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Richard Marriott English

English Lecturing and Tutoring

Othello Sample Essay

This sample essay shows how to meet the assessment objectives at the highest level.

What intimations of tragedy have you found in Othello so far?

The presence of a Machiavellian villain in the false Iago, a hero in the ‘Noble Moor’, and a tragic setting, Christendom under siege, are the first intimations of tragedy in Othello. There are as well signs that the play is not a tragedy:  it flouts the Aristotle’s unity of time and the neo-classical ‘unity of place’ that is frequently attributed to Aristotle. There are even signs of comedy: an old man deceived by a sexually active daughter suggests the pantalon of the commedia dell’arte. The cuckold is an archetypal comic figure in Elizabethan drama and the idea that Othello may think  himself a comic and be none is a further comic development on male sexual anxiety. The play has been read by Michael Bristol as a charivari , not a tragedy at all, but a savage carnival in which the black man who dares transgress the marriage conventions of white society is mocked – and then beaten for his outrage.

The duplicity of Iago, hell-bent upon the destruction of his unwitting master, Othello, intimates tragedy. Shakespeare reveals heroic potential in Othello from the outset in the nobility of character which others comment on and in the words and action he utters himself. His potential for tragedy is evident in his obliviousness to the treachery of Iago, a man he insists on calling honest. He is not alone: Iago’s treachery glides through the play unobserved, revealed only in his private moments with Roderigo and his soliloquies to the audience. More than that, Shakespeare presents Othello as a hero is a man upon whom Shakespeare shows the fate of nations to depend. If Churchill was the only man who could save England from German National Socialism, then Othello seems the only man capable of shoring up Cyprus that far Christian outpost against the terrifying onslaught of Islamic aggression. If Othello falls, then Christian Europe may fall with it. Othello is that Aristotelian great man upon whom the fate of many hangs. His fall, bringing others down with him, will be tragic.

Shakespeare gives us the tragic villain in advance of the hero. He is a villain in Machiavellian style. Although Machiavelli’s treatise, Il Principe , did not appear in English until Edward Dacres’ 1636 translation, the ideas were part of the intellectual milieu of sixteenth century Europe. In essence, Machiavelli offers the princes of catholic Europe licence to waive the inhibiting precepts of their faith and pursue whatever moral course is necessary to keep power; the assumption being that political stability is of higher value than personal morality. The duplicity he recommends formed the subject of much debate and theatrical representation in the sixteenth century. Shakespeare has already offered us Machiavellian villains in Don John in Much Ado About Nothing and more especially Claudius in Hamlet : the fratricidal traitor to the King who disinherits the rightful prince and marries his brother’s queen, might, from a Machiavellian point of view have simply been attempting to secure the safety of Denmark from the threat of Norwegian invasion.

Machiavelli’s advice to Princes in Chapter XVIII offers a guide to the key notes of Iago’s character; “it is necessary to know well how to disguise  . . .  to be a great pretender and dissembler; and men are so simple, and so subject to present necessities, that he who seeks to deceive will always find someone who will allow himself to be deceived.” Necessary ‘to disguise’ says Machiavelli; “trimmed in forms and visages of duty”, I i 50, says Iago. To ‘trim’ is to adorn, to decorate, as a milliner might decorate a hat. So Iago adjusts his appearance to disguise his true nature. Likewise he assumes the ‘visages’ the facial expressions of the dutiful servant. His boasting continues: he is one who throws out “shows of service”: a show is an appearance, a representation, a simulacrum, not the thing itself. He does all this for his “peculiar end”, his private purposes, private even against Roderigo.

Machiavelli goes on to state that “a prince, especially a new one, cannot observe all those things for which men are esteemed, being often forced, in order to maintain the state, to act contrary to fidelity,  friendship, humanity, and religion.” Iago flouts all those precepts: he is disloyal to the man he has fought with, unfriendly to the man who treats him as a friend and inhuman in his revenge. His hatred is boundless, disproportionate to any cause for vengeance and lies beyond the purview of his master. Machiavelli reiterates the instruction: “appear merciful, faithful, humane, religious, upright, and to be so, but with a mind so framed that should you require not to be so, you may be able and know how to change to the opposite.” Iago evinces all those opposite qualities. Shakespeare presents him as the character who might be the hero: he is named Iago. The name recalls the contemporary patron saint of Spain: Iago Matamoros. The name, Kim Hall observes, means Iago the Moor-Slayer. (Hall uses the emotive, fairy-tale word, ‘slayer’ – a more literal, prosaic translation would give us ‘killer’.) He ought, by his name to be the European hero who slays the evil dragon that Othello would represent. Not only that but Shakespeare presents a man who appears honest and trustworthy. He proclaims a ‘conscience’, an internal sense of right and wrong, talking to Othello before the Sagitarry, I ii 2 which prohibits premeditated violence. He swears , or professes, friendship to Roderigo and a bond that is powerful, visible and tangible of ‘cables of perdurable toughness’ – yet all the while cynically takes his money in a courtship cause that is already lost. He is similarly cynical as he bemocks his own honesty in an aside to the audience, swearing by it even as he embarks on a dishonest act , “I’ll set down the pegs that make this music/As honest as I am”, ii I 195. The music metaphor has far-reaching implications: musical harmony is divine in its source. The ultimate harmony is the music of the spheres: the music of the planets in their divine and majestic progress around the earth, as it was believed at the time. If music is an image of divine order, then Iago’s threat is a diabolical threat of disorder.  And this is the man to whom Othello entrusts his wife, taking him at face value as a man ‘of honesty and trust’! (I iii 281)  Most clearly he flouts his religion, allying himself with the forces of Hell:

I have’t. It is engender’d. Hell and night Must bring this monstrous birth to the world’s light.

                                                                    I iii 403-4

His plan is ‘engender’d’ the metaphor is of conception and birth. The forces of Hell and darkness then are the midwives to his diabolical treachery. Typical of Iago, he will have someone, something do this dirty work for him. The word, ‘monstrous’, suggests an unnatural birth that is as contrary to nature as hell is to heaven. In Oliver Parker’s film a horizontal camera shoots Kenneth Branagh’s face, as Iago, staring through the pieces of a chessboard with flames rising behind him. An image that suggests the flames of Hell. The Machiavellian villain, the prince licensed to defy his faith, becomes an agent of Hell. The consequences for the unwitting Othello and the Venetian state depending on him have indeed tragic potential.

Returning to my first reference to Machiavelli, quoted above, “he who seeks to deceive will always find someone who will allow himself to be deceived.” The phrase ‘allow himself’ to be deceived is interesting: even in these early stages, Roderigo is deceived by Iago, so too Cassio and of course Othello. Indeed neither Duke nor Senate question Iago’s character when Othello proclaims him a man of ‘honesty and trust’ – so much honesty and trust that he entrusts to him that which above all things is most precious: his wife, Desdemona.

Iago then is the tragic villain, of a Machiavellian stamp, who will be at least ‘partly responsible for the hero’s demise’. His ‘peculiar end’ is not clear. What revenge does he want: in Suzman’s production, Richard Haines as Iago stands triumphant astride the arms of the Duke’s throne. By implication he seems himself engaged in ‘a contest of power’, more than this he uses his arms to mime a giant penis. He seems to be seeking both constitutional power through his usurpation of the throne and sexual power or at least to recover a sense of his manhood. 

The tragic villain must have a hero to bring down. Othello qualifies for the role. Iago who is at least clear sighted recognises his “constant, loving, noble nature”, II i 287. The words bear examination: constant means ‘faithful’, the quality Machiavelli eschews in princes; loving implies at the least ‘friendship’, again to be eschewed in friendship. ‘Noble’ is an interesting word. Nobility in the sixteenth century is an attribute of birth. Like royalty, one is born noble – or not. Shakespeare is not the first to challenge the idea. And Othello is anyhow royal-born, fetching his “life and being/ From men of royal siege”, I ii 20. It is his nature, though, not his birth that Iago is observing: Shakespeare creates in Othello a noble man – fit for heroism, whose fall we can justly pity.

Aristotle observed in his Poetics that great tragedies have common elements, chief among them the tragic hero: “He must be one who is highly renowned and prosperous- a personage like Oedipus”, Othello is has such high renown and prosperity. When Iago names him to Brabantio as ‘the Moor’, it is clear he knows which Moor he is talking about: there is only one. He is famed by the First Senator as ‘the valiant Moor’. His prosperity is evident in his marriage to Desdemona – he has prospered in love as he appears to have done in love, reaching the rank of General. Aristotle’s examples of heroes of ‘high renown’ princes of royal blood, kings or heirs to the throne: Oedipus, Creon Aegisthus. Their fall has consequences for their royal house and for the people they rule. Othello, as a mere General, would seem to be an exception to this rule, except that Shakespeare presents him as the last bulwark against Ottoman invasion: if Othello falls, Cyprus, Christendom even, may fall to the Turk.

In the first Act, Shakespeare sketches in a life journey that is in itself heroic, fetching ‘his life and being / From men of royal siege’ I ii 22, Othello carries princely blood. He  hails from one of those ‘few families only’ whose members may, ‘furnish the subjects of tragedy’. He has been ‘sold to slavery’, won redemption, travelled to remote lands and been a soldier from the age of seven (I iii 83). The vicissitudes of his life: prince to slave, soldier to lover, global traveller, have a heroic scale. And Shakespeare shows this man who has risen so high, so nearly attained a place in the ruling classes of the most civilized state in Europe, this man of such ability, on whom so many depend, on the brink of a fall, a fall that could only be tragic.

From the first he appears noble and heroic. At his first entrance in I ii, when Iago would have him hide from Brabantio and his vigilante party bent on revenge, “You were best go in.”, Shakespeare gives him the reply: “Not I; I must be found.”. The two utterances comprise a line shared between the actors: Iago’s urgent trochee (the stress seems to be on ‘You’, ‘best’ and ‘in’) is interrupted by the resounding rebuttal, in which every syllable seems to be stressed. The ‘Not I’ is proudly spondaic; the caesura shows a man in no hurry; the power of the words is allowed to sink in. The line concludes with the powerful assertion, “I must be found.” in which every syllable could conceivably be stressed in performance. The repeated ‘I’ offers a proud assertion of ego and ‘found’ provides a resonant, bass echo resonating  at the end of the line. Fechter’s Othello closes the door and pockets the key: making escape impossible. Julie Hankey (Shakespeare in Prodcution, Othello , Cambridge) comments on the entrances of various Othellos to the stage in this scene. Kingsley, she says, is ‘Ghandi-like’ a dazzling figure robed in white enters a dark stage with everyone on it wearing black, a ‘grave’ and ‘grey-bearded ancient’. His difference is palpable, qualitative, not simply a matter of race or colour. Salvini is a ‘bronzed’ and ‘towering figure’. Other Othello’s are not so immediately heroic: Fechter enters leaning on his ensign’s shoulder. By the end of the scene however, his conduct is unequivocal: ‘Keep up your bright swords’, ‘Hold your hands’: Shakespeare’s imperatives, (‘Keep’, ‘Hold’) reveal a figure comfortable and assured in authority. Furthermore Aristotle specifies the relationship between hero and villain: ‘the tragic incident occurs between those who are near or dear to one another- if, for example, a brother kills, or intends to kill, a brother.’ Othello and Iago are near and ostensibly dear to one another. Iago recounts a long campaigning history in Rhodes and Cyprus and ‘other grounds/Christian and heathen’: they are brothers in arms.

Most important of all the tragic hero must have his hamartia , his tragic flaw.  He must be a ‘man like ourselves . . . whose misfortune is brought about not by vice or depravity, but by some error or frailty’. If Shakespeare gives Othello a frailty, a flaw it seems to be his judgement. Was he wrong to overlook Iago for promotion and perhaps provoke revenge. Or was he instinctively right to keep down this unstable, vengeful character. Was he wrong to promote the smooth-tongued Cassio, impressed perhaps by his polished manners despite his lack of military experience? Or does Shakespeare show a brilliant strategist who has complementary qualities in his closest officers: the theoretician and the battle-hardened war veteran. Shakespeare makes his greatest error his marriage to Desdemona. He does not, as Romeo, does have youthful infatuation to excuse his deceit. Perhaps he has instead the innocence of a man unused to city, to Venetian ways, a man who, for all his military experience, is unused to the ways of the world.

By end of II i however his heroic military cause is lost and he is  locked in a battle with himself instigated by Iago over his wife’s fidelity he is filled with comic potential.

It is probably a mark of genius in an artist in any medium to challenge or re-invent the boundaries of form. Shakespeare arguably does this in Othello in two ways: first of all he flouts the Aristotelian unities of time and place and secondly, he perhaps writes in the comic tradition of the charivari . In distinguishing epic and tragic poetry, Aristotle observes, ‘Tragedy endeavours, as far as possible, to confine itself to a single revolution of the sun’. Clearly with the sea voyage to Cyprus and two nights of brawling (in the streets of Venice and then Cyprus) the action occupies more than a single day. And yet Aristotle is concerned that the story be, ‘concisely told’, and not seem ‘weak and watery’. I might argue that the compression of three actions in one night create the same intensity that might be achieved by a play confining itself to a ‘single revolution of the sun’. The street scene culminating at Brabantio’s house, the council scene, the Sagittary scene all serve to reveal a different aspect of Othello’s character. The continuity of time – we follow the clock round  – and the compression of action provide the intensity of that ‘single revolution.’

Venice was to Elizabethans a pinnacle of cultural achievement and commercial prosperity, and a centre of Christianity. Shakespeare presents a city in crisis: the consequences should it fall would be tragic.

The play opens at night. It opens on the Venetian streets. The first Act gives us in quick succession three snapshots of Venetian life: the street scene, the War Council – and the vivid report of the gondolier-borne, father-disobeying Desdemona gliding to her marriage (as Jessica disobeyed Shylock in the earlier Venetian play).  Night-time becomes a metaphor for the dark-side, the savage side of human nature; it is the time of drunken street disturbance, of brawling, of plotting and family breakdown. Venice represents cold political calculation: a night meeting of the war cabinet reveals an intellectual out-manoeuvring of the enemy and an amused condescension to the feelings of the human heart. This is a city where a daughter is not loved but stolen. This is a city comfortable with its institutionalised racism towards outsiders, comfortable in buying the services of a freed slave and a mercenary to fight its wars. When Brabantio exclaims indignantly, ‘This is Venice’, it is as if he has to remind himself (and inform the audience) of where he is. What we have seen does not conform to our impressions of this city of light and culture at all: it is city of darkness and savagery: a tragic transformation.

But Shakespeare profoundly confounds expectations in this play. Iago, named after the Spanish patron saint, Iago Matamoros, ought as the moorslayer to be the hero – not the villain he turns out to be. Othello, whose black skin suggests Muslim incursor and whose secret marriage tramples on convention ought to be the villain.  And Michael Bristol would persuade us that this is indeed the case.

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Othello Literary Perspectives Essay Breakdown

August 26, 2020

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When it comes to VCE Literature, ‘Literary Perspectives’ is a major component of your learning and exams. If you’re studying any of the Shakespearian texts, the idea of using different ‘lenses’ to interpret 400-year-old plays seems silly and is a difficult task to approach. So today, I’m writing a plan for a Literary Perspectives essay on Shakespeare’s  Othello . The question we are looking at is:

In Shakespeare’s  Othello,  Venetian society is depicted as unwelcoming to the ‘Other’. To what extent do you agree?

Breaking-it-Down

So what does this question mean? Well let’s first look at the keywords, and what each means.

“Venetian Society” -This is the group of people depicted in  Othello . Whilst some characters like Cassio and Othello are from other city-states, they adhere to the norms and traditions of the Venetians, who live in Venice, Italy. 

“Unwelcoming” - In my essay, I consider “unwelcoming” to be active discrimination against people, with the intent of alienating them from society at large, but this is open to interpretation. 

“The Other” -This is a technical term from a few different literary perspectives. On a broad level, the Other is a person or group of people who are viewed as the ‘enemy’ or different from the dominant culture. 

These keywords are essentially what you have to include in terms of knowledge. But, what is the question? Our essay topic says “To what extent do you agree?”. You can choose to agree, or not at all, or be somewhere in the middle. Any of these options consider the  extent  of Venice’s welcomeness, but you have to use evidence, and uniquely, a literary perspective. 

My Approach

Before I even choose my contention, now is the time to decide which perspective to use for my essay. A few apply to the question and  Othello , but I can only have one. Using Feminism you could argue that the women of the play are ‘Othered,’ but because they lack lots of meaningful dialogue I think it would be hard to uncover enough evidence. Marxism would also be good and would argue the working-class is othered. The issue with Marxist interpretations of  Othello , however, is that there are almost no lower-class characters. Marxist theorists also regularly adopt feminist and postcolonial language, meaning I could appear as though I used multiple perspectives. I think Postcolonialism is the ideal perspective. The term “Other” was coined by postcolonial theorists, and Othello’s race and place in Venetian society give me the ability to flex my understanding of postcolonialism. 

So, now that I know I am writing from a postcolonial perspective, I can come up with a contention. First of all, who is the Other, according to postcolonialism? In  Othello,  it is quite clearly Othello himself, who is from North Africa, and is constantly the victim of racism, which begins to answer my second question; is Othello welcomed by Venetian Society? Well, it’s complicated, he’s an army commander and woos a Venetian woman, but he constantly has to prove himself worthy of these things. As a result, my contention will be somewhere in between complete agreement and complete disagreement with the question. 

