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Essays on Othello

🎭💔✍️ othello essay: dive into the drama.

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

Othello Essay Topics 📝

Othello argumentative essay 🤔💬.

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

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

Othello Cause and Effect Essay 🌪️🤯

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

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

Othello Opinion Essay 🗣️😮

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

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

Othello Informative Essay 📚📖

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

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

Othello Essay Example 📑

Othello thesis statement examples 📜💡.

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

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

Othello Essay Introduction Examples 🌟

Here are some introduction paragraph examples for your Othello essay:

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

Othello Essay Conclusion Examples 🔚📝

Here are some conclusion paragraph examples for your Othello essay:

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

Why Does Iago Hate Othello

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Dramatic Irony in Othello Act 3

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Othello: Desdemona as a Representation of Power and Possession

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The Power of Jealousy in Shakespeare’s Othello

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1603, William Shakespeare

Play; Tragedy

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

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

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

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

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

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

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

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

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

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

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

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

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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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• 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

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

The Content

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

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

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

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

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

The Results

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

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

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

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

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

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

1. Start wide and narrow down.

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

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

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

2. Start narrow and go wide.

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

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

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

Happy writing!

1. What are Literary Perspectives?

2. What are you expected to cover? (Literary Perspectives criteria)

3. Approaching the Task 

4. SACs, Exams, and Allocated Marks

5. How to Prepare/Improve?

What are Literary Perspectives?

This is the task that takes the longest time for all lit students to wrap their heads around. Not only is it difficult to understand what a literary perspective is but also what the essay requires you to do, so hopefully this article can help clear it all up for you!

Put simply, literary perspectives are various different lenses used for looking at all texts. Different lenses reveal, highlight and emphasise different notions in each text. To take a simple example, a Marxist might look at ‘The Great Gatsby’ how our capitalistic system underscores the motivations of Gatsby? A feminist might look towards the role of women in the text; are they only supporting characters, or do they challenge traditional gender roles?  Perhaps an experienced literature student might think this is an oversimplification, but it’s a good way to start thinking about perspectives. We will explore a little more of how to integrate and research different literary perspectives in our ‘Approaching the Task’ section.

In short, literary perspectives wants you to consider:

• How does a text change, to the reader and the writer, when we examine it through different backgrounds/perspectives?
• Can we understand the assumptions and ideas about the views and values of the text?

What are you expected to cover/do? (Literary Perspectives Criteria)

1. Structure and Cohesion

The structure of the essay and the task itself is more familiar than the close analysis essay. You respond to a topic (yes, there is only one) and you have a more “typical” essay structure with an introduction, three body paragraphs and a conclusion.

Cohesion comes from how well you can develop your overall argument. The way I like to think about it is: do my paragraphs build/relate to each other or do they have nothing to do with each other? Providing a cohesive argument and interpretation is essential, and not just for literature, this is something that will definitely be enhanced as you continue your literature journey!

2. Develop an overall Interpretation/perspective for each text

This requires a lot of research and critical readings of the wealth of criticism around the text. When you read the text, a few notable themes and ideas should be jumping out at you right away, this will be the springboard into understanding the perspectives around the text. 

For example, in ‘The Great Gatsby’, Gatsby and Buchanan are greedy and money-hungry in a world of excess and economic prosperity. Fitzgerald asks readers to consider the backbone that drives a blind devotion to the accumulation of wealth. This should remind you of Karl Marx and his comments on capitalism and communism which will then open up a large wealth of research on Marxism!

Remember, that whilst VCAA specifies that one must analyse and respond to one underlying literary perspective of the text in Section A of the exam, this isn’t as narrow as you might think. So I lied a little, sunglasses as perspectives might be a bit misleading. Because whilst you can’t wear multiple sunglasses, you can have multiple interpretations that form one perspective. It’s important to remember that what constitutes a perspective is not just one school of thought, it is your understanding, perspective and ideas. Which means that if you want to blend a Marxist and Psychoanalytic perspective, you absolutely can, BUT you need to make sure they are incorporated well together. This is because perspectives and literary ideas don’t exist in a vacuum, they work together, bounce off each other and grow over time. Greed could be something that is perpetuated by a capitalistic, market centered system but it could also be something ingrained in the human psyche. See! You’ve now turned two perspectives into one blended idea, of course it needs a lot of cultivation but you can see how these ideas begin to coexist.  

