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Essays on Othello

🎭💔✍️ othello essay: dive into the drama.

Othello, the magnificent Shakespearean tragedy, is like a rollercoaster ride of emotions! 😱💔 Exploring this timeless masterpiece in an essay can unlock a world of insights and ignite your imagination 🔥. By delving into the depths of Othello's themes, characters, and plot twists, you can unravel the complexities of human nature and society. It's an opportunity to showcase your analytical skills and showcase your love for literature. So, buckle up and embark on an Othello essay adventure!

Othello Essay Topics 📝

Othello argumentative essay 🤔💬.

An argumentative essay on Othello requires you to take a stance and defend it with solid evidence from the play. Some intriguing topics to consider:

• Is Othello a victim of racism or his own insecurities?
• Did Iago's evil nature drive Othello to his tragic downfall?
• Should Desdemona be held responsible for her fate?

Othello Cause and Effect Essay 🌪️🤯

In a cause and effect essay, you'll explore the ripple effects of certain actions or events in Othello. Here are some captivating topics to ponder:

• The consequences of Iago's manipulation on Othello's relationships.
• How jealousy leads to destruction in Othello's world.
• The impact of societal norms on Othello's tragic fate.

Othello Opinion Essay 🗣️😮

Opinion essays allow you to express your personal viewpoint on specific aspects of Othello. Here are some thought-provoking topics to spark your imagination:

• Is Othello's jealousy justified or exaggerated?
• Should Othello have trusted Desdemona despite the rumors?
• What role does gender play in the tragedy of Othello?

Othello Informative Essay 📚📖

Informative essays aim to educate readers about various aspects of Othello. Here are some enlightening topics to enlighten your audience:

• The historical context of Othello: Shakespeare's portrayal of race and society.
• The symbolism of the handkerchief in Othello and its significance.
• The evolution of Othello's character throughout the play.

Othello Essay Example 📑

Othello thesis statement examples 📜💡.

Here are a few thesis statement examples to inspire your Othello essay:

• Thesis: Othello's tragic downfall is a result of his vulnerability to manipulation by Iago due to his insecurities about his race and age.
• Thesis: The handkerchief symbolizes trust, fidelity, and betrayal in Othello, highlighting the fragility of relationships.
• Thesis: Othello's jealousy is fueled by societal expectations and gender roles, leading to the tragedy that unfolds.

Othello Essay Introduction Examples 🌟

Here are some introduction paragraph examples for your Othello essay:

• Introduction: Othello, a play filled with love, deception, and revenge...
• Introduction: In the realm of Shakespearean tragedies, Othello stands as a poignant exploration of love, jealousy, and the destructive power of manipulation. As we venture into the depths of this timeless masterpiece, we are transported to a world where trust is fragile, and motives are concealed. Othello's journey, from a celebrated Moorish general to a tragic figure consumed by jealousy, invites us to contemplate the complexities of human emotion and the consequences of unchecked suspicion.
• Introduction: Othello, the Moor of Venice, is a character whose name echoes through the annals of literary history. In our exploration of Othello's tragic tale, we confront issues of race, trust, and the corrosive force of jealousy. As we delve into this gripping narrative, we are challenged to dissect the motives of its characters and the underlying themes that continue to resonate in today's society.

Othello Essay Conclusion Examples 🔚📝

Here are some conclusion paragraph examples for your Othello essay:

• Conclusion: As we bid farewell to the tragic world of Othello, we are left with a profound exploration of human nature, jealousy, and the consequences of deceit. Shakespeare's timeless masterpiece continues to captivate and haunt our hearts, reminding us of the enduring power of storytelling.
• Conclusion: In the final act of Othello, we witness the devastating aftermath of jealousy and manipulation. The tragic downfall of Othello, Desdemona, and others serves as a cautionary tale, reminding us of the destructive potential of unchecked emotions. As we bid farewell to this tale of love and betrayal, let us carry forward the lessons learned from the characters' fates, recognizing the enduring relevance of Shakespeare's exploration of the human condition.
• Conclusion: Othello, a masterpiece of tragedy, leaves an indelible mark on our understanding of human nature. Through the twists and turns of its plot, we are confronted with the consequences of jealousy and deceit. As our journey through this timeless work comes to a close, let us reflect on the enduring power of literature to illuminate the complexities of the human soul and the fragility of trust.

Homosexuality in Othello

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Theme of Deception in Shakespeare's Othello

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Othello: Desdemona as a Representation of Power and Possession

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The Power of Jealousy in Shakespeare’s Othello

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1603, William Shakespeare

Play; Tragedy

Othello, Desdemona, Iago, Michael Cassio, Emilia, Roderigo, Bianca, Brabanzio, Duke of Venice, Montano, Lodovico, Graziano, Clown

The play is primarily based on a story from an Italian novella called "Un Capitano Moro" by Cinthio. Shakespeare took inspiration from this source material and adapted it into his own version, adding depth and complexity to the characters and exploring themes of jealousy, betrayal, and manipulation.

In the tragic play "Othello" by William Shakespeare , the story follows the powerful and respected Moorish general, Othello. Othello secretly marries Desdemona, a Venetian woman, despite objections from her father, Brabantio. Othello's ensign, Iago, harboring deep resentment and jealousy, manipulates events to destroy Othello's life. Iago plants seeds of doubt in Othello's mind, insinuating that Desdemona has been unfaithful to him with his lieutenant, Cassio. Consumed by jealousy, Othello becomes increasingly suspicious and tormented by his thoughts. Iago's cunning manipulations lead Othello to believe in the alleged affair, pushing him into a spiral of rage and despair. Othello's doubts intensify, leading him to confront Desdemona and ultimately strangle her in a fit of madness. Upon discovering the truth and Iago's treachery, Othello takes his own life in a moment of devastating realization. The play concludes with Iago's exposure and punishment for his deceitful actions.

The play "Othello" by William Shakespeare is set in the late 16th century, primarily in the city of Venice and later on the island of Cyprus. Venice, a vibrant and cosmopolitan city, serves as the initial backdrop for the story. Its opulent palaces, canals, and bustling streets create an atmosphere of grandeur and sophistication. The Venetian setting reflects the cultural diversity of the time, with characters from various backgrounds and ethnicities. As the plot progresses, the setting shifts to the island of Cyprus, where Othello is stationed with his troops. Cyprus offers a contrasting environment to Venice, characterized by its remote and isolated nature. The island's rugged landscape and military camp create a tense and confined atmosphere, amplifying the dramatic events that unfold. Both settings play a significant role in the play's themes and conflicts. Venice represents the veneer of civilization and societal expectations, while Cyprus represents the raw emotions, passions, and darker aspects of human nature. The contrasting settings highlight the clash between appearances and reality, order and chaos, and ultimately contribute to the tragedy that unfolds in "Othello."

1. Jealousy and Betrayal: The theme of jealousy lies at the heart of the play, as Iago manipulates Othello's trust and fuels his insecurities, leading to tragic consequences. Betrayal is also explored as characters deceive one another for personal gain, highlighting the destructive power of envy and deceit. 2. Racism and Prejudice: Othello, a Moorish general, faces discrimination and racial prejudice throughout the play. Shakespeare examines the destructive effects of racism, as Othello's character is systematically undermined and ultimately destroyed by the racist assumptions and stereotypes held by others. 3. Appearance versus Reality: The theme of appearance versus reality is prevalent as characters wear masks of virtue and honesty while concealing their true intentions. Othello's tragic downfall is a result of his inability to discern truth from falsehood, emphasizing the dangers of misjudgment and manipulation. 4. Love and Obsession: The play explores various forms of love, from passionate romance to obsessive possessiveness. The intense love between Othello and Desdemona is contrasted with Iago's twisted obsession with destroying their happiness, shedding light on the complexities of human relationships. 5. Gender and Power: Shakespeare examines gender dynamics and the societal expectations placed upon women. Desdemona's character challenges traditional gender roles, while Emilia, Iago's wife, highlights the subjugation of women and the consequences of male dominance.

1. Imagery: Shakespeare skillfully uses vivid imagery to create powerful visual and sensory impressions. For example, in Act 1, Scene 1, Iago describes Othello and Desdemona's elopement as "an old black ram / Is tupping your white ewe," employing the contrasting images of a black ram and a white ewe to convey the scandalous nature of their relationship. 2. Soliloquy: Soliloquies allow characters to express their inner thoughts and feelings to the audience. One notable example is Othello's soliloquy in Act 5, Scene 2, where he reflects on his decision to kill Desdemona, saying, "It is the cause, it is the cause, my soul," revealing his internal struggle and justifying his actions. 3. Foreshadowing: Shakespeare employs foreshadowing to hint at future events and build tension. In Act 3, Scene 3, Desdemona tells Othello, "The heavens forbid / But that our loves and comforts should increase / Even as our days do grow," foreshadowing the impending tragedy and the deterioration of their relationship. 4. Irony: Irony is used to create a contrast between what is expected and what actually occurs. For instance, when Iago says, "I am not what I am," in Act 1, Scene 1, it is an ironic statement, as he presents himself as trustworthy while plotting Othello's downfall. 5. Symbolism: Shakespeare employs symbolism to convey deeper meanings. The handkerchief, a symbol of fidelity, becomes a significant object in the play. Its loss and subsequent manipulation by Iago symbolize the erosion of trust and the unraveling of Othello's marriage.

In 1995, director Oliver Parker released a film adaptation of "Othello" starring Laurence Fishburne as the titular character. Fishburne's portrayal emphasized Othello's dignity and inner conflict, earning critical acclaim. Another notable film adaptation is Orson Welles' 1952 version, where Welles himself took on the role of Othello, showcasing his powerful presence on screen. "Othello" continues to be performed on stage worldwide. Notable theatrical productions include the Royal Shakespeare Company's 2015 production, featuring Hugh Quarshie as Othello, and the 2007 Broadway revival, with Chiwetel Ejiofor in the lead role, receiving critical acclaim for their compelling interpretations. Othello's character has also been explored in literary adaptations and reimaginings. For example, in 2001, author Sena Jeter Naslund wrote the novel "Ahab's Wife," where she includes a fictional encounter between Othello and the protagonist. These adaptations offer different perspectives and delve into the complexity of Othello's character. Othello's story has inspired numerous musical compositions. One notable example is the opera "Otello" by Giuseppe Verdi, which premiered in 1887. Verdi's powerful music captures the intense emotions of the characters and brings Othello's tragic tale to life.

1. Literary Influence: "Othello" has had a profound influence on subsequent works of literature. Its exploration of themes such as jealousy, betrayal, and the destructive power of manipulation has inspired countless writers. For example, Toni Morrison's novel "A Mercy" draws parallels to "Othello" in its exploration of race and power dynamics. The play's tragic elements and psychological depth have also influenced works like James Joyce's "Ulysses" and D.H. Lawrence's "Women in Love." 2. Psychological Exploration: Othello's tragic descent into jealousy and manipulation has made the play a subject of psychological analysis. The character's inner conflict and the manipulation he falls victim to offer rich material for the study of human psychology, particularly in relation to themes of trust, self-doubt, and the destructive nature of unchecked emotions. 3. Social Commentary: "Othello" addresses issues of race, identity, and prejudice, making it a powerful tool for social commentary. The play's examination of racial stereotypes and the destructive consequences of discrimination still resonate today. Othello's position as a black man in a predominantly white society has been explored and analyzed in the context of race relations, colonialism, and social injustice. 4. Performance and Theater: "Othello" has had a lasting impact on the world of theater and performance. The character of Othello presents a unique and complex role for actors, requiring both physical presence and emotional depth. The play's themes and dramatic tension continue to captivate audiences, leading to numerous adaptations, productions, and reinterpretations on stage. 5. Language and Imagery: Shakespeare's masterful use of language and vivid imagery in "Othello" has had a lasting impact on the English language. Phrases like "green-eyed monster" and "the beast with two backs" have become part of the cultural lexicon. The play's powerful speeches and soliloquies have been studied, quoted, and admired for their beauty and poetic expression.

1. "Othello" is believed to have been first performed around 1604. While the exact date is unknown, it is widely believed to have premiered at the Court of King James I in London. The play was met with great success and has since become one of Shakespeare's most acclaimed tragedies. 2. "Othello" has contributed several phrases and expressions to the English language. One notable example is the term "the green-eyed monster," used to describe jealousy. This phrase has become a popular way to convey the destructive nature of envy. Additionally, the phrase "wear my heart upon my sleeve" originates from the play, referring to openly displaying one's emotions. 3. Traditionally, the character of Othello has been played by a white actor in blackface makeup. This casting practice has faced criticism and controversy over the years, as it perpetuates racial stereotypes and limits opportunities for actors of color. In recent times, there has been a growing movement towards authentic casting, with actors of African descent portraying the role to offer a more nuanced and authentic representation of Othello's racial identity.