The othered characters in  Othello  are orientalised by most members of Venetian society, and must constantly prove their material worth to maintain their agency. Despite this, the women of the play act as a foil to the racism and distrust of society.

Postcolonialism

Postcolonial theory has roots in a more modern context than Shakespeare. The colonialism of the 19th century and the decolonisation of the 20th century lead to colonised people reevaluating their lives and the role of the European colonists on a global, social, and psychological scale. When writing from a postcolonial lens, you should try to focus on some key areas. The most significant is the relationship between the colonised and the coloniser. How do they interact? What do they think of each other? The next area is the psychology of colonialism. One useful theorist here is Frantz Fanon, a psychologist living during the French colonisation of Algier. His text  The Wretched of the Earth  stated the ways that colonised Africans were mentally oppressed, viewing themselves as less than human. This is important when discussing the Other because ‘other’ represents the dehumanisation of Native lives which caused such psychological distress. A term I used in my contention should also be explained: orientalism. This term was coined by Edward Said and it explores the way the Other is viewed by the West. To ‘orientalise’ something is to portray it as something wholly different to European cultures, and exaggerate these differences. It results in non-Europeans being viewed as ‘backwards’ or ‘savage’ and justifies racist stereotypes. Other useful Postcolonial terms include: the Subaltern, who are the groups completely outside the margins of society, or people who lack any freedom; and Agency is the ability to act out of free-will and have a degree of power.

With my contention and some useful postcolonial terms, I can now plan each paragraph. I am doing three, but it is possible to do four or more. I follow TEEL (Topic, explanation, evidence, link) structure quite closely, and have given simple but punchy topic sentences for each paragraph. When structuring the essay as a whole, I try to make sure each paragraph builds off of the previous argument, almost like a staircase leading to my conclusion. 

1. Othello is treated as an outsider and is a victim of racism and orientalisation due to his cultural background, constantly reminded that he is not fully Venetian. 

My goal in this paragraph is to agree with the question. My explanation has to show that Othello isn’t welcome in Venetian society, highlighting that his blackness and European views of the Moors fits Edward Said’s theory of orientalism. I will mainly rely on Iago’s perception of Othello, and Iago as a symbol of Venice’s intoleration towards the Other. 

Evidence of his culture being viewed as ‘backwards’ or fundamentally different from Venice will support this point. Iago’s first monologue (1.1.8-33) displays his intolerance to outsiders, specifically referring to Othello as “the Moor”, rather than by his name. Roderigo also displays a racist attitude, calling Othello “the thick-lips” (1.1.71). You should try to choose linguistically significant evidence. For example, Iago’s metaphor of a “black ram is tupping [Brabantio’s] white ewe” (1.1.96-7) provokes imagery of the devil (black ram) defiling a symbol of purity (a white ewe). 

To link this paragraph, refer to the use of orientalism as a method of othering that turns people against Othello, and intends to keep him separate (unwelcome) from society.

2. Despite Iago’s representation of an intolerant Venice, Othello displays a pathway for the Other to prove themselves in Venetian society, although this proof is constantly reevaluated by the dominant culture.

In this argument I’m going against my previous paragraph, saying that Othello is welcome, but on a case-by-case basis. My explanation will include an analysis of how Othello is othered and orientalised, but still displays agency and has a role of authority in Venice. Othello is trusted, but it is a very loose trust that relies on Othello’s continued adherence to society’s rules. To use postcolonial language, Othello is the Other, but he is not a subaltern; he has been given a place at the coloniser’s table. But despite viewing himself as a permanent part of this table, the colonisers are always ready to remove his seat. 

I could use Brabantio as evidence of this, as he had “loved [Othello” (1.3.145) but quickly begins to refer to his “sooty bosom” (1.2.85) and “foul charms” (1.2.88) when he thinks Othello has overstepped his place in Venetian society by marrying a white woman. Even though Othello has proven himself as a General, the senate makes him answer for accusations based on racism and stigma. Once Othello begins to fall for Iago’s trap of jealousy, Lodovico questions the faith placed in Othello, claiming “I am deceived in him” (4.2.310).

Therefore, despite being allowed a place within the Governmental structures of Venice, Othello’s agency is constantly at risk, being welcomed for his proven talents, but distrusted for his ‘Otherness’.

3. Although Venetian society at large is unwelcoming to Othello, either through racism or distrust, Desdemona represents an attitude of acceptance towards the Other.

This argument looks at a different aspect of the question; who is the Other welcomed by? Besides Othello, Othered characters are the women and Cassio, who is from Florence. Despite not fitting into the key areas of postcolonial thought, women still have a place in this analysis, as a subcategory of the native’s relationship with the coloniser. How does a group that is discriminated against in their own society treat someone else who is discriminated against? Well, we see in  Othello  that the women treat him quite well. 

Desdemona is the obvious source of evidence for this. Her adoration of Othello transcends his colour and she accepts him as part of her Venetian world. She is unswayed by the racist commentary on Othello from those around her, such as Emilia, and instead represents the welcoming of the Other on a personal, although not societal level.

Thus, Desdemona in her own Otherness and orderliness acts a foil to Iago’s disorder and discrimination. As a discriminated against woman, she represents the acceptance of the other in Venetian society, and the unbridled trust of Othello that the men of Venice lack.

Your conclusion should include a restatement of your arguments and your contention but also look at them in another way. I usually go through my points and how they relate to each other and my contention in a logical step-by-step way, each point building on the other to reach my contention. Point 1 leads to point 2, which leads to point 3, and combined, makes my contention. 

Hopefully, this brief guide to literary perspectives in  Othello , focusing on postcolonialism, acts as a starting point for your studies. It’s about understanding the beliefs of the lens and then using this to form an argument. It certainly isn’t easy, so I encourage you to read around and practice this writing style as much as possible. 

Recommended Resources

On shakespeare.

How to Approach Shakespeare-Studying Shakespeare for the First time

Post-colonialism in Shakespearean Work by Alina Popa (2013)

On Postcolonialism

Literary Perspectives 101

List of Postcolonial Terms

Definition of Postcolonialism

Benefits of Critical Essays for Literary Perspectives Essays

The Wretched of the Earth by Frantz Fanon (2001), Penguin Modern Classics, Great Britain.

Orientalism by Edward W. Said (2003), Penguin Modern Classics, Great Britain.

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With the Literary Perspectives essay can come mild confusion regarding its structure, extent (as well as form) of analysis and differentiability from your standard English text response - which is why I’m here to tell you that this confusion, while inevitable, is easily overcome! A text like Cat on a Hot Tin Roof is rife with complexities in both its narrative features and literary devices, all prime for discussion in your own essay. ‍

Consider the following prompt: “ Discuss the proposition that ‘ Cat on a Hot Tin Roof’ is a condemnation of 1950’s American society.”

Don’t let this prompt’s simple exterior fool you. What it leaves room for - and what the assessor will ultimately be looking for - is the development of your own complex ideas. It is this metamorphosis from the simple to complex that, when evident in your own writing, allows your essay to truly shine. This is obviously applicable to English as well, but where a clear fork in the road lies is in the act of grouping those complex ideas under the umbrella of a specific critical lens (or multiple!).  

For instance, this specific prompt is great in how a diverse range of literary perspectives can be applied to it due to its main subject being 1950s American society. These can include: feminist, psychoanalytical, queer, New Historicist, Marxist, and I’m sure many others!

When faced with a number of critical lenses you can choose from, it’s important to keep in mind the fact that focusing your essay on mainly two or three lenses will ensure it’s more streamlined and therefore easier to both write and read. I know incorporating more lenses as a means of adding variety within your essay is quite tempting, but this is sure to both hinder the depth of your analysis/discussion - which is where marks are ultimately rewarded - and run the risk of disrupting any form of cohesion in your writing. The lenses you choose will ultimately be dependent on the extent of their applicability to the prompt and how comfortable you are with using them (i.e don’t use a Marxist lens if you don’t know how to extensively discuss social classes). The combination of lenses you choose, coupled with your own interpretation, help to inform the development of your unique perspective of the text.

For this prompt, I personally chose to focus on using the critical lenses of New Historicism, psychoanalysis and queer theory. From here, I’m able to ask myself questions catered to each perspective such as “What specific cultural values are examined in COAHTR and how does Williams present them?” and, relating this to the prompt at hand by also asking: “Is this presentation condemnatory?”. The lenses you choose should be interlinked with your arguments and thus your analyses, enabling you to show the assessor you understand that this isn’t an English text response! ‍

Introduction

A frequently asked question regarding the intro of a literary perspectives essay is whether or not to state the critical lens/es you are using. The answer to this is that it’s ultimately up to you! Some important points to consider however are:

• Am I able to include this statement without it sounding janky and disruptive of flow?
• If I were not to include it, am I able to make it clear enough to the assessor from the get-go what perspective/s I am using?

Outside of that, a literary perspectives intro is pretty similar to that of any other essay.  One thing to remember however, especially with COAHTR, is to briefly explain certain significant concepts you choose to mention. A good example of this is the American Dream - demonstrating that you understand what it is at its core via a brief explanation in your intro is going to leave a far better impression on the assessor than not elaborating on it at all.

See mine below:

“Defined by its moral incongruity against socially upheld conservative values, Tennessee Williams’ play Cat on a Hot Tin Roof illuminates the debilitative effects of subscription to a belief system entrenched in immorality. By highlighting the ways in which values such as heteronormativity and the American Dream — deemed synonymous with “equal opportunity” — serve only as obstructions to genuine human connection, Williams underpins both his condemnation of such mores and, therefore, the eminent human struggle to attain true happiness."

As you can see, I personally chose not to explicitly state what critical lenses I was using in my essay. However, I did make sure to include certain words and phrases commonly associated with the critical lenses they represent.

For example:

• New Historicism: “socially upheld conservative values”, “belief system”, “values such as heteronormativity and the American Dream”
• Psychoanalytical: “moral incongruity”, “human connection/struggle to attain true happiness”
• Queer theory: “heteronormativity”

This allows me to inform the assessor of what lenses I'm using in spite of an absent explicit statement. It’s also far more efficient in this case than having to use the janky phrase “Under the critical lenses of New Historicism, psychoanalysis and queer theory…”.

Body paragraphs:

As I'm sure you already know by now, Literature grants you a lot more freedom than English in terms of structure - and this is especially applicable to the body of your essay! It's important however to find a balance between what structure you’re most comfortable writing with and what’s going to impress the assessor (as opposed to abusing this freedom and floundering about with zero cohesion).

What I personally tend to be comfortable doing is loosely following a TEEL structure, while spicing it up a little by switching around the order here and there.  This is especially evident in my first body paragraph below for the aforementioned prompt, in which I begin with some passage analysis rather than your typical topic sentence:

“Positioning the audience within an American plantation home’s “bed-sitting-room”, Williams immediately envelops the play’s moral foreground in domesticity and the conservative mores of 1950s American society that serve to define such an atmosphere. It being the bedroom of heterosexual couple Brick and Maggie evinces the nature of their exchanges as demonstrative of the morally debilitating effects of the values upheld by the society in which they live — illuminating Williams’ intention to present social mores as obstructive of genuine human connection. Such an intention is foregrounded by the disparity that exists between the external and internal; that is, the socially upheld status of Brick and Maggie’s heterosexual relationship — exempt from subjection to social “disgust” — and the “mendacious” reality of their marriage in its failure to provide either individual with the same sense of primordial wholeness Brick finds in his “clean”, “pure” and “true” homosocial relationship with Skipper. From the outset of the play, heteronormative values are debased as Williams subverts the domestically epitomised dynamic between husband and wife into an embodiment of the inhumane. Maggie is likened to a “priest delivering a liturgical chant”, her lines interspersed with “wordless singing” — alluding to her overly performative nature that compromises the genuineness of human connection. Brick’s visual absence during the play’s opening and his “masked indifference”, too, further undermine the social perception of heterosexuality as the pinnacle of love as it is this reticence that exemplifies the absence of happiness found in their marriage. This sense of disconnection, wherein “living with someone you love can be lonelier — than living entirely alone”, forces Maggie to navigate their relationship through the reductive mode of a “game” wherein it is only by detecting “a sign of nerves in a player on the defensive” that she can attempt to derive genuine emotion from her husband. To reduce human connection to a set of manoeuvrable tactics punctuated only by “the click of mallets” is an act portrayed by Williams as propagative of immorality, vehemently contrasting the reconciliation of the divided self afforded to Brick by the “one, great true thing” in his life: friendship with Skipper. By making the audience privy to the inhumanity lying at the helm of 1950s American social mores, Williams thus presents his scathing critique of such a system, reflecting its capacity for obstructing human connection and therefore the futility of conforming to its standards.”

A key feature of this paragraph is the nature of my analysis - it is, essentially, very similar to what you’d find in a passage analysis essay. It’s important to note that the skills you’ve learnt for the latter can be easily implemented in a literary perspectives essay and is often what allows it to truly stand out! It also forces you to frequently reference the text with quotes in the same way you would in a passage analysis essay, which is glorious in any assessor’s eyes.

With “zooming in” on certain passages in the text (think analysing literary devices, setting, syntax, etc.) however must also follow “zooming out” and evaluating their overall meaning, especially in relation to their significance to the prompt.

A concise example of “zooming in and out” from the previous paragraph can be seen below:

“ Maggie is likened to a “priest delivering a liturgical chant”, her lines interspersed with “wordless singing” — alluding to her overly performative nature that compromises the genuineness of human connection. ”

Below is another example from a different body paragraph for the same essay:

“ Hateful figures transformed into animalistic grotesques, the children of Mae and Gooper are depicted as “no-neck monsters” with “dawg’s names”, with the “fat old body” of Big Mama herself alternating in appearance from “an old bulldog” to a “charging rhino”. Here the moral degradation of a society so heavily reliant on the atomisation of its individuals is made most conspicuous, with Big Daddy’s semblance to a large animal who “pants and wheezes and sniffs” serving as a further testament to such a notion.”

Conclusion:

This is yet another portion of your essay granted freedom by the nature of VCE Literature, so whether or not you choose to intertwine it with your last body paragraph or separate it completely is entirely up to you. What you choose to emphasise in your conclusion is also very similar to that of any other essay as the main focus is to hammer home your interpretation of the text in relation to the prompt!

See my example below:

“Williams, by presenting 1950’s American society as both propagative of atomisation and obstructive of innate morality, ultimately highlights the futility that lies in assimilating to such a belief system as a means of attaining true happiness. The pressure to subscribe to morally reductive values wherein any remnants of the innate are wholly ignored only further shrouds the possibility of happiness at all, and it is here where Williams’ portrayal of the human struggle to attain this ideal is made most conspicuous.”

The big trap students doing both English and Literature fall into is the habit of writing Close Readings like a Language Analysis essay. In essence, the two of these essays must tick the same boxes. But, here’s why analysing texts in Literature is a whole different ball game – in English, you want to be focusing on the methods that the author utilises to get their message across, whereas Literature is all about finding your own message in the writing.

In a  Language Analysis  essay, the chances are that most students will interpret the contention of the writer in a similar fashion and that will usually be stated in the introduction of the essay. Whereas in Literature, it is the formulation of your interpretation of the author’s message that is what really counts. In a typical Language Analysis essay, the introduction is almost like a summary of what’s going to be talked about in the next few paragraphs whereas in a close reading, it is the fresh ideas beyond the introduction that the markers are interested in.

For this reason, every Close Reading that you do in Literature will be unique. The overarching themes of the text you are writing from may be recurring, but for every passage from the text that you are given, what you derive from that will be specific to it.

From my experience, this is what stumps a lot of students because of the tendency is to pick up on the first few poetic techniques used in the passages and create the basis for the essay from that. This usually means that the student will pick up on alliteration (or another technique that they find easy to identify) used by the author and then try and match it to an idea that they have discussed in class. Whilst this can be an effective way to structure paragraphs, many students aren’t consciously utilising this approach and instead are doing it ‘by accident’ under time pressure, or a lack of understanding of other ways to get a point across.

In general, there are two main approaches that can be followed for body paragraphs in a literature close reading analysis:

1. Start wide and narrow down.

What does this mean? So, as I mentioned before, each of your close readings should be very specific to the passages in front of you and not rehearsed. However, it’s inevitable that you are going to find some ideas coming back more often. So, after reading through the passage, you will usually get a general understanding of the tone that the author has utilised. This will indicate whether the author is criticising or commending a certain character or social idea. Using this general overview to start your paragraph, you can then move closer and closer into the passage until you have developed your general statement into a very unique and clear opinion of the author’s message (with the support of textual evidence of course).

This is the essay approach that is generally preferred by students but is often used poorly, as without practice and under the pressure of writing essays in exam conditions, many students revert back to the old technique of finding a literary device that they are comfortable with and pushing forth with that.

The good thing about this approach is that when you understand the general themes that the author covers, you will become better and better at using that lens to identify the most impactful parts of the passage to unpack as you scrutinise the subtle nuances of the writer’s tone.

2. Start narrow and go wide.

You guessed it - it’s basically the opposite of the approach above. However, this is a more refined way of setting out your exploration of the author’s message as opposed to what was discussed earlier (finding random literary devices and trying to go from there). Using this approach does not mean that you have no direction of where your paragraph might end, it just means that you think the subtle ideas of the author can be used in culmination to prove their wider opinion. For example, if you get a passage where the author describes a character in great detail (Charlotte Brontë students, you might be familiar!) and you think there is a lot of underlying hints that the author is getting at through such an intricate use of words, then you might want to begin your paragraphs with these examples and then move wider to state how this affects the total persona built around this character and then maybe even a step further to describe how the writer’s attitude towards this character is actually a representation of how they feel towards the social ideas that the character represents.