Furthermore, if you begin to understand how your text through multiple coexisting lenses’, you’ll broaden your horizon so you’ll be ready to approach any topic. In 2017, VCAA gave the topic: “To what extent is Conrad’s Heart of Darkness an indictment of colonialism?”. What happens if you didn’t choose colonialism/post-colonialism as your perspective and chose feminism instead? You would probably be freaking out in the exam. But if you understood that colonialism was motivated by the need for economic dominance (Marxist ideas) or the West’s hunger for power (psychoanalytical notions), the topic isn’t so daunting after all.

In sum, developing an interpretation is a rocky, complex and difficult ride but have patience, it will all pay off in the end. Stick around and we will give you a few tips below on how to interpret and continue to develop your interpretation! PS. Here’s a video that might be helpful if you need the extra advice: What are literary perspectives .

3. Understanding and analysis of the text through textual evidence

This should be self-explanatory at this point; everyone has been taught this since year 7: never say anything if you can’t back it up! It’s easy to get lost in your perspective when your writing, this is just a gentle reminder to never forget to use quotes and actual evidence from the text. Here’s a helpful video on how to incorporate quotes.

4. Control and effectiveness of language

Having control and effective use of language is a criteria present in both sections of Literature (and in English)! I won’t go into too much depth, but this video provides 6 great tips on improving your expression!

Approaching the Task 

So how do you best tackle the exam and the SAC?

Aforementioned, the exam will only give you one topic to respond to and your SACs will do something similar (we’ll get into this later). Here are some tips on handling lit perspectives on the exam and SAC. 

When you first see the topic, there are a few things you can do to help approach the task.

1. Highlight key words!

Again, pretty self-explanatory. It absolutely essential that you respond to the whole topic. It’s so easy to get caught up in the first half of the topic when you see a key word that you like/don’t like. But pay attention to what the topic is actually asking you to do, not just the central theme/idea that is contained within the topic.  

Find all the key close textual examples that you’d like to use. Make sure to choose ones that enhance your overall interpretation. Remember, that just because it isn’t a close analysis essay doesn’t mean you shouldn’t include close textual examples. 

Planning is a very individual task so it’s up to you to find out what works for you, but it is an essential part of the writing process. If you want a coherent interpretation, you need to know where you’re going as you write. If you fail to plan, you plan to fail!

3. Develop/Establish your interpretation in your introduction

By now, you know the importance of establishing a strong interpretation of your text. This needs to be established in your introduction (and that includes all the buzzwords of your interpretation). 

What I mean is, a lot of perspectives have a lot of jargon that is not always easy to read… Part of your job in your introduction is precisely to clarify some of these key jargons, it does not have to be super detailed, just give a simple definition of some of the key terms you are working with.

SACs, Exams, and Allocated Marks

This SAC comprises 50% of Unit 4 and in my opinion, was the most difficult to wrap my head around. The breakdown is as follows:

To simplify, it’s essentially like the literary perspective essay in the final exam; however, you need to “compare and analyse two pieces of literary criticism reflecting different perspectives”. Remember how I mentioned that one perspective can be a mix and blend of two different perspectives? Well this SAC is trying to teach you just that. You’ll be tasked with finding two different perspectives, but that doesn’t mean they have to be opposing at all.  The example from before: “Greed could be something that is perpetuated by a capitalistic, market centered system but it could also be something ingrained in the human psyche” is just one way in which you can take two different pieces of literary criticism reflecting different ideas and bring them together in this SAC.  

This SAC also asks you to research rigorously the literary discourse around the text, so that will be your first starting point. Find what you want to talk about and then figure out how to talk about it!

This may be classified as ‘Section A’ on the exam, but it does not have to be completed first, this is up to you! Each essay in the exam is worth 20 marks and will be double marked. The score that each examiner gives you will be added together, so both your final essays will be out of 40. 

How to Prepare (and Improve!) for your Close Analysis SAC and Exam

Everyone’s heard the phrase “practice makes perfect”, but nobody really tells you how to practice? What does practicing mean in a Lit Perspectives context? Here are a few recommendations and guidelines about how to ACE your next lit perspectives essay:

1. Read and Re-read your text (or re-watch your film)

You’ll have heard this hundreds of times but it’s absolutely essential, who knows, you might change your mind? Meanwhile you can find good quotes you like and potentially spot techniques or language devices you might have missed on the first or even second read! 

