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Whether you revel in the ideas and intricacies of poetry or could not think of anything more monotonous to read, grab a tea (or coffee if it’s one of those nights), your favourite late-night snack, and prepare to be amazed by just how simple it is to absolutely NAIL a poetry essay.
Don’t worry, I know that same overwhelming feeling when poetry can seem as if it’s not even in English, but I can ensure you, learning how to write a poetry essay is like learning to ride a bike…. Once you wrap your head around it you’ll be cruising!
To make these tips even more practical, we’ll be focusing on John Donne’s poetry in relation to the topic below:
‘Donne’s poetry explores the many aspects of human experience.’ Discuss.
1. Start off with a bang!
I’m sure you’ve heard it before… your introduction sets the tone for your essay and this could not be more true. A shallow introduction is like missing the start of your running race, or even worse arriving at a party just before it ends! You’ll just have so much catching up to do! Without being overly hyperbolic, here are a four essential tips that will ensure your assessor sees you as a high-scoring student right from your first sentence.
- Answer the question in your first sentence (even if it is in a broad manner) and always link back to the essay topic – this will show the assessor that you are answering the question given rather than presenting them with a sneaky memorised essay!
- Utilise the right terminology when outlining the type of poet and era they wrote in (i.e. metaphysical poet, Renaissance era, during the reign of Queen Elizabeth)
- Outline the main poetic techniques for which the poet is known for (i.e. playful wit, rich imagery, language, challenging intellectual argument) as well as the ideas and values they endorse (i.e. elevation of reciprocal love, belief in the resurrection of Christ, celebration of eternal life)
- Wow your assessor with unique vocab (i.e. illuminate, emanate, meditate)
And here’s a sample introduction to help you even more:
John Donne’s anthology, “Selected Poetry” illuminates the human condition and thus provides much commentary on life and death. A metaphysical poet of the Renaissance era, Donne combines a playful wit, rich imagery, and perhaps most importantly language, to challenge intellectual argument and celebrate various aspects of sexual desire, mutuality and faith. Immersed in the Christian traditions of his time, Donne’s exploration of Death emanates from the Elizabethan acute awareness of the brevity and vanity of human life; however, with his sensual elevation of reciprocal love and his deep spiritual belief in the resurrection of Christ, Donne meditates upon his belief and celebration of eternal life.
2. Strong topic sentences are Crucial (with a capital C)
Time and time again students fall into one of two traps. They either try to start each paragraph with a lengthy (and often beautiful) phrase trying to encapsulate every idea they plan to introduce in the paragraph. Or on other occasions, they have no introductory sentence and instead launch straight into their poetry analysis. Your assessor may be blown away with your A+ worthy introduction and then reach this weak opening to your paragraph and have to reconsider! Your topic sentence is the frame for the whole paragraph so please, keep it clear, succinct, and relevant to the essay question.
Here are three ‘DOs’ and ‘DON’Ts’ to consider when crafting one of the most important sentences of your essay (again, sorry about the drama!)
- DON’T mention the poem you will use as evidence in your topic sentence
- DO answer and link directly to the essay topic
- DO use linking words to link the ideas in different paragraphs
And here are three STRONG topic sentences for each paragraph of this essay (note how I always link back to the topic of human experiences and link ideas between paragraphs)
- Rewriting the conventional trope, Donne’s oeuvre explores the joy of erotic love and ones’ lustful desire to engage in these sexual experiences.
- While much of Donne’s oeuvre comments on the pleasure of carnal experiences, his more harmonious poems reveal the beauty of relationships in which one can experience a deep sense of mutuality and stability.
- Silhouetted against the backdrop of the Elizabethan reign, Donne’s more metaphysical poems demonstrate the struggle of the process of dying and individual corruption, and the manner in which it leads to the acquirement of God’s love and grace.
3. Organise paragraphs by IDEAS
What makes a poetry essay so unique is that your paragraphs are based on broad ideas rather than the motifs and behaviours of characters in novels. This means that when planning your essay you must ensure that each paragraph has only one idea and that each paragraph is based on a different idea. From there you can work out which poems best represent each concept to work out which poems you will use for each paragraph. This is why I love poetry essays as planning for them is so easy! All you have to do is think of three or four different ideas for the essay topic and then find your textual evidence by working out which poems best reflect these ideas…. Simple! Right?