The benefit of this approach is that if you are a student that finds that when you try and specify on a couple of key points within a large theme, you end up getting muddled up with the potential number of avenues you could be writing about, this style gives a bit of direction to your writing. This approach is also helpful when you are trying to link your broader themes together.

The main thing to remember in the structure of your body paragraphs – the link between your examples and the broader themes that you bring up should be very much evident to the marker. They should not have to work to find the link between the examples you are bringing up and the points that you are making. Remember, a Close Reading is all about the passage that is right in front of you and its relation in the context of the whole text and the writer’s message. Be clear about your opinion, it matters!

Happy writing!

“Once upon a time…”

The fairy tale of Cinderella is a well-known, well-loved and well-ingrained story that was always told to me as a bedtime story. Who could forget the mean-spirited stepsisters who punished and ruined Cinderella’s life to no end? According to the dark Brothers Grimm version, the stepsisters mutilated their feet by cutting off their heels and toes to fit into the infamous shoe, and their eyes were pecked away by birds until they were blinded! It’s definitely one way to send a message to children… don’t be bullies or you’ll be punished. Which is exactly what the Brothers Grimm’s views and values were. Their construction of their fairy tale to send a message of what they viewed as ‘good’ or ‘bad’ is simplistically shown through the writers’ choice in determining the characters’ fate. The evil stepsisters are punished, while Cinderella receives happiness and riches because she remained kind and pure. A clear and very simple example of how texts reflect the beliefs, world views and ethics of the author, which is essentially the author’s views and values!

What are the views and values of a text?

Writers use literature to criticise or endorse social conditions, expressing their own opinions and viewpoints of the world they live in. It is important to remember that each piece of literature is a deliberate construction. Every decision a writer makes reflects their views and values about their culture, morality, politics, gender, class, history or religion. This is implicit within the style and content of the text, rather than in overt statements. This means that the writer’s views and values are always open to interpretation, and possibly even controversial. This is what you (as an astute literature student) must do – interpret the relationship between your text and the ideas it explores and examines, endorses or challenges in the writer’s society.

How do I start?

Consider the following tips:

• What does the writer question and critique with their own society? What does this say about the writer’s own views and the values that uphold?
• For example,  “Jane Austen in Persuasion recognises the binding social conventions of the 19th century as superficial, where they value wealth and status of the utmost priority. She satirises such frivolous values through the microcosmic analysis of the Elliot family.”
• The writer’s affirming or critical treatment of individual characters can be a significant clue to what values they approve or disapprove of. What fate do the characters have? Who does the writer punish or reward by the end of the text?
• Which characters challenge and critique the social conventions of the day?
• Look at the writer’s use of language:
• Characterisation
• Plot structure
• Description
• In other words …what are the possible meanings generated by the writer’s choices?
• Recognition and use of metalanguage for literary techniques is crucial because you are responding to a work of literature. Within literature ideas, views and values and issues do not exist in a vacuum. They arise out of the writer’s style and create  meaning .
• How do the writer’s choices make meaning?
• How are the writer’s choices intended to affect the reader’s perception of social values?
• Weave views and values throughout your close analysis essays, rather than superficially adding a few lines at the conclusion of the essay to indicate the writer’s concerns.
• Using the writer’s name frequently will also assist in creating a mindset of analysing the writer’s commentary on society.

Below are some examples from an examiner report of successful and  insightful  responses reflecting the views and values of the writer:

(Another tip is to go through examiner’s reports and take note of high quality responses, even if they are not the text you’re studying)

When contrasted with the stark, blunt tone of Caesar throughout the play ‘You may see, Lepidus, and henceforth know...’ the richness of Shakespeare’s poetry with regard to his ‘couple so famous’  denotes how the playwright himself ultimately values the heroic age  to which his protagonists belong over the machinations of the rising imperial Rome.

It is the word ‘natural’ here through which Mansfield crafts a sharp irony that invites us to rate Edna’s obsession with her own performance.... It is this satiric impulse that also leaps to the fore through the image of Edna, ‘clasping the black book in her fingers as though it were a missal’...the  poignant economy of Mansfield’s characteristic style explores her views on the fragility of the human condition .   

‘In Cold Blood’ provides a challenging exploration of the value placed on human life. The seemingly pointless murders undermine every concept of morality that reigns in Middle America, the ‘Bible Belt’, as well as the wider community.  Capote insinuates his personal abhorrence of the death penalty and the disregard of mental illness in the justice system .

Why are views and values important in literature, and especially for close analysis?

Every year, the examiner reports emphasise how the best close analysis responses were ones that “showed how the text endorsed and reflected the views and values of the writer and were able to weave an understanding of these through the essay” (2013 VCAA Lit examiner report). By analysing HOW the text critiques, challenges or endorses the accepted values of the society in the text, you are demonstrating an understanding of the social and cultural context of the text, thus acknowledging the multifaceted layers that exist within literature. You are identifying the writer’s commentary of humanity through your own interpretation. Bring some insight into your essays!

Arguably one of the greatest modern playwrights of our time, Tennessee Williams produced some of the best post-war 1950’s American plays that have now engrained themselves as classics. After the conclusion of the second world war, America was pervaded with hypermasculinity, deep levels of insecurity and a desperate need to regain the pre-war success of the 1920s. During the 1950s, the United States began to regain its economic success and spirits were high as ever; however, this may only have been ostensible. Beneath the surface of such success lurked unshaken expectations on both men and women and deep-rooted bigotry. 

In this article, we will get to know how these concepts are explored in ‘Cat on a Hot Tin Roof’ and examine why this text is important in the context of Lit Perspectives and Close Analysis. ‍

Characters Analysis

Brick is too numb to feel much of anything any more; he is a drunk and cold shell of what he once was. Since the death of his friend Skipper, Brick has retreated into solitude and emotional aloofness, and the only emotions that he can express are disgust and boredom. The other characters can only coax an emotional response out of him when they mention Skipper

Maggie is a traditional 1950’s beauty, she is lively, gorgeous and has a deeply sexual presence. She spends the majority of the play trying to get Brick to sleep with her- both to satisfy her own needs, and to allow her to conceive a baby. This which would guarantee her share of the Pollitt family wealth. 

Big Daddy, like Brick, gets a lot of undeserved attention and love; this is because he sits upon the Pollitt wealth he built. He worked hard for economic success, and now he wants to enjoy it. He is uninterested in Big Mama and treats her with little affection or respect.

She is an older version of Maggie - more dramatic, needier, having let herself go. She loves her husband unconditionally despite his cruelty and indifference to her. Like Big Daddy, she cannot help but prefer Brick to Gooper because he is so much like Big Daddy. 

Brick’s older brother but has lived in his shadow since the day he was born. While Brick got the attention with looks and football, Gooper married into society and became a successful lawyer. But the unfair attention and focus on Brick has made Gooper vengeful and petty, and so it is out of both greed and spite that he actively campaigns for control of Big Daddy’s estate. 

Gooper’s wife who has all of his greed and sourness, without any of his justifying history. She taunts Maggie’s lack of motherhood by parading her plethora of children around the house. 

Concepts and Concerns 

TIP: Concepts and concerns should form the basis of your analysis whether you are doing a close analysis or a literary perspectives essay! 

MENDACITY VS TRUTH  ‍

The central tension in the play is underscored by mendacity, lying and deception. The repressed truth is constantly on the verge of being unleashed and it is the “inadmissible thing” that pervades the family. The two primary sources of mendacious repression are Brick’s homosexual desires and Big Daddy’s imminent death from cancer. Ironically, it is these two who value integrity and honesty the most. 

When Big Daddy finally finds out the truth about his impending death he exclaims: “By all the goddam lies and liars that I have had to put up with, and all the goddam hypocrisy that I lived with all these forty years that we(big mama) been living together”

In a final moment of existential dread and disgust, Brick resignedly claims that “mendacity is a system that we live in. Liquor is one way out and death is another”. These are the fates that are destined for Brick and Big Daddy respectively. 

The truth (if there can be such a thing) is that both Brick and Big Daddy are loved so ardently by their partners, but they blinded by their dishonesty to themselves. It is because Brick cannot come to terms with his own sexuality and Big Daddy cannot fathom his inevitable death that lies, and deceit is perpetuated in the text. 

MASCULINITY AND HOMOSEXUALITY

Williams himself was gay and lived in a society that constantly repressed and shamed it as a deeply sinful practice and associated it with failed masculinity. Thus, he explores the deep turmoils of homosexuality in the 1950s and its implications on manliness, bigotry and society.

Whilst not stated explicitly, it is implied that Skipper confessed his love to Brick; whilst Brick felt the same way, he knew this would not be accepted by society. Consequently, he shuts Skipper down and later that night, Skipper commits suicide. Brick cannot admit the truth to himself because in his mind “purity” and “homosexuality” are mutually exclusive, due to his own internalized homophobia and even when Big Daddy makes Brick face his desires and the guilt that pervades him; he cannot escape the bigoted societal norms imbued within him

Williams paints an image of distress, pain and grief caused by the prevailing homophobia of the 1950s. Brick is crippled both by his failure as a man and his failure to be true to himself. 

THE AMERICAN DREAM 

Back in the 1950s, the American Dream was the dream that everyone was expected to aspire for was much more conservative. It included a traditional family with a stay at home mother, hard-working and masculine father, 2-3 children, a home and money, lots of it!

The Pollitt family truly embodied the American Dream. With their self-made fortune, successful sons (though Brick is now a mess) and even grandchildren. In many aspects, Gooper and Mae fulfil the expectations of the American Dream much more than Brick and Maggie do; they have children, success and ambition. They attempt to use this to their advantage in their bid to win over Big Daddy’s estate but even that fails to sway Big Daddy’s favouritism for Brick. 

Brick is as resigned and aloof to the idea of wealth and tradition as he is to his wife Maggie. His repressed homosexuality already divorces him from the ingrained social expectation of the American Dream and it disappoints him to pretend to desire the same things his brother Gooper does. This, ironically, only makes him more favoured by his parents. 

In a world of strict expectations and immovable bigotry, there is no room for homosexuality, and this disappoints no one more than Brick himself. In his world, the very essence of his being contradicts the dream that everyone is taught to value. Williams asks readers to consider the consequences of such restrictive beliefs, he questions the American dream at a fundamental level by asking: so why do we all have to want the same thing?  

MOTHERHOOD AND FEMININITY 

What does it mean to be a woman? For Mae, that means being a loving housewife and being able to bear children. In the petty feud for Big Daddy’s will, she insults Maggie’s childless state, she is less of a woman because of it. Of course, the reason Maggie cannot have children is that Brick is unwilling to sleep with her. Again, even though Mae has provided Big Daddy and Big Mama with a plethora of grandchildren, they still prefer Maggie’s young and sensual energy. 

Williams attempts to undermine the characteristics that were supposed to define women as feminine through Maggie. Moreover, women were supposed to be passive players in the family, to do their husbands bidding and to be polite and proper at all times. Maggie is none of these things. She is unapologetically sexual, unwaveringly ambitious in her pursuit of the Pollitt family wealth and determined to cement herself as Brick’s partner although she knows of his homosexual desires. In a society where women were not supposed to have dreams let alone pursue them, Maggie is a “cat on a hot tin roof”, chasing her dreams with careless disregard of established hetero norms.

Literary Perspectives 

Now we get into the tricky stuff! This is one part of your exam and is the Unit 4 Outcome 1 SAC so it’s important that you get a competent grasp of the task! TIP: Follow this link to get an overview of the literary perspectives task (I’m thinking of linking the ultimate lit perspectives guide here, let me know what you think) 

Some prevalent perspectives should jump out at you immediately just by looking at the Concepts and Concerns. Remember that you don’t have to choose just one perspective, it’s more important that you develop an overall interpretation of the text and incorporate the buzzwords that reflect your perspective. Use your perspective/interpretation as a lens to the concepts and concerns mentioned above as a springboard for your analysis

Now we get into the tricky stuff! This is one part of your exam and is the Unit 4 Outcome 1 SAC so you must get a competent grasp of the task! TIP: Follow this link to get an overview of the literary perspectives task  (I’m thinking of linking the ultimate lit perspectives guide here, let me know what you think) 

Here are some general perspectives that you might want to think about:

Think about the role the women in this text play and how they are portrayed. You have three vastly different women who all reflect the social standards that defined the 1950s in varying degrees. 

Maggie does not seem to care much about what Brick wants as much as she cares about her own needs proven when she attempts to force him to do things he doesn’t care much for (pretending he remembered Big Daddy’s birthday or sleeping with her). She stands in diametric opposition to Big Mama and Mae who are both stereotypical women of their times, always forgoing their own desires for their husbands’. In this sense, our sympathy for Maggie only confirms Williams’ notion that women should be able to freely chase their ambitions and break free of restrictive stereotypes. 

These societal standards that reinforce traditional gender roles, heterosexuality and the pervasive male gaze form what literary critics call  heteronormativity.  This is a key notion in feminism and extends this perspective to more than just an analysis of women in society. It also asks us to question how these hetero norms may influence overarching definitions of masculinity. We can see how these hetero norms have forced Brick into an empty cripple whose only clutch is alcohol and the “click” of peace he drinks for. 

TIP: Heteronormativity can also be linked to Marxism as it forms part of the superstructure (institutions and culture considered to result from and reflect the economic system underlying society) that perpetuates the belief that men must be the breadwinner to support their housewives and children. In other words, if you are not supporting your family financially, you are not considered a true man.

Some might argue that the central conflict in the play comes down to who will inherent Big Daddy’s wealth after his death and is only inflamed by Brick’s repressed sexuality.  The American Dream is literally underscored by the chasing of money! 

Consider how the class impacts the tension in the story. Because of their high social status, Brick’s sexuality is only more scandalous. Funnily enough, despite the fact that Maggie knows he does not love her, she could not care less. As I’ve probably hammered in enough by now, she has more regard for the money than Brick (though she does love him). Furthermore, Gooper’s job as a lawyer, in his mind, only further cements him claim to the Pollitt family throne because it pays well and is highly respected. 

Psychoanalysis

Pain, trauma, guilt, desire, gaze and the unconscious. All these things come into play when thinking about psychoanalysis. Popularised by Sigmund Freud who believed (and I’m simplifying here) that psychological theories and techniques could help people better understand their unconscious thoughts, feelings and desires. This is turn, would help them explain their behaviours. 

The best way to start a psychoanalysis of ‘Cat on a Hot Tin Roof’ is to think about what each character wants, how they are behaving and how their past might influence this. Brick’s homosexuality and the guilt he feels at Skipper’s death is a great place to start. This is also a great way to integrate to touch on other perspectives if you think about the ways in which heteronormativity or social status may have influenced his decisions back then.

Close Analysis 

TIP: Just because it’s close analysis, doesn’t mean you can forego an overall interpretation!! Remember the Concepts and Concerns of the author! Here is a link to help you out with more general close analysis advice (again same idea as previous section, to

Some might argue that the central conflict in the play comes down to who will inherit Big Daddy’s wealth after his death and is only inflamed by Brick’s repressed sexuality. The American Dream is underscored by the chasing of money! 

Consider how the class impacts the tension in the story. Because of their high social status, Brick’s sexuality is only more scandalous. Funnily enough, even though Maggie knows he does not love her, she could not care less. As I’ve probably hammered in enough by now, she has more regard for the money than Brick (though she does love him). Furthermore, Gooper’s job as a lawyer, in his mind, only further cements him claim to the Pollitt family throne because it pays well and is highly respected. 

The best way to start psychoanalysis of ‘Cat on a Hot Tin Roof’ is to think about what each character wants, how they are behaving and how their past might influence this. Brick’s homosexuality and the guilt he feels at Skipper’s death is a great place to start. This is also a great way to integrate to touch on other perspectives if you think about how heteronormativity or social status may have influenced his decisions back then.

TIP: Just because it’s close analysis, doesn’t mean you can forego an overall interpretation!! Remember the Concepts and Concerns of the author! Here is a link to help you out with more general close analysis advice (again same idea as the previous section, to link the ultimate guides) 

The close analysis essentially wants you to analyse the nitty-gritty of your text. Demonstrate to VCAA that you understand how language creates meaning and can support the overarching values of the author. Questions of form, structure, language devices and literary techniques all come in to play when thinking about how Tennessee Williams created meaning in the play. Think of yourself as a detective who must find the most forensic examples in supporting your overall perspective. Here are a few things you might want to consider when closely analysing ‘Cat on a Hot Tin Roof’. 

The Form – Play

The Play as a form is one of the most distinct types. It is a show for an audience and does not have as much intimacy as a novel. It has stage directions that the audience does not see and even minute punctuation that must be portrayed by actors. It is important that you can demonstrate you understand this!

Different stage directions will impact the audience in a multitude of ways. For example, Williams had detailed ‘Notes for the Designer’ that closely depicted the setting and atmosphere of the play. In it, he detailed the story of “Jack Straw and Peter Ochello, a pair of old bachelors” who were rumoured to be gay. This instantly establishes homosexuality as a backdrop of the play, it is woven into the setting. 

Or you might want to analyse the stage directions that constantly punctuate Brick’s dialogue; every time he speaks it is “absently”, “dreamily” or “vaguely”, which further emphasises his cool and aloof nature. This is in contrast to when he speaks about Skipper in which he suddenly becomes defensive; his dialogue graduates from resigned one-liners to profuse emotional rants. 

