othello critical lens essay

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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

The Tragedy of Othello: Critical Analysis — Othello Critical Essay

Introduction, critical analysis, works cited.

The Tragedy of Othello is a powerful piece of art written by William Shakespeare. The tragedy is well-known around the world. If you are assigned to write critical analysis of Othello, check this essay example to learn more about the drama, and its characters.

The stage directions in the Tragedy of Othello are realistic. The drama is based on the three characters namely Othello, Lago, and Desdemona. However, the directions are based on the modest approach to a drama that is located in two diverse worlds known as the Venice and Cyprus.

Given that the play had no subplot, the play directions tend to budge in terms of place, time, and action once the theme is shifted to Cyprus. The stage directions are the realistic forms of domestic tragedy. However, it does not require supernatural instructions to hook the audience.

The language used to give directions to the audience is natural and restrained. The dialogue reflects the reality of a society that is under pressure from the usual hassles of life. The dialogue simply involves a husband, wife, and a scoundrel. This is a short critical analysis examining the play from multiple perspectives. That is, how I experience it as a silent reader and as a text for public performance.

The drama is ahead of its time. The play presents the audience with a tragic hero of color. The dialogue sounds natural and does not involve the provocation of laughter in the audience. The imagination of the audience is captured by the fact that the drama involves interracial marriage that was unfathomable in those days.

Further, the drama involves a bed in which murder is eventually committed. The murder is committed on stage. The dialogue is made very realistic by the presence of the villain who appears to possess more lines than the disastrous hero. All the meetings were bold, contentious, and very modern.

The characters in Othello are acting like normal people pursuing everyday undertakings. Othello becomes the victim of a domestic calamity. He is the victim to an envious monster of jealousy (Langis 61). He finds it hard to adjust to the marital existence having been in the armed forces for long. In fact, he turns out to be a chauvinist and protective. Although he is good in the military, he is bad at home. Othello appears to be an awful husband. The play shows that Othello is always imploring for a brawl. Just like Simpson, he murders the wife after being informed that she has been cheating on him.

Typically, this would be the reaction of a husband convinced that the wife has been cheating on him. Such incidents have been happening in the society. Thus, this appears as the main theme of incompatibility in the armed forces of heroism and love in the drama. That s, it involves the risk of isolation. The killing of Desdemona is an evidence of the frustration that Othello is going through after being cheated and convinced by Lago to trust that his wife was cheating on him.

Lago cannot convince the audience in whatever he says given that the audiences have insight into his character though it is not evident to the actors. He pretends to be morally upright so that his intention of ensuring the downfall of Othello is well covered. By planting the handkerchief in Casio’s house, it is an indication of conspiracy between him and the wife (Lankey 6).

The stage businesses are illustrations of what take place in real life. The visual plainness displayed on the stage according to the stage directions focuses directly on the actors and a fascinating account of retaliation, gullibility, and jealousy. The catastrophic downfall of the noble warrior is a common phenomenon in many societies plagued by jealousy and vengeance. Lago at times hilariously expresses his intentions for the murderous abhorrence of Othello.

By acting as a director and producer in charge of staging the tragedy of the Othello, I would ensure the actors bring out the rhetoric of the drama. However, before the action of the drama, Brabantion had been kind to the Moor (Horman 112). He allowed Othello and his daughter to discuss more about him since he was mesmerized by his slave stories. Upon the revelation that the Desdemona had eloped with Othello, his feeling altered abruptly.

He started wondering where he would find and arrest him. However, the rhetoric does not come out clearly even when he is called a thief in the street. Instead, Othello is accused of abusing Desdemona. In deep rhetoric, Brabantio states that his house is not a grange. This meant that he does not keep horses. In fact, this is founded on the fact that the daughter had eloped with a man of color. I would insist that the actors should bring out the rhetoric clearly to sensitize the audience about racism.

Numerous elements would probably catch my attention as a critic of the play. The geographical symbolism represented by the two locations of the play would be important. For instance, Venice is represented by Lago while Cyprus represented by Desdemona. Othello represents the third location called Turks.

This emerged upon considering that the location was only mentioned as a war zone with the other two characters. Venice was at the time of writing the play one of the most influential and cosmopolitan European cities. Indeed, it is symbolic of the white Christian European morals.

The Senate and the Duke ran the city. These were symbols of power and order. On the contrary, Cyprus is very unpredictable and natural. It was isolated from the colonial government. Besides, it is an armed forces premeditated target for both Turks and Venetians. The island is very symbolic of Desdemona. There is struggle to dominate her between Othello and Lago.

Othello involves a variety of actors. In fact, actors such as Othello, Lago and Desdemona dominate the play. In the play, the setting incorporates jealousy and gullibility while such traits rule the society. The short critical analysis examines the play from multiple perspectives. That is, how I experience it as a silent reader, and how I experience it as a text for public performance.

Horman, Sidney . When the Theater Turns to Itself: The Aesthetic Metaphor in Shakespeare, Lewisburg, PA: Bucknell University Press, 1981. Print.

Langis, Park. Passion, Prudence, and Virtue in Shakespeare Drama, West Newton: Continuum, 2007. Print.

Lankey, Julie. Othello , Cambridge City, UK: Cambridge University Press, 2007.Print.