Here are the three ideas that I plan to discuss in each of my paragraphs of this essay as well as the poems I would use:
- Sexual/physical human experiences
- ‘Elegy 19: To His Mistress Going to Bed’ & ‘The Flea’
- Mutuality and reciprocity as an experience/element of spiritual love
- ‘A Valediction: Forbidding Mourning’
- The innately human experience of dying and being embraced by God in heaven
- ‘Hymn to God My God in My Sickness’
4. Analyse, not summarise
If there was one thing that was playing in my head over and over while writing a poetry essay it was ‘analyse, not summarise’. It is so easy to fall into the trap of simply summarising the poetic techniques and language of the different poems rather than analysing their meaning and linking this directly to the essay question. Even if you have the best plan and ideas going for you, if an assessor notices you going into summary mode they’ll assume you’re just rewriting a memorised essay rather then answering the exact essay question given…. DISASTROUS! To prevent this utter catastrophe, I urge you to please, link to and answer the specific essay topic EVERYTIME you introduce a new poetic technique/piece of evidence. Verbs such as demonstrates, elucidates, illustrates, exemplifies, illuminates and augments are ‘must haves’ in your poetry tool-box as they will ensure that you are analysing not summarising.
Here is a sample paragraph for you to consider (notice how I always link back to the idea of mutual/reciprocal love and experiences every time I introduce a new poetic technique or quote)
While much of Donne’s oeuvre comments on the pleasure of carnal experiences, his more harmonious poems reveal the beauty of relationships in which one can experience a deep sense of mutuality and stability. The poem, ‘’A Valediction: Forbidding Mourning’’ explores the sense of security and harmony which spiritual love and experiences permit. Adopting a hush, reverent tone manifested by the use of sibilance, through the enjambment of the phrase ‘’Dull sublunary lovers love, / (Whose soul is sense) cannot admit / Absence’’, Donne elevates mutual love to a higher plane, one that transcends the lines of poetry. When accompanied by the stability of the ABAB rhyme scheme that works to echo the couple’s settled love, this presents the experience of reciprocity and mutuality of love to be higher than the dull and earthbound nature of love that is solely physical. Hence, Donne reveals the bliss that mutual love permits mankind, given it eclipses the desire for any form of physicality. Further elucidating the strength of mutual love, Donne illuminates how when couples are separated it is ‘’not yet a breach, but an expansion’’, thus celebrating the manner in which deep, reciprocal love not only eclipses the divisions of the clock but how it expands ‘’like gold to airy thinness beat’’ when separated. By connoting spiritual love to the pure and malleable nature of gold, this simile characterizes mutual love to be the prime of human experiences and relationships. Intertwining the elegant conceit of a compass to represent the love that connects the speaker and his mistress, Donne garners the notion that no matter how far ‘’one doth roam’’ the intellectual bond between the couple will remain ‘’firm’’ and enable the pair to overcome any form of physical separation. Hence, Donne illuminates the complex and impermeable bond that this serene form of human experience can foster.
5. Vocab and metalanguage are the easiest ways to SHINE
To say it plainly, writing with unique and refreshing vocabulary is enough to send your grade SOARING. It will not only render your ideas and discussion ever more complex, but has the power to enlighten and stimulate your assessor (and this is something we all want to do… right?). Utilising the correct poetic metalanguage every time you introduce a new quote or line of poetry will ensure that your analysis remains both specific and detailed. As seen in the paragraph above, discussing the poetic techniques provided me with another form of evidence (rather than just the quotes from the poem) to elucidate how these different forms of human experience are illustrated in each of Donne’s poems.
To assist you further, here is some metalanguage for the poetic techniques and structures that frequent John Donne’s poetry:
A mediocre conclusion is like leaving your assessor with an unpleasant aftertaste that unfortunately, will not go away. So please, finally give your conclusion the attention it deserves and follow these five tips to ensure you leave your assessor waiting for that mic to drop!
- Pan out to the broad, abstract ideas that the poet wrestled with
- Discuss the aspects of the poet that set them apart from other poets at the time (i.e. for John Donne that is his intellectual imagery, arresting voice, wit, fusion of passion and logic and the manner in which he challenged intellectual argument and strongly held societal conventions)
- Short and sweet not long and wordy!