Structure – The Acts, the Setting, characters, timeframe

Whilst the form of a play is unique in itself, there are certain aspects of ‘Cat on a Hot Tin Roof’ that differentiates it from others. 

For example, the play in its entirety occurs within one day. This emphasises the extent to which the Pollitt family had already been teetering on the edge of unleashing the secrets of the family. The confirmation of Big Daddy’s death only opens this up further and unwinds the atmosphere of secrecy, denial and mendacity in merely a few hours. 

This is only heightened by the fact that the entire play occurs in one room, the “bed-sitting-room” of the plantation home. Therefore, no matter how hard the family tries to escape the truth, the claustrophobia created by having so many of them in one room together acts as a catalyst for the truth to be revealed. 

Also, consider how these characters are established! What has been said explicitly and what has been alluded to. For example, it is never explicitly said that Brick is gay or that Big Daddy will die (to his face at least). In some ways, despite the fact that everyone knows the truth, it is still a truth too difficult to bear and speaking it out loud will only confirm what they have been in denial about for so long. 

Literature is probably one of your hardest VCE subjects. If it’s not, then go you! (please tell me your secrets).

However, if you’re anything like me, then you probably look a bit like this when you begin considering the overall meaning of a text, the author’s views and values, and how any three passages in the text create the meaning.

When I became awash with confusion, like our old pal Ryan Renolds, the first thing I did (after eating a whole block of chocolate), was ensure I understood the context of the text. Without a clear understanding of the context of your text, you cannot fully comprehend the views and values of the author, nor the overall meaning of a text (it’s also part of the criteria for literary perspectives)!

So if you want to be feeling like this after you write a piece for literature:

Consider the following:

AUTHOR’S CONTEXT VS. READER’S CONTEXT 

Austen was hunched over her small writing desk in the village of Chawton during England’s Georgian era as she wrote  Persuasion.  You are more likely reading it in a cozy bed, listening to Taylor Swift and half considering what you’re going to watch on Netflix later. Remember, your current social and cultural context can have a great influence on how you read a text, so it’s always important to imagine the author’s own context – whether this be very similar, or very different from the context of their text. It’s as easy as a Google search!

For a more in-depth look into how authorial intent and context is important in VCE English, read Context and Authorial Intention in VCE English .

SOCIAL CONTEXT

The social context of a text is the way in which the features of the society it is set in impact on its meaning. There are two aspects to social context: the kind of society in which the characters live, and the one in which the author’s text was produced.

Charlotte Brontë’s  Jane Eyre  was set in the same social context she herself lived in. It was one in which women were seen as the lesser sex, there was a great divide between the wealthy and lower class, and strict class boundaries were enforced. All of these societal features are key in determining Brontë’s views on the importance of social inclusion, and her championing of the strength of women. Or just listen to Phoebe:

HISTORICAL CONTEXTS

The historical context of a text is entangled with its social context, as underlying norms and convention are historically specific. The historical context is important to note especially when large changes have occurred between the time the work was produced, and our current day, so it is not assessed by our own concerns alone.

Aeschylus’ Agamemnon was first performed in 458BC, in Ancient Greece, a time vastly different from our own. Therefore, it is important to be aware of how the play was delivered, at the festival of Dionysus as part of a trilogy. Also have an understanding of the myths surrounding the Trojan War as well as those surrounding Agamemnon, Cassandra and Clytemnestra.

CULTURAL CONTEXTS

Culture refers to a particular ‘way of life’, involving religion, race and nationality, as well as things like food, dress code and manners. Furthermore, culture can relate to art, music, writing and literature itself. Cultural context, which is similarly linked with social, historical and ideological context, is especially important to note if the author is attempting to make a comment on an aspect of culture, or the clash of two cultures.

Cross cultural contact between an Indigenous tribe in Western Australia, and the British colonizers of this land, is explored by Kim Scott in his novel  That Deadman Dance.  He reveals aspects of culture largely unknown to current members of Australian society, as well as explores whether assimilation can be seen as a harmonious sign of friendship, or an intrusive loss of culture. The evolution, damage and protection of culture is an important context in this novel, and has a large bearing on the overall meaning of the text, as well as Scott’s views and values.

IDEOLOGICAL CONTEXTS

Ideology refers to the systems of beliefs and ideas that underpin our attitudes and behavior. Such ideology may be valued by society as a whole, or be the basis of conflict. Ideology is a context that is in many ways ‘invisible’. This is because our own is largely internalized and normalized, we act accordingly to our assumptions and social norms.

Many texts explore ideological context, either challenging or championing it. In his play  Who’s Afraid of Virginia Woolf?  Edward Albee challenged perceptions at the time of the family unit, portraying a couple that symbolizes the immense dissatisfaction caused by idealistic portrayals of marriage, and the fallacies of the American Dream. He illuminates how George and Martha escape from meaningless by creating fantasies and illusions, but how these eventually lead to the breakdown of their mental health.

So next time you’re struggling to get started on a literature piece, remember to think deeply about the different aspects of your text’s context!

It’s getting closer to the Literature exam and you’re probably starting to get more serious about avoiding dropping too many SAC marks! Depending on which order your school does Literature SACs in, you may be currently facing the often feared ‘Creative Response’. Whether you feel beyond excited to finally bring some creative flair to Literature, or you’re totally scared at the thought of creating something new, I wanted to use this blog post to help you achieve at least ten of the marks in this section. That is through the reflective commentary, which you can totally score full marks on if you put in the effort.

The VCAA Literature Study Design determines that students must submit ‘a reflective commentary establishing connections with the original text’. This aspect of the assessment counts for 10 of the 60 marks available for the Creative Response outcome. The study design further denotes that students must

‘reflect critically upon their own responses as they relate to the text, and discuss the purpose context of their creations’.

This allows your schools and teachers to direct in a relatively broad way on how you should form your reflective commentary, and may mean your friends at other schools write theirs in a very different way. In this blog post I will leave you with a suggestion of how I best believe a reflective commentary could be structured to include all important aspects, as well as tips on how to include all of what the study design asks. As I said, these are ten marks that can easily be snatched with just a little bit of hard work and attention to detail, so why not snatch them?

To induce the things needed to be included in the reflective commentary, we can look to the key knowledge and key skills points outlined in the study design:

Key knowledge:

- the point of view, context and form of the original text,

- the ways the central ideas of the original text are represented,

- the features of the original text including ideas, images characters and situations, and the language in which these are expressed,

- techniques used to create, recreate or adapt a text and how they represent particular concerns or attitudes.

Key skills:

- identify elements of construction, context, point of view and form particular to the text, and apply understanding of these in a creative response

- choose stylistically appropriate features including characterisation, setting, narrative, tone and style

- critically reflect on how language choices and literary features from the original text are used in the adaptation

What you’re really trying to do in your reflective commentary is prove to your teacher that you are hitting all these key knowledge and key skills points. As you write, ensure you are discussing how the author uses point of view, context, form, elements of construction and stylistic features in their text. It is than imperative that you describe how you have similarly used such device in your creative response. Ensure that you also discuss how you are involving the ideas and themes of the text in your creative piece, and how you are discussing them further, or exploring them in greater depth. Obviously only talk about those that are relevant to your creative response!

Sample reflective commentary

Having scored a 10/10 in my own reflective commentary, I will provide a structure that can be used to ensure you are including everything you need. I discussed my own reactions to the original text, and described how I wanted to rouse similar reactions in the reader of my creative response.

In your reflective commentary, it can be easier to put everything under subheadings. These are the ones that I used:

-Characterisation

-Literary features (here I chose 7 particular literary features used in my text and discussed how I emulated them)

Under each of these paragraphs, I analysed how the author used such features to create and convey meaning, and discussed how I, in my own piece, drew on her use of them and expanded on her ideas. Here is an example of my ‘Purpose’ paragraph, which will hopefully give you an idea on how you might write your own commentary! My text was Cate Kennedy’s  Dark Roots , in particular the short story ‘What Thou and I Did, Till we Loved’.

In my piece, I ultimately attempted to lead the reader to a place of discomfort, faced with a situation that they wish never to be faced with. When I first read What Thou and I Did, Till we Loved (Dark Roots, Cate Kennedy), I simply wished never to be in Rebecca’s position, as I was sobered by the sadness of her demise as she watched her lover fade away. I sought to elicit the same response from the reader, as I aimed to convey the deterioration that both lovers suffer, as well as the loss of communication between them. I also attempted to allow the reader to question the humanity in keep people alive by machines and drugs, and whether it is fair to force people to live an unnatural life. I have sought to explore this even further than What Thou and I Did, Till we Loved bringing in the question of euthanasia and whether we have a right to die as Kyle begs of Max to “kill me” at the end of the piece, and Max concedes that “[he] would if [he] could”. The themes of my piece seeks to explore are the ways of coping with grief, guilt at causing the illness of a loved one, a life with a lack of substance, and the loss of communication due to illness.

Hopefully you’re feeling better about how you might go about completing your creative response, and getting that 10/10 on your reflective commentary!

1. Don't focus just on ideas and avoid language engagement.

Language engagement is every bit as important as ideas. Sometimes, when you get stuck in philosophical musings, you might find yourself in a place where you're spouting on and on about solipsism or the intrinsic desire for independence in the 19th century Norwegian working class. Literature essays are all about finding balance, and here, that balance means language engagement. Whether you are writing about literary criticism or a passage analysis, you have to be able to support your interpretations with textual evidence.

Often, this requires some creative thinking. You can have a lot of fun with it and the examiners like you to pick up on small details and connect it to a grander scope.

Here's an example from Jane Eyre.

“my eyes seemed as if they had beheld the fount of fruition, and borrowed beams from the lustrous ripple.”

“I was not surprised...to feel...the breathing of a fresh and fragrant breeze...The rooks cawed, and blither birds sang; but nothing was so merry or so musical as my own rejoicing heart.”

In this passage, Jane is rejoicing over her marriage proposal, but readers are led to understand that this may be a false, idealistic dream of hers. Note the patterns of alliteration – the fricative 'f' shifting to the plosive 'b' in “fount of fruition” and “borrowed beams” then again from “fresh and fragrant breeze” to “blither birds”. What could it possibly mean?

Fricatives tend to indicate freedom, whereas plosives tend to indicate an abruptness – a harsh change. Perhaps, Jane's wild, free joy is immediately followed by plosive alliteration so as to illustrate how her happiness is cut short and her dream is a false one – she will attempt to achieve freedom through this romance, but she will be abruptly and unceremoniously prevented from attaining it.

Regardless, in any passage, there are always things to talk about and little language quirks to exploit to figure out an interpretation. Start from these little details, and build out and out until you tackle your big ideas. All of these ideas should be rooted in language.

2. Don't prioritise complicated language over ideas.

Often, when you think that expressive, complicated writing takes priority over ideas in Literature, you tend to end up with flowery material that becomes more convoluted than it is effective. If you are one of those people (I know it's hard) but kill your darlings. Focus on coming up with original ideas, and express them clearly. Cut out redundancies. Be expressive in a way that is natural and in a way where you know that first and foremost, your language is accurate. Don't go around using metaphors purely for the sake of sounding intellectual when you can express something equally eloquently and beautifully with simpler, fluent text.

Remember: this is not to say that you shouldn't be expressive in Literature. In fact, writing style and the ability to write well is a fundamental component to doing well in this subject. It is just vital that you strike the right balance. This is a good lesson to learn sooner rather than later - and you'll be steering into prime territory for the exam.

3. Don't treat Literature like an English essay. Be free!

Good Literature essays generally tend to be more lively and expressive than English essays. Why? Because Literature just doesn't operate under the same criteria, and it shouldn't be treated as such. 

Don't feel like putting in an introduction/conclusion? No need! Don't feel like sticking to a TEEL structure? No problem!

Your focus is creating writing that moves along at a natural, expressive pace, moving through textual evidence to broader ideas. You don't have a structure. You don't have a paragraph quota. You have free reign over a lot of how you write your Literature essays – so find out what works for you.

4. Come up with original interpretations and don't stick with popular readings.

Literature is one of very few subjects in the entirety of VCE that rewards original thinking. You don't need to go with the crowd consensus on how to read your text: as long as you have the evidence to support your reading! The examiners will reward complex, creative, and unique ideas. Every passage analysis you write should be approached with a fresh perspective – base your interpretation around the text in front of you, and not a dogmatic set of ideas that you bring with you.

5. Let the text before you provide you with the ideas, don't force your ideas into the text.

By reading literary criticism and expanding the scope of your ideas, you can apply original readings to each set of passages you have. Your essays stand out when they cover new, uncharted territory.

Literature is all about balance. If you can find it in you to balance language engagement, interpretation, and writing style, I'd say you have yourself a pretty good essay.

Remember not to fall into any of the common traps of the subject, and you'll have put yourself on solid footing to become a true literati.

This blog is part of a series of blogs breaking down the 2023-2027 VCE Literature Study design. For in-depth takes on the study design and the new AoS (Developing Interpretations) check out The Ultimate Guide to VCE Literature and A Guide to Developing Interpretations . 

Here, we’ll take a deep look into the SAC for Unit 3.2: Developing Interpretations. We’ll be using Margaret Atwood’s 1996 Alias Grace to demonstrate parts A and B of the SAC criteria so you can see the thinking process behind developing interpretations. 

‍ The SAC has two parts: 

• Part A: An initial interpretation of the text’s views and values within its historical, social and cultural context.
• Part B: A written response that compares/interweaves and analyses an initial interpretation with a subsequent interpretation, using a key moment from the text.

Your teacher may decide to do them in two separate SACs, Part A after considering the text, and Part B after considering the supplementary reading. Or they may do them together, having you analyse a passage and answer a question just based on your own understanding of the text, and then continuing that analysis by adding the supplementary reading. 

Understanding Context

Part A of the Developing Interpretations SAC task involves the text’s 'historical, social and cultural context’, so it is imperative we have an understanding of firstly, the author and their world, and the text and its world. 

‍ Alias Grace was published in 1996, close enough to our modern times that we can consider it contemporary literature. On the surface, there is not much to link it directly to the big global events of the 1990s - like the Gulf Wars, the Monica Lewinsky scandal or the uncertainty of the new millennium. Margaret Atwood is Canadian, and the events of Alias Grace also take place in Canada; any criticism of government or cultural issues in the text can then be considered criticisms of Canadian culture, but may also be of Western or Anglo societies at large. It’s also worth keeping in mind Atwood’s track record as a feminist activist who became famous for the feminist intentions in texts like The Handmaid’s Tale (1985) and Cat’s Eye (1988).

The world of Alias Grace is about 150 years prior to the text’s publication. The murder that put Grace in prison occurred in 1843, and Grace died sometime around 1873. Feminism as a socio-political movement did not exist at this time, so any ‘feminist bent’ that Grace or Mary Whitney display is the result of independent dissatisfaction, not the influence of wider cultural forces. The role of psychology is strong in Alias Grace and in the afterword, Atwood notes the increasing academic interest in the mind and subconscious. Whilst we could venture into the specific who’s who of 1850s new world psychological history, it is most important to recognise that there were disparate ideas of how memory is formed and recalled, and that defiant or mentally ill women were often stigmatised and categorised as 'insane', when we would now acknowledge the range of mental health diagnoses and traumatic backgrounds that would better explain certain behaviours. Note also that mental health institutions were tools of a patriarchal system that viewed the internment of women as a means of control over women, regardless of mental illness, leading to the regular and indiscriminate use of procedures like lobotomy or Electro-Convulsive Therapy (ECT) to keep women 'in check'. 

Part A of the SAC: An Initial Interpretation

When forming an interpretation of the text, it is necessary to first decide two things. Firstly, you need to recognise the author’s intention and what you think are the primary views and values . Then, you need to find aspects of the text that support your understanding of the text’s primary meaning.

Of all the concepts and ideas in Alias Grace , two are particularly pertinent and stick out to me as a reader. One is memory , the other is sexuality . There are of course other ideas, but these two were the big ones I noted reading the text. Thinking about what you find interesting or core to the text will help you to form an initial interpretation. Once you have the initial ideas, try to expand them into full sentences. To use memory as our example:

‍ Atwood explores the fallibility and role of memory in our understandings of ourselves and our actions, in particular, noting how people subconsciously decide which memories to keep or forget.

See how meaty this sentence is? Even if I can’t quite touch on all of these ideas in a full essay, I have so much I can talk about that it basically makes it impossible to fall short. Now, I want some aspects of the text that help provide through-lines. By this, I mean that I want a smaller part of the text that helps to exemplify my interpretation and that, preferably, would be evident in a passage analysis. I’m someone who finds structure really interesting in texts, so I look at things like form, genre and plot very closely. Alias Grace is really interesting for its use of ‘primary source’ quotes at the start of sections, as well as the fact it has basically no quotation marks to delineate dialogue. Moreover, the fact that Grace’s narration is first-person and that Jordan’s narration is third-person provides ripe territory for analysis. I need to link this to memory, and put it in a sentence:

‍ Atwood’s use of Grace’s first-person narration without quoted dialogue, thus structuring the plot around her speech and remembering, provides a long-form case study in how the psychological process of remembering helps provide understandings of the self. 

So, just based on my understanding of the context (1850s psychology and its impact on women) and the world of the text, I am able to determine my initial interpretation: that Alias Grace is about memory and forgetting in the face of trauma and an indeterminate sense of self. This idea is displayed in the structure of the text which relies heavily on displaying thought processes. 