Play’s Plot Explored
Act 1 Scene 1
Act 1 Scene 2
Act 1 Scene 3
Act 2 Scenes 1-2
Act 2 Scene 3
Act‌ ‌3‌ ‌Scenes‌ ‌1-2
Act‌ ‌3‌ ‌Scene‌ ‌3
Act 3 Scene 4
Act‌ ‌4‌ ‌Scene‌ ‌1
Act 4 Scene 2
Act‌ ‌4‌ ‌Scene‌ ‌3
Act‌ ‌5‌ ‌Scene‌ ‌1
Act 5 Scene 2
Characters Analysis
Important Quotes
Essay Samples
Topics‌ for‌ ‌Essay‌
William Shakespeare
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2022, June 19). The Tragedy of Othello: Critical Analysis — Othello Critical Essay. https://ivypanda.com/essays/critical-analysis-of-the-tragedy-of-othello/

"The Tragedy of Othello: Critical Analysis — Othello Critical Essay." IvyPanda , 19 June 2022, ivypanda.com/essays/critical-analysis-of-the-tragedy-of-othello/.

IvyPanda . (2022) 'The Tragedy of Othello: Critical Analysis — Othello Critical Essay'. 19 June.

IvyPanda . 2022. "The Tragedy of Othello: Critical Analysis — Othello Critical Essay." June 19, 2022. https://ivypanda.com/essays/critical-analysis-of-the-tragedy-of-othello/.

1. IvyPanda . "The Tragedy of Othello: Critical Analysis — Othello Critical Essay." June 19, 2022. https://ivypanda.com/essays/critical-analysis-of-the-tragedy-of-othello/.

Bibliography

IvyPanda . "The Tragedy of Othello: Critical Analysis — Othello Critical Essay." June 19, 2022. https://ivypanda.com/essays/critical-analysis-of-the-tragedy-of-othello/.

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Learning Lab Consulting

November 12th, 2014

Learning Labs Consulting

Using Critical Lenses to Analyze Othello: Historical, Cultural and Feminist Context

Unit 3, Embedded Assessment 1 of Springboard asks each student to argue for a particular critical lens and to use text evidence to support his or her perspective. Here is the assignment:

Construct an argumentative essay that defends the critical lens you feel provides modern society with the most compelling view of literature (choose among Historical, Cultural, or Feminist). You will support your claim with valid reasoning and with relevant and sufficient evidence from your reading and observations.

In order to incorporate the specific text with which students are working, teachers decided to modify the prompt to specifically focus on Othello :

Choose one of the critical lenses you feel allows for the most compelling/accurate/interesting view of Othello. You will use textual evidence to support your argument for either the cultural, feminist, or historical lens.

In order to support this EA, I created a graphic organizer students may use to record textual evidence while reading the play. It also includes a table with information about the three lenses:

In addition, it provides an example from the text of a quote being viewed in two different lenses:

You can download the Word document of this file here:

Othello Critical Lenses Graphic Organizer

Please follow this link to view resources that can be used to help students establish the background needed to analyze Othello in the three critical lenses (historical, cultural and feminist).

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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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Focused on Developing Interpretations and Close Analysis , both of which you need for your exam
Covering what it means to ‘interpret a text’, how to breakdown critical essays, different Close Analysis structures and more
Includes sample A+ essays with EVERY essay annotated and broken down on HOW and WHY past authors achieved A+
Essays written by multiple authors all scoring 40+ so you can learn different strategies and implement the advice that resonates with you most

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

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

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

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

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

Key knowledge:

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

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

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

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

Key skills:

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

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

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

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

Sample reflective commentary

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

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

-Characterisation

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

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

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

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

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

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

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

Here's an example from Jane Eyre.

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

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

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

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

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

2. Don't prioritise complicated language over ideas.

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

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

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

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

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

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

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

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

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

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

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

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

How Genre Works

We’re not supposed to judge a book based on its cover, but for some reason, we just can’t help it. Sure, we may not be able to tell if we’re going to enjoy the book, nor can we tell what exactly it’s about, but we can tell the tone, set our expectations, and most importantly, guess at the genre. Look at these three book covers and note how they perfectly show their genres - Sci-Fi, Horror and Life Drama, respectively.

Genre is a way of categorising media. We split books, film and music into genres in order to better talk about them and because humans have a strange desire to sort and categorise things. Within whatever medium, genres display certain structures, characters and tropes that audiences expect from that genre . Audiences like to be able to tell the genre of a text because it’s comfortable. If I go to see a superhero movie I expect wacky costumes, cliche dialogue and a final battle scene that the heroes win - were these expectations not to be met, I would likely be a little bit peeved off.

But why should you care about genre in VCE Literature? It’s not on the study design?

Well, not explicitly. In each AoS of the study design, you must engage with ‘the ways the literary forms, features and language of texts affect the making of meaning’ , and/or ‘the ideas of a text and the ways in which they are presented’ . Genres are a feature of texts and are one of the ways that a text will present its ideas. Horror is the most notable example of a genre that uses its tropes to send a message - It Follows is a horror where the monster stands in for sexually transmitted disease, Carrie uses horror to show the horrors of high school, Frankenstein is a criticism of those who would ‘play god’. In the Literature study design, the horror genre is represented by Bram Stoker’s 1897 masterpiece, Dracula.

For an overview of the Literature study design, check out The Ultimate Guide to VCE Literature .

Dracula + The Gothic

I invite you to think hard about the horror films you’ve seen and to try to place Dracula into our modern view of horror. It’s hard to put Stoker’s vampire on the same stage as the Babadook , Annabelle or even the ‘70s slasher craze. This gives us an incredible opportunity to consider how audiences engaged and continue to engage with genres. In order to analyse genre, it is essential to recognise what the audience’s expectations were of a genre, and how the author has utilised those expectations for their own ends. Let’s consider Dracula in context .