"Othello" remains a timeless and significant work in literature, making it an important subject for essays and academic discussions. Shakespeare's masterful exploration of themes such as jealousy, deception, race, and power continues to resonate with audiences across generations. The character of Othello, a Moorish general in a predominantly white society, raises critical questions about racism, discrimination, and the manipulation of prejudices. Additionally, the play delves into the destructive nature of jealousy and how it can lead to tragic consequences. Writing an essay about "Othello" allows scholars to analyze the complexity of characters like Iago, whose malevolent machinations drive the plot. It offers opportunities to discuss the portrayal of women in the play and the theme of women's agency in a patriarchal society. Furthermore, exploring the play's language, literary devices, and poetic techniques showcases Shakespeare's genius as a playwright. By grappling with the moral dilemmas and psychological depth of the characters, an essay on "Othello" opens doors to deeper insights into human nature, society, and the enduring power of Shakespeare's storytelling.

"She loved me for the dangers I had passed, And I loved her that she did pity them. This only is the witchcraft I have used." "I kissed thee ere I killed thee — no way but this, killing myself to die upon a kiss" "Reputation, reputation, reputation! Oh, I have lost my reputation! I have lost the immortal part of myself, and what remains is bestial" "Men in rage strike those that wish them best" "But I will wear my heart upon my sleeve for daws to peck at: I am not what I am"

1. Chandler, M. (1987). The Othello effect. Human development, 30(3), 137-159. (https://www.karger.com/article/Abstract/273174) 2. Shakespeare, W. (2019). othello. In One-Hour Shakespeare (pp. 231-302). Routledge. (https://www.taylorfrancis.com/chapters/edit/10.4324/9780429262715-11/othello-william-shakespeare) 3. Neill, M. (1989). Unproper beds: Race, adultery, and the hideous in Othello. Shakespeare Quarterly, 40(4), 383-412. (https://www.jstor.org/stable/2870608) 4 . Neely, C. T. (1977). Women and Men in" Othello";" what should such a fool/Do with so good a woman?". Shakespeare Studies, 10, 133. (https://www.proquest.com/openview/91053b700d876bd2b3be478cb40742b1/1?pq-origsite=gscholar&cbl=1819311) 5. Cipriani, G., Vedovello, M., Nuti, A., & Di Fiorino, A. (2012). Dangerous passion: Othello syndrome and dementia. Psychiatry and clinical neurosciences, 66(6), 467-473. (https://onlinelibrary.wiley.com/doi/full/10.1111/j.1440-1819.2012.02386.x) 6. Siegel, P. N. (1953). The Damnation of Othello. PMLA, 68(5), 1068-1078. (https://www.cambridge.org/core/journals/pmla/article/abs/damnation-of-othello/F3193C55450F83F4EFACB0DDF5983B0E) 7. Poulson, C., Duncan, J., & Massie, M. (2005). “I Am Not What I Am”–Destructive Emotions in an Organizational Hierarchy: The Case of Othello and Iago. In The Effect of Affect in Organizational Settings (Vol. 1, pp. 211-240). Emerald Group Publishing Limited. (https://www.emerald.com/insight/content/doi/10.1016/S1746-9791(05)01109-0/full/html) 8. Bristol, M. D. (1990). Charivari and the Comedy of Abjection in" Othello". Renaissance Drama, 21, 3-21. (https://www.journals.uchicago.edu/doi/abs/10.1086/rd.21.41917258?journalCode=rd) 9. Nowottny, W. (1954). Justice and love in Othello. University of Toronto Quarterly, 21(4), 330-344. (https://www.utpjournals.press/doi/abs/10.3138/utq.21.4.330) 10. Braden, W. S. (1990). The Properties of" Othello,". Philosophy and Literature, 14(1), 186-187. (https://muse.jhu.edu/pub/1/article/417219/summary)

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Master Shakespeare's Othello using Absolute Shakespeare's Othello essay, plot summary, quotes and characters study guides.

Plot Summary : A quick review of the plot of Othello including every important action in the play. An ideal introduction before reading the original text.

Commentary : Detailed description of each act with translations and explanations for all important quotes. The next best thing to an modern English translation.

Characters : Review of each character's role in the play including defining quotes and character motivations for all major characters.

Characters Analysis : Critical essay by influential Shakespeare scholar and commentator William Hazlitt, discussing all you need to know on the characters of Othello.

Othello Essay : Samuel Taylor Coleridge's famous essay on Othello based on his legendary and influential lectures and notes on Shakespeare.

William Shakespeare

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Welcome to the LitCharts study guide on William Shakespeare's Othello . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

Othello: Introduction

Othello: plot summary, othello: detailed summary & analysis, othello: themes, othello: quotes, othello: characters, othello: symbols, othello: literary devices, othello: quizzes, othello: theme wheel, brief biography of william shakespeare.

Historical Context of Othello

Other books related to othello.

• Full Title: The Tragedy of Othello, the Moor of Venice
• When Written: c. 1603
• Where Written: England
• When Published: 1622
• Literary Period: The Renaissance
• Genre: Tragedy
• Setting: Venice and Cyprus
• Climax: The murder of Desdemona, by Othello
• Antagonist: Iago

Extra Credit for Othello

Moor or less? In Elizabethan England, the term "Moor" could be used to refer to a wide range of non-European persons, including black Africans, North Africans, Arabs, and even Indians. References to Othello's origins throughout the play are contradictory and ambiguous Iago calls Othello a "Barbary horse" (1.1.110); Barbary was an area in Africa between Egypt and the Atlantic Ocean. Roderigo , however, calls him "thick-lips" (1.1.65-6), suggesting that he may come from further south on the African continent. Brabantio calls him "sooty" (1.2.70); Othello, along with numerous other characters, refers to himself as "black." It is impossible to know now exactly what Shakespeare or his audience would have thought a "Moor" is.

Literary Theory and Criticism

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Analysis of William Shakespeare’s Othello

By NASRULLAH MAMBROL on July 25, 2020 • ( 0 )

Of all Shakespeare’s tragedies . . . Othello is the most painfully exciting and the most terrible. From the moment when the temptation of the hero begins, the reader’s heart and mind are held in a vice, experiencing the extremes of pity and fear, sympathy and repulsion, sickening hope and dreadful expectation. Evil is displayed before him, not indeed with the profusion found in King Lear, but forming, as it were, the soul of a single character, and united with an intellectual superiority so great that he watches its advance fascinated and appalled. He sees it, in itself almost irresistible, aided at every step by fortunate accidents and the innocent mistakes of its victims. He seems to breathe an atmosphere as fateful as that of King Lear , but more confined and oppressive, the darkness not of night but of a close-shut murderous room. His imagination is excited to intense activity, but it is the activity of concentration rather than dilation.

—A. C. Bradley, Shakespearean Tragedy

Between William Shakespeare’s most expansive and philosophical tragedies— Hamlet and King Lear —is Othello, his most constricted and heart-breaking play. Othello is a train wreck that the audience horrifyingly witnesses, helpless to prevent or look away. If Hamlet is a tragedy about youth, and Lear concerns old age, Othello is a family or domestic tragedy of a middle-aged man in which the fate of kingdoms and the cosmos that hangs in the balance in Hamlet and Lear contracts to the private world of a marriage’s destruction. Following his anatomizing of the painfully introspective intellectual Hamlet, Shakespeare, at the height of his ability to probe human nature and to dramatize it in action and language, treats Hamlet’s temperamental opposite—the man of action. Othello is decisive, confident, and secure in his identity, duty, and place in the world. By the end of the play, he has brought down his world around him with the relentless force that made him a great general turned inward, destroying both what he loved best in another and in himself. That such a man should fall so far and so fast gives the play an almost unbearable momentum. That such a man should unravel so completely, ushered by jealousy and hatred into a bestial worldview that cancels any claims of human virtue and self-less devotion, shocks and horrifies. Othello is generally regarded as Shakespeare’s greatest stage play, the closest he would ever come to conforming to the constrained rules of Aristotelian tragedy. The intensity  and  focus  of  Othello   is  unalleviated  by  subplots,  comic  relief,  or  any  mitigation  or  consolation  for  the  deterioration  of  the  “noble  Moor”  and  his  collapse into murder and suicide. At the center of the play’s intrigue is Shakespeare’s most sinister and formidable conceptions of evil in Iago, whose motives and the wellspring of his villainy continue to haunt audiences and critics alike. Indeed, the psychological resonances of the drama, along with its provocative racial and gender themes, have caused Othello, perhaps more than any other of Shakespeare’s plays, to reverberate the loudest with current audiences and commentators. As scholar Edward Pechter has argued, “During the past twenty-five years or so, Othello has become the Shakespearean tragedy of choice, replacing King Lear in the way Lear had earlier replaced Hamlet as the play that speaks most directly and powerfully to current interests.”

Shakespeare derived his plot from Giraldi Cinthio’s “Tale of the Moor,” in the story collection Hecatommithi (1565), reshaping Cinthio’s sensational tale of jealousy, intrigue, and murder in several key ways. In Cinthio’s story, Alfiero, the scheming ensign, lusts after the Moor’s wife, named Disdemona, and after she spurns his advances, Alfiero seeks vengeance by accusing her of adultery with Cassio,  the  Moor’s  lieutenant.  Alfiero,  like  Iago,  similarly  arouses  the  Moor’s  suspicions by stealing Disdemona’s handkerchief and planting it in Cassio’s bed-room. However, the Moor and Alfiero join forces to kill Disdemona, beating her  to  death  with  a  stocking  filled  with  sand  before  pulling  down  the  ceiling  on her dead body to conceal the crime as an accident. The Moor is eventually captured,  tortured,  and  slain  by  Disdemona’s  relatives,  while  the  ensign  dies  during torture for another crime. What is striking about Shakespeare’s alteration of Cinthio’s grisly tale of murder and villainy is the shift of emphasis to the provocation for the murder, the ennobling of Othello as a figure of great stature and dignity to underscore his self-destruction, and the complication of motive for  the  ensign’s  actions.  Cinthio’s  version  of  Iago  is  conventionally  driven  by  jealousy  of  a  superior  and  lust  for  his  wife.  Iago’s  motivation  is  anything  but  explainable in conventional terms. Dramatically, Shakespeare turns the focus of the play from the shocking crime to its causes and psychic significance, trans-forming Cinthio’s intrigue story of vile murder into one of the greatest dramatic meditations on the nature of love and its destruction.

What  makes  Othello  so  unique  structurally  (and  painful  to  witness)  is  that  it  is  a  tragedy  built  on  a  comic  foundation.  The  first  two  acts  of  the  play  enact  the  standard  pattern  of  Shakespeare’s  romantic  comedies.  The  young Venetian noblewoman, Desdemona, has eloped with the middle-aged Othello, the military commander of the armed forces of Venice. Their union is opposed by Desdemona’s father, Brabantio, and by a rival for Desdemona, Roderigo,  who  in  the  play’s  opening  scenes  are  both  provoked  against Othello  by  Iago.  Desdemona  and  Othello,  therefore,  face  the  usual  challenges of the lovers in a Shakespearean comedy who must contend with the forces of authority, custom, and circumstances allied against their union. The romantic climax comes in the trial scene of act 1, in which Othello success-fully defends himself before the Venetian senate against Brabantio’s charge that  Othello  has  beguiled  his  daughter,  “stol’n  from  me,  and  corrupted  /  By spells and medicines bought of mountebanks.” Calmly and courteously Othello recounts how, despite the differences of age, race, and background, he won Desdemona’s heart by recounting the stories of his exotic life and adventures: “She loved me for the dangers I had passed, / And I loved her that she did pity them.” Wonder at Othello’s heroic adventures and compassion for her sympathy have brought the two opposites together—the young, inexperienced  Venetian  woman  and  the  brave,  experienced  outsider.  Desdemona finally, dramatically appears before the senate to support Othello’s account of their courtship and to balance her obligation to her father and now to her husband based on the claims of love:

My noble father, I do perceive here a divided duty: To you I am bound for life and education; My life and education both do learn me How to respect you; you are the lord of duty; I am hitherto your daughter. But here’s my husband; And so much duty as my mother show’d To you, preferring you before her father, So much I challenge that I may profess Due to the Moor, my lord.