- Reinforce the period and society in which the poet wrote
- You can include a secondary quote if you want, however only if it relevant to the essay topic and ideas you discussed
Here is a sample conclusion to assist you:
Railing against the societal value of religion prominent during the reign of Queen Elizabeth, the originality of Donne’s ideas about love, death and God along with his strikingly intellectual imagery and rich language incite and interest his more religious readership of the joys of sexual, mutual and religious experiences. The poet and playwright Ben Jonson once wrote that John Donne ‘’was the first poet in the world in some things.’’ Hence, it is through his witty and authentic form of expression that Donne allows us to reflect on and celebrate precisely what it means to be human.
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Being one of the few texts that was added to the text list this year, Euripides’ play Women of Troy is definitely a daunting task for English (& EAL) students to tackle due to the lack of resources and essay prompts available. In fact, the only materials that can be found on the internet are those analysing the older translation of the play (titled The Trojan Women). That is why we are here to help you as much as we can by offering you a mini-guide of Women of Troy, in the hope that you can get a head start with this play.
Women of Troy is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.
Contents
1. Summary
2. Historical Context
3. Literary Devices
4. Themes
5. Characters
6. LSG-Curated Essay Topics
7. A+ Essay Topic Breakdown
Summary
Women of Troy is a tragedy which takes place in the immediate aftermath of the Trojan war, critiquing the atrocities committed by the Greeks to both people of Melos and Troy. By constructing a play in which women are able to dominate the stage and exude their genuine despair in response to their impending enslavement, Euripides shifts the perspectives from epic tales of Greek and Trojan male heroes to the conversely affected women who suffered at the hands of the heroes while simultaneously providing both the contemporary and modern audience with a unique insight into the true cost of wars. This is especially significant because the society was pervaded by patriarchal values, where women were subordinated to their male counterparts. Euripides’ proto-feminist works were not well received by his peers at the time of writing as women’s personal thoughts and pain were not commonly discussed in the Hellenic repertoire.
Historical Contexts
The Trojan war occurred as a result of the conflict between Greece and Troy and was said to last for over 10 years. According to a tale, during a festival on the Olympus, Athena, Aphrodite and Heras were fighting over a golden apple. They chose a random mortal, which was Paris who would then be the Prince of Troy, to decide who the most beautiful goddess of the three was. As a reward for picking her, Aphrodite promised Paris that he would be married to the most beautiful woman in the world, which was Helen – wife of Menelaus, the Spartan prince. Aphrodite had her son Eros (a cupid) enchant Helen and Paris so that they would fall endlessly in love with each other. Helen then escaped from Menelaus’ palace to be with Paris, starting the war between Greece and Troy. Menelaus was enraged he convinced his brother Agamemnon to lead an expedition to retrieve Helen. The Greek army was commanded to attack the Trojans. The siege lasted for more than 10 years until the Greeks came up with a strategy to abduct Helen from the palace. The Greek soldiers build a giant wooden horse and hid in there to get in the citadel of Troy, attacking them in the middle of the night and won the war. After the war the Greek heroes slowly made their way home. However, the journey home was not easy, Odysseus took 10 years to make the arduous journey home to Ithaca because Poseidon agreed to punish the Greeks for the atrocities committed before and after their victory.
Themes
Wars
Love and lust
Euripides’ works often warn the audience of the detrimental effects brought on by excessive passion, asserting that it is best to moderate emotions and exhibit sophrosyne (the power of self-control over one’s emotions). He often criticizes the goddess of love, Aphrodite for enchanting mortals and leading them into a life governed by love and lust. In this play, he purports that it is inherently Aphrodite’s fault that the Trojans are fighting against the Greeks, as it is Aphrodite who makes Paris and Helen endlessly fall in love with each other.
Potential textual evidence:
In Women of Troy, Euripides presents a particularly acerbic critique on Menelaus’ “uncontrollable lust” in “sen[ding] a hunting party to track down Helen” as he juxtaposes the cost of the Trojan war being and the prize that they receive.
“tens of thousands dead”
“giving up the pleasure of his family and children”
“these Greeks [beginning] to die”
→ All that in exchange for one woman - Helen
His chastisement is further bolstered by Cassandra’s rhetorical question asking “they kept on dying, for what reason”. This manoeuvres the audience into acknowledging the pointlessness of the Trojan war as it is not worth risking so many lives over Helen or any minor military conflict. In doing so, Euripides once again lambastes the actions of those vindictive and bloodthirsty Greeks.