‍ Dracula is a horror novel. But, we usually don’t think about those uptight Victorians reading texts that were designed expressly to scare. The Victorian era was actually one of the golden ages of horror literature though. But, it is distinctly different from our modern understandings of horror as defined by trailblazers like Stephen King. So, why is it different? It is here we must consider the sub-genre. If you have read anything about Dracula , you’ll note that it is referred to as a ‘gothic horror’ . The gothic genre of literature encapsulates some of the 19th century and certainly the Victorian period’s (1837-1901) best literature. Dracula of course belongs to this group, but it blows up around 1818 with Mary Shelly’s Frankenstein . Edgar Allen Poe, with his short stories and poetry, is widely lauded as the ‘Father of American Gothic’, with ‘The Fall of the House of Usher’ published in 1839. Note the dates here. Stoker published Dracula in 1897, a good 79 years after Frankenstein began haunting readers. Which means he had an established and large genre to work with. So, how did Stoker use the gothic in Dracula?

Tropes of the Gothic

1) the gothic monster.

The vampire myth used by Stoker is turned into the quintessential gothic monster. Dracula existed in the Victorian mind alongside Frankestein’s monster, Mr. Hyde, and Poe’s mixture of humans made monstrous and surreal monsters like that in ‘The Masque of the Red Death’. The defining feature of the gothic monster is its role in the story as a representation of something wrong with society, whether it’s increasingly amoral medicinal science, human greed or perverted desire.

2) The Creepy Castle

The creepy castle doesn’t have to be a castle. It can be a mansion, a university or the graveyards of London. The important thing is that the setting of the gothic novel should always be - by default - terrifying and evoke a sense of danger. You can never get comfortable in Dracula’s castle, nor in Seward’s asylum, and neither can the characters.

3) Damsel/s in Distress

For sure an outdated trope, but a constant in the gothic. It’s a quick and simple way to show that the innocence of young women is threatened by a malignant force. In Dracula , look to Mina, Lucy and Mrs. Westenra. But what happens when the damsel saves herself?

4) Omens, Portents, Visions

Visions in dreams? Random wild animals escaping from ships? Ships docking with a completely dead crew? Random changes in the weather? You might be dealing with a gothic villain, or going mad. In either case, Renfield, Dracula, Mina and Jonothan all deal with portents and visions.

And This Is Important Because…

Stoker has followed the predominant tropes of the gothic horror genre. Why is this important for our analysis of Dracula ? The ways in which authors use genre and other stylistic elements like form, voice or plot relate directly to their intentions. If we investigate the particular aspects of Stoker’s use of the gothic, we may better understand the views and values that he is promoting. For instance, let’s take Dracula as the gothic monster. Since the gothic monster is always a way to reflect society back onto itself, how is Stoker doing that? A feminist analysis might take Dracula as a reflection of sexual deviancy, which then ties into his constant threat towards women. A post-colonial analysis might question the foreignness of Dracula, and view him as a part of the intrusiveness of foreigners in English society. Either way, you’re touching on a view or value presented by Stoker, and tying it to an aspect of the gothic genre in a way that conveniently also touches on characterisation.

Let’s complicate things a little more. The ‘Damsel in Distress’ trope is clearly evident in Dracula , but what view or value is Stoker commenting on by its inclusion? The simplest answer is that, by showing that women cannot save themselves, Stoker is saying that women are inherently weak and need to be saved by men. But this answer isn’t sufficient for a number of reasons. Firstly, what are the women weak to? Is it a physical mismatch between the women and Dracula, keeping in mind that Dracula is also stronger than the novel’s men? Or is it a symbolic weakness to some aspect of Dracula’s character, be it sexuality or magic? Secondly, and more importantly, are all the women victimised by Dracula the same? Well, obviously not.

It could very well be argued that Stoker is subverting the ‘Damsel in Distress’ trope by actually giving us a woman who is able to be her own saviour (which is actually becoming a trope in itself nowadays!). The dichotomy between Lucy and Mina is a crucial aspect of the text, and the way that Mina’s character doesn’t quite fit into the ‘Damsel in Distress’ archetype is a major interpretative dilemma. By considering the genre tropes, Lucy is clearly a ‘Damsel in Distress’ who cannot save herself and is unduly victimised by Dracula. It can be argued that her implicit promiscuousness is punished through her murder, but in whatever case, she is distressed and must be saved. Mina, however, has an entirely different view of her distresses. Not only does Mina take on a caring role towards Jonothan - in which Jonothan becomes a ‘Master in Distress’ - she actively supports the attempts to save her and kill Dracula. By compiling the journals, letters and newspaper clippings into the epistolary that we the audience are reading, and using herself as a window into Dracula’s mind through their psychic connection, Mina proves to be a means by which to save herself from her distress. So, the question of what Stoker actually thinks about women is still quite open: Lucy is seemingly punished for her character flaws, which indicates a misogynist view of women’s sexuality, but Mina is praised for her use of masculine qualities like leadership and stoicism. Is Stoker saying women should be more masculine? Less masculine and more traditionally feminine? This entire discussion revolves around how and why the ‘Damsel in Distress’ trope is being followed or subverted.

Using Genre in VCE

Whilst a genre-based analysis (or a structural analysis) can be a fantastic way to open up discussion and leads to important questions about views and values , the way I have presented it may appear to be another useless and long-winded thing you have to try to shove into an essay when you already have to balance so much in Literature! Fear not, because there are a couple of really easy ways to fit genre into essays without taking up loads of space.

Option one is to use a genre trope as the basis of a paragraph. If your essay contention is that…

‍ ‘Stoker presents the dangers of foreign immigration to England at the height of its colonial empire’

…then you can easily write a paragraph discussing that…

‍ ‘Stoker employs the gothic trope of a supernatural monster in Dracula, using this vampire as a stand-in for foreigners in England’.