Both Desdemona and Othello defy by their words and gestures the calumnies heaped upon them by Roderigo and Brabantio and vindicate the imperatives of the heart over parental authority and custom. As in a typical Shakespearean comedy, love, tested, triumphs over all opposition.

Vindicated by the duke of Venice and the senate, Othello, accompanied by Desdemona, takes up his military duties in the face of a threatened Turkish invasion, and the lovers are given a triumphal wedding-like procession and marriage ceremony when they disembark on Cyprus. The storm that divides the Venetian fleet also disperses the Turkish threat and clears the way for the lovers’ happy  reunion  and  peaceful  enjoyment  of  their  married  state.  First  Cassio lands to deliver the news of Othello’s marriage and, like the best man, supplies glowing praise for the groom and his bride; next Desdemona, accompanied by Iago and his wife, Emilia, enters but must await news of the fate of Othello’s ship. Finally, Othello arrives giving him the opportunity to renew his marriage vows to Desdemona:

It gives me wonder great as my content To see you here before me. O my soul’s joy, If after every tempest come such calms, May the wind blow till they have wakened death, And let the labouring barque climb hills of seas Olympus-high, and duck again as low As hell’s from heaven. If it were now to die ’Twere now to be most happy, for I fear My soul hath content so absolute That not another comfort like to this Succeeds in unknown fate.

The scene crowns love triumphant. The formerly self-sufficient Othello has now  staked  his  life  to  his  faith  in  Desdemona  and  their  union,  and  she  has  done the same. The fulfillment of the wedding night that should come at the climax of the comedy is relocated to act 2, with the aftermath of the courtship and the wedding now taking  center  stage.  Having triumphantly bested  the  social and natural forces aligned against them, having staked all to the devotion of the other, Desdemona and Othello will not be left to live happily ever after, and the tragedy will grow out of the conditions that made the comedy. Othello, unlike the other Shakespearean comedies, adds three more acts to the romantic drama, shifting from comic affirmation to tragic negation.

Iago  reviews  Othello’s  performance  as  a  lover  by  stating,  “O,  you  are  well tuned now, / But I’ll set down the pegs that make this music.” Iago will now orchestrate discord and disharmony based on a life philosophy totally opposed to the ennobling and selfless concept of love demonstrated by the newlyweds. As Iago asserts to Roderigo, “Virtue? A fig!” Self-interest is all that  matters,  and  love  is  “merely  a lust  of  the  blood  and  a  permission  of  the will.” Othello and Desdemona cannot possibly remain devoted to each other, and, as Iago concludes, “If sanctimony and a frail vow betwixt an err-ing barbarian and a super-subtle Venetian be not too hard for my wits, and all the tribe of hell, thou shalt enjoy her.” The problem of Iago’s motivation to destroy Othello and Desdemona is not that he has too few motives but too many. He offers throughout the play multiple justifi cations for his intrigue: He has been passed over in favor of Cassio; he suspects the Moor and Cassio with his wife, Emilia; he is envious of Cassio’s open nature; and he is desirous of Desdemona himself. No single motive is relied on for long, and the gap  between  cause  and  effect,  between  the  pettiness  of  Iago’s  grudges  and  the monstrousness of his behavior, prompted Samuel Taylor Coleridge in a memorable phrase to characterize Iago’s “motiveless malignity.” There is in Iago a zest for villainy and a delight in destruction, driven more by his hatred and  contempt  for  any  who  oppose  his  conception  of  jungle  law  than  by  a  conventional  naturalistic  explanation  based  on  jealousy  or  envy.  Moreover, Shakespeare, by deliberately clouding the issue of Iago’s motive, finds ever more sinister threats in such a character’s apparently bottomless and unmerited hatred and capacity for evil.

Iago will direct the remainder of the play, constructing Othello’s down-fall out of the flimsiest evidence and playing on the strengths and weaknesses of Othello’s nature and the doubts that erode Othello’s faith in Desdemona. Act 3, one of the wonders of the stage, anatomizes Othello’s psychic descent from  perfect  contentment  in  his  new  wife  to  complete  loathing,  from  a  worldview  in  which  everything  is  as  it  appears  to  one  in  which  nothing  is  as it seems. Iago leads Othello to suspect that love and devotion are shams disguising the basest of animalistic  instincts.  Misled  by  the  handkerchief,  his  love  token  to  Desdemona,  that  Iago  has  planted  in  Cassio’s  room  and  by a partially overheard conversation between Iago and Cassio, Othello, by the end of act 3, forsakes his wife and engages himself in a perverse version of the marriage ceremony of act 2 to Iago. As the pair kneels together, they exchange vows:

Iago: Witness you ever-burning lights above, You elements that clip us round about, Witness that here Iago doth give up The execution of his wit, hands, heart To wronged Othello’s service. Let him command, And to obey shall be in me remorse, What bloody business ever.

Othello: I greet thy love, Not with vain thanks, but with acceptance bounteous, And will upon the instant put thee to’t. Within these three days let me hear thee say That Cassio’s not alive.

Iago: My friend is dead. ’Tis done at your request; but let her live.

Othello: Damn her, lewd minx! O, damn her, damn her! Come, go with me apart. I will withdraw To furnish me with some swift means of death For the fair devil. Now art thou my lieutenant.

Iago: I am your own for ever.

This scene has suggested to some critics that Iago’s true motivation for destroying the marriage of Desdemona and Othello is a repressed homosexual love for Othello. An equal case can be made that Iago here completes his role as Vice, borrowed from the medieval morality plays, sealing the Faustian bargain for Othello’s soul in this mock or black marriage scene.

The play moves relentlessly from here to catastrophe as Othello delivers justice to those he is convinced have wronged him. As he attempts to carry out  his  execution  of  Desdemona,  she  for  the  first  time  realizes  his  charges  against her and his utter delusion. Ignoring her appeals for mercy and avowals of innocence, Othello smothers her moments before Emilia arrives with the proof of  Desdemona’s  innocence  and  Iago’s  villainy.  Othello  must  now  face  the  realization  of  what  he  has  done.  He turns  to  Iago,  who  has  been  brought before him to know the reason for his actions. Iago replies: “Demand me  nothing;  what  you  know,  you  know:  /  From  this  time  forth  I  never  will  speak  word.”  By  Iago’s  exiting  the  stage,  closing  access  to  his  motives,  the  focus remains firmly on Othello, not as Iago’s victim, but as his own. His final speech mixes together the acknowledgment of what he was and what he has become, who he is and how he would like to be remembered:

I have done the state some service, and they know’t. No more of that. I pray you, in your letters, When you shall these unlucky deeds relate, Speak of me as I am. Nothing extenuate, Nor set down aught in malice. Then must you speak Of one that loved not wisely but too well, Of one not easily jealous but, being wrought, Perplexed in the extreme; of one whose hand, Like the base Indian, threw a pearl away Richer than all his tribe.

Consistent with his role as guardian of order in the state, Othello carries out his own execution, by analogy judging his act as a violation reflected by Venice’s savage enemy:

And say besides, that in Aleppo once, Where a malignant and a turban’d Turk Beat a Venetian and tradu’d the state, I took by th’ throat the circumcisèd dog, And smote him—thus.

Othello, likewise, has “tradu’d the state” and has changed from noble and valiant Othello to a beast, with the passion that ennobled him shown as corrosive and demeaning. He carries out his own execution for a violation that threatens social and psychic order. For the onlookers on stage, the final tableau of the dead Desdemona and Othello “poisons sight” and provokes the command to “Let it be hid.” The witnesses on stage cannot compute rationally what has occurred nor why, but the audience has been given a privileged view of the battle between good and evil worked out in the private recesses of a bedroom and a human soul.

Analysis of William Shakespeare’s Plays

Othello Oxford Lecture by Emma Smith

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A Summary and Analysis of William Shakespeare’s Othello

By Dr Oliver Tearle (Loughborough University)

Othello is one of Shakespeare’s five best-known and widely studied tragedies, along with Hamlet , Macbeth , King Lear , and Romeo and Juliet . But as is so often with a well-known text, we don’t know this one nearly as well as we think we do: Othello has more in it than jealousy, the ‘green-eyed monster’, and (implied) racial hatred.

These themes are central to the play’s power, but one of the triumphs of Othello , as the analysis below attempts to demonstrate, is how well Shakespeare weaves different themes and elements together at once. Before we analyse some of these themes, it might be worth recapping the plot of this great tragedy which has inspired everything from opera (Verdi’s Otello ) to a rock musical ( Catch My Soul , from the 1960s).

Othello : plot summary

The main action of the play takes place in Venice, as the play’s subtitle, The Moor of Venice , makes clear. Iago is ensign or flag-bearer to the great military general, Othello, who is a Moor (i.e. a north African Muslim). Iago expects to be promoted to the rank of lieutenant, but instead Othello passes him over in favour of Cassio. For this reason (at least he claims), Iago declares that he hates Othello and will wreak vengeance on both Othello and Cassio.

His first plot is to try to prevent Othello’s marriage to Desdemona, the beautiful daughter of Brabantio, by telling Brabantio that Othello and Desdemona have already slept together even though they are not married. Brabantio summons Othello before the court, but Othello convinces him that he and Desdemona have not yet lain together, and the two of them are married.

Next, in Cyprus on a military campaign, Iago gets Cassio drunk and arranges a brawl, which he makes sure Othello witnesses; Othello has to strip the recently promoted Cassio of his commission. Iago then sets about convincing Othello that Cassio is having an affair with Desdemona; he tells Cassio to ask Desdemona to put in a good word for him with Othello so he might get his commission back (but with the result that Othello questions why his wife would want to plead for Cassio).

Iago, having got hold of a handkerchief of Desdemona’s, which she’d lost (a gift from Othello), hatches a plan to make Othello think his wife has been sleeping with Cassio. He hides the handkerchief in Cassio’s bedchamber and then tells Othello that Cassio has it.

When Othello asks Desdemona where her handkerchief is, she confesses that she has lost it; meanwhile, Cassio gives it to Bianca, his mistress, little realising that the handkerchief is part of Iago’s grand plan to implicate him in an imaginary affair.

Iago’s plan works, and Othello is convinced that there is something going on between Cassio and Desdemona. He tells Iago to kill Cassio, and he publicly strikes Desdemona, accusing her in front of everyone. Iago then tells Roderigo to kill Cassio, but Roderigo fails, so Iago kills him so nobody will find out about the plan.

Othello, consumed with jealousy, smothers Desdemona to death with a pillow, Emilia (Iago’s wife and Desdemona’s maid) tells Othello that she was the one who found the handkerchief and gave it to her husband; Iago kills her for revealing this, and Othello wounds Iago. Realising he has thrown away the life of an innocent woman he loved dearly, Othello kills himself publicly, Cassio is made governor of Cyprus, and Iago is taken off for punishment.

Othello : analysis

Othello is a play about sexual jealousy, and how one man can convince another man, who loves his wife dearly, that she has been unfaithful to him when she hasn’t. But Shakespeare does several very interesting, and artistically quite bold, things with this basic plot, and the characters he uses to tell the story.

First, he makes his hero noble, but unusually flawed. All heroes have a tragic flaw, of course: Macbeth’s is his ‘vaulting ambition’ , Hamlet’s is his habit of delaying or over-analysing (although the extent to which he actually delays can be questioned ), and so on. But Othello’s tragic flaw, his pride, is not simply noble or military pride concerned with doing the right thing (as a great military man might be expected to have), but a rather self-serving and self-regarding kind – indeed, self-regarding to the point of being self-destructive.

He is willing to believe his innocent wife has been unfaithful to him even though he is, to all intents and purposes, devoted to her. This makes him a more interesting tragic hero, in some ways, because he isn’t a spotless hero with one major blind spot: his blind spot is, in a sense, everyone else but himself.

Second, Shakespeare doesn’t make Iago, the villain, someone whose motives we can understand. Indeed, he goes out of his way to make Iago as inscrutable as possible. If the first rule of creative writing class is ‘show don’t tell’, the second or third rule may well be ‘make your characters’ motivations clear’.

Yet Shakespeare puts into Iago’s mouth several plausible ‘motives’ for wreaking the confusion and chaos that causes Othello’s downfall and Desdemona’s death, and in providing multiple motives, Iago emerges as ‘motiveless’, to use Coleridge’s famous description (Coleridge described Iago as being possessed of ‘ motiveless malignity ’). We cannot be sure why he is doing what he is doing.

