Dr Jekyll and Mr Hyde – Extract Analysis

Quotation: Quotation:
Hence it came about that I
Interpretation:
concealed my pleasures; and that Interpretation:
when I reached years of reflection,
Techniques: and began to look round me and Techniques:
take stock of my progress and
Analysis: Analysis:
 position in the world, I stood 
already committed to a profound
duplicity of life. Many a man would
 
have even blazoned such
irregularities as I was guilty of; but
 from the high views that I had set 
before me, I regarded and hid them
with an almost morbid sense of
Use in essays on… shame. It was thus rather the Use in essays on…
Quotation: exacting nature of my aspirations Quotation
than any particular degradation in “I was no more myself when I laid aside restraint and
plunged in shame, than when I laboured, in the eye of
Interpretation: my faults, that made me what I day, at the furtherance of knowledge or the relief of
was, and, with even a deeper sorrow and suffering.”
Techniques: trench than in the majority of men, Interpretation Jekyll is explicit; he was equally himself when
Analysis: severed in me those provinces of he was submitting to his desires and committing dreadful acts
 as he was when he was engaging in good.
good and ill which divide and
compound man’s dual nature. In Techniques: Juxtaposition; Alliteration.
 this case, I was driven to reflect
Analysis:
deeply and inveterately on that  Alliteration in “no more myself” stresses the word
hard law of life, which lies at the “myself” – Jekyll’s self is dual and features both “shame”
and “knowledge”.
 root of religion and is one of the  “Laid aside” and “plunged” are active, dynamic
most plentiful springs of distress. descriptions – Jekyll vigorously pursues “shame”, yet
doing good is “laboured” and tiresome.
Use in essays on…
Though so profound a double-  Good takes place in “the eye of day” – evil is for night.

CHAPTER ESSAY QUESTION:

In this extract,

The Quotation Bank® GCSE English Literature Study Guides – free photocopiable resource.
www.thequotationbank.co.uk
Teacher notes:
This activity is designed to be used in class or set as a homework, to help pupils develop their AO1 and AO2 skills.
The resource is designed so that it can be revisited multiple times with different extracts, or used by pupils independently, to develop a
bank of annotated extracts over time.
One example quotation is provided, taken from The Quotation Bank®: Dr Jekyll and Mr Hyde. The example models how to interpret a
quotation, draw out the literary devices used, and analyse key words/techniques, as well as consider what exam questions this quotation
could provide evidence for.
The Chapter section is left blank – a simple starter could be for pupils to locate the episode within the text. “In this extract” allows pupils
to put the passage within a whole text context.
When using this resource with your pupils you may wish to give pupils two copies of the handout, so you can model the analysis with the
whole class, using a quotation you have chosen, before they work independently.
Please note this resource is set at A3 size.
Differentiated use of the resource:
You may wish to give pupils suggested quotations to analyse, particularly where you feel pupils would benefit from more structure and
support, or they could select their own. The template is provided as a Word document so you can type directly into the document to
provide more scaffolding and support if you feel your pupils would benefit from this.
You may wish to give pupils a pre-chosen exam style question in the box at the bottom and ask them to find relevant quotations from the
text before analysing them, or pupils could set their own exam question. This is an activity that could also work well in groups, with each
member providing analysis for a different quotation before bringing them together in a group essay plan.
Pupil-focused instructions are provided below if you wish to use this resource for homework or independent learning.
The Quotation Bank: Extract Analysis

Read, understand and respond to texts. Students should

be able to:
 Maintain a critical style and develop an informed
A01
personal response
 Use textual references, including quotations, to support
and illustrate interpretations.
Analyse the Language, Form and Structure used by a
A02 writer to create meanings and effects, using relevant
subject terminology where appropriate.

This activity allows you to show off all your analytical and interpretative skills.
1.What chapter of the novel is this extract from? Quickly skimming through the text will remind you of where this
extract comes from in the context of the rest of the novel.

2.Complete the sentence in the box at the bottom of the page, beginning, “In this extract….” You should explain what is
happening in the extract.

3.Use the headings in the blank quotation boxes to help you analyse and interpret your chosen quotations
 Interpretation – Give your own personal response to the quotation. What does it suggest about a key theme or
idea? What message is it conveying to the reader? You may want to include a brief contextual comment here if
you like.
 Technique – What literary techniques are present in the quotation? This is just a list of techniques – you don’t
need to analyse them at this point.
 Analysis – Break down the quotation into smaller parts and analyse the effect of language, form or structure. Aim
for three different analytical points, covering three different techniques.
 Use in essays on…. Which possible exam questions or themes might this quotation be useful for?