This paragraph would discuss Dracula’s characterisation, and the settings of Transylvania and London, whilst investigating Stoker’s views on England’s colonialism and race. In a Developing Interpretations or Close Analysis essay, you’ve just touched on several key criteria, including the author’s views and values , your own credible interpretation of the text and how the text presents its messaging (through characterisation and setting). You can do all these things without mentioning genre, but by explicitly using the language of genre analysis you are likely separating yourself from the student next to you - who had a similar idea but described it in a less interesting way. This is the utility of understanding genre, it gives you the words and concepts necessary to improve your writing and interpretation. The ‘Gothic monster’ is an easy way to describe an otherwise GIANT concept.

Another way is to add it to other analyses in passing. Instead of saying “ Dracula presents Lucy and Mina as foils to demonstrate the ways in which modern women’s promiscuity is ultimately harmful”, you can say “the presentation of Lucy and Mina as two ‘damsels in distress’ in dichotomy with each other demonstrates the differing ways in which Victorian women could doom or save themselves” . The latter sentence has not significantly changed the content of the first, still referring to the women’s opposition to each other, but by phrasing it with ‘damsels in distress’ I leave open the possibility of discussing not just Lucy’s promiscuity, but also Mina’s conservative womanhood.

Finally, you need not even mention genre or its tropes in the essay, just use it as a thinking tool. If you go back through the previous section of this blog, you’ll see just how many questions I am asking about the tropes and ideas I am discussing. By using the trope as a jumping-off point for a series of questions, I can develop a nuanced understanding of multiple views and values and the ways in which they interconnect. Take a trope like the ‘creepy castle’ and ask:

“Why would Stoker put Dracula manor in the text?”

“Because it sets up the ‘otherness’ of Dracula.”

“Why do we need to know that Dracula is the other?”

“Because he represents a supernatural foreignness that we need to be scared of.”

“Okay, but why is it right at the start, why is it from Jonothan’s perspective?”

All of these questions offer ways of breaking down the text and they will naturally lead to questions about structure, characterisation and views and values. In doing this, you can start to come up with ways to turn those questions, or the order of those questions into an essay structure. Moreso, this type of questioning is what your teacher, tutors and top-tier Literature students are doing. It is a constant process of asking, answering, reconsidering, reasking and synthesising. And genre is an easy way to start the process.

Let's all be honest here, Year 12 is endlessly tiring. Literature, for all its greatness, can also be endlessly tiring. Along with 3-4 other subjects, sometimes the idea of writing a practice piece, deeply analyzing the language of your text, or doing research into the context, views and values of the author are things you really, really don’t feel like doing.

Although these things are necessary and important, they’re also often difficult, taxing, and possibly not that interesting. Not too long before the Literature exam, my friend and I were texting, both feeling immense stress and guilt because we felt we hadn’t studied enough for the exam, but equally tired and unable to write any practice pieces. I’m sure many of you are very familiar with the paradox of not spending time studying because you are instead spending that time worrying about not studying.

However, there’s really no need to suddenly feel full of stress and anxiety when you have no motivation to do such work for Literature, that’s just wasted energy! Instead, accept that you’re going to have a little break from the serious stuff, and use that energy instead to improve your understanding and knowledge of your text (part of the exam criteria!!).

My friend and I decided we’d meet for coffee, and try and just discuss our exam texts together (Who’s Afraid of Virginia Woolf and Dark Roots).

‘Bring paper and the books’ she texted me ‘I’ve got an idea’. And that idea was...

VCE Literature Charades

How to play:1. Find a friend2. Think a concept, character, quote, theme, literary device or anything really from one of your texts3. Forget about your dignity4. Act it out until your friend guesses5. Swap and repeat.And once people started to stare as we theatrically mimed things like ‘metaphor’ and ‘the albatross’ we decided to tone it down a little bit, leading to the invention of...

VCE Literature Pictionary

How to play:1. Find a friend2. Think of a concept, character, quote, theme, literary device (you get the idea)3. Keep your dignity intact!4. Start drawing the idea until your friend eventually guesses (warning: could lead to many failed attempts at drawing ‘foreshadowing’)5. Swap and repeat.

So I know this seems ridiculous but I swear, without even realizing it you’re getting to know your text so much better. There’ll be that moment in the exam room when all you’re thinking is ‘what on earth is that quote’, and suddenly you’ll remember how you’re friend fell off her chair trying to mime it. Either way, it’s a much more valuable use of time than worrying about not studying, especially because you’ll spend most of the time laughing.

If you’re alone, and you really don’t feel like studying for literature, but you still kind of have to study for literature… don’t despair! Find a place in your house where you wont be disturbed (or disturb anyone) and pretend you’re running an information session on your text. I used to record endless minutes of myself rambling about all different facets of my text, with no comprehensible structure, just trying to say and explain everything I knew about it. I would delete them almost straight away, but trust me, taking on the role of a teacher can be very fun, and when no ones watching, you can really just go for it. Things are much more likely to stay in your memory when you’ve explained them aloud, so you’ll be super prepared for your SACS!

Of course, it is beyond important to make sure you write as many practice pieces as you think you need to, and to work on tasks that may at times be ‘boring’, but if you want to avoid burning out try making studying a little fun!

‍ 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!)
Adopting or resisting the original setting, narrative structure or tone
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)

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!

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

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

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

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

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

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

Introduction

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

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

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

See mine below:

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

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

For example:

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

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

Body paragraphs:

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

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

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

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

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

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

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

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

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

Conclusion:

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

See my example below:

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

So there’s approximately a month to go before the Literature exam. Nervous? Confident? Over it?! You might be thinking that they best way to study up until the exam is to just churn out essays after essays after essays. This is a common misconception, and may even hurt your chances for the exam. You want your essays to be ‘fresh’ with original insight, not stale pieces that sound like you’ve written this a hundred times and you’re getting bored. Here are a few tips on how to study for the exam while still keeping your mind activated about Literature!