Cost of war
The play primarily focuses on the loss and pain of the Trojan civilians that survived the war and are sieged in the city after the war and are eventually either killed or enslaved after the Fall of Troy. While the Trojan war is the setting of many famous classical works being examined by various different angles, not many focus on the consequences suffered by women. This enables Euripides to raise the question of whether or not such victory is worth fighting for while simultaneously inviting the audience to emulate the playwright’s disapprobation of such a violent and brutal resolution of conflict.
You can also use the evidence from the above to justify your arguments on the cost of wars. They all aim to magnify the extent to which the Trojan people, as well as the Greeks have to suffer as result of this pointless war.
Potential textual evidence:
We can also discuss how wars affect beliefs and their people’s faith. In the Hellenic society, Gods have always been a significant part of their life as it is believed that mortals’ lives are always under the influence of divine intervention. This is evidenced through the ways in which Hellenic people build temples and make sacrifices to the Gods, thanking the Gods for allowing them to live prosperous lives and begging for their forgiveness whenever they wrong others. This is why it is significant when Hecuba referred to the Gods as “betrayers” in her lamentation, implying that there is a change in attitude in time of tragedy. Events such as this make people question their fate and belief, galvanising them to wonder “what good [gods] were to [them]”.
Integrity and sense of duty
Some characters in Women of Troy are also fundamentally driven by their sense of duty and integrity and act according to their moral code regardless of what the circumstances may be. Hecuba, for instance, sympathises with the Chorus of Troy and acts as a leader even when she lost her title and her home. She is held responsible for her actions but is still governed by her honesty, integrity as Helen makes her plea. Talthybius is also governed by both his sense of duty and integrity. Despite his understanding of Hecuba’s circumstances, he still follows his order and ensures that the Trojan women are allocated to their Greek households. However, he does not disregard her sense of morality and treats Hecuba with understanding and sensitivity.
Helen, on the other hand, does not demonstrate the same degree of moral uprightness. In time of tragedy, she chooses to lie and shift the blame to others to escape her execution. She prioritises her own benefits over everyone else’s and allows thousands of others to suffer from the impacts of her treachery in eloping with Paris.
God/Fate
The prologue of the play opens with a conversation between Poseidon and Athene, foreshadowing their divine retribution against the Greeks. Witnessing the immediate aftermath of the Trojan war, they curse the war which they ironically themselves initiated, thus condemning the horrific injustice of the conflict and the actions of its vengeful and blood thirsty so-called heroes. This is evidenced through the ways in which they punished Odysseus by creating obstacles on his journey home.
However, it can also be argued that the gods in Women of Troy themselves act as a symbol of injustice in a way. From the feminist view, the Fall of Troy and the enslavement of Trojan women demonstrate the gods’ lack of care as they disregard the monstrosities that occur to women after the Greeks’ victory. The divine intervention which is promised in the beginning casts the following injustices cursed upon the women of Troy in a different light as it can be argued that they caused the war. While their retribution against the Greeks can be seen as a means to punish the heroes, it is evident that that they are more concerned about the sacrilege committed and the disrespect they receive after the Trojan war than the injustices suffered by women. This thereby humanises s the gods and fortifies the notion that they also have personal flaws and are governed by their ego and hubris.
The idea that there are forces beyond human control is enhanced, and Poseidon and Athene’s pride proves that humans are just innocent bystanders at the mercy of the gods. It can be argued that the chain of unfortunate events are unpredictable as they are determined by gods, whose emotions and prejudices still control the way they act. On the other hand, the characters in the play do at times make choices that would lead to their downfall and tragic consequences. For instance, it is Menelaus who decided to go after the Trojans just because of one woman and he was not enchanted or under any influence of divine intervention.
Gender roles
Euripides centres his play on Trojan women, enabling the discussion on the cause and effect of war. Given that female’s points of view were not commonly expressed in plays or any forms of art works, Euripides’s decision to have his play focus on women allows the Athenian audience, comprised of mainly male Athenians, to observe a part of the military conflict that was not seen before.