But this does not mean that he is not being driven by anything. In Shakespeare’s source material for the play, a novella by the Italian author Cinthio, Iago is straightforwardly evil and devilish, intent on destroying Othello’s life, and with a clear motive. But Shakespeare’s Iago is more dangerous still: a human, with clearly human attributes and intellect, who nevertheless derives great pleasure from causing harm to others purely because … well, because it gives him pleasure.

Part of the genius of Shakespeare’s characterisation of Iago is that he makes him a convincing ensign to Othello, a loyal servant to the Moorish warrior, even while he is plotting Othello’s downfall. He is a villain, but a charming two-faced one. In Harold Goddard’s fine phrase, he is ‘a moral pyromaniac setting fire to all of reality’ (this phrase is quoted enthusiastically by Harold Bloom in his Shakespeare: The Invention Of The Human ).

Othello is also unlike many of Shakespeare’s other great tragedies, with the possible exception of Romeo and Juliet , in that its plot could easily have been co-opted for a comedy rather than a tragedy, where the confusion created by Iago’s plotting is resolved, the villain is punished, and the hero and heroine are reconciled to live happily ever after.

Compare, in this connection, Iago’s role in Othello with that of the villainous Don John in the earlier comedy, Much Ado about Nothing (a play we have analysed here ). Like Iago, Don John wants to wreck the (upcoming) marriage between Claudio and Hero, and sets about convincing Claudio that his bride-to-be cannot be trusted.

But in Much Ado , Hero’s fidelity is proved and Don John’s villainy is exposed, and we have a comedy. Much of Othello proceeds like a comedy that takes a very dark turn at the end, when it becomes apparent that Othello will not be reconciled with Desdemona, and that the sexual jealousy and suspicion he has been made to feel are too deep-rooted to be wiped out.

The whole thing is really, of course, Iago’s play, as many critics have observed: if Othello is the tragic lead in the drama, Iago is the stage-manager, director, and dramatist all wrapped up in one. Writers from Dickens to George R. R. Martin have often sorrowfully or gleefully talked of ‘killing off’ their own characters for the amusement of others; Iago wishes to ruin Othello’s marriage for his own amusement or, in Hazlitt’s phrase, ‘stabs men in the dark to prevent ennui ’.

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2 thoughts on “A Summary and Analysis of William Shakespeare’s Othello”

The racial issue is of paramount importance in this play. The only characters whose view of Othello is not distorted by racial stereotyping are Desdemona and Cassio. Desdemona’s dying words are an attempt to exculpate her husband, and Cassio’s first reaction on learning that he has been crippled thanks to Othello’s jealous suspicions is to exclaim “Dear General, I never gave you cause!” I find no evidence that Othello is a Muslim. We’re told that he was sold into slavery in his childhood; presumably he was raised as a Christian. The “Colour” issue would have been evident in the original performances, since the Moor would certainly have been played in blackface.

I had the great good fortune to see the 2007 production of Othello put on at the Donmar Warehouse with Chiwetel Ejiofor in the title role. It was a wonderful experience…

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92 Exceptional Topics for Othello Essay

Shakespeare’s Othello is an extraordinary play that incorporates a huge variety of themes and symbols. You can find examples of allusions and imagery that are intriguing to analyze.That’s why our team prepared this list! Check our topics and choose one to write an outstanding Othello essay.

We suggest you the following ideas:

• Elaborate on religious symbolism. What hell & heaven imagery is present in “Othello”? Explain how Desdemona can be compared to the Virgin Mary; how both Othello and Iago are associated with the Devil. Describe Othello’s “fall from grace.”
• Explore the deception and bending the reality . Who doesn’t lie in the play and why? Who does? Comment on various types of deception that are apparent in “Othello”: from lying out of love to manipulating through trickery.
• Talk about Othello’s weaknesses . What character traits or views do you consider crucial for the plot? How does Iago use Othello’s weaknesses against him? Mention how Othello’s feelings and mood change throughout the play due to his flaws.
• Comment on Iago’s manipulations . Who does Iago control? How and why does he create his web of lies? Add how Iago views himself as a director of his play. Who is hurt due to his lies and actions?
• Examine Emilia’s lines in Act 4, Scene 3. What does she say about marriage and infidelity? Why is her speech about womanhood considered a feminist one? Elaborate on whether such thoughts were common for Shakespeare’s period and why the author decided to include them in the play.
• Compare Desdemona and Bianca. How are the women often contrasted in the play? How does the critical contrast, Desdemona’s virtue vs. Bianca’s sexual freedom, affect men’s attitude towards the respective women? Explore how both characters are more complex than the characteristics above.
• Analyze the topic of redemption in “Othello.” Who found redemption by the end of the play? For whom is it unattainable? Explain the journey of a tragic hero in terms of his downfall and the necessity of redemption.
• Elaborate on Iago’s motivation. Why does he start his play within “Othello”? What motivates him to control, hurt, and even murder other characters? Explain why there are many possible reasons as Iago may hide the whole truth even from the audience.
• Discuss heroism in “Othello.” Whose actions may be considered heroic? Who sincerely tries to act like a hero? Speculate on whether Iago may desire to be viewed as a heroic figure. Does Othello show heroism?
• Talk about Cassio’s character. What do we know about his flaws and strength? Mention his problem with alcohol and attitude towards Bianca. How does the end of the play change his character? Add how this change may be the reason for his happy ending and success.
• Explore the villain of the play. Who can be considered the main antagonist? Comment on a few characters in the play who act as villains, including the main one, Othello.
• Analyze the conflict of passion and love in “Othello.” What does Othello feel towards Desdemona? Which of the emotions prevails? Explain why his actions and words are easy to interpret as passion, while his suicide may prove that he was in love with Desdemona.
• Comment on the central conflict. When does it arise in the plot? Why did Shakespeare introduce the conflict later in the play? Explain how every event from this moment leads to a catastrophe. How is it both natural and staged by the villain?
• Examine the irony in “Othello.” What type of irony is present in the play? For what purposes does Shakespeare use it? Mention how humor adds more value to the characterization and the play’s tone.
• Consider the tone of the play What atmosphere is introduced in Act 1, and how does it change in Act 2? Mention how the stormy weather corresponds to this shift. Comment on the drastic changes in the tone that are apparent by the end of the play.
• Compare “Othello’s” Desdemona to “Hamlet’s” Ophelia. How do these female characters affect the plot of the respective plays? What influence do they and their fates have on the main Othello and Hamlet? Consider both of their tragic stories and their relationships with the main characters.
• Analyze the character of Desdemona. What are her essential qualities? How do men in the play treat her? Explore her disobedience to her father, banter with Iago, and death. Dive into her relationships with Othello and Emilia. How do Desdemona’s character traits and actions make her a perfect woman of the time?
• Discuss gender roles during the Elizabethan period How are male and female roles presented in “Othello”? How does Shakespeare comment on his time? Express what Elizabethan society expected from women and what sins were considered unacceptable.
• Comment on “Othello” as an Aristotelian Tragedy. What is a tragedy, according to this Greek philosopher? Explain how the play satisfies all the qualifications for tragedy as defined by Aristotle.
• Talk about Othello’s gullibility. What makes Othello so naive? Do his straightforwardness and gullibility make him more or less realistic and relatable? You can compare him to such characters as Hamlet, who lack naivety yet suffer through similar tragic events as Othello.
• Elaborate on Desdemona’s and Othello’s relationship. How does it change throughout the play? Explain how Othello’s capability of creating a healthy and loving relationship that we see at the beginning of “Othello” goes against prejudice.
• Explore the theme of racism in “Othello.” What characters have prejudice about Othello due to his race? Express how Othello’s speech and actions during the significant part of the play run contrary to the unreasonable expectations of his enemies.
• Consider Othello’s suicide. What leads Othello to it? Why may an audience respect it and view it as a redemption for a fallen hero? Does suicide strengthen Othello’s heroism? Elaborate on this action in terms of Othello as a tragic hero.
• Compare and contrast “Othello” and “The Blind Owl.” What is the role of women and love in these literary works? Compare the main characters of “Othello” and “The Blind Owl,” comment on the murder and suicide.
• Examine Emilia’s short interaction with Bianca in Act 4. Why is Emilia so harsh towards Bianca and disapproves of everything she says? Does she protect her husband’s deeds, or is she simply biased about Bianca? Comment on misogynistic behavior even among women during the period when the play was written.
• Analyze various symbols from the play. Speculate on the meaning of such objects as wedding sheets from Act 4 Scene 3. What is the significance of a candle from Act 5 Scene 2? Provide a short analysis of each one with examples from the text.
• Elaborate on Brabantio’s character. What’s his attitude towards Othello before he learns about his marriage to Desdemona? Why is he so opposed to this marriage anyway? Comment on Brabantio’s hurt honor and later death.
• Talk about Desdemona’s devotion to her husband . Where does it come from? Do her loyalty and devotion prevent her from understanding Othello’s anger towards her? Speculate why they can’t reach each other at the end of the play and solve their problems by discussing them.
• Consider Iago’s control over Roderigo. How does Iago manipulate Roderigo? Why does Roderigo trust him and obeys up to giving Iago his jewelry? Mention how Roderigo tried to escape the control once, but Iago didn’t let it happen.
• Compare Othello’s and Desdemona’s relationship with that of Iago and Emilia. Which relationship was first to be struck by jealousy? Elaborate on Iago’s control and lack of interest towards Emilia instead of Othello’s devotion to Desdemona. Has Iago ever experienced the same level of jealousy (in his love life) as Othello?
• Discuss the significance of race in the play . Was racism a standard way of thinking when “Othello” was written? Explain how the play reflects the Elizabethan era, its racial prejudice, and its cultural context.
• Comment on Desdemona’s and Emilia’s friendship. Are they close? What do they discuss, particularly in Act 4, Scene 3? Express how Emilia proved her devotion to her mistress in Act 5 Scene 2. Why did Emilia lie to Desdemona about the handkerchief a few scenes before?
• Analyze Iago’s hatred . Who doesn’t Iago hate? Where do his hatred and anger come from? Speculate on his nature and hidden reasons for his negative emotions. Mention the language that he uses and what’s unique about it.
• Talk about Roderigo’s character. What’s his goal? Why does he trust Iago and follow his demand? Elaborate on the moment when he tries to escape Iago’s control and fails. What’s his role in the play?
• Explore animal imagery in “Othello.” Why is Othello constantly compared to animals throughout the play? Provide quotes where Iago calls him “Barbary horse” and so on and explain what it means concerning racism and prejudice.
• Compare two plays: “Othello” and “Oedipus.” What are these tragedies based on? How do “Othello” and “Oedipus” end? Explain the reasons for the downfall of the hero that happens in both plays. What characters tried to prevent such a tragic end?
• Examine Othello’s pride and honor. How are these aspects tied to his race and reputation? Mention how his uselessness during the war could’ve affected his pride and make Othello more susceptible to Iago’s manipulation. How does a thought of Desdemona’s infidelity hurt Othello’s pride?
• Compare Othello’s and Bianca’s jealous behavior. Who takes the possibility of their lover’s infidelity better? Summarize their reasons for jealousy and their actions after gaining such a suspicion. Why is it intriguing that Bianca trusts her love interest more than Othello does?
• Consider Othello as the outsider . When do we find out that he doesn’t belong to the community? Mention how it’s uncommon for tragic heroes to be an outcast from the start of the play. How does Iago use it against Othello? How does his status as an outsider contribute to his downfall?
• Discuss Iago’s misogyny. What does he say about women? How does he treat women in the play, particularly his wife? Analyze his banter with Desdemona in Act 2, Scene 1, and his point of view.
• Talk about Desdemona’s independence from her father. Why does Desdemona decide to disobey Brabantio’s will and elope with Othello? Was it common for the time? Explain how Desdemona both showed her independence and immediately became obedient to another man.
• Compare the treatment of women in “Othello” and “Oedipus.” How did Shakespeare and Sophocles describe women in their plays? What role do these characters play in the stories? Analyze how men treat and talk about women in the plays. How does it reflect the period when “Othello” and “Oedipus” were written?
• Elaborate on Emilia’s assistance to Iago. Why does she help him in obtaining Desdemona’s handkerchief? Did she know anything about Iago’s plan? Express how Emilia tried to gain her husband’s approval covering his deeds. Why does she betray him in Act 5 Scene 2?
• Compare two movie adaptations of the play. Find two films based on “Othello” and analyze the alternations from the play in each of them. Which movie is more accurate to the source material? Which one do you prefer?
• Comment on Iago’s control over Othello. Why does Othello believe him more than Desdemona or any other character in the play? Did Iago do anything to gain this trust? Explain how Iago uses language to make Othello blind to his manipulations.
• Explore the theme of jealousy Who suffers from jealousy in the play? Elaborate on various types of jealousy presented in “Othello” (professional and personal) and how characters deal with this emotion.
• Analyze Othello’s changes throughout the play. What traits and behavior does he obtain and why? Does he become more himself by the end of the play than he was before, or it’s the opposite? Add a few examples of more animalistic behavior that Othello showed. Why did its features escalate and then disappear during Act 5 Scene 2?
• Discuss Iago’s plan. When does Iago come up with an idea? Who helps him? Add a couple of sentences about Iago’s motivation and his enjoyment that comes from manipulating people around him.
• Compare and contrast Othello and Oedipus Rex . What character traits do they have in common? What features of their respective journeys do they share? Elaborate on each person and their stories, analyzing the challenges that they face.
• Examine “Othello” in Shakespearean Theater. How did theatres look like when “Othello” was written? Could actors propose ideas and changes during the repetitions of a play? Express how “Othello” was initially performed and what these early performances looked like. When was it published?
• Explore the relationship between Othello and Cassio. Was their friendship strong before Iago’s web of lies? Why was it easy for Othello to believe that Cassio had an affair with Desdemona? Explain how their relationship changed throughout the play.
• Talk about murders in “Othello.” Why did Othello and Iago kill their respective wives? Why did Iago decide to kill Roderigo? Speculate on what causes murders in the play and how it’s connected to the themes of the play. Why did Cassio, whose death was planned by Iago early in “Othello,” survived?
• Analyze Tim Nelson’s 2001 movie “O.” How did the director adapt the play? How did the change of the setting affect “Othello”? Explain why this play is cinematically adaptable. How did Tim Nelson change the characters?
• Comment on the language of the play. What does the way Othello speaks say about him? How is the power of words highlighted in the play? Explain how Iago uses ambiguous and deceptive language to manipulate other characters.
• Examine Othello’s misogyny. What words and actions indicate that sexism has an impact on Othello’s worldview? How does he treat women around him? Mention how quickly he believes that Desdemona cheats on him, even though he doesn’t see any “ocular proof.”
• Elaborate on the way Iago changed by the end of the play. What causes changes in his behavior? Does he become eviler and more himself? Explain how he started from verbal manipulation and ended with murdering two people. Why did he get caught?
• Talk about possible interpretations of “Othello.” How may a person analyze Shakespeare’s works? How have interpretations of “Othello” changed over the years? Comment on the power of historical context.
• Explore the meaning behind the handkerchief. What’s its role in the play? What does this object symbolize? Express how it has a different meaning for every character: Desdemona considers it a symbol of love, while Othello starts to see it as a symbol of betrayal. Add how the handkerchief’s meaning changes.
• Express how “Othello” is experienced by a reader . Given that this is a play primarily performed on stage rather than written analyze it as a text. Are stage directions clear? What’s the focus of each scene? What catches your attention?
• Compare an Elizabethan audience’s reaction to “Othello” with today’s reception. How was the play perceived during Shakespeare’s time? Why do critics find more and more flaws in “Othello” over the years? Mention the role of historical context and how Shakespeare used classical references to entertain his audience.
• Analyze Othello’s character traits. What are his essential qualities? What traits are obtained (or revealed) due to Iago’s manipulations?
• Speculate on the moral of the story . What did Shakespeare want to say? Was it a lesson about jealousy and trust? Or did he try to show how a person can ruin a perfect life via his actions? Analyze all the possible explanations about the moral of the play. What’s Shakespeare’s comment on deception?
• Examine Iago’s jealousy. What’s Iago jealous about? Who is he jealous of? List and analyze all his professional and personal reasons to be jealous of Othello and Cassio. Does he explain them to the audience?
• Shakespeare’s influence on the Renaissance period . How does “Othello” represent this period? What common motifs for the Renaissance did Shakespeare develop in the play? Comment on the author’s contributions to the time via “Othello.”
• Discuss Giuseppe Verdi’s opera “Othello.” What changes did Verdi make in his opera? Why did he exclude Act 1 of the play? Add data about first performances and Verdi’s demands concerning the leading singers.
• Elaborate on the Willow song. Where does it appear? Why does Desdemona recall it? Speculate period what this song may symbolize and mention circumstances that forced Emilia to recite it in Act 5 Scene 2.
• Compare the play with its movie adaptation. How did the director of the film modify “Othello”? Is this play cinematically adaptable? Elaborate on changes in the movie and the director’s goal (whether it was adapting the story to fit another period or making it more accurate and close to the text).
• Explore the setting of “Othello.” Where do the events take place? How did the historical context affect the choice of scenery? Mention the details that highlight differences between Cyprus and Venice. What influence does the change of location have on the characters?
• Talk about Othello’s leadership skills . Do we see them in the play? How did these skills help Othello in gaining his reputation? Elaborate on Othello as a leader according to Machiavelli’s ideas.
• Comment on the theme of family. Who keeps in contact with their family in “Othello”? Who has a strong emotional connection to their roots? Elaborate on the relationship between Desdemona and her father.
• Consider Shakespeare’s impact on theatre . Was the social influence theme unusual for the theatre of his time period? What was new about the play for this era? Explain what themes and contemporary tone theatre borrowed from “Othello.”
• Examine Othello’s soliloquy in Act 5 Scene 2. What does it explain to the audience about his character? Does it count as a part of his redemption? Comment on the lines that convey Othello’s intelligence and racism. Can it be considered a suicide note?
• Compare Othello and Leontes from “The Winter’s Tale.” What traits do the characters have in common? What similar issues and conflicts do they face? Elaborate on the different ways that characters chose to solve their problems.
• Talk about Emilia. What role does she play in “Othello”? Does she change throughout the play? Explain why she helps her husband during the significant part of the play but then betrays him, revealing his plan to the characters around. Analyze the moments when she decides to keep silent or talk during the events of the play.
• Compare Othello’s jealousy to Iago’s one. What are the key differences? What is the foundation for their jealousy? Analyze the roots of the jealous behavior of Othello and Iago. How do they deal with this feeling?
• Elaborate on the point of view. What’s intriguing in watching or reading the play from Iago’s point of view? Why does Iago talk to an audience? Explain how the villain makes the listeners or readers his accomplices.
• Comment on Othello’s emotions . Analyze his feelings throughout the play. Explain how he’s eager to follow his emotions and base his decisions on them. How does it affect his journey?
• Explore the banter in Act 2, Scene 1. What do Iago and Desdemona argue about? Is it a serious discussion? Comment on each point of view and how Desdemona doesn’t take Iago’s words seriously.
• Examine the theme of betrayal. Why is loyalty presented as both a curse and virtue? Who uses it to their advantage, and who suffers from it? Express how Iago uses the fear of betrayal against Othello. How does the handkerchief start to symbolize betrayal to Othello?
• Analyze violence in “Othello.” Who acts violently in the play? How do characters fight and commit murder? Elaborate on Othello’s and Iago’s cruelty that they demonstrate in Act 5.
• Consider one of Iago’s monologues. Elaborate on the purpose of him explaining his plans and motivation. Does he tell only the truth or hide something even from the audience? Are there moments when he gains sympathy from the listeners?
• Discuss Iago’s moral grounds . Does he have any? Or is he inherently evil? Analyze his evil actions and schemes, providing examples from the play. Does he have a line that he can’t cross?
• Elaborate on the appearance vs. reality theme. How does Iago hide the reality of things from almost every character? Who is too straightforward and naive to suspect Iago? Mention how characters are blind to Iago’s lies up to the last scene of the play, when Emilia understands everything and reveals Iago’s plan.
• Talk about Desdemona’s death. How did she die? Did she suspect that Othello may want to murder her? Analyze Desdemona’s last attempt to protect her husband, claiming that he’s innocent, and she committed suicide. Does it make her a perfect wife for that time?
• Speculate on Othello’s transformation from a hero to a villain . What unique features does his journey demonstrate? What does Othello’s path have in common with Macbeth’s one? Elaborate on the role of fear and hope in Othello’s story. Did he redeem himself in the end?
• Comment on the passage of time. How many days does the play take? Why are there inconsistencies? Examine various theories about the duration of action and scenes where time could’ve elapsed.
• Explore Cassio’s misogyny. How does he treat his girlfriend to her face and behind her back? Analyze his dialogue with Iago in Act 4, where they talk about Bianca. Why does he act more attentive around Desdemona?
• Elaborate on the minor characters . Who are the critical minor characters? What role do they play in the plot progression? Briefly explain why they are vital for the story, as minor characters help us see the action from the inside, determine the path of the tragic hero, and develop the world of “Othello.”
• Examine the character of Iago . What are his crucial character traits? What role does he play in “Othello”? How does he affect other characters? Explain his motivation and his actions in the play. Why does he have a few soliloquies?
• Discuss the theme of love. How does love affect the characters of the play? Who suffers from love? Explain how “Othello” explores both platonic and romantic love; how love is often mistaken for other feelings.
• Consider the significance of evidence in “Othello.” How does the play demonstrate the significance of “ocular proof”? Explain how “Othello” can be helpful for policemen, lawyers, and other people who deal with evidence regularly.
• Analyze the clown scenes (Act 3, Scenes 1 and 4). Why did Shakespeare introduce the clown? What role does it play in the play? Elaborate on why “Othello” needs comic relief and a moment to take a breath.