Critique critical commentary

Google critical commentary on your text. You might pick up a new insight or perspective that you’ve never thought of. These can help you inform your own original and individual interpretation of the text. It is important to note that while reading critical commentary is incredibly useful in providing ‘clever’ interpretations, examiners are really looking for your own interpretation – not a regurgitated version of other people’s analyses. Rather than passively reading critical commentary, critique it yourself! Acknowledge and file away its good points, but also form your own stance with whether you agree or disagree with that point of view. Ask yourself why that is your perspective. Developing this critical analysis skill is extremely valuable, and will put you in the mindset for the exam to provide your own original interpretation that pushes the boundaries and the envelop e.

Choose random passages and annotate

Close your eyes and pick a random a couple of passages from your text. Photocopy them, print them, however you like, but the most important thing is to spend time annotating them in as much detail as possible. Focus on analysing the language for how the author constructs the text to create meaning. Note sentences that can link to the wider text. This really forces you to analyse the most random passage in the text in extreme detail, which you might have skipped over in class or in your own reading, because it might not have seemed important at the time. Who knows, the exam could throw in a surprise passage that students might not have thought to study in great detail, and you have because you’ve been analysing passages at random – not just the major key events!

Examiner reports and word bank

Look through VCAA examiner reports for sample excerpts from high scoring responses. Highlight words and phrases that sound ‘good’ – and adapt them to use yourself! There’s nothing wrong with drawing inspiration (stealing) from the examiner reports essays… after all they’re there for you to learn from. Key: you’re drawing inspiration from words, not ideas or sentences – otherwise that’s just plagiarism and won’t help at all. Create a word bank of vocabulary that suit your texts, which can be a great prompter when you’re struggling to think of a word that accurately expresses on paper what you want to say in your mind.

Timed conditions

The biggest issue with every literature student in the exam is timing . There’s always so many things you want to write and include, that it is simply not possible to include everything. Time yourself. Practice writing in timed conditions. Be disciplined with your time – going over time for the first essay to include maybe one more good point, is to sacrifice finishing your second essay.

Exams are without a doubt a stressful period of time for all VCE students, and it can be easy to get caught up and overwhelmed with expectations, wanting to prove yourself and balancing the workload of your other exams. Find time to do small things to benefit yourself for the exam without compromising your mental power (after a very long marathon). Good luck and believe in yourself!

“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!

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:

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? 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.

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Critical Insights: Othello

Tags: Othello Literature Critical Insights Critical Readings Critical Contexts

Othello has long been considered (along with Hamlet, King Lear, and Macbeth) one of Shakespeare’s four greatest works of tragedy. Recently, however, Othello has taken on a special interest, partly because it deals so intriguingly with such issues as gender, race, and class --issues particularly engaging to so many readers, critics, and playgoers. This volume explores Othello from numerous points of view, paying special attention to such matters as history, aesthetics, and various important productions, especially on film.

This volume, like all others in the Critical Insights series, is divided into several sections. It begins with an introductory piece—“‘What Would the Neighbors Think,’ Othello and London’s Africans,” by Peter C. Herman. This is followed by a Biography of William Shakespeare written by volume editor Robert C. Evans.

A collection of four critical contexts essays are intended to treat the novel

From a historical vantage point
In terms of its critical reception
Using a specific critical lens
And by comparing and contrasting it with another important work.

This section opens with an article by Evans titled, “ Othello’s Iago as Male Witch: The Relevance of Scottish Witchcraft Trials ,” followed by a piece written by Joyce Ahn, “A Survey of Recent Editions of Othello .” This essay pays special attention to the introductory essays written by the editions’ editors. The following two articles are written by editor Evans and Edwin Wong respectively. The first, “Robert Burton, Jealousy, and Shakespeare’s Othello ,” explores The Anatomy of Melancholy as a resource for understanding the thinking that influenced Othello . The final essay, “Faces of Chance in Shakespeare’s Tragedies: Othello’s Handkerchief and Macbeth’s Moving Grove,” discusses tragedies as “black swan events,” or events that seem impossible but bring devastating consequences when they occur.

Following these four Critical Context essays is the Critical Readings section of this book, which contains the following essays:

A Prince and a Scholar Watch Othello in 1610, by Matthew Steggle
Othello and the Late Renaissance Dramatic Convention of Self-Addressed Speech: An Empirical Analysis, by James Hirsh
“All that spoke is marred”: Speech and Narrative in Othello , by Sara van den Berg
Beauty in Shakespeare’s Othello , by Brandon Schneeberger
From Belligerence to Self-Reproach: Othello’s Collapse, Frederick Kiefer
Othello in Early America, by Kevin J. Hayes
Eighteenth- and Nineteenth-Century Illustrations of the “Death Scene” in Shakespeare’s Othello , by Jordan Bailey
D. Laing and the (K)nots of Othello , by Christopher Baker
The BBC Hopkins-Hoskins Othello : A Survey of Responses, by Robert C. Evans
Nature versus Nurture: Iago’s Villainy in Two Productions of Othello , by Sarah Fredericks
Recent Productions of Shakespeare’s Othello : A Survey of Reviews, by Kelsie Kato
Teaching Othello , by Fran Teague

In the final section, Resources , easy-to-follow lists are provided to help guide the reader through important dates and moments in the author’s life. A selection of further reading is then provided. Each essay in Critical Insights: Othello includes a list of Works Cited and detailed endnotes. Also included in this volume is a Chronology of William Shakespeare’s Life , a list of Additional Works by William Shakespeare , a Bibliography, biographies of the Editor and Contributors , and an alphabetical Index .