The protagonist Hecuba, for example, is portrayed as the archetypal mother. While this image is presented during the aftermath of the Trojan war, Euripides also uses Hecuba as a representative of contemporary Hellenic women as this archetype is universal for all circumstances. It is evident that Euripides’ play mainly focuses on Hecuba’s grief, with her lamentation dominating the prologue. This implies that the protagonist, in this instance, also acts as a diatribe against the patriarchal society which allows women to suffer greatly as a result of wars and military conflict. However, this play differs from other plays written by Euripides in that he also explores a woman’s burden and responsibility as a leader, allowing the audience to understand the difficulties of being woman of power in time of crisis.
Characters
Hecuba
Mother of Troy
Potential textual evidence:
In employing the simile comparing herself to “a mother bird at her plundered nest”, Hecuba reminds the audience of her endless love for the city of Troy, implying that the devastation of her own home also further deepens her pain. In this scene, Hecuba is portrayed as a female leader who rules with her passion and love.
The image her Hecuba as an empathetic Queen is also exemplified through the ways in which she “weep[s] for [her] burning home”. As the term “home” invokes connotation of warmth and affection, Hecuba’s endearment for the city she governs is established, accentuating the portrayal of Hecuba as a leader with a passion for her duties.
This in turn propels the audience to be more inclined to feel commiseration for her when she is held responsible for her city’s destruction. As the representative of Troy’s leadership that enables such brutality to occur leading to the wars, Hecuba bears the guilt and responsibility for “[giving] birth to all the trouble by giving birth to Paris” and consequently for the cataclysmic consequences that ramified from Paris’ involvement with Helen (although she is simply an innocent bystander) → Social accountability for war
Mother of her children
Potential textual evidence:
From the outset of the play, the former queen of Troy is portrayed as a miserable mother suffering from the loss of her own children and “howl[ing] for her children dead” (echoed by the Chorus, referred to as “howl of agony”). By employing animalistic language in describing Hecuba’s act of mourning over Hector’s death as a Euripides intensifies the magnitude of her emotional turmoil as it is likened to a loud and doleful cry usually uttered by animals → It is almost not humanly possible to endure so much pain
This notion is bolstered by the image of Hecuba drowning in “her threnody of tears” as it engages the pathos of the audience, establishing her as a victim of war and emphasizing the poignant story that is to be unveiled.
The simile comparing herself to a woman “dragged as a slave” in her lamentation further fortifies Hecuba’s portrayal as a victim of a play. Here, the juxtaposition between her former title “by birth [as] Troy’s ... Queen” and her current state magnifies the drastic change in life and the loss she suffered, compelling the audience to better sympathise with Hecuba. → Powers can be ephemeral in times of crisis
Talthybius
Talthybius is sympathetic towards women, establishing himself as a complicated figure with a strong sense of integrity. This is epitomised through the ways in which he employs euphemistic language when announcing the dreadful news to Hecuba. He tries his best to be sensitive and mitigate the impacts of Hecuba’s daughter death to her, announcing that Polyxena “is to serve Achilles at his tomb” and that “her fate is settled” “all her troubles are over”. He was being sensitive and subtle instead of abruptly delivering the news. While he represents an enemy state, he shows that men can also be compassionate, contradicting the Phallocentric belief that men should only be governed by cool logic.
Chorus of Trojan women
It can be argued that Hecuba acts as the paradigm of the Trojan women as her pain, in a way, represents the suffering of the majority of Hellenic women in time of war (i.e. the deaths of her children, slavery, the devastation of her city), which enhances Euripides’ condemnation of a society where military conflicts can easily be facilitated. The Chorus of the play often echoes her deepest pain, establishing a sense of camaraderie between female characters of the play.
In this play, the Chorus acts as the voice of the “wretched women of Troy”, representing the views of the unspoken that are objectified and mistreated by their male counterparts. After Troy lost the war, women were seen as conquests and were traded as slaves, exposing the unfair ethos of a society that was seen as the cradle of civilisation. By allowing the Trojan women to express their indignation and enmity as a response to their impending slavery, Euripides is able to present a critique on the ways in which women were oppressed in Ancient Greece.