Thanks for checking our topics out! We hope now you’re ready to write your Othello essay. For more information, consider other articles about the play below or try our topic generator .

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Study Guide Menu

• Play’s Plot Explored
• Act 1 Scene 1
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• Act 1 Scene 3
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Notes || Exam Prep || Character Profiles || Themes || Additional Reading & Videos

This text is included in  Paper 1 . You can find notes and guides for it below.

• Literary Form

Additional Reading & Videos:

• Essay: Homosocial Desire and its Conversion to Homosexual Desire
• Essay: The Symbolic Significance of Desdemona’s Handkerchief
• Essay: Men, Women and War: An Examination of Gender Conflicts within Othello
• Thesis: Courtship, Love, and Marriage in Othello: Shakespeare’s Mockery of Courtly Love
• Essay: Too Gentle: Jealousy and Class in Othello
• Video: Racism in Othello
• Video: The Question of Race in Othello
• Film: Othello (modern-day adaptation, dir. Geoffrey Sax 2001)
• Film: Othello (filmed theatrical production, 1965)

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• Proximity and Distance
• Truth and Deception

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by William Shakespeare

Othello essay questions.

How is Othello's race a factor in the play?

Othello ascends to the rank of the Venetian military, a city - much like Elizabethan England when the play was written - rife with racism. A general in the army, Othello holds a distinguished place in the Duke's court due to his victories in battle, but not an equal one. He suffers barbs and preconceived notions, yet Othello is esteemed and wins the love of the daughter of a nobleman. However, Brabantio is enraged by Othello's marriage to Desdemona and claims Othello used magic to compel her to run to his "sooty bosom". Race is a factor in the tragedy both in those who seek to destroy Othello, and the victims of the schemes - Othello and Desdemona. Perhaps the most pernicious form of race as an instrument of division is Othello's own view of himself as an outsider, which makes him more susceptible to Iago's plan.

How does Shakespeare's use of language reveal character?

Often Shakespeare uses verse lines written in iambic pentameter to illustrate nobility. It is illustrative of Iago's duplicitous nature that he tends to speak in verse when he is with Othello and in prose for his soliloquies. One way in which Iago is a master in manipulation is his tendency to use Othello's own words to disguise his active role of instigator and make it seem that any dark thought came not from him but Othello's own mind. Othello's speech is very sophisticated at the beginning of the play, and in his soliloquy at the close of Act V, but when he is consumed with jealous rage, his eloquence falters. Shakespeare uses dialogue to convey the innerworkings of his characters.

Othello is often called a tragic hero. Discuss his heroic qualities as well as his flaws which lead to his demise.

At the beginning of the play Othello is presented as an honorable man of noble stature and high position. In the end it is his misguided attempt to maintain that honor which brings about his, and Desdemona's, demise. However, Othello is not simply the victim of a plot. Iago is able to engineer Othello's downfall in part because of Othello's own insecurities. His pride blinds him to his weaknesses, and he puts his faith in Iago over the word of his love, Desdemona. Othello is obsessed with his reputation, and ends up killing his wife to save face. Only to a flawed man would murder seem like a solution to a problem of reputation. Othello is spurred on by lies and misrepresentations, but he brings about his own undoing.

What motives, stated and implied, does Iago have for taking revenge on Othello?