The Critical Insights Series distills the best of both classic and current literary criticism of the world’s most studies literature. Edited and written by some of academia’s most distinguished literary scholars, Critical Insights: Othello provides authoritative, in-depth scholarship that students and researchers will rely on for years. This volume is destined to become a valuable purchase for all.

BUY THE PRINT AND GET FREE ONLINE ACCESS Libraries and schools purchasing the printed version of any Salem Press title get complimentary online access to that title on our new online database, http://online.salempress.com . Combining Salem's Literature, History, Health, Science and Careers titles, students and researchers can now access all of their Salem content in one comprehensive site. Any school or library with print reference content in Salem Press' database is entitled to online access to that content. This access is an inherent part of our product.

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October 2021

Critical Insights: Catch-22

Catch-22 was published in 1961, becoming a number-one bestseller in England before American audiences identified with its anti-war sentiments, earning it classic status and prompting a film version in 1970. Heller’s dark, satirical novel became so ubiquitous that it initiated the eponymous phrase regarding paradoxical situations. Catch-22 is appreciated for its black humor, extensive use of flashbacks, contorted chronology, countercultural sensibilities, and bizarre language structures. With current trends and political climate considered, this volume revisits this classic text for a contemporary audience.

October 2020

Critical Insights: In Cold Blood

Truman Capote’s compelling and harrowing account of the murder of the Clutter family and the subsequent trial and execution of the killers made a huge impact when first published in 1965, and continues to provoke controversy, find readers, and generate critical debate. This volume offers a rich range of perspectives on Capote’s major work, exploring it as a “non-fiction novel” and as a “true crime” story, tracing its reception by reviewers, critics and the general public, discussing its impact on the real-life community and individuals it describes, and examining the crucial ethical, judicial and penal issues it raises.

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Critical Analysis of The Tragedy Of Othello

Table of Contents

Introduction

Shakespeare possibly wrote The Tragedy of Othello, the Moor of Venice in 1603 or 1604, as we know it was first performed on November 1, 1604, at court. Othello, a classic tale of love, jealousy and deceit, is considered one of the greatest dramas of Shakespeare. It tells the tale of Othello, a general from Moorish (North Africa) who marries a Venetian lady and then is cruelly fooled into thinking that his wife is unfaithful.

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The plot itself was drawn from a novella written in 1565 by the Italian writer Giraldi Cinthio. This should not be called plagiarism; it was usual for playwrights in Shakespeare’s day to borrow themes and plots from other plays and then adapt them for the stage.

Moreover, although Shakespeare ‘s plot was not original, his talent for dialogue, characterization , and romantic language and phrasing made the tale into something uniquely his own.

The stage directions in the Tragedy of Othello are realistic. The drama is based on the three characters namely Othello, Iago, and Desdemona. However, the directions are based on the modest approach to a drama that is located in two diverse worlds known as the Venice and Cyprus.

Critical Analysis of Othello

The drama is ahead of its time. The play presents the audience with a tragic hero of colour. The dialogue sounds natural and does not involve the provocation of laughter in the audience. The imagination of the audience is captured by the fact that the drama involves interracial marriage that was unfathomable in those days.

Typically, this would be the reaction of a husband convinced that the wife has been cheating on him. Such incidents have been happening in society. Thus, this appears as the main theme of incompatibility in the armed forces of heroism and love in the drama. That s, it involves the risk of isolation. The killing of Desdemona is evidence of the frustration that Othello is going through after being cheated and convinced by Iago to trust that his wife was cheating on him.

Iago cannot convince the audience in whatever he says given that the audiences have insight into his character though it is not evident to the actors. He pretends to be morally upright so that his intention of ensuring the downfall of Othello is well covered. By planting the handkerchief in Casio’s house, it is an indication of a conspiracy between him and the wife (Lankey 6).

The stage businesses are illustrations of what takes place in real life. The visual plainness displayed on the stage according to the stage directions focuses directly on the actors and a fascinating account of retaliation, gullibility, and jealousy. The catastrophic downfall of the noble warrior is a common phenomenon in many societies plagued by jealousy and vengeance. Iago at times hilariously expresses his intentions for the murderous abhorrence of Othello.

He started wondering where he would find and arrest him. However, the rhetoric does not come out clearly even when he is called a thief in the street. Instead, Othello is accused of abusing Desdemona. In deep rhetoric, Brabantio states that his house is not a grange. This meant that he does not keep horses. In fact, this is founded on the fact that the daughter had eloped with a man of colour. I would insist that the actors should bring out the rhetoric clearly to sensitize the audience about racism. Numerous elements would probably catch my attention as a critic of the play.

The geographical symbolism represented by the two locations of the play would be important. For instance, Venice is represented by Lago while Cyprus represented by Desdemona. Othello represents the third location called Turks.

Setting: Venice, Cyprus, and the Ottoman Empire

Othello ‘s setting must have appeared very exotic to Shakespeare’s London audience. The play’s first act is set in Venice, a city-state in northern Italy, and the next four acts in Cyprus, an island in the Mediterranean Sea.

Today, Venice is a part of modern Italy, but in the 1500s it was a powerful maritime empire ruled by a duke, or doge, and a council of nobles. Seated in a lagoon on the Adriatic Sea, Venice was a large trade port with control over Mediterranean strategic points such as the Crete and Cyprus islands.