Literary Devices
Simile (e.g. dragged as a slave)
Euphemism (e.g. serve Achilles at his tomb – euphemism for death)
Symbolism (e.g. Hector’s shield or Troy’s citadel)
Animal imagery (e.g. howl of agony)
Rhetorical question (e.g. for what reason)
Why are these important? Have a watch at how we integrated literary devices as pieces of evidence in this essay topic breakdown:
Video Transcription
Staged in a patriarchal society, Women of Troy was set during the immediate aftermath of the Trojan war – a war between the Greeks and the Trojans. Hecuba is the former queen of Troy, who suffered so much loss as the mother of her children as well as the mother of Troy. She lost her son Hector and her husband in the Trojan war, her daughter Polyxena also died and Cassandra was raped. After the Greeks won, women were allocated to Greek households and forced into slavery, including the Queen of Troy. She was also the mother of Paris, the prince of Troy. It was purported that Paris and Helen were responsible for initiating the war as Helen was governed by her lust for Paris and left Menelaus, the Spartan prince, for this young prince of Troy. Consequently, Menelaus was enraged by this elopement and declared that he wanted Helen dead as a punishment for her disloyalty. Helen defended herself and lied that it was against her will, crying that she was kidnapped and blaming Hecuba for the Fall of Troy and for the conflict between the two sides. However, Menelaus did not believe in what Helen had to say and decided to bring her back to her home on a separate ship.
The play ended with the Greek ships leaving Troy, which was then on fire. The Trojan were singing a sad song together as they left to prepare for their new lives as slaves living in Greek households.
The play’s main focus is on the suffering of women, as exemplified by the way Euripides chose to portray Hecuba’s loss and Cassandra’s helplessness.
So, our essay prompt for today is
“How does Euripides use the structure of the play to explore the role of women and their suffering in time of war?”.
This is indeed one of the more challenging prompts that VCAA wouldn’t probably give, reason being it is a language/structure-based prompt. It requires you to have a much more profound knowledge of the text, and it is not always easy to spot language features, especially in a poetic sounding play like Women of Troy. There is just so much going on in the text! While it is not super likely that you will get this prompt for the exams, I have seen a lot of schools give language/ structure-based prompts to students for SACs as it gives them an opportunity to challenge themselves and look for textual evidence that will distinguish them from their peers. These types of evidence are definitely worth looking for because they can also be used as evidence to back up your arguments for theme-based or character-based prompts.
Now let’s get started.
The first thing I always do is to look for keywords. The key words in this prompt are “structure”, “role of women” “suffering”.
With the structure of the play, we can potentially talk about:
Character-related evidence (e.g. strong female character base)
Language-related features (metalanguage/ literacy devices)
Plot-related features (order of events) – irony, foreshadowing
In a male-dominated, patriarchal society, women are often time oppressed and seen as inferior. Their roles in the society were limited, they were only seen as domestic housewives and mothers. It is important to look for evidence that either support or contradict this statement. Ask yourself:
Is Euripides trying to support the statement and agree that women are simply creatures of emotions should only stick with domestic duties?
Or is he trying to criticise this belief by showing that women are so much more than just those being governed by their emotions?
Since this play primarily focuses on the cost of wars and how women, as innocent bystanders, have to suffer as a result of the Trojan war, it should not be difficult finding evidence related to women’s suffering. It might include:
Hecuba’s loss (she lost her home and children)
Or Hecuba’s pain (being blamed for Troy’s ruin)
Cassandra’s helplessness despite knowing her fate, surrendering and accepting her future
Or Andromache’s “bitter” fate having to give up her child
The Chorus voicing their opinion – slavery
Once a prompt is carefully broken down, it is no longer that scary because all we have to do now is to organise our thoughts and write our topic sentences.
BP1: Euripides constructs a strong female character base to contradict the prevailing views of the period that women are inferior to their male counterparts
It is significant that Euripides chose to have a strong female protagonist, as the character herself acts as a diatribe against the patriarchal society, contradicting any engrained beliefs that pervaded the society at the time. An example of an evidence that can support this statement is the ways in which Hecuba dominates the stage while giving her opening lamentation. The lengthy nature of the monologue itself enables Euripides to present his proto-feminist ideas and go against the Hellenic gendered prejudice.
We can also talk about Hecuba’s leadership and her interaction with the Chorus of Trojan women. She refers to them as “my children” and employs the simile “a mother at her plundered nest”. The way the Greek playwright constructs the relationship between characters is worth mentioning as Hecuba in this play is portrayed as a compassionate and empathetic leader, showing that women are also capable of leading others in a way that engenders a sense of camaraderie between them.
