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INTRODUCTION
In the closing moments of Strange Case of Dr Jekyll and Mr Hyde, Stevenson engineers Jekyll’s destruction as both a moral reckoning and a tragic consequence of Victorian repression, inviting debate over whether his end represents just punishment for conscious transgression or the inevitable cost of a society that demands concealment of the self.¹ Portraying the violent repercussions of Henry Jekyll’s experiment to split the dual sides of man’s evil and good natures,² the novella sees the villainous Edward Hyde released upon Victorian society due to Jekyll’s recklessness. Jekyll is portrayed as a morally conflicted character through whom Stevenson can encourage discussions about ambition and social responsibility. However, while Jekyll deserves his fate, he is also presented as a tragic figure³ who is a victim of his own ambition to explore the dangers of humanity’s curiosity and immorality.
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1. This is quite a long opening sentence but it effectively communicates our thesis and directly responds to the prompt, which are the two most important components of any introduction.
2. This sentence shows control of contextualised summary. When revising, practise compressing plot into analytical phrasing so that incorporating key details from the text always serves your argument.
3. If a prompt is asking how far or to what extent you agree, it’s usually best to adopt a ’75%’ approach where you are mostly agreeing/disagreeing, but still acknowledging alternate arguments or ambiguity so that your essay doesn’t sound too absolutist.
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PARAGRAPH 1
On the one hand, Jekyll ultimately deserves his deadly fate: he willingly chooses to indulge his own personal vendetta of moral freedom to explore his immorality.⁴ In his confession, Jekyll reflects on the moral facade he presented to his upper class society saying “I concealed my pleasures” and that he “stood already committed to profound duplicity of life.” Stevenson’s word choice of ‘concealed,’ connoting⁵ something hidden, suggests that Jekyll has always been deceitful, living a double life before the existence of Hyde. This gives modern readers an insight into the expectations of upper class Victorian society on moral behaviour, setting up Jekyll as a nonconforming character within the text. It is this desire to shed his mask and give in to the pleasures which leads Jekyll to his obsession with splitting the good and evil parts of him, calling this a “temptation.” Using Biblical language evocative of the temptation of Eve,⁶ Stevenson emphasises the weight of Jekyll’s desire to live a double life, thus showing his willingness to deviate from the norms of morality dictated by Victorian ideology and its reliance on religion. When he first transforms into Hyde, Jekyll admits the thrill he experiences: “I knew myself [...] to be tenfold more wicked, sold a slave to my original evil.” Stevenson uses the metaphor of the ‘slave’ to demonstrate Jekyll’s servitude to his darker side, the sibilance of “sold a slave” emphasising that Jekyll is prepared to bargain with his soul to experience immoral freedom, thus suggesting he has brought his fate upon himself. Moreover, Jekyll demonstrates a blasé attitude towards Hyde, highlighting his lack of responsibility for his creation. When questioned by Utterson about the suitability of his friendship with Hyde, Jekyll confidently replies “the moment I choose – I can be rid of Mr Hyde.” The dash between these two clauses creates a pause,⁷ framing Jekyll’s decision as an act of free will and deliberate choosing. This demonstrates that Jekyll believes he is in control of his alter-ego, creating an irony in the later loss of said control which leads to his downfall and thus supporting the argument that he deserves his fate. Through this, Stevenson critiques the facade which allows Jekyll’s reputation to remain unblemished and by extension Victorian upper class hypocrisy surrounding immorality, exposing the dual nature of all members of society.⁸
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4. This topic sentence clearly links to the question and sets up the paragraph’s focus. Always prioritise this at the start of your paragraph to ensure you are advancing a distinct aspect of your argument.
5. These are highly relevant quotes, but we can only maximise our marks by closely analysing their meaning and effect. A great way to do that is to comment on Stevenson’s word choice and the significance of that specific language, or to unpack the connotations and associations of particular words. When revising, practise choosing short, high-impact quotations that lend themselves to word-level analysis.
6. This is a well-judged contextual link. Use context most effectively when it illuminates language choices, rather than appearing as stand-alone background knowledge.
7. An attention to punctuation, tone, and mood shows close reading. In your own writing, look for structural details like pauses, breaks, or shifts in narrative voice to deepen your analysis.
8. We end this paragraph by widening the focus to Victorian society. Aim to scale up your concluding sentences at the end of paragraphs so they move beyond an individual character.
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PARAGRAPH 2
In contrast,⁹ Stevenson also presents Jekyll as a tragic figure who repents for his mistakes. As the narrative progresses, Jekyll can be seen to lose control over Hyde’s behaviour and becomes a victim of his own creation. When Jekyll recounts his own experience of the Carew murder, he recognises the wildness of the repressed Hyde’s re-emergence: “My devil had been long caged, he came out roaring.” Using the metaphor of the “devil,” Stevenson communicates the inherent evil and wickedness of Hyde, whilst the word choice of “roaring” suggests the anger and harshness, highlighting that Hyde’s clamorous animalistic side has become stronger through repression. Through this description, Stevenson critiques Victorian repression of immorality,¹⁰ suggesting to the reader that perhaps Jekyll’s tragedy was avoidable in a more lenient society.¹¹ Moreover, Stevenson presents Jekyll as a tragic figure through his remorse. In one of his final letters to Utterson, Jekyll hints at the moral turmoil he is now experiencing as he regrets his link to Hyde: “I have had a lesson – O God, Utterson what a lesson I have had.” By evoking God, a figure of safety and redemption¹² in Victorian Christian ideology, Jekyll demonstrates a return to the religion inherent within his society (juxtaposing descriptions of Hyde as the “devil”) and which voiced much of the concern for scientific advancement like his own work. The repeated “lesson” also emphasises the extent to which Jekyll has learned not to meddle with the natural order. Through this, Stevenson communicates to the reader Jekyll’s repentance for his work, evoking sympathy for the awful consequences which befall him and thereby decreasing the notion he should be punished for his transgressions.
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9. The transition clearly signals a shift in argument. Use comparative phrasing to show development rather than repetition across paragraphs.
10. Here, we are examining the metaphor of the devil and linking it to Victorian morality. Always ensure that technique is tied to meaning; don’t just label it and move on to the next quote.
11. This is a thoughtful interpretive leap. High-level responses often move from description to implication, considering alternative outcomes or critiques.
12. Again, be as specific as possible when analysing the meaning of language! It’s not enough to just say ’this is a biblical allusion’ – you should consider the significance of this specific phrasing coupled with the tone and circumstances of Jekyll saying this line. In this case, we’re strengthening the analysis by considering the symbolism of the Christian God in the context of the Victorian era, allowing for more a nuanced discussion about Jekyll’s state of mind.
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CONCLUSION
Ultimately, Henry Jekyll is a character whose irresponsible quest for embodied immorality results in his own downfall.¹³ Whilst Stevenson demonstrates Jekyll’s part to play in his demise and his initial apathy to Hyde’s destruction,¹⁴ he also portrays the character’s quest for forgiveness and subsequent turmoil using sympathetic language. Ultimately, through Jekyll, the modern reader is provided an insight into nineteenth century relationships with ambition and curiosity, left to reflect on their own social responsibility and the consequences of their actions.¹⁵
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13. This conclusion succinctly returns to the argument to reinforce our overall reading of the text.
14. This sentence successfully balances blame and sympathy. Use conjunctions like “whilst” or “however” to sustain evaluative nuance.
15. Ending with moral reflection aligns well with the novel’s concerns. Strong conclusions often end by considering ethical questions or implications related to the essay’s themes by asking questions like ’what does this mean for society?’ or ’what does Stevenson want us to think, feel, or believe about people?’
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