Part B of the SAC: The Supplementary Reading

The supplementary reading can be a number of pieces of writing given to you by your teacher. This could be something written by your teacher, an explainer of a literary theory (like Marxism or feminism), or as I’ll be using here, an academic article. Check out our blog on Developing Interpretations which goes into how to read academic articles. 

The article I’ve chosen is Margaret Rogerson’s ‘Reading the Patchworks in Alias Grace’ (1998). At the core of Rogerson’s argument is that the recurring motif of sewing and patchwork is a significant indicator of Grace’s identity and her self-expression and that Atwood uses the symbolism of various quilting patterns to reflect the ambiguity of Grace’s character and our understanding of her (since quilting symbols are heavily subjective). Just based on this brief summary of Rogerson’s interpretation, we can start to see how it is somewhat at odds with my initial interpretation (from Part A) - Rogerson isn’t as concerned with memory and psychology, nor am I concerned with symbolism because I focus on structures and narrative. 

Rogerson’s article doesn’t necessarily disagree with my interpretation, in fact, both exist alongside each other quite nicely. I would phrase Rogerson’s interpretation as 'running parallel' to my own because they don’t always touch on the same ideas. Recognising where the supplementary reading sits in relation to your own interpretation is important because it helps to break down how to respond to its position and enhance your own interpretation. Try to place it on a scale of ‘total disagreement’ to ‘total agreement’. It will probably be somewhere in the middle. 

Self-Reflection and Reinterpretation

Now that I’ve read my supplementary reading and placed it in relation to my initial interpretation, I need to ask myself a few questions, and be honest with myself:

• What new information have I learnt from the reading?
• What ideas/themes/motifs did I initially ignore?
• How do these new ideas and pieces of information challenge my interpretation?
• How do these new ideas and pieces of information support my interpretation?
• Can I find links between the seemingly challenging aspects of the reading and link them to my initial interpretation? 
• Can I link specific aspects of my initial interpretation to the theories and ideas presented in the supplementary reading?

Rogerson’s article contained a lot of ideas and information that I had previously glossed over. Significantly, I learnt that 'quilt patterns [...] appear with their names as section headings throughout the text' (p. 8), a theme I hadn’t noticed. Moreover, Rogerson explains the literary and political significance of quilting and patchwork symbolism, drawing attention to the role it played in women’s lives and the inaccessibility of this symbolism to men. 

Do these new ideas challenge my interpretation? Not really. Do they fully support my interpretation? Not really, BUT, they do provide a new way of thinking about my initial interpretation. I can link the quilting symbolism to the idea of Grace’s narrative style because Rogerson emphasises that when Grace discusses quilting, she is discussing her own life. In addition, Rogerson notes that 'sections of the novel [are] separate patterns that are to be fitted into a whole quilt' (p. 8) so that 'the reader becomes a quilt maker in the process of interpreting the text' (p.9). The concept of the physical book being a ‘quilt’ supports and extends on my understanding of structure, thus allowing me to further investigate how that structure functions. 

The notion of the reader as a ‘quilt maker’ interpreting the text also allows me to consider something else I have ignored in my initial interpretation: self-presentation. I initially took for granted Grace’s investigation into her own mind, and that her novel-length yarn reflects the burgeoning field of psychology. Rogerson emphasises through the quilting work, however, that Grace’s motivations are entirely ambiguous to Jordan, the reader and others, so we have to try to decide if she is actually remembering events, or simply telling a story. At the end of the text, Grace makes her own quilt using cloth given to her or taken from the women of her past, Rogerson posing the question 'does the quilt represent memory, amnesia, or madness?' (p. 21). The result, therefore, is that my initial interpretation does make sense, but with some important new additions to be made. 

‍ Atwood’s Alias Grace investigates how individuals relate to their memories through the use of Grace Marks’ speech and interactions with medical psychology, which intend to force her to remember (1). This process of remembering, however, is simultaneously hindered and deepened by Grace’s presentation of self, which wonders into utter performativity, amnesia, and potentially disingenuous motivations for her continued speech (2). Rogerson emphasises Grace’s relationship with the language of patchwork and how this relationship influences her narrative style and remembering, and thus the reader’s ability to fit separate patterns 'into a whole quilt' (p. 8) (3).

This interpretation is significantly more chunky, but that’s because I’m trying to make the nuance of the argument incredibly clear. The first sentence (1) is a reworded version of my initial interpretation with slightly less detail. The second sentence (2) is an elaboration of my previous interpretation that includes ideas gleaned from Rogerson’s article. The final sentence (3) is a brief summary of Rogerson’s method that introduces her work as well as some extra details about Grace’s story-telling and the analysis of readers’ responses. 

The key to developing interpretations is self-reflection. Constantly question why you think the things you do, and it will force you to reconsider your interpretation. The supplementary reading is to provide you with a way to self-reflect and another interpretation to respond to. I strongly encourage those looking to do exceptionally in developing interpretations to read widely and around the text you’ve been set. Some of those texts for Alias Grace are in the resources section below.

Further Resources

Rogerson, Margaret. ‘Reading the Patchworks in Alias Grace’ The Journal of Commonwealth Literature 33 (1998): 5-22. https://doi.org/10.1177/002200949803300102  

The Ultimate Guide to VCE Literature

VCE Literature Study Design (2023-2027): A Guide to Developing Interpretations

For Alias Grace 

Margaret Atwood’s other texts including: Cat’s Eye , The Handmaid’s Tale , and Oryx and Crake.

Glaspell, Susan. Trifles . 1916. Available here. ‍ A play cited in Rogerson’s article, featuring an accused murderess and a quilt. Sound familiar?

Freud, Sigmund. The Interpretation of Dreams . 1899. Available Via Gutenburg ‍ A very dense text on the psychoanalysis of dreams. Useful for its discussions of symbolism as a signifier of psychology

‍ Atwood cites a number of texts in her acknowledgements (p. 543), the most interesting appear as follows:

Moodie, Susanna. Life in the Clearings . 1853

Crabtree, Adam. From Mesmer to Freud: Magnetic Sleep and the Roots of Psychological Healing . 1993. 

Brandon, Ruth. The Passion for the Occult in the Nineteenth and Twentieth Centuries . 1983. 

To the Lit kids out there, you already know that VCE Literature is a whole different ball game – You’re part of a small cohort, competing against some of the best English students in the state and spots in the 40+ range are fairly limited. So how can you ensure that it’s your essay catches the assessor’s eye? Here are some tips which will hopefully give you an edge.  

• Constantly refer back to the language of the passages

Embed quotes from the passages into both your introduction and conclusion and of course, throughout the essay. Don’t leave any room for doubt that you are writing on the passages right in front of you rather than regurgitating a memorized essay. A good essay evokes the language of the passages so well that the examiner should barely need to refer back to the passages.

Here’s part of a sample conclusion to illustrate what I mean:

  In comparison to Caesar, who sees lands, the “’stablishment of Egypt,” as the epitome of all triumphs, the lovers see such gains, “realms and islands,” as “plates dropp’d from his pocket.” It is dispensable and transient like cheap coins, mere “dungy earth” and “kingdoms of clay.” This grand world of heroic virtue is set in the past tense, where the lover once “bestrid the ocean,” once “crested the world,” but it is the world which will arguably endure in our hearts.

So, you can see that analysis of the language does not stop even in the conclusion and yet it still ties into the overall interpretation of the text that I have presented throughout the essay.

• If appropriate, include quotes from the author of the text

A good way to incorporate views and values of the author in your writing is to quote things they have said themselves. This may work better for some texts than others but if you find a particularly poetic quote that ties in well with the interpretation you are presenting, then make sure to slip it in. It shows that you know your stuff and is an impressive way to show off your knowledge of the author’s views and values.

Here’s a sample from an introduction on Adrienne Rich poetry which includes a quote from her essay, “When We Dead Awaken.”

Adrienne Rich’s poetry is the process of discovering a “new psychic geography” (When We Dead Awaken) with a language that is “refuse[d], ben[t] and torque[d]” not to subjugate but as an instrument for “connection rather than apartheid.”

• Memorise quotes throughout the text

Yes, there are passages right in front of you, but don’t fall into the trap of not memorizing significant quotes from the text as a whole. Dropping a relevant quote in from another section of the text demonstrates that you understand the text as a whole.

The originality of your ideas and the quality of your writing come first and foremost, but these are little ways in which you can add a little extra something to your essay.

Good Literature essays generally tend to be more lively and expressive than English essays. Why? Because Literature just doesn't operate under the same criteria, and it shouldn't be treated as such.

Updated for the new 2023-2027 Study Design!

AoS 1: Adaptations and Transformations

Aos 2: developing interpretations.

• AoS 1: Creative Responses to Texts

AoS 2: Close Analysis

This is your ultimate guide to everything you need to know to get started with VCE Literature. We will be covering all the sections within Units 3 and 4, and have included resources that will help improve your skills and make you stand out from the rest of your cohort!

Scope of Study

Here's what the VCAA study design states...

'The study of VCE Literature fosters students’ enjoyment and appreciation of the artistic and aesthetic merits of stories and storytelling, and enables students to participate more fully in the cultural conversations that take place around them. By reading and exploring a diverse range of established and emerging literary works, students become increasingly empowered to discuss texts. As both readers and writers, students extend their creativity and high-order thinking to express and develop their critical and creative voices.'

'Throughout this study, students deepen their awareness of the historical, social and cultural influences that shape texts and their understanding of themselves as readers. Students expand their frameworks for exploring literature by considering literary forms and features, engaging with language, and refining their insight into authorial choices. Students immerse themselves in challenging fiction and non-fiction texts , discovering and experimenting with a variety of interpretations in order to develop their own responses.'

...but don't worry if the above is vague, we'll take you through exactly what you need to know for Year 12 Literature! Let's get into it! ‍ ‍

In Unit 3, students consider how meaning is created through form, and how different interpretations may be developed out of a singular text. First, students understand how writers adapt and transform texts, and how their interpretation of the text impacts this transformation into a different form. Secondly, students use another text to develop their own interpretations of a text with regard to its context , and views and values . Unit 3 School-Assessed Coursework is worth 25 per cent of your total study score!

This task is designed for you to critically analyse and actively engage with the text, understanding its nuances inside and out in order to decipher its meaning. Be individual in comparing and contrasting the two texts – avoid the obvious similarities/differences everyone in your class will also notice. It is the insightful analysis of the subtleties of how meaning is altered that will help you stand out!

Here are some important aspects to consider and questions to ask yourself while tackling this SAC:

• Identify the unique conventions in the construction of the original text
• Now do Step 1 with the adapted/transformed text
• How do the two text forms differ ? How are they the same ? The most crucial step is what meaning can be derived from the similarities and differences? How does the meaning change? ‍
• Note additions and omissions (and even silences) ‍
• Historical context and setting ‍
• How does the change in form impact you as the reader/viewer ?
• Incorporate pertinent quotations from both forms of text to substantiate and support your ideas and key points.

Most importantly, share your original interpretation of what meaning and significance you can extract from the text, and how you believe it changes once the form alters.

Also ask yourself these questions:

• ‍ What makes the text in its original form interesting or unique?
• Is that quality captured in its adaptation/transformation?

‍ For more detailed explanations on these 7 aspects, you might want to check out Adaptations and Transformations Lit SAC: A How To Guide.

Developing interpretations is an AoS that focuses on investigating the meaning and messages in texts, as evidenced by the text itself, it’s author and their context . As per the study design:

'Students first develop their own interpretations of a set text, analysing how ideas, views and values are presented in a text, and the ways these are endorsed, challenged and/or marginalised through literary forms, features and language. These student interpretations should consider the historical, social and cultural context in which a text is written and set. Students also consider their own views and values as readers.'

Following this, you investigate a supplementary reading which will offer another interpretation of the text, which may enrich or challenge your interpretation by agreeing or disagreeing with your interpretation. Using this supplementary reading, you reconsider your initial interpretation and apply your new understanding of the text to key moments. 

The SAC for Developing Interpretations is a little bit weird. It’s worth 50% of unit 3 (or 25% of your total study score), but is split into two parts:

Your teacher might do the two parts together, or separately. In any case, Part B will include the use of a passage from the set text that you must engage with. How does the passage help you to interpret the text, and how does that interpretation agree or disagree with the interpretation presented in the supplementary reading? 

The most difficult part of the SAC for this AoS is balancing your interpretation, the textual evidence, and the alternative interpretation of the supplementary reading. It is vital that if you are doing Literature this year, that you know your 3.2 text like the back of your hand, and that you practice writing loads and loads. It is also worth trying to make your interpretation incredibly specific, so that you can go in-depth into one idea, rather than simply skimming over 3 or 4 big ideas. 

For more on Developing Interpretations, you might want to check out VCE Literature Study Design (2023-2027): A Guide to Developing Interpretations which explains in detail what the new AoS is about and what you need to do.

And, if you're studying Alias Grace you'll find our Developing Interpretations SAC Guide on interpreting Alias Grace especially helpful.

‍ Unit 4: Interpreting Texts

Aos 1: creative response & reflective commentary.

The most important part of this task is that you must have a highly convincing connection between the original text and your creative response .

There must be a tangible relationship present, through an in-depth understanding of the original text’s features. These features include characterisation (what motivates these characters), setting, context, narrative structure, tone and writing/film style.

You can establish this relationship by: ‍

• Adopting or resisting the same genre as the original text
• Adopting or resisting the author’s writing/language style
• Adopting or resisting the text’s point of view
• Adopting or resisting the original setting, narrative structure or tone
• Writing through a peripheral character’s perspective
• Developing a prologue, epilogue or another chapter/scene
• Rewriting a key event/scene from another character’s point of view: Does this highlight how important narrative perspective is?
• Recontextualising the original text

For detailed explanations on how to establish these relationships, read "Creative Response To Text" Ideas .

The VCAA Literature Study Design also determines that students must submit a ‘close analysis of a key passage’. This aspect of the assessment counts for 20 of the 60 marks available for the Create Response outcome. The study design elaborates that students must produce:

‘A close analysis of a key passage from the original text, which includes reflections on connections between the creative response and the original text.’

In short, VCAA wants you to not only analyse the original text and use it as the basis for your Creative Response, they want you to be able to closely analyse a section of the original text, and link it to and reflect upon your creative response. This is different from previous years and the same task in English, the Reflective Commentary. You must use the skills of close analysis in this task. To include these things, look to the key knowledge and skills outlined in the study design. 

Key Knowledge:

• Understanding of the point of view, context and form of the original text
• The ways the literary form, features and language convey the ideas of the original text
• Techniques used to create, recreate or adapt a text and how they represent particular views and values

Key Skills:

• Discuss elements of construction, context, point of view and form particular to the text, and apply understanding of these in a creative response
• Analyse closely the literary form, features and language of a text
• Reflect on how language choices and literary features from the original text are used in their adaptation

As you write, ensure you are discussing how the author uses point of view, context, form, elements of construction and stylistic features in their text. It is imperative that you describe how you have similarly used such device in your creative response. Ensure that you also discuss how you are involving the ideas and themes of the text in your creative piece, and how you are discussing them further, or exploring them in greater depth. Obviously only talk about those that are relevant to your creative response!

To read a sample Reflective Commentary, check out Elly's blog post on how to Score 10/10 On The Reflective Commentary ‍

From the VCAA study design:

'In this area of study students focus on a detailed scrutiny of the language, style, concerns and construction of texts. Students attend closely to textual details to examine the ways specific passages in a text contribute to their overall understanding of the whole text. Students consider literary forms, features and language, and the views and values of the text. They write expressively to develop a close analysis, using detailed references to the text.'

In plain words, your teacher (and eventually examiner in the end of year exam) will give you 3 passages from your text. You'll be asked to read each of these passages, identify key ideas or themes present in each of the passages, and write an essay in response.

Writing the Introduction

Introductions are an excellent way to showcase your ability to provide an insight into your personal “reading” of the text, interpret the passages and allow you an avenue through which to begin your discussion of the material.

When constructing introductions, it is important to note that the VCAA Literature Exam Criteria is as follows: ‍

• Understanding of the text demonstrated in a relevant and plausible interpretation
• Ability to write expressively and coherently to present an interpretation
• Understanding of how views and values may be suggested in the text
• Analysis of how key passages and/or moments in the text contribute to an interpretation
• Analysis of the features of a text and how they contribute to an interpretation
• Analysis and close reading of textual details to support a coherent and detailed interpretation of the text
• Considering these points, your introduction should feature these 2 elements: your personal reading of the text and your interpretation of the passages.
• In terms of structure, try to begin with a sentence or two explaining your personal reading of the text. The key to doing so in a manner befitting Close Analysis however, is to utilise quotes from the passages to supplement your assertion.

Head over to Jarrod's blog to read a sample introduction: VCE Literature Close Analysis: Introduction ‍ ‍

Extra Resources

Views and Values

VCE Literature Essay Approaches - Not a Language Analysis

What is Authorial Intent in VCE English and Why Is It Important?

The Importance of Context in Literature ‍

Study Techniques: How To Approach a Text That You Hate

Why Genre Matters in VCE Literature: An Analysis of Dracula

Developing Interpretations SAC Guide: Interpreting Alias Grace

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VCE English Unit 3, Area of Study 2: Creating Texts - What Is It?

Breaking Down Themes & Key Quotes in The Erratics by Vicki Laveau-Harvie

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Essay Writing (Othello)

Writing an introduction

For this exercise, I first got students to tell me what they found confusing about introductions. We listed their “things we want to know” about introductions on the board first. I can’t remember the exact list but it was something like this:

How should it begin? (Re-phrase the question and respond with your opinion)

How do we avoid just repeating the question word for word? (divide and conquer! Separate out the ideas. Use  synonyms). 