Iago's stated reason for taking revenge on Othello is that he has been passed over for Cassio's post. But is this enough for him to "hate the Moor"? It is clear that he is jealous of Othello's ascension in the court and successful wooing of Desdemona. Othello's race and status as an outsider also seems to fuel this rage, as well as the rumor that Othello has slept with Iago's wife, Emilia. None of these motivations, however, seem to add up to inspire the violence that unfolds. Iago remains one of the most purely evil of Shakespeare's villains.

Discuss how loyalty is presented as a positive and a negative quality throughout the play.

Othello's lack of loyalty is what incites Iago's plan for revenge. Iago's ability to fool Othello that he is loyal while secretly plotting his demise is what makes his revenge effective. It is Othello's belief in Desdemona's lack of loyalty that seals their fates. In these ways loyalty, when misconstrued, can be dangerous. However Desdemona's loyalty to Othello even in her death and Othello's loyalty to her once his mistake is revealed are seen as ennobling aspects of their characters.

Compare and contrast the jealousy of Othello to that of Iago.

One major theme in Othello is revenge - Iago's revenge on Othello and Othello's revenge on Desdemona. They both believe death will bring justice. Iago's revenge is cooler, plotted out over time where Othello's is an act of heartbroken passion. Iago wears his lack of morals as a badge of honor where it is Othello's moral code that leads to his tragic end.

Although Othello is the title character in what way is Iago the main character?

Often in Shakespeare's plays such as Hamlet or King Lear , the title character is the main character and protagonist. In Othello this is not the case. Iago has almost 20% more lines than Othello, and has more asides with the audience. While it is Othello's decisions and actions that provide the dramatic structure for the play, it is Iago who sets in motion those decisions and spurs him to action. Othello is the tragic figure of the play, along with Desdemona, and it his characteristics that lend itself to most of the themes - jealousy, race, trust. However, Iago is the character who drives the plot.

How does Desdemona's dying assertion that she killed herself effect how you see her character?

From a modern feminist viewpoint Desdemona may be judged harshly for answering Emilia, when she asked who has mortally attacked her, "nobody; I myself. Farewell." Furthermore, she seemed resigned to her fate at the hands of her husband. While contemporary audiences may interpret these actions as unfathomable, they highlight the goodness of her character. Desdemona is described by others in the play with words that symbolize goodness - light, white, fair, delicate, alabaster. By the end of the play, Desdemona begins to symbolize goodness itself, so her reaction to her murder becomes another element in Othello's tragic end. Desdemona still loves Othello, though he is mistaken, and she goes to her death professing her husband's reputation. A modern audience may wish for a response that is less melodramatic, but that is not the world that Shakespeare has created in this play.

In what ways do Othello's suicide strengthen or undermine his heroism?

Though suicide is not usually the chosen end for a heroic figure, it is Othello's only escape from the crimes he has committed. Though the victim of Iago's trickery, Othello is still the author of his own demise. For Desdemona's death to be answered by anything less than his own would have felt false.

Describe how Othello's pride leads to his fall.

At the beginning of the play Othello is proud of himself and his achievements, but when Iago looks to punish Othello for his perceived slight, it is his pride that he preys upon. The belief that Desdemona has tainted his honor ignites Othello's rage, but it is his pride that blinds him to the fact that the evidence of her acts are lies invented not by a loyal friend but an enemy bent on his destruction.

Othello Questions and Answers

The Question and Answer section for Othello is a great resource to ask questions, find answers, and discuss the novel.

what attributers of the green eyed monster jealousy are made painful apparent as the scene progresses

Jealousy is the green-eyed monster in this scene. In Act 3 scene 3 Othello pretty much displays his jealousy,

desdemonas speech here confirms the masterly nature of iagos plot with what words does she assure cassio that she will do her best to get him reinstated

What is your question here?

why does othello ignore the cries for help?

Othello is hurdling towards self-destruction: sadly, by the deaths of people closest to him. Like tragic heroes such as Macbeth, Othello's senses are dull to tragedy and screams of terror. Roderigo and Cassio fight, and both are injured; Othello...

Study Guide for Othello

Othello study guide contains a biography of William Shakespeare, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About Othello
• Othello Summary
• Othello Video
• Character List

Essays for Othello

Othello essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Othello by William Shakespeare.

• Iago and Edmund: The Silence and Complexity of Evil
• Unity in Shakespeare's Tragedies
• Inevitability and the Nature of Shakespeare's Tragedies
• Witchy Women: Female Magic and Otherness in Western Literature
• Racism in Othello

Lesson Plan for Othello

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Othello
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Othello Bibliography

E-Text of Othello

Othello e-text contains the full text of Othello by William Shakespeare.

• List of Characters

Wikipedia Entries for Othello

• Introduction
• Date and sources
• Themes and critical approaches

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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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“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!

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:

• 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 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

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!

For an overview of the Literature Study Design as a whole, be sure to check out our Ultimate Guide to VCE Literature . 

What’s Changing?

The largest change is that the Literary Perspectives area of study has been removed and replaced with an area of study called ‘Developing Interpretations’. Literary Perspectives introduced you to literary theories like marxism, feminism and post-structuralism. These might still be relevant if your teacher decides to use them, but for the most part, they have been cut. 

Developing Interpretations (Unit 3.2) is about differing opinions of texts. You are being asked to develop an interpretation of your text and to use the evidence available to you to support that understanding of the text. This process is difficult, and TBH is something that teachers, tutors and scholars of literature (and humanities) take for granted. It requires understanding the text, its form, its context, the author, the views and values, the aspects of texts and (if that isn’t enough) to be able to understand how they all connect together , before writing an essay that makes your understanding of all of that stuff coherent.

This new AoS also asks you to take your interpretation and consider it alongside another interpretation, because you get to read a supplementary text ! This supplementary text is heavily implied to be a piece of academia. The supplementary reading is supposed to offer an interpretation of the text, and you need to consider how that changes your interpretation. Does it? Was an idea fundamental to your interpretation debunked? Was there something you overlooked? Does the addition of a theoretical framework (like post-colonialism or feminism) impact your understanding?

What Do I Need To Do?

According to the study design, Developing Interpretations involves ‘develop[ing] interpretations of a set text informed by the ideas, views and values of the set text and a supplementary reading’. This means there are two key sections , first is the development of an interpretation, and second is the reconsideration of that initial interpretation. Let’s look at each section in turn:

Developing an Interpretation

2008’s Ironman, directed by John Favreau, is the story of a billionaire weapons dealer who, after a life-altering event, dismantles his weapons-manufacturing business in order to use his genius-level intellect to construct a suit of armour and become a superhero.

Ironman demonstrates the evils of the American war machine whilst showing that moral individuals are capable of redirecting resources and energy into genuine ways of improving people's lives.

Let’s not pretend that Ironman is the pinnacle of modern storytelling. But what we can see in the statement above is an example of an interpretation. We can offer an opposing interpretation that’s a bit more critical:

Ironman demonstrates, falsely, that the altruism of one ‘good guy with a gun’ can compensate for a systemic ravaging of the Middle East by the American colonial war machine.

Both of these interpretations deal with the same text and the same aspects of that text. They both comment on Ironman ’s exploration of weapons-dealing, and the protagonist’s response to that issue. The first interpretation is - arguably - the message the screenwriters, Fergus, Ostby, and Marcum intended for us to take away from the story. The second interpretation is considering the efficacy of that take-home message: Is Ironman actually the good guy, or is there a larger systemic issue at play, beyond the morals of one man?

To come up with an interpretation, you must consider views and values , aspects of texts and the context the text was created in. Aspects of texts like genre and characterisation demonstrate how the author views a certain issue or idea, and these issues or ideas are usually aspects of the author’s context. At this stage of developing an interpretation, VCAA wants you to focus on close analysis of the text, so ask questions about how a certain motif might reveal something about the author’s views and values. Or, how does a minor character relate to a historical figure that is contextually relevant to the text? For an excellent example of such an analysis and interpretation, I highly recommend the Coraline Bug Theory by Karsten Runquist (YouTube). 

For an in-depth look at how to combine views and values, textual features, and context, check out LSG’s A Killer Literature Study Guide .

The Supplementary Reading 

So, you’ve developed a unique and plausible interpretation of your text using the evidence available to you, the context , and the author’s views and values . At this stage, you might have a SAC where you defend your interpretation. No matter how the SAC is done, after developing the interpretation, you will be given a supplementary reading . This can take multiple forms, being a piece written by your teacher, an ‘explication of a literary theory’ or an academic article. The ‘explication of a literary theory’ basically means a work explaining a literary theory, like Marxism, feminism or post-modernism.

After you have read and considered the supplementary reading in class, you will have to see how your initial interpretation holds up, and either adapt or defend your interpretation in light of the new information. If you’re struggling to rethink your ideas, try these steps:

1) Free your mind, dude. Be open to the possibility that you were wrong. Be willing to abandon ideas that you thought were really interesting. They probably were really interesting and different, but unfortunately, they just might not hold up in light of the new piece.

2) Rebut the article. If your ideas are being completely dunked on by the article, can you dunk on the article? Don’t be egregious, but there may be things where you feel that your argument is stronger, why? What has the author missed about a character or event that actually helps to better support your argument?

3) Make room for nuance. You might have an article that mostly agrees with you but helps you to see where you might have been too absolutist. Sure, the text’s views and values are pretty homophobic, and your supplementary reading agrees, but maybe the text is showing that homophobia in a way you hadn’t initially realised.

Pro Tips for Reading Academic Articles

One of the options for the supplementary reading is academic articles (also known as critical readings/articles/essays). These are the kinds of essays that incredibly well-educated and fancy university people with monocles write, and as such, they can be quite difficult to read, especially if they are new to you. Because academia is likely new to you in Years 11 and 12, we want to give you some pro tips for reading and understanding these articles, which will help you all the way into university!

When you’re first given your supplementary reading, it can be really daunting. The most important thing to remember here is to take it slow. You will not understand it immediately, and no one is expecting you to. Here are some cheat codes to be able to understand academic articles faster.

1) Read the Whole Thing

Front to back. Including and especially the abstract, introduction and conclusion. You will not understand a word, but maybe some things will jump out; nice phrases or sentences that kinda feel like something. It might be as simple as a statement like: ‘Mina Harker not only escapes the fate of the other women: she is also largely responsible for the capture and ultimate destruction of Dracula.’ (Senf 1982, p. 34). This statement isn’t Senf’s entire point in the article, but it does help me to interpret Mina’s character in Dracula .

While you’re reading, look up words you don’t understand and write their meaning in the margin. Whilst some might suggest doing this on a second read, it really makes no difference, so you might as well get it out of the way here.

2) Re-read the Introduction and Conclusions

And read them closely. Where is the author commenting on previous peoples’ work, and when are they making their own argument? The introduction usually does a few things:

1)  Introduces the text

2) Does a literature review wherein the author looks at previous works of academia and considers their merits

3)  Introduces their main argument and their supporting arguments

The conclusion does what your conclusions should be doing! It restates the core arguments and supporting arguments, connecting them in a way that leads to a clear interpretation.

Reading the intro and conclusion helps you understand the whole piece because it’s the same arguments without all the extraneous wordiness and verboseness of the actual body paragraphs. It lacks some nuance and the logic behind the arguments, but it signposts what the author is actually saying.

3) Try to Summarise the Author’s Interpretation

After reading the article a couple of times and focusing heavily on the intro and conclusion, discuss with your classmates what they got from the piece. Try to state or write down the core argument of the author and the ways they defend that contention. This is a practice that you will do all the way to university, so it’s worth getting some practice in! Most articles use the same structure you do at school, which is an introduction, three arguments and a conclusion. It’s just that those three arguments are a lot more complex and long-winded. If you’re lucky, the author has used subheadings to separate the arguments.

4) Read More Academic Articles

This is a little bit of a cheat, and definitely more effort, but trust me: it pays off . The best Literature students are well-read. Reading fiction (especially the classics) allows you to see how your text fits into the wider literary world. Things like genres, literary movements, historical ideas and pop culture references can only be gleaned from a text if you have the knowledge of other texts: It’s really hard to watch the later Avengers movies without having seen Ironman ! Same goes for Literature. Academic authors do the same thing - How does Dracula compare to Edgar Allen Poe? How does Alias Grace fit into a wider feminist discourse in the late 90s?

Reading more academic articles gives you a way to practice engaging with academia and to repeatedly expose yourself to the language, forms and ways of thinking that are common in academics. If the best Literature students read loads of fiction, imagine what reading loads of university-level academia could do!