Each time you re-read, go in with fresh ideas and perspectives and search for examples that either contradict or support your interpretation. Critical reading is what us lit kids do!

2. Find buzzwords for your text or your perspective

Aforementioned, jargon and buzzwords populate the modern literature discourse for any text and perspective. It’s important that you have a firm grasp of these words and phrases. Here are some examples of a few:

• Communism/capitalism 
• Superstructure
• Institutions

Psychoanalysis:

• The unconscious
• ID, ego and superego

3. Talk to your friends and teachers, bounce ideas off each other!!!

Two minds are better than one. Not revolutionary, but unequivocally true. Whenever you are stuck in a rut, talk to your friends about what you think and maybe they can help challenge your ideas. Don’t be afraid to argue your point and be open to criticism, challenging your ideas will only help refine and enhance it. It’ll also make you consider some ideas you might not have thought about it. 

4. Write specific examples 

This is the same advice for close analysis (and any other essay for that essays). Practice writing doesn’t mean you have to write a full essay every time, this can be both draining for you and your teacher to mark. Plus, most of the time, you’ll make the same mistakes/the feedback will be same throughout the entire essay. Try little snippets of examples, paragraphs or introductions instead. 

5. Utilise all available resources 

Teachers are a hub of intelligence, ask them for questions, advice and feedback. Have a look at online resources including critical articles on your texts (not just lit charts articles). There are a bunch of different articles linked throughout this article but here are a summary of a few more articles written by some very smart LSG tutors!

Breaking down the VCE Literature Exam Criteria

Common Mistakes in VCE Literature

The Dont's of VCE Literature

How Do I Do Well if I HATE the English Texts That I Am Studying?

I know that exact feeling; the feeling of giving up before it has even started. Some lucky students fall in love at first sight with their texts while some unfortunate students dread having to spend a whole year analysing their texts. If you resonate with the latter, you have probably already given up on English, or maybe you’re trying your best to stay optimistic. English is hard, but what makes it harder is when you know you hate the texts that you are studying, so how can I do well in English if I hate the texts that I have to study? Whether you hate reading and analysing texts or you just hate the specific text that you have to study, here is a guide on how to make studying and reading your texts more enjoyable!

Reading Texts

We’ve all said it before, “I’ll just read it later” or “I’ll read it right before school starts” and in the end, it all leads to the same conclusion of us never actually reading the text and by the time our SACs roll around, we ‘study’ by reading summaries of our texts and try memorising the most popular quotes. 

Do I Really Have To Read the Text?

The bad news is yes, it is highly recommended that you read your texts! (I know it can be tempting to just read chapter summaries but trust me, I have tried writing an essay without reading the text and it went very badly). However, the good news is using LSG’s ideal approach to your English texts , you may only need to read your texts a minimum of three times. In fact, if you make use of your first reading , you probably won’t have to personally read the text again! During this first reading, take your time, don’t try to binge read the entire text in a night as there is a high chance that you will not be following the plot and you’re just reading for the sake of finishing the text. There’s no need to start annotating the text during this first reading as you will most likely have a collective second reading in class where your teacher will go over the whole text in more detail by highlighting significant sections of your text. This first reading is simply for you to familiarise yourself with the text and what you will be handling during the year. However, if you still have trouble understanding your texts, LSG has a plethora of resources such as free text-specific blogs and affordable text guides that you can check out!

How Do I Find the Motivation To Read My Texts?

Some common reasons why we might procrastinate reading our texts are the sheer volume of pages we need to read; having a short attention span and; being a more visual learner. If this is the case, there are many ways to increase your motivation to read or watch your texts!

• If the text is a play (e.g. The Crucible by Arthur Miller ), watch the play while reading the script . Not only will this help you understand the stage directions in the script, but it can also help with understanding the plot if you are a more visual learner. 
• If the text has a film adaptation (e.g. In Cold Blood by Truman Capote or The Dressmaker by Rosalie Ham ), watch the film adaptation first! Knowing major plot twists and spoilers can make reading your text feel faster as you already know what is going to happen. Watching film adaptations can also help allow you to picture the plot easily and help immerse yourself into the setting and the world of the text (however, do take care when doing this as you are only analysing the text you have been allocated, not the adaptations! )
• If the text is a film (e.g. Rear Window by Alfred Hitchcock ), try to find a trailer of the film or find short clips from the film rather than watching the entire movie in one sitting; watching these cuts and suspenseful scenes may spark your curiosity which is likely to increase your interest towards wanting to watch the movie. Scheduling a movie night with friends and family is also a great way to make watching the film more fun. 
• If the text is a collection of poems (e.g. William Wordsworth Poems selected by Seamus Heaney by William Wordsworth ), listen to the poem while reading the poem. Not only will this help you to embody the poet’s mind, but it can also help you recognise the rhyming schemes and rhythm patterns that may not be noticeable at first glance.