Should we include quotes? / how much detail goes into the intro ? (no quotes, unless you begin with one for dramatic effect. A list of topic sentences outlining what you will discuss but keep the detailed discussion for the essay itself)

Do we list the things we’ll discuss? (Y es, see  above! But don’t be a baby about it! NEVER write “ In this essay I will discuss… blah blah blah “. [This is like a little kid telling their parents exactly what they are going to do before they do it “ Mammy, I’m going to do a wee-wee now! “] We’re not thick. If it’s in your introduction we assume that’s because you intend to discuss it!)

How long should it be? (Anywhere between a third of a page and hall a page. Three-quarters of a page is probably too long. An introduction is supported to be brief and to the point! Long-winded is irritating)

Think of your introduction as a road map. You have been given a destination (the question) and there are lots of perfectly acceptable ways of getting there. In your introduction you lay out clearly what directions you’ll take in your essay. MAKE SURE TO USE THE WORDS FROM THE Q – but don’t begin by simply parroting back the question word for word. There is nothing worse than “I agree 100% that…..”.

• Re-phrase the question in your own words to prove that you have understood it.
• Divide the question into manageable chunks and discuss each part of the Q.
• List the things your essay will discuss to answer the question asked.

Let’s take an example:

“ Iago has a very low opinion of human nature and this colours his interpretation of every person in his life ”

Begin with part of the question:I re-phrase it in my own words. (Give an example)

Iago certainly feels superior to many of the people in his life. In the opening scene he criticises Othello & Cassio and he delights in creating pain and suffering for Brabantio. He does not respect other human beings, nor does he have a high opinion of anyone but himself.

Now I turn my attention to the other part of the question & list the things I’ll discuss in the body of my essay

He takes the most negative possible interpretation of human behaviour in every situation, accusing Othello of being a lustful gold-digger; accusing Cassio of being a naïve ladies-man with little battlefield experience; accusing Dedemona of being fickle and motivated only by lust; and finally, confiding to both Roderigo and to us the audience his general outlook on human beings, which is that they are selfish and self-serving. 

Body Paragraphs

When do you begin a new paragraph? (When you’ve got a new idea to discuss)

What should your first sentence do? (Respond to the Q with one relevant idea)

(NOT TELL THE STORY was actually my first response to this question!)

How long should it be? Do all paragraphs need to be the same length? How long is too long? (Depends how much you have to say about that idea. Paragraphs can vary in length. More than 3/4 of a page is too long.)

How many quotes and examples should you include? (Hard to answer this one. Depends on the point you’re making. At least 3 quotes, no more than 7? Quotes can be two or three words – e.g. “honest Iago” or half a speech! Don’t include really long quotes – it’s irritating and unnecessary). 

When do you quote? Can you begin with a quote or should you always begin with a statement (Quote to prove a point. Always begin with a statement? Yes, yes, yes – remember PQE from First Year English!)

How do you end a paragraph? (Show how what you’ve just said is relevant to the Q. You may want to flow into your next point – this can be done in the final sentence of this paragraph or at the beginning of the topic sentence in the next paragraph. FLOW MATTERS so make sure you use connectives in your writing)

Here’s the advice and example I came up with to answer their questions in a concrete and specific way:

Each paragraph should begin with a topic sentence. This first sentence indicates what your paragraph will be about. For example:

Despite having fought side by side with Othello for many years, Iago has a very negative opinion of his employer.    (this is your topic sentence)

The rest of the paragraph provides specific examples which illustrate that the topic sentence is true (either quotes or paraphrasing or RELEVANT plot details – but don’t fall into the trap of telling the story)

His bitterness at not getting promoted to lieutenant leads him to believe that Othello was “loving his own pride and purposes” when he gave the job to Cassio. Iago sees his decision as a personal slight and an insult, because Iago has a very high opinion of himself “I know my price, I am worth no less a place”. His bitterness leads him on a quest for revenge and he begins to see people as simply pawns in a game of chess; each one will either help or hinder him in his quest. For example, rather than search for a new job, Iago decides to do everything in his power to destroy Othello. He takes a very negative interpretation of Othello’s decision to marry Desdemona, telling Cassio that Othello was motivated purely by her money and is satisfied now because he has “boarded a land-carrick” or treasure ship and is now guaranteed wealth (through his wife’s fortune) for the rest of his life .

If you want to continue discussing the same basic idea (eg Iago’s low opinion of Othello) but your paragraph is getting too long, then break it into two paragraphs. You’ll still need a topic sentence, but this one will just introduce a related idea. For example:

Iago is also very quick to believe the rumour that Othello has slept with his wife . He comments that “it is thought abroad that twixt my sheets he has done my office ” and refuses to even bother checking if this rumour is true or not. This is hardly surprising given how certain he was that Othello was motivated by lust rather than love (“even now, now, very now, an old black ram is tupping your white ewe”) – it’s as if Iago refuses to even consider the idea that human beings might be motivated by a noble emotion like love rather than by their base animalistic desires. Iago allows for the fact that human beings might be essentially ‘good’ when he describes Othello as being “of a free and open nature that thinks men honest that but seem to be so” but he sees this as naïve and stupid.

Finish your paragraph (or if the same basic idea stretches to two paragraphs, finish the second paragraph) by stating clearly how what you’ve just discussed is relevant to the question asked.

Thus, it is clear that Iago thinks very little of Othello, seeing him as motivated by lust and greed and interpreting his trusting nature as a weakness rather than a virtue.   ( this is the final sentence of this paragraph/section on Iago’s interpretation of Othello’s behaviour).

Without the meat the sandwich wouldn’t be a sandwich but without one of the two slices of bread it would also not be a sandwich! You need both slices of bread and lots of filling. If you have lots to say for one idea and it stretches into two paragraphs, this is basically a double-decker sandwich. It’s fine but too many double-deckers in one essay might mean you run out of space (or time!) so don’t fill up that essay too much with double-deckers!!!

Alternative ways of structuring this essay:

You could go through the play chronologically –

par 1 could discuss his failure to get promoted;

par 2 could discuss breaking the news to Brabantio;

par 3 could discuss his interpretation of Othello & Desdemona’s marriage;

par 4 could discuss the speech he makes to Roderigo about reason being superior to emotion;

par 5 could discuss his plan for revenge.

There is not ONE PERFECT WAY to structure any essay – the important thing is that each paragraph has a clear focus and that each paragraph clearly responds to the question. If you just tell the story, you will NOT do well.

NOTE: This example only deals with Act 1 because this is an essay we did when we finished that act. Obviously in the exam you’d be expected to draw from the events of the entire play, not just Act 1.

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Essay questions on 'Othello'

Seven exam-style essay questions on  Othello , with a range of critics' comments on the text to develop A-level students' understanding of key themes and characters in the play. 

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115 Othello Essay Topics & Examples

Most Othello essay samples analyze the plot, thesis, and characters of William Shakespeare’s The Tragedy of Othello, the Moor of Venice. The tragedy is based on n Cinthio’s story ‘Un Capitano Moro.’

Before you start writing your Othello essay, you must have a clear understanding of who The Moor is. We hope that you already have read the plot or watched the play.

However, some students lack an idea of the object because they have not come across Shakespeare’s masterpiece or any information concerning Othello. This post will help you to ask Othello essay questions and successfully write your paper.

✨ How to Write an Othello Essay?

• 🏆 Best Othello Essay Topics & Essay Examples

👍 Good Ideas for an Essay on Othello

💡 most interesting othello topics to write about, ❓ othello essay questions.

Before you start outlining, you should ask yourself: what or who is Othello? Your answer is significant as it expresses your interest in the subject and, therefore, motivates you to research the chosen topic.

When working on your Othello essay introduction, you should get a clear understanding of The Moor character and its origin.

Your intro should thoroughly explain the subject to your audience. Don’t forget to include a thesis which discloses the central message of your paper. Put it at the end of your intro.

The next step is planning the essay body. Here are some questions you may answer in your Othello character analysis:

• Describe Othello: Who is he? When he lives, his life, occupation, etc.
• Is Othello a good character or bad? Do you identify with Othello?
• Why is Othello famous to date? What makes him popular?
• What is his role in the play? Why is Othello character crucial to the tragedy? Would the story so attractive without Othello?
• Does the play reflect contemporary issues?
• What did you learn from Othello?

Explain the pointers above and provide a better understanding of the Othello character to your readers.

If you need more sample ideas for your Othello essay outline, check them below:

• The role of race in Shakespeare’s tragedy. At the beginning of the plot, Othello’s name is not mentioned, although everyone knows he is dark-skinned and different. Discuss in your essay, how it would impact the play if Othello were white. Argue if the character’s race is matter in the story.
• The role of loyalty. Shakespeare showed how loyalty could have both positive and negative attributes. Othello’s belief in Desdemona’s lack of allegiance caused their destiny. Use it as an example of how devotion can be dangerous if it is used for bad reasons.
• The role of Desdemona. Is she is a passive victim of Othello? Analyze how her character changes when she is not with him. Think of how victim behavior can cause even more violence.
• Relationships between characters in the play. In your essay, you can examine relationships and emotions between Othello and Desdemona, the villainy of Iago’s character, Emilia’s emotions for Iago and Othello, and love of Roderigo for Desdemona.

In your Othello essay conclusion, sum up all the issues you disclosed in the body. Avoid introducing new points. Instead, highlight the thesis statement to show your readers that your essay supports it.

After you’ve finished your essay, don’t forget to proofread it and wipe out grammar, punctuation, and spelling mistakes.

We hope that the tips above will ease your writing an outstanding paper. Make sure to check our website for more Othello essay topics!