Another good thinking point is to talk about how Helen acts as a paradigm of a group of women who had to turn to deception and go against their integrity to survive in time of tragedy.
BP2: Euripides’ selective use of language and literacy devices in portraying women’s pain and suffering further enables him to portray the ways in which women, as innocent bystanders, are oppressed in time of war.
An example of a metalanguage used in this play is the animal imagery the Chorus used to depict Hecuba’s pain. By referring to her pain as a “howl of agony”, they intensify the magnitude of Hecuba’s pain as the term “howl” is usually used to describe a loud cry usually uttered by animals like wolves. This implies that Hecuba, who acts as representative of Hellenic women, has to suffer from an emotional turmoil that is far beyond bearable, which in turn further fortifies the audience’s sympathy for her, as well as the Trojan women.
Another piece of evidence that I would talk about is the simile “dragged as a slave”. It was used to describe Hecuba, the former queen of Troy. By likening someone who used to be at a position of power to “a slave”, Euripides underscores the drastic change in circumstances that occurred as a result of the Trojan war, magnifying the tremendous amount of loss Hecuba experienced. Furthermore, the image of the protagonist’s devastated physical state enhances the dramatist’s condemnation of war as it allows him to elucidate the detrimental impacts such violence and dreadfulness impose on innocent bystanders.
There are, of course, plenty of other evidence out there such as the way in which Cassandra is portrayed as a “poor mad child”, her helplessness surrendering to her “wretched” fate with Agamemnon who wanted her for himself because “. We can also talk about the inclusive language positing “our misery” “our home” used by the Chorus in echoing Hecuba’s pain, etc.
The use of symbolism can also be discussed. For instance, the citadel in the city of Troy in the epilogue acts as a metonym for Hecuba’s resistance before entering slavery. The image of it crumbling exemplifies women’s helplessness and enhance the notion that they are still in positions of explicit subjugation.
BP3: While Euripides primarily focuses on portraying women’s pain and suffering, he does not completely vilify men or victimize women, maintaining an unbiased view so as to underscore the importance of integrity through his characterization of both male and female character.
The last body paragraph of our essays is often the one used to challenge the prompt, showing the assessors our wealth of ideas and depth of knowledge. Basically what we are say is “while our playwright is obvious pro-women, he definitely does not condone everything women do and criticize everything men do”. In this way, we have the opportunity to explore the ways characters are constructed and the ways they are used in the play to convey its meaning.
If I were to write an essay on this, I would talk about Talthybius and Helen, mainly because they are both complex characters that the audience cannot fully love or hate.
Talthybius is surprisingly sympathetic towards women, establishing himself as a complicated figure. This is epitomized through the ways in which he employs euphemistic language when announcing the dreadful news to Hecuba. He tries his best to be sensitive and mitigate the impacts of Hecuba’s daughter death to her, announcing that Polyxena “is to serve Achilles at his tomb” and that “her fate is settled” “all her troubles are over”. He was being sensitive and subtle instead of abruptly delivering the news. While he represents an enemy state, he shows that men can also be compassionate, contradicting the Phallocentric belief that men should only be governed by cool logic.
Similar to Talthybius, Helen is also a complicated figure as she is both a victim of fate and a selfish character. It is possible for the audience to sympathise with her as she is merely a victim of fortune in that she was bewitched by Aphrodite and governed by her love for Paris, the prince of Troy. However, the ways in which she shifts the blame to Hecuba and makes her pleas preclude the audience from completely sympathizing with her as it, in a way, renders her as a self-absorbed and repugnant character. This notion is further fortified by the fact that she cared so little for the “tens of thousands” lives taken on her behalf as the phrase quantifies and magnifies the cataclysmic consequences of her lust for Paris.
LSG-curated Women of Troy Essay Topics
Euripides’ play Women of Troy mainly focuses on the true cost of wars. To what extent do you agree with the statement
Women of Troy demonstrates that there is no real winner in wars. Discuss.
In the Trojan wars, the Trojans suffered great losses while the Greeks did not suffer. Do you agree?
How does Euripides use language to portray the loss and suffering of Hellenic women in Women of Troy?
Characters in Women of Troy are all driven and motivated by their sense of duty and obligation. To what extent do you agree with the statement?
Hecuba’s greatest pain stems from the deaths of her children. Discuss the statement.