Check out How To Recharge Your Motivation Over the School Holidays for more tips!!

How Do I Make Reading My Texts More Enjoyable?

• Create goals: Space it out, we do not want to get burnt out! Organise goals and do not attempt to read the book all within a night! For example, you could aim to read one chapter a day. Not only will this hold you accountable, but it will also make reading less daunting and overwhelming.
• Rewards: Who doesn’t love rewards? Reward yourself after reaching your reading goals, this could be as simple as taking a break after reading or reading a book that you like. 
• Audiobooks: When you don’t feel like physically reading, download audiobooks of your texts and listen to them while you’re commuting or while you’re doing your chores.
• Environment: Create the perfect reading atmosphere! This is quite subjective, however, if you’re struggling to find this niche, here is a step-by-step guide to ‘romanticise’ reading:
• Put your devices away! If you’re opting to read an ebook, you can also turn your notifications off. We do not want to be distracted and procrastinate!
• Find a comfortable place to sit with good lighting.
• If you’re in the mood for a sensory experience, light a scented candle or make your favourite beverage to sip along while you are reading. 
• If it helps, you can pretend that you’re reading at an aesthetic library, or your favourite café, or a serene park…the options are endless. 

Studying Texts

It can be even harder to find the motivation to study for the texts that you hate as you’re probably looking for ways to limit the amount of physical contact you make with the text or ways to save time and study less for English but still do well in the subject.

How Do I Save Time When Reviewing and Writing Notes on My Texts?

Tip 1: write notes based on themes, writing style & characters instead of chronologically .

Often, students will take notes chronologically based on each chapter, however, this is not helpful at all. In your SACs and exam, you will not be writing paragraphs based on each chapter, instead, you will likely be given one of the five types of essay prompts that require an in-depth understanding of the themes, writing style ( such as symbols and motifs ) and characters of the text. Therefore, I recommend writing down notes and quotes based on themes, specific writing techniques and characters.  

For example, before class, you could create a separate notes page on each prominent theme of the text. When your teacher highlights significant sections of the text, you could then write down these notes into the relative theme document. For comparative texts, you can also create a comparison table based on overlapping themes which will allow you to view the comparisons more easily. If you’re a visual learner, colour coding your notes according to different themes or characters can make it easier to find later on when reviewing your notes. If you do this from the start, you will spend less time re-reading the text and organising your notes which will hopefully reduce the amount of time you spend studying. 

Tip 2: Write Down Page Numbers Next to Quotes and Notes

No, you do not have to memorise page numbers for your final exam or SACs, however, writing down page numbers will help you save time when reviewing your notes as you can just flip over to the page rather than having to re-read the text to find the specific quote or notes. It may seem rather annoying having to write down the page numbers all the time, however, your future self will thank you!

How Can I Find the Motivation To Write on the Text That I Hate?

Tip 1: find out what you hate and like about the text.

We all experience writer’s block, especially when we have no passion for the text we are studying. However, assuming you have read the text, you would probably have unique opinions on the text. Firstly, find out what you hate about the text . 

• Do you hate a specific character in the text? Why do you hate this character?
• Do you hate the writing style? What is it about the writing style that you hate?
• Is there a specific theme you felt the text did not address properly?
• Was there a specific scene or part of the text that frustrated you?

Once you find out what you hate about the text, find an essay prompt related to the topic you hate and practice writing an essay about it! Use this as a chance to lowkey rant, discuss or debate about the topic. Not only will this help you develop your inner author voice, but it will also provide you with inspiration to write. On the other hand, you can also find out what you like about the text (hopefully, you don’t hate everything about the text) and practice writing on a topic related to this. For example, I hated studying The Crucible due to the portrayal of women in the text. However, when analysing the text, I realised that the portrayal of women in the text was simply a reflection of the conservative and insular society of Salem which became a theme that I liked discussing. 