🏆 Best Othello Topic Ideas & Essay Examples

• The Downfall of Othello The properties of Othello are given to Cassio who also assumes position that had been held by Othello The downfall of Othello is evidenced by death of his wife, loss of property and his own […]
• Theme of Jealousy in Othello by Shakespeare The jealousy displayed by Othello and the villainous nature of Lago are some of the qualities that impress the readers of the play.
• The Tragedy of Othello: Critical Analysis — Othello Critical Essay The imagination of the audience is captured by the fact that the drama involves interracial marriage that was unfathomable in those days.
• The Relevance of “Othello” by William Shakespeare in the Current Society The paper demonstrates the relevance of Othello to the contemporary audience by highlighting the existence of the major issues Shakespeare addresses in this play.
• Othello as the Outsider In the play, Othello strives to emphasize that his blackness is insignificant impediment and highlight the advantages of his origin revealing the positive features of his character and behavior.
• Female Characters in Shakespeare’s “Othello”: A Feminist Critique This shows that Desdemona has completely accepted and respected her role as a woman in the society; she is an obedient wife to Othello.
• Iago the Gardener`s Behavior in “Othello” by Shakespeare In the lead-up to the passage to be analyzed, Iago has tried to turn Brabantio, Desdemona’s father, against Othello by letting him know his daughter is “making the beast with two backs” with the Moor.
• Story, Plot, and Symbolism of “Othello” Film The movie’s point of attack is Othello’s decision to overlook Iago for a promotion to the position of Lieutenant in favor of Cassio.
• Character of Iago in “Othello” by Shakespeare Analysis It is worth mentioning here that it is this attributes that he possessed that made him successful in manipulating other characters painting him to be a strong and compelling character.
• Othello and Desdemona in “Othello” by Shakespeare This essay will discuss why the relationship between Othello and Desdemona was doomed from the start and how their tragic fate relates to the topic of jealousy.
• Othello’s Tragedy Othello is one of the characters who have features in William Shakespeare’s tragedy titled The Tragedy of Othello, the Moor of Venice. It is clear to note that the tragedy that befell Othello was because […]
• Cultural Diversity in the Play “Othello” It is the role of men to support women in this society, and that is why Desdemona’s father goes to court immediately, he is convinced that his daughter was bewitched by Othello.
• Othello: A Tragic Hero Through the Prism of Aristotle’s Definition According to him, the prerequisite of a tragedy revolves around the plot of the play. Othello, who is the main character, is a perfect example of a tragic hero.
• Othello’s Fall From Grace and Redemption at the End of the Play At the end of the play, Othello’s realizes that his naivety and lack of confidences in his wife’ innocence and fidelity.
• Comparison of “Hamlet”, “King Lear” and “Othello” by Shakespeare Iago’s reports and the loss of the handkerchief appear to Othello reliable proofs of Desdemona’s unfaithfulness, and under the effect of anger the protagonist is both unable and unwilling to do further investigation.
• Shakespeare’s ‘Othello’ Act 1 Scene 2, Lines 60-82 This passage is in the form of a dialogue between the two characters in the play. The above lines portray Othello as a victim of prejudice.
• The Movie Adaptation of the “Othello” by William Shakespeare In its turn, this explains the lessened plausibility of film’s action, as compared to what it is being the case with original tragedy.
• Minor Characters’ Role in the “Othello” by William Shakespeare In his play Othello, William Shakespeare also accentuates the meaning of minor characters and their actions for the development of the tragedy in Othello’s life.
• Salih’s “Season of Migration to the North” and “Othello” by Shakespeare In his journey through those worst performances on English women leading a few to suicide, he did not consider the situation and emotions of women he met.
• “Othello” by William Shakespeare: Summary and Analysis He in this way believes that Iago is an honest man and trusts him to an extent that, he leaves him with his wife and entrusts him to take care of his wife through the […]
• The Ultimate Irony: “Othello” by Shakespeare Iago, a jealous man from the beginning of the play, pretends to befriend Othello and speaks to him about the danger of jealousy.
• Why “Othello” by William Shakespeare Is a Tragedy To be classified as an Aristotelian tragedy, a film or story must be complex and include a situation in which a respectable person suffers a complete reversal of fortunes due to a fatal mistake and […]
• Jealousy in “Othello” by W.Shakespear Othello is not perfect either and the reason he acts the way he acts is that he is jealous; not that Desdemona cannot match his ‘principles’.
• The Tragedy of Othello by William Shakespeare: Bianca’s Innocence The Tragedy of Othello the Moor of Venice is considered one of the most popular works of William Shakespeare. The young courtesan, Bianca, is presented in the play as the mistress of one of the […]
• Racism in Shakespeare’s “Othello” and Dick’s “Do Androids Dream of Electric Sheep?” The formalist analysis of Do Androids Dream of Electric Sheep repeats the same mistake, as it focuses on the plot devices and tropes presented in the story.
• Main Themes in “Othello” and “Chronicle of a Death Foretold” In fact, it appears that this passion is encouraged by the feelings of regret and shame more than by affection to Bayardo.
• Racism in Play “Othello” by William Shakespeare Since Othello is dark-skinned, the society is against his marriage to the daughter of the senator of Venice. In summary, the play Othello is captivating and presents racism as it was.
• The Tragedy of Othello They include Othello, who is the lead actor; Desdemona, Othello’s wife; Cassio, Othello’s lieutenant; and Iago a junior officer in the army.
• Shakespeare’s Othello as a Subaltern Play Othello is considered a subaltern play that illustrates the conflict between the moral voice and silence of female characters and the treacherous voices of male figures.
• The Heroism of Othello He is a tragic hero because of how he fits the mold, with the single difference that instead of pride, Othello is unwise in his placement of loyalties.
• Iago and Othello Relationships With the help of relationships between Iago and Othello, Shakespeare conveyed the idea that good and evil have to coexist for the sake of the world balance.
• Dramatic Irony in the “Othello” by William Shakespeare Othello, an eloquent and physically fit person is considered as the protagonist and hero of the play; however, in spite of his elevated status, he is nonetheless an easy prey to insecurities due to his […]
• ”Othello” and ”Chronicle of a Death Foretold”: A Difference Between Love and Passion Consequently, I believe that differences between passion and love have a tendency to exist, as passion is the uncontrolled actions to show affection, and love is the act of the understanding of the behavior of […]
• Appearance in “Othello” and “A Raisin in the Sun” The paper under analysis is based on the comparison of Othello by Shakespeare and A Raising in the Sun by Hansberry through the manifesting of the theme of the racial segregation and the nature of […]
• The Theme of the Tragic Hero “Othello” For Othello, the doubt and suspicion growing in his mind regarding a possible relationship between Cassio and Desdemona were started with Desdemona’s father at the beginning of the play. For Othello, his greatest weakness is […]
• Racism in Shakespeare’s “Othello” The purpose of this essay is to detect and analyze various traits of racism in Shakespeare’s famous piece Othello and how it relates to the character of Othello.
• Social Issues in Shakespeare’s “The Tragedy of Othello” The social environment of England at the end of the sixteenth and the beginning of the seventeenth century was characterized by great attention to social class, citizens’ jobs, and their reputation.
• Female Character in the Shakespeare’s Othello It appears that the primary role of women in the play is for them to act as a basis on which men are evaluated.
• The Character of Iago in Shakespeare’s Othello The greatest evil in the play, the catalyst for the tragedy to unfold, appears to be “the Devil,” the avatar of which can be seen in Iago.
• Critical Analysis of Shakespeare’s, “Othello”, Act V, Scene II Othello, a husband to Desdemona realizes later that Desdemona was a faithful and loving woman. Othello is determined to kill her however her beauty and innocent appearance restrict Othello.
• Philosophy of Literature: Shakespearean Tragedy In addition, it is also an indication of the facts that human beings are always nosy and ready to participate in other people’s issues.
• Othello and Oedipus Rex Characters’ Traits The two characters had to overcome several obstacles in a manner that led many of their followers to respect and honor them, and their royal positions Othello can be considered to be a black member […]
• Comparison of Oedipus and Othello Cases The essay intends to look at the life of Oedipus who is the main character of the book and how the gods were responsible for his downfall after the struggle he had gone through to […]
• The Issue of Racial Prejudice The significance of Othello’s race and pigmentation work hard to expose racial prejudice in the Elizabethan era. Shakespeare is using the Moor to challenge the ideologies of race, sex and miscegenation in the Elizabethan period.
• Background of Shakespeare’s “Othello” and Sophocles’s “Antigone” Even though Othello is a Moor, he fights for Venice in this war and wins, thus proving his loyalty to the Christian Venice.
• Compare and Contrast Shakespeare’s Othello and the Blind Owl by Sedayat On the other hand, in The Blind Owl, the storyteller, a pen-case decorator, falls in love with a naive woman who is virtuous and demonic at the same time. In The Blind Owl, it is […]
• Symbolism in Shakespeare’s Othello and Pope’s The Rape of the Lock This paper aims to compare the aspects of symbolism in Othello and The Rape of the Lock. The lock in the poem “The Rape of the Lock” is more than just a coiled strand of […]
• Shakespeare’s “Othello” and Miller’s “The Crucible” The villains in both “Othello” and “The Crucible” are unique in their proficiency in the use of language for manipulating others and their ability to use the current setting for achieving their goals; Abigail is […]
• “Othello” by William Shakespeare: Military Honor and Othello The higher a person’s rank, the more he is expected to honor the code and the harder it is for him to conceive of someone else breaking it.
• The Life and Work of William Shakespeare: His Contribution to the Contemporary Theater In addition, the plays and sonnets of William Shakespeare continue to set the standard for the study of the English language in its dramatic context in institutes of higher learning and performance training.
• Machiavelli and Othello’s Leadership Skills It is not that easy to control lots of people, and this is why it is better to define the steps, which will help to take everything under control and not to be kept by […]
• Play Analysis: Shakespeare’s “Othello” and “Twelfth Night” Iago’s persona, which is portrayed as predatory and cynical, is crucial to the tragedy because it disturbs the plot. Shakespeare succeeds in making the play unsettling by utilizing a lot of epithets, metaphors, amplifications, repetitions, […]
• Shakespeare’s Othello: Hero or Villain Review However, it is still possible to view Othello as a hero but a tragic one. He is a tragic hero who suffered from his actions.
• “Othello” Through the Lens of Feminist Theory It depicts female characters in a state of submission and obedience and shows the disbalance in the distribution of power between men and women.
• Iago’s Motives in Shakespeare’s Othello Play He does not seek to seize the treasure his intention is only to deprive the possessor of the treasure of pleasure. A cynic to the depths of his brain, he sees only the flipside in […]
• Comparison of Marriage in Elizabethan Times and in “Othello” The man was believed to be the head of the family, and he had the legal right to punish his wife.
• Shakespeare’s Tragedy “Othello” Speaking of racism as a possible motivation for Iago’s behavior, it is worth noting that it is not the primary and only source of its manifestation.
• The Significance of the Handkerchief to Othello The main reason for the discord is that Othello slept with his wife and justifies all the negativity toward Iago. The handkerchief is the best proof that Desdemona has entered into an intimate relationship with […]
• “Le Morte Darthur” by Malory, Thomas and “Othello” by Shakespeare The mistrust grows, culminating in the assassinations of Emilia, Roderigo, and Desdemona, as well as Othello’s death. In truth, Iago’s evilness inspires Roderigo’s jealousy and Othello’s misgivings of his own innocent wife, Desdemona.
• Topics in the Othello Play by Shakespeare I frequently returned to the beginning of the passage or dialogue to remind myself what the topic of the conversation was.
• The Use of Dark Symbolism in “Othello” and “Paradise Lost” Thus, the use of dark imagery in Milton’s work is implemented to heighten the contrast between light and darkness, good and evil.
• Restoring Honor and Confidence in Shakespeare’s Othello The correlation of the fate of the hero with the development of society, which is the main distinguishing feature of the genre of tragedy, can take on a variety of artistic forms.
• Analysis of Acts I and II of Shakespeare’s Othello Play In lines “and what’s he then that says I play the villain,” Iago acknowledges that he seduces his victim, Cassio, by pretending to display good intent.
• Mind vs. Heart in “Othello” by William Shakespeare The main idea of the William Shakespeare’s tragedy Othello, written in 1604, is the confrontation of the mind and the heart.
• Anti-Racism in Shakespeare’s Othello For Shakespeare, Brabantio’s views are representative of the racial prejudice of the society in general, rather than of his personal feelings towards the protagonist. On the other hand, Othello’s story is cohesive and believable; he […]
• Power in Stories of Oedipus and Othello What woman in that period would not want to marry a high-ranking general and acquire the power that comes with it?
• Lago’s Hatred and Jealousy in the “Othello” by William Shakespeare Othello is a story by William Shakespeare that revolves around four characters, Othello, who is the general in the Venetian Army, Lago, who was Othello’s assistant in the same army, Desdemona, the daughter of a […]
• Shakespeare and His View on Kingship: Macbeth, King Lear and Othello At the same time, it is beyond doubt in the basement Macbeth’s character is clean and as a soldier, he is true to his job and his king.
• Ed. Michelle Lee’s “Othello” as a Critical Source He starts by briefly retelling the main events of Othello and proceeds to state that modern critics’ main concern is about the subjects of race and gender in their analyses of the play.
• Shakespeare’s Othello: A Tragic Hero When Alexander the Great died, Aristotle fled to Chalcis, where he died the following year at the age of about 62 William Shakespeare was a strong adherent of Aristotle in his writings.
• Shakespearean Othello as a Tragic Figure Enraged and hurt, he is mistaken in his judgments about Desdemona, it is anger that he is moved by and not his sound mind. Actually, Othello’s anger is an outcome of his jealousy.
• Othello: The Shakespeare Story Analysis Using the three female characters of Desdemona, Emilia, and Bianca, Shakespeare gives us the common view of women through the eyes of Iago and the view of the nobility through the eyes of Brabantio, Desdemona’s […]
• Speciesism in Shakespeare’s Othello and Dick’s Do Androids Dream of Electric Sheep In Shakespeare’s play, the motif of discrimination is explored in conjunction with Othello’s dark skin color, something that caused the “noble Moore” to be treated with suspicion by other characters throughout the play.
• The Tragedy of Othello Told in Pictures In this project, I will tell the tragedy of Othello through a collection of pictures. The project is based on “Othello: The Moor of Venice”.
• “Othello”, “A Worn Path” and “Negro” Literature Comparison Although Hughes in his “Negro” discusses race as the main source for the character’s identity and attempts to accentuate the role of the black race for the whole world history, Shakespeare in Othello and Welty […]
• “Othello” a Play by W. Shakespeare Literature Analysis Consequently, Othello seeks to distance himself with the misconstrued stereotypes of a ‘Moor.’ This essay seeks to prove that the main character’s sense of identity leads to his self-destruction.
• Treatment of Women by Shakespeare and Sophocles Othello disregards the explanation that Desdemona has in regard to the accusation of being unfaithful and kills her.’She’s, like a liar, gone to burning hell, Shakespeare 28.’ After Othello killed Desdemona, he believed more in […]
• What Can Lawyers Learn From ‘Othello’? Shakespeare has employed one of the literature elements by using major characters like, Othello, a hero and the head of armies, Desdemona, Othello’s covert wife, Michael Cassio, Othello’s deputy, Lago, ranked below the lieutenant, among […]
• Othello and Desdemona: Emotional Strangers Unaware of what is happening, Desdemona continues to show her fierce devotion to her husband which both blinds her to the truth of Othello’s murderous emotions and feeds them.
• Humiliation of Iago (Othello) In order to identify the actual reasons for Iago’s hatred to Desdemona and Othello, the author makes use of his own approach in analyzing the play through the prism of motives, plots, themes, and character […]
• William Shakespeare’s Othello Summary | Essay Example Othello leaves Venice in the company of his wife, Iago and Cassio and Desdemona’s attendant known as Emilia. Othello’s love for Desdemona is a major weakness that leads to his downfall.
• The Driving Force of Plot in Medea by Euripides, Othello by William Shakespeare, and the Epic of Gilgamesh Reading Medea by Euripides, Othello by William Shakespeare, and The Epic of Gilgamesh it becomes obvious that the driving force of plot is heroism, however, the nature of that heroism is different that may be […]
• Shakespeare’s Othello, the Moor of Venice Iago’s paranoia is tremendous to an extent that his insanity is portrayed when he deludes Othello to kill his own wife.
• Shakespeare’s The Tragedy of Othello: The Words and Actions of Iago To my mind, one of the most complex, captivating, and, at the same time, the most evil characters in Shakespeare’s plays is Iago from The Tragedy of Othello.
• Othello and Snow Country: Personal Opinion As aforementioned, it is hard to differentiate between love and passion as they all come in the name of love. Nevertheless, because his ‘love’ for her is based on passion, he smothers her to death; […]
• Why Does Iago Convince Othello of Desdemona’s Infidelity?
• How Are Othello and Blanche Dubois Alienated in Their Societies?
• How Jealousy Leads Towards the Tragedy in “Othello”?
• Why Iago From William Shakespeare’s “Othello” Is a Well-Written Villain?
• Does Othello Meet the Standards of a Tragic Hero?
• How Does Iago Convince Othello That Desdemona and Cassio Must Die?
• What Role Does Race Plays in “Othello”?
• How Does Iago Attempt to Poison Othello Against Desdemona?
• How Do Age, Social Position, and Race Impact the Relationship Between Othello and Desdemona?
• Can Pathos and Ethos Compel “Othello” Out of Logic?
• How Are the Characters Empowered or Disempowered in “Brilliant Lies” and “Othello”?
• Why Isn’t Shakespeare’s “Othello” Called Iago?
• What Are the Qualities “Othello” Possesses Which Make It a Tragedy?
• Does Iago Cause the Tragedy of Othello and Desdemona, or Is He Merely the Catalyst?
• How Does Iago Convince Othello of Desdemona’s Infidelity?
• Why Did Othello Kill Desdemona?
• Why Does Othello Choose to Trust Iago Rather Than Desdemona?
• Does Iago Cause the Tragedy of Othello?
• What Are the Similarities Between “Macbeth” and “Othello”?
• How Far Does the Context of War and Soldiery Contribute to the Tragedy in Shakespeare’s “Othello”?
• Whose Responsibilities for Tragedy Outcome of “Othello”?
• What Are the Contextual Factors Critical to the Study of “Othello”?
• How Did Iago Manipulate Othello?
• What Role Does Incoherent Language Play in “Othello”?
• How Othello’s Personality Evolves in the Tragedy of “Othello” by William Shakespeare?
• What Does Othello’s Speech and Say Tell Us About His Character?
• Did Desdemona and Othello Experience True Love?
• Did Othello Truly Love Desdemona?
• How Does the Ending of “Othello” Relate to the Ideas and Characteristics of the Text?
• Were “Othello” and “The Merchant of Venice” Racist Plays?
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Othello - Essay Samples And Topic Ideas For Free

Othello is a tragedy by William Shakespeare, exploring themes of jealousy, betrayal, and racism. Essays on “Othello” could delve into character analyses, thematic explorations, and the play’s historical and social context. They might analyze the play’s treatment of race and the character of Othello as a tragic hero. Discussions could also explore the play’s modern-day relevance, adaptations, and its reflection of, or comment on, the societal norms and racial attitudes of both Shakespeare’s time and today. A substantial compilation of free essay instances related to Othello you can find at PapersOwl Website. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Role and Character of Iago in Othello

In Othello by William Shakespeare, Iago a power hungry ancient drives the plot through his cruel and manipulative ways. In the play Othello and Desdemona are happily married, Othello gives Cassio a promotion to lieutenant, he chooses Cassio over Iago and gives Iago a more trusted and honorable job. Through manipulation Iago is able to bring the downfall of every character he pleases. Iago uses subtle cruelty to manipulate other characters into doing heinous acts which may of otherwise seemed […]

Women’s Role in Othello

Othello presents us with three female leads; Desdemona, Emilia, and Bianca. The way the play is worded implies woman as somewhat slanderous and adulterous and yet in the beginning depicts women mostly as virtuous. All these characters are implied to be whores through the play. During Act 2, Scene 2, Othello’s wife is being referred to as “a maid that paragons description and wild fame” and that “she excels the quirks of blazoning pens”. This states that she is so […]

Iago: the Main Antagonist

In the play Othello by William Shakespeare, the main antagonist Iago guides the audience through his path of deception to justify his revenge towards Othello. As a result of Iago being humiliated and disenfranchised by Othello, he takes from Othello what he values most; the security he feels in Desdemona's untainted love and commitment. Iago justifies his action though: his jealously of Cassio being appointed as lieutenant instead of him, the misconception he has that Othello had sex with his […]

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Misogyny and Violence in Othello

William Shakespeare's play “Othello” makes it clear that women have been vulnerable to male slander and assault for ages. Othello is a story of domestic abuse and male violence. Male violence remains a tragedy for many girls and women. Many victims of intimate partner violence will recognize their experiences in this play. The terrifying transformation of a beloved into an aggressor, the closing off of escape routes, the urgent assertion of fidelity. The #MeToo movement opens up a new way […]

Othello Manipulation Essay

Manipulation is all around us; we frequently do not notice it because it is hidden very well. Humans manipulate others in order to get their requests, they expect them to reveal their flaws to use it against them. In Othello, Iago demonstrates he is the master of manipulation over all characters who had formerly trusted and confined him. Shakespeare’s Iago effectively showcases how humans can use others weaknesses to serve their demands which causes them to expose their faults. Shakespeare […]

Shakespeare: Obedience and Powerless in Women

In Hamlet and Othello, Shakespeare criticizes the feminine issues that were present in his time, bringing awareness to the standard roles and ideal expectations of women by characterizing them in a space of being obedient and powerless. As women are portrayed as having ideal feminine values such as chastity and passiveness, the frailty of women is also brought to the surface. On the other hand, Shakespeare also seems to be suggesting that internal destruction is generated in the sense that […]

Theme of Jealousy in Iago, Roderigo, and Othello’s Characters

Shakespeare explores the theme of jealousy in Othello through Iago,Roderigo, and Othello. Iago starts off the jealousy theme in Othello when he gets jealous of Cassio. Othello puts Cassio as his 2nd in command while he signed Iago to be his ensign which means third in command. Iago then goes crazy and starts plotting to ruin Othello’s marriage and get Cassio fired. He then starts putting words in Othello’s head and starts to make him question everything. “O, beware, my […]

Racism and Racial Prejudice in Othello

In the book, Othello, by William Shakespeare, we see a big impact of racism and racial prejudice. Othello shows a lot of this and how it gets in the way by restraining love in society. He is a black man who is also a great and successful war soldier. He dedicates himself to serve society's goals by fighting for his country. Even though, Othello is a Moor, he is the most hardworking and the most respected. When it comes to […]

Imbalance of Power between Men and Women

Social imbalance can be termed as the presence of inequality opportunities as well as rewards for different gender statuses and social function within the society. The act of imbalance can be attributed to various important dimensions that involve cultures, employment opportunities as well as earnings. Furthermore, an aspect of inequality much revolves around power which is primarily discussed in this paper. The power imbalance between men and women in areas such as religion not only occur in western and British […]

Deaths of Characters in Othello

How many people die on Othello? Knowing Shakespeare, he kills off a majority of his characters. In Othello alone, eighty-five point seven percent of the roles die in the end. Whether killed by a sword or strangled out of jealousy, there were no justified reasonings for the deaths. Emilia, Desdemona, and Othello all fall blind to the truth and die because of it. Desdemona, one of Shakespeare's more naive and innocent character, was killed by her own husband in the […]

Reasons of Othello’s Tragedy

Othello's tragedy is a product of not just Iago, but himself. Though Iago may appear to be the primary cause of Othello's downfall, based on how manipulative, evil, and deceptive Iago was throughout the story. It can also be said, after having read the story, Othello's own insecurities were the product of his own self demise. A combination of putting trust into Iago due to male pride, his lack of confidence of Desdemona and the perception of infidelity and racial […]

Was Iago a Real Villain?