The SAC for Developing Interpretations is a little bit weird. It’s worth 50% of Unit 3, 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? Here are some of the possible ways that your teacher may decide to design the SAC:

1) Part A and Part B are assessed in separate tasks

Part A is assessed after sustained study of the set text. Students are invited to explore a key idea or value in the text and consider how the text has presented and represented that concern or value. They could, for example, explore the ways a text has presented and represented isolation or power or marriage.

Part B is assessed after students consider the supplementary reading. Students revisit the key concern or value through a passage from the set text and provide an enhanced interpretation informed by the supplementary reading.

2) Part A and Part B are assessed as one task

Students are provided with a passage from the set text and a specific question that relates to one of the text’s key ideas. Students engage with a close reading of the passage based on the key idea, offering an interpretation drawn from the language of the text and from the views and values of the text. They then build on that initial interpretation by engaging with the ideas and/or position they have considered through the supplementary reading.

The most difficult part of the SAC for this new 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. 

Check out our Developing Interpretations SAC Guide: Interpreting Alias Grace blog post for more. Even if you're not studying Alias Grace, this blog post will further clarify what to expect from the Developing Interpretation SAC.  

Going Forward

I highly recommend that you begin engaging in interpretative and analytical exercises that you can apply to your everyday life. As a Literature student, there is an assumption that you’re interested in Literature (obviously!), film and visual media, history, current affairs and even visual arts. In the wonderful age of the internet there are unlimited free resources that can support your engagement with these fields in interesting ways. I like to say to my Llit students that analysis should be something you can’t turn off - you should be watching TV and disassembling the ways in which Love Island manufactures drama and keeps you engaged. Why does this advertisement make me want to eat KFC? How has this author made me cry after this character’s death? To develop strong interpretations of literature, you need to be cognizant of the history, construction and theories of literature, and so engaging with as many texts as possible supports your ability to recognise things like genre, historical literary and artistic movements and emotionally manipulative language. 

These resources should help you see how skilled literary and media critics analyse fictional worlds.

Death of the Author by Lindsay Ellis (YouTube). Discusses authorial intent and whether we can view ‘the art without the artist’. Ellis also has fantastic interpretations of film and TV.

Nerdwriter (YouTube). Likely one of the best examples of closely analysing text. Check out his video on Shakespeare’s Sonnet 116 , and on how Donald Trump and Bernie Sanders answer questions.

literarydevices.net . Literally my favourite website. A database of every imaginable literary device, how they function, and popular examples. Invaluable for the lit student.

Databases. Go to your school library and ask your librarian what Arts and Humanities databases your school has access to. JSTOR, ProQuest and AusLit, are all databases that host the kinds of articles you should be exposing yourself to. If you are tutoring with Lisa’s Study Guides , then your tutor may be able to help you gather resources from some databases.

Film and Television

Pop Culture Detective (YouTube) especially his videos on the Marvel Universe and the status quo , and misogyny in the Big Bang Theory (CW: discusses sexual assault).

Super Position by David Grueber (Article). Referenced in Pop Culture Detective’s MCU episode and interprets the narrative form of the superhero genre.

The Coraline Bug Theory by Karsten Runquist (YouTube). An excellent example of developing an interpretation of a text and using a minor textual element to explore that interpretation.

CineFix (YouTube) especially their “What’s the Difference” and “Top 10” series. Although presenting film ‘for the masses’, their Top 10 lists constantly consider how an idea (like family or cars ) contribute to the messaging of the film.  

Ever since literary perspectives have been introduced into the VCE Literature study design in 2017, there’s been a hell of a lot of confusion surrounding what they actually are, and what students are supposed to do with them. Due to the incredibly subjective nature of English, and especially Literature, as a subject, there is no single correct answer as to how to go about it. However, I hope to shed some light for you on how to go about this elusive component of VCE Literature.

So, what are they?

Firstly, what actually are perspectives? Well, they can be compared to a lens which you use to colour or filter your analysis of the text. You use the ideas and schools of thought that are specific to each perspective to shape, influence and guide your writing. There are a whole bunch of these perspectives, including psychoanalytical, Marxist, feminist and postcolonial. For your SAC during the year, you are going to need to use two different perspectives in your essay, whilst you will only use one in the end of year exam. Personally, while studying Elizabeth Gaskell’s ‘North and South’, I used Marxist and feminist in my SAC and narrowed it down to Marxist for the exam.

How do I begin?

The best place to start, after having read the text of course, is to read up on what other people have to say about the book. Perspectives are closely intertwined with literary criticisms; that is, other people’s analysis and interpretation of the texts. For Literature, this needs to go into a bit more depth than someone telling you whether or not they liked the text. Some people like to include excerpts of other critics’ writing in their perspectives essays. Whilst this is not wrong, it isn’t the only way to go about it either. My class simply used these critics as a way of finding inspiration for our own ideas.

I was fortunate enough to be given a whole bunch of scholarly readings and critiques of ‘North and South’ by my teacher; however, if you aren’t as lucky, scholar.google.com and the State Library of Victoria’s online database are both amazing sources for such information. You can simply search up the title of your text, and maybe the author’s name to narrow down results, and you’re provided with scores of articles. I’d recommend reading as many of these as possible, and maybe even jotting down some key points or ideas that stand out to you as important or useful as you go along.

How do I choose which perspective to use?

With all those different perspectives out there, it can become difficult to narrow all the options down to two, and then one. Whilst some texts definitely lend themselves to certain perspectives more than others, the idea is that you can use whichever perspective you want for whichever text if you try hard enough. Sure, it may be hard to find evidence to support them all, but it is expected that, as a Literature student, you are able to read deep enough into the texts that you could find what you need to write on any of them.

My advice is to choose the perspective that initially jumps out at you. When you read the text for the first, second and even third time, there will be certain plot points and themes that present themselves to you. By analysing these, you’ll be able to see what connects them, and most likely be able to relate them to a particular perspective.

How do I write a perspectives essay? As I mentioned earlier, there is no stock standard formula that all perspectives essays must follow. But there are a few basic guidelines that can help you get the ball rolling.

Perspectives essays have the same basic structure as a normal English essay, but differ in the sense that they are more focused on a particular school of thought.  

Be sure to build up an inventory of useful words or phrases unique to your chosen perspective that will help clue the examiner in to what approach you’re taking. For example, when I was exploring a Marxist perspective, I would include phrases like “bourgeoisie”, “interclass relations” and “social hierarchy”. That being said, there is no need to explicitly state, “From a Marxist perspective…” in your essay. By including those subtle, little expressions unique to your chosen perspective, you should be able to signpost to the examiner what your perspective is without making your essay seem basic. As you spend more time exploring your chosen perspective, you will become more familiar and comfortable with a range of these specific expressions.

Help! I can’t decide which perspective to choose! What do I do?

If you find yourself, like I did, stuck when choosing which perspective you want to use, there are a couple of different things to can do to try and get yourself out of this funk.

To start off, Literature is an extremely collaborative subject. It naturally opens itself to a discussion between you and your classmates. In fact, this is a great way to build more ideas and strengthen the ones you already have for all parts of the Literature study design, not only this one. I’d recommend you have a chat with the other people in your class and talk through all your options and the evidence that you could use to support them. I find that by talking in this way, my jumbled ideas tend to become a bit clearer in my head, and I’m often exposed to new ideas as well.

Secondly, your Literature teacher is, of course, another port of call. You literally pay them to teach you Literature and make sure you walk into your SAC and exam as prepared as possible, so why wouldn’t you take full advantage of their expertise? Explain to them your problem and your thoughts up until this point, and I’m sure they’ll be able to, if not provide you with, point you in the right direction towards finding some clarification.

Lastly, you need to remember that you are ultimately the one who needs to make the decision. As cheesy and cliché as it sounds, just listen to what your gut tells you. Your first thoughts are usually the best ones, so just go with your instinct and see where it tells you to go!

‍ We’ve explored creative writing criteria, literary elements and how to replicate the text over on our The Ultimate Guide to VCE Creative Writing blog post . If you need a quick refresher or you’re new to creative writing, I highly recommend checking it out!

Creative Responses in VCE Literature

This was my favourite SAC in Literature; it allows so much creative freedom in creating and recreating a literary work. When else will you be able to depart from the (admittedly rather boring) standard essay structure?!

In your adaptations and transformations SAC (see my blog post about this literature assessment  here !), you learnt how the  meaning  of the text changed as the form changed. Here’s  your  opportunity to change the meaning of the text, maybe emphasising a particular thematic idea, or perhaps recreating a completely new perspective. Remember – you have almost complete creative licence in this assessment…use it to your advantage!

But don’t forget that 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. Establishing a clear nexus between the original text and your creative piece does not mean you need to replicate everything of the text; you can stylistically choose to reject or contrast elements of the original text – as long as these choices are deliberate and unambiguous. Therefore, your creative response must demonstrate that you read your original text closely and perceptively by acknowledging these features of the text.

You can establish this relationship by:

• Adopting or resisting the same genre as the original text : e.g. an epistolary genre (written in letters) – do letters make an appearance in your text? Is that something you want to highlight? What about writing a monologue or a script if the text is a film or a play?
• Adopting or resisting the author’s writing/language style : does your writer characteristically write plainly or with great descriptive detail? What about irony or humour? Consider the length and style of sentences. Are there frequent uses of symbols or metaphors?
• Adopting or resisting the text’s point of view : do you want to draw readers’ attention to another thematic idea that was not explored in the original text? Will you align with the author’s views and values or will you oppose them? (See my views and values blogpost here!)
• Writing through a peripheral character’s perspective : give a voice to a minor character that didn’t have a detailed backstory. Find a gap in the text and create and new perspective.
• Developing a prologue, epilogue or another chapter/scene : what new insight can you add with this addition and extension of the text? It must add something new – otherwise it is a redundant addition.
• Rewriting a key event/scene from another character’s point of view : does this highlight how important narrative perspective is?
• Recontextualising the original text : by putting the same story or characters into a completely different context, for example in the 21st century with technology, how does the meaning change in the narrative?

I chose to write a creative piece from the perspective of an inanimate object that followed the protagonist’s journey throughout the entire film, providing an unexpected point of view of the text. Be original and most importantly, enjoy it!

If you're doing a creative piece - whether for English or Literature - you'll find the following blogs super helpful:

The Ultimate Guide to VCE Creative Writing

‍ 5-Step Recipe for Creative Writing

How To Achieve A+ in Creative Writing (Reading and Creating)

Studying both English and Literature in VCE is an interesting undertaking, and I’ve heard very mixed opinions about whether or not it’s a good idea. For me it was a no-brainer; I’d always loved English so why wouldn’t I take advantage of the opportunity to study two English-based subjects? Looking back on my VCE experience now, and comparing my experience of studying each subject, I can see that they are each very different. However, if you’re going to study both, don’t expect that each subject will unfold in isolation, because your work in one of these subjects will undoubtedly impact upon your work in the other - even if, like me, you complete them in different years. So if you enjoy English I would 100% endorse studying both VCE English and VCE Literature, but being an English-nerd I still think there are benefits to analysing the process of studying this dynamic-duo back to back.

The Content

At the beginning, I assumed that Literature and English would be fairly similar in terms of studying and writing. It’s all about reading books and writing essays, right? Well, whilst this is essentially true, it turns out that the process for each subject is quite different. I studied year 12 Literature first, completing it in 2017 as a year 11 student, and as my only unit 3/4 subject for that year it was the focus of a lot of my time, energy, and creativity. What I loved about VCE Literature from the beginning was the departure from formula; the impetus to “dive right in” as my teacher always used to say. Instead of worrying about how many sentences your introductions and conclusions have to be, in Literature you can simply get straight into the analysis and see how far it takes you.  So, if you’re the kind of person who needs to stick to that body paragraph structure acronym that has always served you so well, then when you first start studying Literature it might be a challenge to loosen up. Or, if you’re like me and can’t shake the compulsion to write paragraphs that take up double-sided sheets of paper, you might find this subject to be a welcome respite from some of the restrictions of English tasks.

Although English is often viewed as the more ‘basic’ of the two, in many ways I found it more difficult once I hit year 12. Having just finished VCE Literature, shifting my focus back to English definitely wasn’t as seamless as I might have expected. In comparison to my Literature essays where I would base paragraphs around in-depth analysis of a few of Gaskell’s sentences, my English text responses felt stunted and forced – English isn’t really compatible with tangents, and so it was difficult to train myself to be expressive whilst also being concise. In my opinion, the most daunting of the year 12 VCE English SACs is the comparative, and this is where my lack of flow was most evident. Being accustomed to delving into complex discussion of the details of my Literature texts, it seemed impossible to provide insightful analysis of two texts simultaneously, whilst also comparing them to each other and also keeping my essays well structured. My first comparative practices sounded somewhat awkward when I read over them, and I just felt like I never really knew what I was trying to get across. This provoked me to be frustrated with myself, and then my frustration distracted me from writing, and then my essays read even more contrived; you get the idea.