Tip 2: Put the Text in Context

Keep in mind that the texts that you have been allocated all have a specific aim and purpose such as serving political commentary about a significant historical event, critiquing a specific characteristic of conservative communities or simply a discussion about human nature. Throughout the text, there will be many literary techniques, characters and events that will be used to bring these significant themes to life. Therefore, regardless of whether you like the plot of the text or not, the themes that you will be studying may be more of interest to you. If this is the case, researching the background and the world of the text may help you gain a deeper understanding of these themes which is likely to increase your motivation to write as you will be able to apply your knowledge about the text such as quotes, characters and events to these themes. 

Tip 3: Utilise Your Strengths

By focusing on your strengths, you are likely to increase your confidence and consequently, your motivation to write! Therefore, if you are an expert at analysing literary techniques, or if you have mastered writing about characters, use these strengths when you are writing. Not only will playing at your strengths make writing less difficult, it may also help overshadow your weaknesses. 

Overall, whether writing essays is your strong suit or not, LSG has many general essay writing tips (for example, check out this guide on essay planning ). I also recommend checking out some of the comprehensive LSG guides such as ​​ How To Write A Killer Text Response and How To Write A Killer Comparative which may give you a head start on writing your essays. 

Unfortunately, there aren’t many choices in English and it is quite likely that you will end up with a text that you dislike. However, it is still possible to do well in English while studying texts you hate! Hopefully, these tips can make reading and studying your texts much more enjoyable and consequently, make your English experience much more pleasant. Endure the pain now and you'll be finished before you know it!

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. 

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.”

Updated for the new 2023-2027 Study Design!

AoS 1: Adaptations and Transformations

Aos 2: developing interpretations.

• AoS 1: Creative Responses to Texts

AoS 2: Close Analysis

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

Scope of Study

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

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

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

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

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

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

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

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

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

Also ask yourself these questions:

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

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

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

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

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

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

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

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

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

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

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

‍ Unit 4: Interpreting Texts

Aos 1: creative response & reflective commentary.

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

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

You can establish this relationship by: ‍

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

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

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

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

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

Key Knowledge:

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

Key Skills:

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

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

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

From the VCAA study design:

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

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

Writing the Introduction

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

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

Understanding of the text demonstrated in a relevant and plausible interpretation

Ability to write expressively and coherently to present an interpretation

Understanding of how views and values may be suggested in the text

Analysis of how key passages and/or moments in the text contribute to an interpretation

Analysis of the features of a text and how they contribute to an interpretation

Analysis and close reading of textual details to support a coherent and detailed interpretation of the text

• Considering these points, your introduction should feature these 2 elements: your personal reading of the text and your interpretation of the passages.
• In terms of structure, try to begin with a sentence or two explaining your personal reading of the text. The key to doing so in a manner befitting Close Analysis however, is to utilise quotes from the passages to supplement your assertion.

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

Extra Resources

Views and Values

VCE Literature Essay Approaches - Not a Language Analysis

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

The Importance of Context in Literature ‍

Study Techniques: How To Approach a Text That You Hate

Why Genre Matters in VCE Literature: An Analysis of Dracula

Developing Interpretations SAC Guide: Interpreting Alias Grace

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

• Constantly refer back to the language of the passages

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

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

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

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

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

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

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

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

• Memorise quotes throughout the text

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

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

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

In describing the task, the exam paper states:

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

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

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

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

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

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

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

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

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

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

Best of luck!

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

What’s Changing?

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

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

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

What Do I Need To Do?

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

Developing an Interpretation

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

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

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

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

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

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

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

The Supplementary Reading 

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

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

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

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

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

Pro Tips for Reading Academic Articles

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

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

1) Read the Whole Thing

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

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

2) Re-read the Introduction and Conclusions

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

1)  Introduces the text

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

3)  Introduces their main argument and their supporting arguments

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

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

3) Try to Summarise the Author’s Interpretation

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

4) Read More Academic Articles

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

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

The SAC for Developing Interpretations is a little bit weird. It’s worth 50% of Unit 3, but is split into two parts:

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

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

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

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

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

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

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

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

Going Forward

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

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

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

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

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

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

Film and Television

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

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

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

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

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Essays About Othello: Top 5 Great Examples and 6 Prompts

Othello is regarded as one of the most significant works of literature from the Elizabethan Period; Here are writing prompts on essays about Othello . 