The Considering Iago as a "Villain" in  the play Othello, the character Iago plays a main role in the destruction of Othello and all of those around him. People could say that Iago's actions are simply a scheming liar and that he is a purely evil character. Others say Iago's talent for understanding and manipulating the desires of those around him that makes him both a powerful and a compelling figure that represent some greater force. We find soon in […]

Description of Othello’s Character

Othello is the main character in the play Othello by William Shakespeare. He is a well-respected African general in the Venice army and is happily married to Desdemona, a white woman. Othello being African already makes him an outsider and highlights racism in Venice. Throughout this play, there are slurs that have been used to describe Othello, "Moor, is an example of one. Even though Shakespeare did not make race the main theme in the play it is a huge […]

Iago’s Jealousy in Othello

William Shakespeare is prolific for his plays of love, revenge, deceit and jealousy. Among his most celebrated plays is the tragedy Othello, in which the themes of jealousy and deceit play a central role. In Othello, one of his most recognized tragedies was revolving around the central theme of jealousy and deceit. The themes of jealousy and deceit go with love. Love consumes all those who take part in it and in Othello’s case, his love for Desdemona has blinded […]

Literary Devices Used Othello

In Othello by William Shakespeare, Othello considers and thinks about all his actions before going through with them. By analyzing his soliloquies, we can understand his thoughts, and his reasons behind his actions. In act 5 scene 2 the first soliloquy Othello contemplated him killing his wife. This monologue gives you an inside scoop of Othello's thinking process because he doesn't want to kill his wife but feels as if he needs to. Othello makes choices that he might not […]

Lies, Revenge and Betrayal in Othello

Lies are extremely common in our society today, with millions of people masking their true intentions. In Shakespeare's play titled Othello, one of the characters, Iago, is no different and in fact the same as those deceptive individuals in society. Behind his act as a trustworthy friend, Iago is a manipulative and deceptive character creating disorder and causing many mishaps to occur. Iago uses many acts of manipulation to undermine every single character's weaknesses to get exactly what he wants, […]

Insanity Within the Plays of William Shakespeare

William Shakespeare in his many plays and other pieces of literature created some of the most well thought out characters of all time. The characters often had reasons for what they did or what they thought, shedding new light on what it meant to actually be “insane”. The characters’ motives were often shown during his stories, Because of that, Shakespeare, through his use of literature and understanding of the human mind, shaped western culture’s perception of insanity from negative feelings […]

Othello as an Ideal Representation of the Tragic Hero

William Shakespeare's Othello is a clear representation of the downfall of a tragic hero. Set in Venice and Cyprus during the 16th century, Othello, a moor, deals with the manipulative actions of a general of the Venetian army, Iago. Due to losing his desired position of being Othello's lieutenant to another solider Cassio, he plots is revenge in deviousness. Othello becomes persuaded by Iago 's rumors, framing, and miscommunications, causing him to kill Desdemona, his believed unfaithful wife. In realization […]

Sexism in Shakespeare’s Play Othello

"In the book, Othello written by Shakespeare, there is a main theme of sexism present throughout the book, Although the book was written in the 1600s, and there have been great decreases in sexism around the world, many of these ideas and scenarios are still present to this day. Sexism is defined as prejudice, stereotyping, or discrimination, typically against women, on the basis of sex. Sexism has been present for centuries, in many different forms, such as wage gaps, gender […]

Power and Control in Othello

In modern society, there are instances where one person has power over another. It is found in professions, school, and everyday life. What is meant by control is having some sort of influence in the way you act, make money, or are seen by others. This in no way means that someone completely owns another person. Power and control of others can be found by lying to others for benefits, men taking a higher role than women, and higher-ranked people […]

Othello Gullible Essay

The start of the Renaissance marked a time of a creative movement that promoted the greatest artists and creators to come forth and produce the best that their minds could think up. One of these artists that today still hold a position of being greatly respected and admired by the public is William Shakespeare. Shakespeare was a poet, writing over 154 sonnets, and a playwright, and in each of the 37 plays, he was able to “capture the complete range […]

With Love, Violence and Vengeance

Through the twisted minds of human nature, love is shown through acts of violence and vengeance committed by mankind. William Shakespeare's, Othello and Homer’s The Odyssey violence and vengeance are portrayed through jealousy, prejudice, justice, and honor. Their roles are woven throughout these books to portray the idea that love is a violent concept. Violence and vengeance can be found in several ways. It can be expressed physically, verbally, and mentally. Othello shows how envy and jealousy can overpower and […]

Importance of Literary Devices in Othello

This passage highlights Iago's character through the use of diction, imagery, irony, and other instances of figurative language. In this exchange, Iago continues to inconspicuously accuse Desdemona of being unfaithful to Othello and accuse Cassio of being disloyal to his superiors. He inserts various remarks at different times to execute this plan. At the end of this echange, Iago has effectively created an unfaithful and untruthful image of Cassio and Desdemona, and planted a seed of jealousy and doubt in […]

A Short Review of the Othello Play

In Act 1 of Othello, we are introduced to Iago and Roderigo. Iago is upset because Othello gave Cassio the position Iago wanted. Iago felt Cassio was not qualified for the position because he had never been in actual situations unlike Iago. The true colors of Iago are shown because this is the first time the audience has been exposed to the deceitful side of Iago. He talks about only following Othello just so he can turn his back on […]

My Attitude to Othello and Iago

Iago the antagonist within Othello written by William Shakespeare. I am so engaged with Iago because I want to secretly be like him. To get away with all the destruction he exerts. I get bored of the good guys always succeeding. He embodies both attraction and repulsion. The character of dramatic irony gropes us into his story and makes me agree that the most effective villain is one that both attracts and repels, which is why a villain is a […]

Characters in the Play Othello

The play Othello written by Shakespeare in the 1600s takes place in Venice, and Cyprus an island in the Mediterranean Sea. Shakespeare’s tale focuses on love, jealousy, and betrayal. Main characters being; Iago, Othello, Desdemona, Cassio, Bianca, and others. While some of these main characters go through some minor and big changes throughout the play. The character Othello undergoes many changes from start to finish, although some of the other characters in this play have a part in the way […]

A True Reason of Othello Demise

The novel Othello is about a General man named Othello and his wife Desdemona, just trying to be a normal couple, but problems occur when Iago starts to stir things up and starts to put lies in Othello's head. Iago starts to stir things up because Iago wanted to get the rank as lieutenant but Othello thought Cassio deserved it more and gave it to him so Iago wants revenge and wants to mess up Othello's relationship with Desdemona. Iago […]

Racism in Othello

Throughout history, men have the tendency to seek power. They may initially intend on pursuing the greater good, but eventually, pride rules out. And according to Cornelius Tacitus, senator of the Roman Empire, “the lust for power, for dominating others, inflames the heart more than any other passion” (Tacitus). This desire that is stained within our human nature gradually instigates tension between individuals and is largely influenced by race. Therefore, while those who triumph usually become centered, those without, get […]

Othello as an Aristotelean Tragedy

Legendary playmakers, such as Aristotle and Sophocles, held an influential position in the history of theatrical performances. In creating works like Oedipus the King, such experts seemingly knew how to intertwine human emotion with the actions of the narrative. This prowess eventually adopted by other artists led to the creation of some of the greatest plays in history. Interestingly, most of these plays entailed a protagonist, covered in splendor and valor throughout the play. The lead character often gained high […]

Prominent Theme in Shakespeare’s Othello

Within the play "Othello, written by William Shakespeare, the main and prominent theme of the play concerns with Othello's primary flaw, his jealousy. Thus, it is evident within the play the term "The Green-Eyed Monster whom Iago refers as jealousy suggests why The role of jealousy within Othello is focused from his delusional jealousy described as "Othello Syndrome, how his jealousy can resonate with readers and the connection with real-life marriages. In Shakespeare's Othello, he introduces the term of the […]

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How To Write an Essay About Othello

Understanding the play 'othello'.

To write an effective essay about Shakespeare's 'Othello,' it's crucial to have a comprehensive understanding of the play. 'Othello' is a tragedy that explores themes such as jealousy, love, betrayal, and racism. Start by familiarizing yourself with the plot, characters, and Shakespeare's language. It's important to understand the historical and cultural context in which Shakespeare wrote the play. Research the Elizabethan era's attitudes towards race and gender, as these are central themes in 'Othello.' Understanding the play's context and themes will provide a solid foundation for your essay.

Formulating a Thesis Statement

Your essay should be driven by a clear, concise thesis statement. This statement should offer a unique perspective on 'Othello.' You might choose to focus on a character analysis of Othello or Iago, explore the theme of jealousy, or examine the play's treatment of race and ethnicity. Whatever focus you choose, your thesis should guide your analysis and provide a central argument for your essay.

Gathering Evidence from the Play

Once you have your thesis, gather evidence from the play to support your argument. This involves closely reading the text to find relevant quotes, dialogues, and scenes. For example, if you're discussing the theme of betrayal, identify instances in the play where betrayal is evident and examine the consequences of these actions. This evidence will form the backbone of your essay and strengthen your arguments.

Analyzing Shakespeare's Techniques

In your essay, analyze how Shakespeare uses various techniques to convey themes and develop characters. This might include his use of language, imagery, symbolism, and dramatic structure. For instance, explore how Shakespeare uses irony or foreshadowing to enhance the tragic elements of the story. Your analysis should provide insight into how Shakespeare's techniques contribute to the overall meaning and impact of 'Othello.'

Concluding the Essay

Conclude your essay by summarizing the main points of your analysis and restating your thesis. Your conclusion should tie together your analysis and reinforce your overall argument. It's also an opportunity to reflect on the broader significance of 'Othello' in terms of its relevance to contemporary audiences or its place in Shakespeare's body of work.

Reviewing and Refining Your Essay

After writing your essay, review and refine it for clarity and coherence. Check for grammatical and spelling errors, and ensure that your essay flows logically from one point to the next. Consider seeking feedback from peers or instructors to further improve your essay. A well-written essay on 'Othello' should not only demonstrate your understanding of the play but also your ability to engage critically with Shakespeare's work.

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Aspects of tragedy - exemplar student response and commentary

Below you will find an exemplar student response to a Section B question in the specimen assessment materials, followed by an examiner commentary on the response.

Paper 1A, Section B -  Othello

Sample question.

'Othello's virtue and valour ultimately make him admirable.'

To what extent do you agree with this view?

Remember to include in your answer relevant comment on Shakespeare's dramatic methods.

Band 5 response

It is true that in Act 1 of the play, Othello's actions and behaviour, his virtue and valour can be seen as admirable. He is after all a tragic hero, and his position in the tragedy demands that he begins in a position of greatness before he suffers his tragic fall. Shakespeare establishes Othello's greatness through focusing on his military prowess and his valour at the start of the play before charting his hero's descent as he tumbles into chaos. Othello is a soldier for whom the 'big wars' make 'ambition virtue'.  By Act 3, however, there is little in him to admire: his valour belongs to a seemingly different world and there is nothing virtuous about a husband who colludes in a plot to destroy his wife.

Although Iago is used by Shakespeare at the start of the play to cast doubt on the magnificence of Othello and to test his virtue, when Othello appears he is impressive. Iago tries to persuade him to run away from the raised father whose daughter Othello has married, but Othello has full confidence in himself and the virtue of his actions. In rhythmic and controlled language he tells Iago he must be found: 'My parts, my title, and my perfect soul/ Shall manifest me rightly'. Although it could be claimed that this smacks of arrogance, Othello commands the stage and perhaps the audience's admiration. When Brabantio comes with bad intent, accusing Othello of theft and witchcraft, Othello is unperturbed; he tells his pursuers and accusers to put up their swords for the dew will rust them; they shall command more with their years than their weapons. His measured language is a sign of his confidence, self-discipline and virtue.

When Othello appears before the Duke he is equally impressive. Shakespeare uses the senators to counteract Iago's attempts to defame Othello, by having them refer to the general as 'valiant' (reminding us of his exploits in the field) and the Duke anyway has more interest to employ Othello against the general enemy Ottoman than listen to Brabantio's claims of sorcery. Even so, Othello's virtuous defence of himself and his love for Desdemona is all the more admirable (and certainly from a feminist perspective) because he asks that Desdemona be called to speak for herself. If Othello is found foul in her report, he says, the Duke should not only take away his trust and office but that sentence should fall upon his life. By twenty first century standards, Othello's affording Desdemona a voice and showing her unwavering respect, is virtuous indeed. There is also perhaps something if not admirable then at least mesmerising in his declaration of love and his story of how he wooed her:

                             She loved me for the dangers I had passed,

                             And I loved her that she did pity them.

However, when Shakespeare shifts the scene to Cyprus and the influence of the Venetian state diminishes, Iago, the tragic villain, is able to work his poison on Othello and expose his weaknesses, those aspects of his character that are far from virtuous. Othello's trust in Iago, the ancient he overlooked for lieutenant, shows a terrible lack of judgement. Iago persuades him that Cassio is unworthy and then that Desdemona is unfaithful and from the point that Iago says 'I like not that', Othello's insecurities, raging jealousy and barbaric inclinations are exposed. Having swallowed Iago's poison, Othello damns Desdemona, threatening to 'tear her all to pieces'. It is interesting here to note the dramatic contrast Shakespeare sets up between Othello and the Duke. In Act 1, in Venice, when the Duke is called upon to exercise judgement, he listens to both the accounts of Brabantio and Othello. Here in Cyprus at the outpost of civilization, Othello listens only to the lies of Iago.

There is dramatic contrast too in the different ways Othello speaks. Othello's earlier speeches which contain so much gravitas are now worn down. His love, 'the fountain from the which [his] current runs' is degraded into a 'cistern for foul toads/ to knot and gender in'. He falls under Iago's spell, pulled into the orbit of Iago's filthy linguistic energies and there is not much that is virtuous about his behaviour from now onwards and not much to admire.

His humiliation and public striking of Desemona and his cruel murder of her are all too terrible to forget in the final judgement of him. It is true that when he strikes her there are reminders of his valour and virtue in Lodovico's surprise that he could have misjudged Othello's character so greatly in thinking him good, but these reminders simply intensify the repugnance felt at Othello's actions.  It is also impossible to admire the man who strangles his wife believing that he is an honourable murderer. His pride at enacting the hand of Justice makes him detestable – at a point when he hesitiates, he blames her balmy breath for almost persuading Justice to break its sword.

His final speech, when he perhaps understands the appalling consequences of his folly, is seen by some critics as cathartic, a return of the virtuous and valiant Othello of Act 1. Interestingly, in this speech when he judges himself (and tries to shape how others might think), Othello seems to underplay the significance of his valour and contribution to the state. Though he reminds his stage audience that he has done the state some service, he quickly says 'no more of that'. However, it is clear that as the speech goes on, his assessment of himself is ultimately coloured by his pride and his highly developed sense of self worth and, although he has some dignity, there is not ultimately much honour. His concern at the end is for his public image and, as he has done from the start, he uses language to construct an artifice of his own identity.  He speaks of himself as if he were legendary or part of a defined myth. The use of the definite article is instrumental in achieving this effect – 'the base Indian', 'the Arabian trees'; only fragments of detail are supplied here but he conveys the idea that these images are huge and famous. His final speech is calm and controlled, but it reaches a crescendo of dramatic impact when he does the most dramatic thing he can do, transferring his construction of his identity of himself into the here and now, and suddenly and climactically ends his life. This is the self dramatizing that Leavis so condemns.

So, while it is true that from the moment Othello first appears he is attractive, by ever increasing degrees as the plot develops, he becomes repellent. As we stand back to make our final judgement on whether his valour and virtue ultimately make him admirable, it is surely not possible to overlook his despicable behaviour. What perhaps should be done in the final evaluation is to reconsider the nature of his virtue and valour at the start of the play and question whether it was always founded on sand. From his words early on 'I fetch my life and bearing/ from men of royal siege' to his final words of the play, 'to die upon a kiss' his sense of his own significance is overwhelming.  Othello is certainly not 'ultimately' admirable and the question must be asked, is he ever?  

It is also important to note that even when he is most glorious – and apparently admirable, there are many who cannot countenance his 'pride, pomp and circumstance'.

Examiner commentary

This is a very confident and accomplished response, and although the ideas are a bit overpacked at times and the argument a little overdone, the candidate writes in an assured way.

The response is well structured and the task is always in the candidate's mind. The candidate argues perceptively with a strong and assured personal voice. There is a confident use of literary critical concepts and terminology and the written expression is very secure. Quotation is neatly woven into the argument.

There is perceptive understanding that Shakespeare has constructed this drama to shape meanings. Comment here is often implicit, but there is valid discussion of the structure of the play in relation to the task and on language choices.

Contextual understanding is clear with a sharp focus on military and gender contexts. These are well linked to the tragic genre.

As the candidate fully engages with the task and valour and virtue, there is perceptive exploration of the tragic genre thereby implicitly establishing connections across literary texts.

There is perceptive and confident engagement with the debate here and the candidate clearly knows the text well and selects appropriate material for the argument. The candidate is really thinking about the task and offers some complexity in the answer, well aware of the ambiguities that the play and task set up.

This response seems consistent with the band 5 descriptors.

This resource is part of the Aspects of tragedy resource package .

Document URL https://www.aqa.org.uk/resources/english/as-and-a-level/english-literature-b/teach/tragedy-b-exemplar-student-response-commentary-band-5

Last updated 16 Dec 2022

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OTHELLO ESSAY PLANS A Level English Literature (Themes) (Edexcel)

Subject: English

Age range: 16+

Resource type: Assessment and revision

Last updated

14 March 2024

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7 ESSAY PLANS IN THIS BUNDLE Essay plans summarising the key aspects of the many themes that appear in Othello. Includes the themes of jealousy, gender, manipulation, order and choas, passion and the self, race and reputation. These essay plans feature topic sentences, quotes, critical statements and context.These essay plans are very detailed and can be used in isolation to revise for different possible essay questions. It is succinct and designed to be a practical revision resource for the exam. I am a former student on the edexcel specification and achieved an A* in English Literature as a result of creating this resource.

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A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

OTHELLO REVISION PACK- Complete with Essay Plans, A Quote Bank , A Critics Bank, Context & an Exemplar Essay

This pack has all the materials that **I used to get an A* in Edexcel A Level English Literature**. This pack has **7 essay plans** (quotes, literary and historical context, topic sentences) on the main themes in Othello. It also has **4 essay plans** on the main characters in Othello (Iago, Othello, Desdemona and Emilia). I have included a **quote bank** with analysis beside each quote, as well as a **critical quote bank**. This critical quote bank has quotes on Othello, Iago, Desdemona, Women, Tragedy and more. I have also included a **context summary sheet**, as well as an **example essay** that was graded an A* (30/35) on the theme of identity.

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