The key rivals of the Venetians were the Turks, or Ottomans, who ruled a large empire extending from the eastern Persian Gulf to the western part of Hungary, including Greece and Egypt. The Ottoman Empire and Venice had been in continuous conflict . The target was, of course, power and property, but religion also entered the equation. The Venetians were Christians, and the Muslims were Turks. The Turks were the despised enemy to Venice, and indeed to the England of Shakespeare, whom Christians fought during the crusades. A major theme that runs throughout Othello is this conflict between Christian and Muslim, European and foreign, “civilized” and “barbaric”

I the play, Othello is sent to Cyprus, to fend off the island’s Turkish invasion. This incident is probably inspired by a real battle which occurred in 1571. The Turks have, however, been successful in capturing Cyprus in real life, although they are being held off by a storm in the story. Even though it has a small part in the plot, the battle at sea serves an important role, as it provides a backdrop and mirror for the smaller Iago-Othello conflict brewing. The play asks us to examine which man is the true enemy of civilization, the Christian European Iago or the Muslim-born, ““barbarian”” foreigner Othello. There is no record of Shakespeare travelling to Venice so he probably relied on books to help him construct a clear image of Venetian life. One source he almost certainly used was the Government of the Commonwealth of Venice (De magistratibus et Republica Venetorum), written by Italian author Gasparo Contarini in 1543, and Translated into English in 1599 by Lewis Lewkenor.

The Moors and Race in Othello

The Moors were a Muslim people living on the African northern coast, an area called Barbary by the Europeans. These people had a mixed heritage: they originated from the Berbers (an indigenous Caucasian people). North Africa) and the eastern-born Arabs. The Moors conquered Spain in the eighth century and brought it under Islamic rule, taking their immense knowledge of literature, architecture, medicine to Western Europe; And technology, much of which they had learned from ancient Greeks and Arabs. For several centuries the Moors ruled over different parts of Spain. Moorish architecture and art can be seen throughout Spain today, particularly in the towns of Toledo, Cordoba and, and Seville.

Therefore, when Shakespeare wrote about “The Moor of Venice,” he envisioned a well-educated and uplifted North African man in the Muslim faith (although baptized Christian as an adult). However, it is unclear whether Shakespeare meant that we saw Othello in appearance as a black man or as one more Arab. Compared to Europeans, the Moors of Barbary were dark-skinned people but not black. However, the word Moor was also commonly used in Shakespeare’s day, to refer to any person with dark or black eyes, including black Africans. In the play, some references seem to describe Othello as a black African. But no matter what the exact colour of his face, the crucial point is that Othello was a stranger in Venice, an alien character who, though being respected and appreciated for his military prowess, aroused frequently intrigue, distrust and even hate.

The members of Shakespeare’s audience probably shared these same sentiments toward Africans. Africans were strange and foreign enemies of Christianity to the English of Shakespeare’s time, given to heathen practices such as witchcraft and voodoo. This was usually depicted as heroes in the literature of the time. The Africans who have come to England have been looked at with distrust and animosity. Queen Elizabeth, I issued an edict against these unfortunate foreigners in 1596, reading as follows: “Her Majesty understands that several blackamoors have recently been brought into this realm, of which there are already too many people here. Hence, Her Majesty’s pleasure is that these men should be removed from the country. “Considering this environment, it is very shocking that Shakespeare would have written a play in which the hero was an African and a rather noble character .

The Time Scheme of Othello

As many critics have noted, Othello ‘s time scheme is rather confusing. The events seem to take place in just a few days, but there are references throughout the play which suggest that much more time has passed. Shakespeare may have been divided between two objectives: in the one side, by making the events take place in a brief time period, raising the dramatic suspense, while on the other, requiring ample time to pass such that the storyline can be plausible. Shakespeare was possibly following the pattern of the Greek dramatist Aristotle in using a brief time span, who urged playwrights to keep the action of a tragedy “within one revolution of the sun.” Shakespeare probably realized that his story couldn’t take place in such a short time, but was trying to limit the time span as much as possible.

Unless the actions really took place in either two to three days, Desdemona would not have had enough time to be unfaithful and the result of the play would have been unbelievable. Thus, Shakespeare creates the illusion that more time has passed, even as the group has been in Cyprus only for two days when we examine the scenes. Decide, as you read, if the “double time scheme” of Shakespeare is successful, or whether it can be called fault in the play.

Characters in Othello

Shakespeare was actually moulding Iago, the villain in Othello, after the character of Vice in the medieval morality plays. Vice was a vile stock character who made known his intent . Vice was a villainous stock character , who kept the viewer conscious of his purpose by asides and soliloquies. The role of Sin in playing morality has been to encourage the protagonist to do something that will cause his own damnation. He did only that for his own pleasure and no other reason. As you read, it’s up to you to decide whether Iago, like Vice, is doing evil for his own gratification or whether he has a real reason to want revenge.