Othello (1603) is a tragic tale of love, war, jealousy, and revenge. Set in the 1500s during the Ottoman-Venetian War, the play follows General Othello, his wife Desdemona, and Iago, one of his soldiers. Lago is bitter after being overlooked for a promotion; he takes his revenge on his general, Othello, by deceiving him into thinking that his wife Desdemona has been unfaithful. This leads Othello to kill her, then ultimately kill himself. 

The themes that Othello embodies are enduring and relatable, as we still see the issues that the play’s characters experience. As a result, the story has been adapted countless times and is considered one of the greatest plays of all time. 

To write insightful essays about Othello, you can start by reading these examples. 

1. Enduring Value – Othello by Brett Horton

2. othello and reputation by joe richards, 3. othello gullible by ross vasquez.

• 4.  Why Is Othello Black? By Isaac Butler
• 5. ​​A Reflection on Shakespeare’s Othello by Myers McKinney

1. Why Is Othello A Classic

2. what is othello’s tragic flaw, 3. othello and un capitano moro, 4. racial prejudice in othello, 5. jealousy in othello, 6. why is othello timeless.

“Shakespeare’s portrayal of Othello as being an outsider, and being ‘othered’ by the Venetian society due to his different race, reflects traditional Elizabethan values and principles concerning racial prejudice and inequality. These repeating problems, of social intolerance and racial bias are common concerns in our modern society. Shakespeare’s expresses the nature of villainy through his antagonist, ago, as he explores problems of betrayal and deceit.”

Horton writes about Othello ’s value due to its profound exploration of intrinsic human traits. In particular, prejudice is still prevalent, and Horton briefly explains how the play displays this theme. In conjunction, he writes about how in contrast with the prejudice against his complexion, Othello is all too trusting, which does not allow him to see Iago’s betrayal. 

“Without Iago’s honest reputation, he would have never been able to convince Othello that Desdemona was committing adultery. In addition Cassio’s diminished reputation fuelled Iago’s lie about Desdemona, making it easier for Othello to believe lago. Finally, Othello’s high rank in the military restricted him from confronting Desdemona about the possibility of an affair, which prevents the truth from emerging.”

In his essay, Richards discusses the effects of the characters’ reputations on the play’s events. Iago uses his reputation as an honest, virtuous soldier to make his plan successful, manipulating the other characters to serve his needs. On the other hand, Othello’s reputation prevents him from confronting Desdemona about a supposed affair, which was unacceptable during this time. 

“He trusts Iago too much and totally relies on ago therefore making him really vulnerable to Iago’s evilish schemes. Othello’s gullibility causes him to be jealous. He let’s his jealousy take over, he looses control of himself and acts on his jealous emotions, he let’s his jealousy clutter his mind and good judgment.”

Vasquez analyzes the character of Othello and focuses on a key trait that allows the play to transpire as it does: his gullibility. He is far too trusting and believes his “loyal” soldiers, such as Iago, without any doubt. This, in turn, leads him to listen to Iago’s lies, making him jealous and turning him against his wife. Vasquez’s message is clear, concise, and logical: Othello is greatly flawed, and his flaw leads to his unfortunate end. 

Looking for more? You might also be interested in these essays about Hamlet .

4.   Why Is Othello Black? By Isaac Butler

“Othello could be talking about Desdemona as the abused Venetian or, according to Sisneros, ‘he could be even referring to himself. He killed the good part of himself, thus ‘traducing’ the Venetian state.’ Either way, it’s hard to escape the sense that Othello is explicitly saying he has ‘turned Turk’ by the end of the play. It could also be that Othello’s blackness provided Shakespeare a new way to explore questions that consumed his playwriting at this time in his career: What is identity, and how is it formed? What is a man? What is an Englishman?”

Butler puts Othello’s race at the forefront of this essay, in which he speculates on any hidden meanings behind Othello’s dark complexion. In particular, he presents a theory by which the character’s blackness represents his true essence; as the play goes on, Othello’s mannerisms change to more stereotypically “uncivilized” behaviors. Shakespeare may have used Othello’s character to reflect many people’s belief at the time that black converts to Christianity could not completely change.  

5. ​​ A Reflection on Shakespeare’s Othello by Myers McKinney

“Ensnared in Iago’s half-truths and innuendos, Othello lives in a false world instead of the true one. By failing to question Iago and his motives, Othello instead questions Desdemona and Cassio and their motives. To use the phrase of the revolutionary, Friedrich Engels, we could say that Othello falls into a state of ‘false consciousness’ because of the counsel of Iago. Like Adam and Eve in the garden, Othello allowed what Van Til called a ‘false ideal of knowledge’ to become ultimate and authoritative in his interpretation of reality.”