So, how do you push past this sense of friction between the study of English and the study of Literature? Well, I think the best way to reconcile the conflicting approaches is to realise that each subject brings out different strengths, but these strengths can be applied to either type of study. Yes to a certain extent English is supposed to be formulaic, but you can use the analysis skills you learn in Literature to enhance your English text responses and give your work a point of difference. On the flip side, the structure you work with in English can be applied to Literature to ensure that your essays always exhibit direction and purpose, even if they encompass a broader range of discussion. Once I realised that I didn’t have to discard all of my Literature skills and start writing my English work exactly the same as everybody else, I began to develop a more fluid, balanced writing style that enhanced all of my English tasks – even the comparative.

Let’s start with the obvious comparisons between the English exam and the Literature exam. Firstly, the English exam encompasses three essays in three hours (with 15 minutes reading time), whilst Literature is only two essays in two hours. The English exams tasks include a text response to a prompt, a comparative text response to a prompt, and a language analysis. The Literature exam involves a passage analysis, and a text response to a prompt influenced by a literary perspective. Where in the English exam you are given a choice of prompts for each text choice, whereas for both sections of the Literature exam only one choice is available for each text. Whilst both exams involve some supplied material, in Literature this material is a passage from one of the set texts, however for the language analysis section of the English exam this is completely unseen material created by the VCAA. For me, this felt like a very significant difference, because there is no familiar material (i.e. passages from the texts) to rely on in the English exam; if you get lost you can’t latch on to anything except what you have memorised.

Personally, I think that the study strategies I utilised for each exam were fairly similar, although obviously geared towards different tasks. I took in depth notes on my texts, planned essays, memorised quotations and explored their significance, timed my practice essays etc. My actual approach to each exam was also similar, for example I made sure to allocate one hour for each different task and did all of my planning mentally during reading time. So although obviously everyone’s study and exam techniques are different, this shows that your own personal strategies that you develop can be applied to both the Literature and the English exams. However, despite the continuity in this sense I still found myself feeling very different coming out of my English exam than I had leaving my Literature exam the year before. Where after the Literature exam I had been content with the knowledge that I had showcased the best version of my abilities, after the English exam I felt much more unsure and ready to believe the worst about the outcome. This particular comparison is of course specific to every individual person, however I think it could have something to do with the knowledge that most VCE students study English and the difficulty in believing that your work could stand out from the work of 40,000 others.

The Results

In the end, I achieved very different results from these two subjects, with English being my highest study score and Literature being one of my 10% contributions. It seems to be a general consensus (or at least it was at my school) that it is more difficult to crack the high 40s in Literature than in English, and whether this is true or not it definitely impacted my expectations of my results each subject. However, that said, after being slightly disappointed with my Literature results in year 11 I was not overly optimistic about doing much better in English. When talking about this with my Literature teacher, she told me to “remember that English is marked very differently to Lit, so don’t think you can’t get a 50” and I think this is very solid advice. Whilst you might feel you were equally skilled at both subjects, this doesn’t mean you will receive equally ‘good’ results’, but don’t let this disparity discourage you because, as we have discussed throughout this post, when it comes to Literature and English one size does not fit all.

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!

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.

Once you have finished all your Literature SACs for the year, all that is left is a 2 hour and 15 minute exam that will play a major part in determining your end of year study score. It seems extremely daunting, and because many of the SACs differ from the exam task, you may be feeling a bit nervous or confused about what exactly the exam entails.

In describing the task, the exam paper states:

For each of your selected texts, you must use one or more of the passages as the basis for a discussion of that text.

In your pieces of writing, refer in detail to the passage or passages and the texts. You may include minor references to other texts.

Therefore, you must write two close analysis pieces on the exam, one on each of your chosen texts. You must use the three passages included on the exam to explore and analyse the text as a whole. Most of your piece should be analysis of what is in front of you in the exam, but you must also use evidence from outside the passages, to demonstrate your knowledge and connection with the text.

The exam will be marked against a criterion that differs from any of your SACs (although it is quite similar to your close analysis SAC). Therefore it is imperative to understand the criteria you will be marked on before beginning to study for the Literature exam, and especially before you try some practice exams. They are as follows, and can be found on the VCAA Literature exam page.

This criteria relates to your ability to show your comprehension of the text. The examiner will be noting whether the concepts, ideas and themes in the text are understood. They will assess your interpretation of the text, and whether it is relevant and fair in relation to the meaning in the text

Literature is a writing subject, therefore this criteria asks that you write with fluency, an expressive vocabulary and clarity. Your piece must also be a coherent, unified work that clearly articulates your discussion and interpretation of the passages and text as a whole. This criteria can also relate to your use of grammar, punctuation and spelling as the clarity of your piece can be threatened if these are not used correctly.

You must demonstrate an ability to identify, discuss and analyze the views and values within the text. You must be able to support your discussion with evidence from the text

Your ability to analyse the three passages, as well as the text as a whole, and draw an interpretation from them. Examiners will be looking to see that you can use set material and the whole text as a basis for discussion.  

This criteria determines that you must identify factors including metalanguage, specific language and authorial techniques, and discuss how they create meaning. Remember that this is literature, so discussing the different elements used to construct a text (character, plot, setting, motifs, symbols” is imperative.

This criteria determines that you need to use evidence from the text (including quotes) in order to aid a logical and comprehensive interpretation of the text. Examiners will be looking at your ability to look deeply into smaller authorial choices, and how they create meaning.

Best of luck!

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Othello (hle).

The following HL Essay aims to answer the line of inquiry: 

Read the essay carefully. Apply the HLE assessment criteria and discuss the marks you would award the script before reading the examiner's marks and comments. How different were your marks and comments from the examiner's marks and comments? What improvements would you make to this essay to achieve better results?

What's the role of secondary sources on the HL Essay ? Both the poor and the good essay have secondary sources. Compare the bibliographies of these essays. Clearly, the better essay cites more relevant sources. In other words, make sure that your sources are actually about the primary source and not just about cultural phenomena. 

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In Venice, at the start of Othello , the soldier Iago announces his hatred for his commander, Othello, a Moor. Othello has promoted Cassio, not Iago, to be his lieutenant.

Iago crudely informs Brabantio, Desdemona’s father, that Othello and Desdemona have eloped. Before the Venetian Senate, Brabantio accuses Othello of bewitching Desdemona. The Senators wish to send Othello to Cyprus, which is under threat from Turkey. They bring Desdemona before them. She tells of her love for Othello, and the marriage stands. The Senate agrees to let her join Othello in Cyprus.

In Cyprus, Iago continues to plot against Othello and Cassio. He lures Cassio into a drunken fight, for which Cassio loses his new rank; Cassio, at Iago’s urging, then begs Desdemona to intervene. Iago uses this and other ploys—misinterpreted conversations, insinuations, and a lost handkerchief—to convince Othello that Desdemona and Cassio are lovers. Othello goes mad with jealousy and later smothers Desdemona on their marriage bed, only to learn of Iago’s treachery. He then kills himself.

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A* A Level English Literature Othello Essay on Jealousy

Subject: English

Age range: 16+

Resource type: Assessment and revision

Last updated

28 May 2024

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An A Level English Literature (Edexcel) Essay on Jealousy in Othello which achieved an A*, scoring full marks (35/35).

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Decoding the Genre of the Great Gatsby: a Multifaceted Approach

This essay about “The Great Gatsby” examines the novel’s genre, highlighting its blend of modernist literature, romance, and tragedy. It explores how Fitzgerald’s use of a first-person narrator and fragmented timeline aligns with modernist conventions. The romantic element is evident in Gatsby’s idealized love for Daisy and his pursuit of unattainable dreams, symbolized by the green light. The tragic dimension is portrayed through Gatsby’s downfall, driven by his flawed belief in recapturing the past. Additionally, the essay touches on the novel’s social commentary, critiquing the American Dream and exposing moral decay and socio-economic disparities of the 1920s.

How it works

F. Scott Fitzgerald’s “The Great Gatsby” is often lauded as one of the quintessential novels of the Jazz Age, capturing the spirit of the 1920s with its vivid portrayal of the American Dream. However, the novel’s genre is a topic of rich debate, as it encompasses elements that transcend simple categorization. To fully appreciate “The Great Gatsby,” it is crucial to understand its complex genre, which blends aspects of modernist literature, romance, and tragedy.

At its core, “The Great Gatsby” is a modernist work.

Written in the aftermath of World War I, the novel reflects the disillusionment and moral ambiguity that characterized the period. Modernist literature often breaks away from traditional narrative structures, favoring fragmented, subjective experiences over linear storytelling. Fitzgerald employs a first-person narrator, Nick Carraway, whose perspective shapes the reader’s understanding of events and characters. This narrative style, combined with Fitzgerald’s lyrical prose, underscores the modernist focus on internal states and personal perceptions. The novel’s fragmented timeline, with its frequent flashbacks and shifting points of view, further reinforces its modernist credentials.

In addition to its modernist elements, “The Great Gatsby” can be viewed as a romance. This aspect is most evident in the relationship between Jay Gatsby and Daisy Buchanan. Gatsby’s idealized love for Daisy drives much of the novel’s plot, and his efforts to recreate the past epitomize the romantic notion of the unattainable ideal. The green light at the end of Daisy’s dock symbolizes Gatsby’s dreams and the broader theme of aspiration that permeates the novel. However, Fitzgerald complicates this romantic vision by highlighting the illusions and deceptions that underpin Gatsby’s pursuit. The romance in “The Great Gatsby” is thus tinged with a sense of longing and loss, capturing the bittersweet nature of unattainable dreams.

Moreover, “The Great Gatsby” is undeniably a tragedy. The novel adheres to the classical structure of a tragic narrative, with Gatsby as the tragic hero whose flaws lead to his downfall. Gatsby’s relentless ambition and his refusal to acknowledge the passage of time ultimately result in his demise. His tragic flaw, or hamartia, is his unwavering belief in the possibility of recapturing the past and transforming his dreams into reality. The novel’s conclusion, with Gatsby’s death and the subsequent disintegration of his carefully constructed world, resonates with the tragic themes of fate, loss, and the inevitability of suffering. Fitzgerald’s depiction of the American Dream as a flawed and ultimately destructive ideal further cements the novel’s tragic dimension.

The novel’s genre is further enriched by its social commentary. “The Great Gatsby” provides a critique of the American Dream, exposing the moral decay beneath the glittering surface of wealth and success. Through characters like Tom and Daisy Buchanan, Fitzgerald portrays the emptiness and recklessness of the elite, contrasting sharply with Gatsby’s idealism and Nick’s ambivalence. The Valley of Ashes, a desolate wasteland between West Egg and New York City, symbolizes the stark divide between the rich and the poor, highlighting the socio-economic disparities of the era. This critique aligns the novel with social realism, adding another layer to its multifaceted genre.

In conclusion, “The Great Gatsby” defies easy categorization, embodying elements of modernist literature, romance, and tragedy, while also serving as a poignant social critique. This genre-blending is part of what makes the novel a timeless classic, inviting readers to explore its rich layers of meaning and its enduring relevance. Fitzgerald’s masterful fusion of these elements creates a narrative that is as complex and multifaceted as the characters and themes it portrays. Understanding the genre of “The Great Gatsby” not only enhances our appreciation of the novel but also provides deeper insights into the literary innovations and cultural context of the Jazz Age.

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Decoding the Genre of The Great Gatsby: A Multifaceted Approach. (2024, Jun 01). Retrieved from https://papersowl.com/examples/decoding-the-genre-of-the-great-gatsby-a-multifaceted-approach/

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PapersOwl.com. (2024). Decoding the Genre of The Great Gatsby: A Multifaceted Approach . [Online]. Available at: https://papersowl.com/examples/decoding-the-genre-of-the-great-gatsby-a-multifaceted-approach/ [Accessed: 2 Jun. 2024]

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PapersOwl.com. (2024). Decoding the Genre of The Great Gatsby: A Multifaceted Approach . [Online]. Available at: https://papersowl.com/examples/decoding-the-genre-of-the-great-gatsby-a-multifaceted-approach/ [Accessed: 2-Jun-2024]

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