blood clean from my hand?” This metaphor symbolises the permanence of his guilt, showing how his crimes have stained not only his hands but his soul. Similarly, in Act 1, Scene 7, Macbeth reflects on his unchecked ambition: “I have no spur to prick the sides of my intent, but only vaulting ambition.” Here, Shakespeare uses the metaphor of a “spur” to show that Macbeth lacks a moral or practical reason to kill Duncan, highlighting the reckless and destructive nature of his ambition. These devices illuminate Macbeth’s descent from a noble hero to a morally corrupt tyrant, driven by his inability to control his desires.
Bringing it Back to the IB Mindset: Thinking Through TOK
For IB students, writing about Macbeth offers more than an opportunity to analyse a text—it’s a chance to practise the skills of Theory of Knowledge (TOK). A great analysis of Macbeth should go beyond literary devices and explore the interplay between knowledge, morality, and human nature.
Use three TOK-style questions to enrich your analysis.
Ethics and Ambition:
How does Macbeth challenge our understanding of moral responsibility? Is Macbeth fully accountable for his actions, or does external influence (the witches, Lady Macbeth) mitigate his guilt?
Imagination and Emotion:
How does Shakespeare use imagery and emotion to make abstract ideas like guilt and ambition accessible to his audience?
Perspective:
How might Macbeth’s story be interpreted differently depending on cultural or historical contexts? Would modern audiences view his ambition more sympathetically?
By integrating these questions into your essay, you can elevate your writing to a more reflective and critical level—one that engages deeply with Shakespeare’s themes and their relevance to our understanding of the world.
Transforming Simplicity into Depth
With this approach, even a seemingly simple analysis can be transformed into a nuanced exploration of Macbeth’s enduring relevance. Let the themes guide your argument, use literary devices as tools for deeper insight, and always link your ideas back to the human questions Shakespeare asks of us all.