As its title suggests, McKinney’s essay reflects on Othello’s fall from a respected military general to a disgraced murderer. Iago’s deception in the form of “half-truths” combined with Othello’s willingness to believe and trust his subordinates allows the story to play out as it does. McKinney discusses the importance of sometimes questioning things rather than always taking them at face value. 

Top 6 Writing Prompts on Essays About Othello

Based on your understanding of the story, write about the importance of the play and why others should at least look into reading them. Briefly discuss the plot, characters, and themes, and try to convince others to read Othello . Of course, this topic would be much more suitable if you have already read or watched the play. In this essay, you can discuss the main themes of the play and why it had such an impact on society.

As a tragedy, Othello’s eponymous protagonist has a central flaw in his character that leads to his downfall. While a few flaws can be identified, which do you believe is the main issue that allows the story to transpire as it does? First, identify it, discuss it and give examples of instances in which it is seen. Finally, analyze how these situations lead to Othello’s downfall and discuss if this could have been prevented. 

As with many of Shakespeare’s other dramas, Othello is based on earlier literature, in this case, Cinthio’s short story Un Capitano Moro . Read the source text and compare and contrast it with Shakespeare’s version. Discuss how these two written works are similar and how they are different. Compare the main themes of each and decide whether or not you believe these two texts are similar.  

In your essay, you can discuss the prevalent theme of race, and racial prejudice, to be exact. Ask yourself: does Othello’s race impact the play? Delve into this question for an interesting argumentative essay. Discuss the hypotheticals, such as: would the story’s events play out differently if he were like the other characters? Remember the period in which the characters lived- times were very different back then. Be sure to cite text evidence to support your arguments.

Another central theme of Othello is jealousy. In your essay, discuss how jealousy is shown throughout the play. You can highlight this theme by quoting dialogue that shows a jealous tone in a character’s voice or actions. In this essay, make sure to include multiple quotations from the play to provide supporting details.  

You might also enjoy these essays about To Kill A Mockingbird and essays about Romeo And Juliet .

The story of Othello has been adapted and referenced repeatedly, whether in film, television, music, art, or even games. What is it about the play that makes other creators and artists keep coming back to it? Why is it still performed today? You can include some aspects of the play that make it “relatable” to us humans, even in such a different time.  

Check out our guide packed full of transition words for essays .

If you’re still stuck, check out our available resource of essay writing topics .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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Specifications that use this resource:

• AS and A-level English Literature B 7716; 7717

Aspects of tragedy - exemplar student response and commentary

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

Paper 1A, Section B -  Othello

Sample question.

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

To what extent do you agree with this view?

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

Band 5 response

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

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

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

                             She loved me for the dangers I had passed,

                             And I loved her that she did pity them.

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

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

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

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

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

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

Examiner commentary

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

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

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

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

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

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

This response seems consistent with the band 5 descriptors.

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

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

Last updated 16 Dec 2022

115 Othello Essay Topics & Examples

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

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

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

✨ How to Write an Othello Essay?

• 🏆 Best Othello Essay Topics & Essay Examples

👍 Good Ideas for an Essay on Othello

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

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

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

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

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

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

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

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

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

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

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

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

🏆 Best Othello Topic Ideas & Essay Examples

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

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Othello is regarded as one of the best tragedies written by the English playwright, poet, and actor, William Shakespeare. As a literary student, everyone has to study Othello as a part of their syllabus no matter which university they belong to and then also face the reality of writing an essay on the same. Othello Essay Writing is one of the toughest tasks and to create a successful write-up, one needs to know in advance where his/her line of argument is going and if it is relevant or not. 

Straight off jumping to write will never help students in producing a really focused piece of work, and you may end up grinding to a halt halfway through, wondering what to write next. To write a good essay, it is important to invest several hours in reading, thinking, planning and then executing, the tactic should be taken into consideration. Spending hours in penning down a perfect Othello Essay Sample proves to be challenging for learners who have piles of other assignments also in hand to do. If you too are stuck, you can simply count on Online Assignment Expert for the best Essay Writing Help as we are backed by a team of skilled and knowledgeable mavens with us. This blog is definitely going to help you out as I have discussed some tips for a well-written Othello Essay Example as well as how to structure your essay. So, let’s begin.