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Analysis of William Shakespeare's Othello
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 ...
The Tragedy of Othello: Critical Analysis
The Tragedy of Othello is a powerful piece of art written by William Shakespeare. The tragedy is well-known around the world. If you are assigned to write critical analysis of Othello, check this essay example to learn more about the drama, and its characters. We will write a custom essay on your topic. 812 writers online.
Othello Critical Commentary
Preface to the Critical Commentary. Shakespeare's plays as we read them today are not as they appeared in his lifetime. Some plays were printed in quarto version before being printed in the First ...
Using Critical Lenses to Analyze Othello: Historical, Cultural and
Construct an argumentative essay that defends the critical lens you feel provides modern society with the most compelling view of literature (choose among Historical, Cultural, or Feminist). ... teachers decided to modify the prompt to specifically focus on Othello: Choose one of the critical lenses you feel allows for the most compelling ...
Othello: A+ Student Essay
It is a quiet moment, but a hugely significant one. It marks a turning point: Othello has fallen victim to the same racist logic (or illogic) that rules the thinking of people such as Iago and Roderigo. Like those men, Othello wants to place the blame for his feelings of inferiority somewhere and winds up laying that blame not where it belongs ...
Iago's Alter Ego: Race as Projection in Othello
I, I, I: Iago's name unfolds from the Italian io, Latin ego; and the injured "I" is his signature, the ground of his being and the ground, I will argue, of the play. For Iago calls up the action ...
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Critical Evaluation. Although Othello has frequently been praised as William Shakespeare's most unified tragedy, many critics have found the central character to be the most unheroic of ...
Critical interpretations Post-colonial readings Othello: A Level
Post-colonial readings. A post-colonial critique of the play considers the way in which Othello's race is portrayed, and considers the hero's 'outsider' status in a white world. In Gender, Race, Renaissance Drama (1987), Ania Loomba suggests the central conflict in Othello is 'between the racism of a white patriarchy and the threat ...
Othello: A Survey of Criticism :: Internet Shakespeare Editions
A Survey of Criticism. 1 Othello has always been a popular play with acting companies and audiences, and over the centuries it has occasioned considerable and varied response among scholars. While many critics have regarded it as one of Shakespeare's most successful plays, there have been vocal detractors, both early in the play's life and more ...
Othello: Critical Essays
Othello: Critical Essays. Philip Kolin. Routledge, Jan 11, 2013 - Literary Criticism - 472 pages. Including twenty-one groundbreaking chapters that examine one of Shakespeare's most complex tragedies. Othello:Critical Essays explores issues of friendship and fealty, love and betrayal, race and gender issues, and much more.
Othello: A Level York Notes
Other nineteenth-century critics shared Rymer's views about Desdemona's marriage to Othello, suggesting she must be a strumpet who lacks morals because she marries a Moor. At the end of the century Swinburne argued that Othello must be seen as 'the noblest man of man's making'. In 1904, A. C. Bradley presented a positive analysis of ...
Othello Literary Perspectives Essay Breakdown
Othello Literary Perspectives Essay Breakdown. August 26, 2020. 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.
Critical interpretations New Historicist readings Othello: A Level
Critical interpretations Contemporary approaches New Historicist readings. New Historicist critics seek to consider Othello in relation to its social and historical context, looking at the play in relation to the ideology and beliefs of Shakespeare's society. New Historicists are particularly interested in whether or not Othello reinforces or subverts the values of Shakespeare's society.
Othello
Othello: Critical Essays explores issues of friendship and fealty, love and betrayal, race and gender issues, and much more. TABLE OF CONTENTS . chapter | 87 pages Blackness Made Visible . A Survey of Othello in Criticism, on Stage, and on Screen. By Philip C. Kolin. Abstract .
Othello Criticism
A. C. Bradley. [ Bradley presents an overview of Othello, in an attempt to discover what makes this the "most painfully exciting and the most terrible" of Shakespeare's tragedies. He highlights ...
Salem Press
The Critical Insights Series distills the best of both classic and current literary criticism of the world's most studies literature. Edited and written by some of academia's most distinguished literary scholars, Critical Insights: Othello provides authoritative, in-depth scholarship that students and researchers will rely on for years.
Critical Analysis of The Tragedy Of Othello
It tells the tale of Othello, a general from Moorish (North Africa) who marries a Venetian lady and then is cruelly fooled into thinking that his wife is unfaithful. Daffodils Critical Appreciation In 500 Words. Watch on. The plot itself was drawn from a novella written in 1565 by the Italian writer Giraldi Cinthio.
Othello Literary Criticism
Othello is a complex play that deals with issues such as jealousy, gender, and race. Because of that, it has generated a lot of literary criticism in the 400 years since it was written and first ...
Feminist Critical Lens Of Shakespeare 's Othello
1248 Words. 5 Pages. Open Document. Feminist critical lens examines certain texts with a primary focus on both gender's relationship with each other and how such relationships demonstrate effects towards beliefs, behaviors, and values. This critical lens also examines a patriarchal-centered society and how such society define and interact ...
Critical Lens Essay On Othello
Critical Lens Essay On Othello. Decent Essays. 684 Words; 3 Pages; Open Document. Twisted Affection Othello is about a tragic love story that focuses on the theme of love, jealousy, and betrayal. Shakespeare's true motive of writing Othello is discussed by many scholars of different time with no definite answer. However, when we focus on ...
Critical Lens Essay On Othello
Set in 16th century Venice, Othello, by William Shakespeare, explores the idea of an outsider from the very beginning of the play. Shakespeare uses Othello, a black army general, to explore the relationship of an outsider in high Venetian society using a variety of approaches.
Othello critical lens essay 1 .docx
Othello critical lens essay 12/8/2023 Brannon Hernandez Ms. Gevis The main force driving the characters in the play "Othello" is Jealousy. This is made apparent throughout the story, shown in the first few pages of act I with Iago and Rodrigo both jealous of either Cassio who was promoted to lieutenant over Iago, or Othello who married the girl Rodrigo had eyes for.
Critical Lens Essay on Othello
Through extensive critical study of William Shakespeare's play Othello, taking into account the countless productions of the play over the years, which reaffirms its status as an enduring valued text, it becomes distinctly evident that part of its ability to continually engage readers is drawn from its treatment of themes universal to the human experience , such as verisimilitude and jealousy.

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Analysis of William Shakespeare’s Othello

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Critical Insights: Othello

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Critical Analysis of The Tragedy Of Othello

Critical Analysis of Othello

Setting: Venice, Cyprus, and the Ottoman Empire

The Moors and Race in Othello

The Time Scheme of Othello

Characters in Othello

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