A Well-Written Othello Essay that Will Help Score an HD Grade!

Tip#1: Read the question and what’s demanded in it carefully

It is an unsaid thing that you must read the question extremely carefully; before jumping on to write it down. Make sure that you have completely understood what is demanded in the answer. Never ever re-write what you have already written previously and ensure that what you are writing is absolutely relevant to the asked question. 

Tip#2: Make a list of important and highlighted ideas in content to the question asked

Make sure that you know what you have concluded to be written as a part of your answer after going through the question. Right now, only pen down the points to be included, we will organise it in chronological order later on. 

Tip#3: Now comes the organisation of the pointers you have written

Now, you can organise your notions together into about five or six different areas of discussion. Create a heading or title for each group. The main aim here is, to sum up, the main point. 

Tip#4: Now arrange your ideas in a chronological order

Now the chronological order of your essay will depend on the line of argument that you will choose for your write-up. Your essay should be in a tone that you are in a court of law, stating your case and your evidence alongside. You have to do this while ordering the number of paragraphs. 

How to Structure your write-up for the best Othello Essay Example?

First of all, you will have to clearly explain and describe all the characteristics of Iago’s character, which you would like to put emphasis on. Whilst doing this, you can also talk about how Shakespeare has presented evil. Below is the division of paragraphs made for the essay you will be writing: 

• In the first paragraph

Here you can give a brief introduction by examining the character of Iago. You can answer questions such as why is he angry or what does he want or why does he make use of obscene language.

• In the second paragraph

In the second paragraph, you can talk about the way Iago talked to different characters in the play such as Othello, Desdemona, Roderigo or for that matter, Cassio, picking quotes specifically from Acts 1 and 2. You can answer or put forth your point of view of his physical demeanour, proximity to other actors, tone of voice towards others.

• In the third paragraph

In this paragraph, you can examine Iago’s methods in Act 3 Scene 3. Here you can talk specifically about how Iago puts notions into the mind of Othello and how he suggests out actually accusing until Othello is convinced of Desdemona’s adultery. This is the point where Shakespeare is saying things about evil. What is he trying to say?

• In the fourth paragraph

In this paragraph, you can further talk about how Iago’s character is perceived by the audience. Here you can put your point of view in context to Iago’s soliloquies, assessing whether there are areas where the audience can appreciate and sympathise with Iago’s psychology.

• In the fifth paragraph

In this paragraph, you can talk about Iago’s place in his first long speech in Act 5 Scene 1. You can also portray a comparison to this position with that of the previous ones. You can also write about Shakespeare making about the effect of evil on him.

Below is the type of questions you might be asked in context to Othello Essay

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Home / Guides / Citation Guides / Book Citations / Learn how to cite “Othello” by William Shakespeare

Learn how to cite “Othello” by William Shakespeare

Learn how to create in-text citations and a full citation/reference/note for Othello by William Shakespeare using the examples below. Othello  is cited in 14 different citation styles, including MLA, APA, Chicago, Harvard, APA, ACS, and many others.

If you are looking for additional help, try the EasyBib citation generator .

Popular Citation Styles

Here are Othello citations for five popular citation styles: MLA, APA, Chicago (notes-bibliography), Chicago (author-date), and Harvard style.

Additional Styles

Here are Othello citations for 14 popular citation styles, including Turabian style, the American Medical Association (AMA) style, the Council of Science Editors (CSE) style, IEEE, and more.

Find citation guides for additional books linked here .

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How to Write a Literary Analysis

This essay about navigating the intricate layers of a literary masterpiece to uncover its underlying themes, motifs, and symbols. It emphasizes the importance of crafting a structured analysis, from formulating a precise thesis statement to selecting pertinent evidence from the text. Through insightful interpretation and avoiding mere summary, the essay guides readers in conducting a thorough literary analysis, enriching their understanding of literature and sharpening analytical skills.

How it works

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How To Write A Literary Analysis. (2024, Apr 14). Retrieved from https://papersowl.com/examples/how-to-write-a-literary-analysis/

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PapersOwl.com. (2024). How To Write A Literary Analysis . [Online]. Available at: https://papersowl.com/examples/how-to-write-a-literary-analysis/ [Accessed: 14-Apr-2024]

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