While Helen’ selfishness should be condemned, the audience can still condone her actions due to the circumstances she is in. To what extent do you agree with the statement?
Women of Troy is a tragedy, rather than a war-play. Do you agree?
Euripides argues that fate and fortunes are not preordained, and tragedies do not incriminate. To what extent do you agree with the statement?
It is impossible to sympathise with Helen because she is the most mischievous character of the play. Do you agree?
Women of Troy explores the ways in which a character’s true self might emerge in time of tragedy. Discuss.
In Women of Troy, The Chorus’ only role is to act as the representative of Hellenic women. Do you agree?
In the end, the Gods are not responsible for the tragedies caused by the Trojan war as it happened as a result of poor choices. Do you agree?
Hecuba is the victim of fate. Discuss.
Love is a dangerous passion that can lead to tragic consequences. Does Women of Troy support this statement?
Hecuba is a tragic hero. Discuss
How is the structure of Women of Troy used to convey its meaning?
It is possible for the audience to sympathise with Helen because of her love for Paris. Do you agree?
There is no villain in Women of Troy because everyone in the play suffers. Do you agree with the statement?
Discuss the role of dishonesty in Euripides’ Women of Troy.
If you'd like to see A+ essays based off some of the essay topics above (written by Mark Yin - our LSG content guru and 50 English study score achiever), complete with annotations on HOW and WHY the essays achieved A+ so you can emulate this same success, then you'll definitely want to check out our Women of Troy: A Killer Text Guide! In it, we also cover themes, characters, views and values, metalanguage and have 4 other sample A+ essays completely annotated so you can smash your next SAC or exam! Check it out here.
A+ Essay Topic Breakdown
Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy, a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response.
Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:
Step 1: Analyse
Step 2: Brainstorm
Step 3: Create a Plan
Quote-Based Prompt: "Who can forget these sufferings? Time will bring no relief." There is no villain in Women of Troy because everyone in the play suffers. Do you agree with the statement?
The quote mentions long-lasting sufferings, and the prompt seems to ask who suffers, and who is responsible. If you’ve been reading this guide in order, a lot of similar ideas from the last four essays might jump out here - I think that’s okay, because ideally you do get to a point where you can ‘recycle’ some of your quotes and ideas between essays (and the examiner won’t have read all your practice essays anyway!).
While I’ll be doing a little bit of that here, I want the main take-away from this essay to be around framing. Even if you’re using similar ideas that you’ve already seen, the trick is to explain and frame your analysis in a way that answers every prompt specifically. This is best done through how you thread your arguments together, and how you make those links. We’ll get into this as we plan.
Step 2: Brainstorm
For now, let’s recap these ideas of suffering and responsibility. Hecuba and the Trojan women suffer, and they argue Helen is responsible - but Helen also suffers, and she argues that the gods are responsible. The gods, as we know, are insulated from suffering because of their divine and superhuman status. So are they the villains?
Step 3: Create a Plan
This is a similar progression of ideas that we have seen before, but I want to ground them in this cycle of suffering-responsibility.
P1: The eponymous women of Troy certainly suffer, and in many of their eyes, Helen is a villain.
P2: However, Helen does not see herself that way - and she is not incorrect. She too seems to suffer, and she sees the gods as the main villains who are responsible.
P3: Euripides may see the gods as careless and negligent beings, but he doesn’t necessarily depict them as cruel; rather, the excessively passionate war itself is depicted as the true enemy, and villainous are those who revel in its cruelty.
As you might notice, parts of this plan are recognisable: we’ve started a few of these essays with a first paragraph about the Trojan women’s suffering, developed that in paragraph two by contrasting with Helen, and ending our analysis with the gods. But when reusing some of those ideas, it’s important to make sure they answer the specific question, modifying and adding new ideas as needed - this way, you don’t rewrite essays for new prompts and risk losing relevance, but you reuse ideas and tailor it to new prompts every time.
The contention for this one will be: the Trojan War undoubtedly has its winners and losers, and few of these characters agree on who the responsible villains are, with some blaming Helen (P1) while she herself blames the gods (P2). However, the gods only form a part of the picture - rather, Euripides depicts war itself as the villain, lambasting those who take pride in inflicting cruelty in the midst of war (P3).
If you'd like to see an A+ essay on the essay topic above, complete with annotations on HOW and WHY the essays achieved A+ so you can emulate this same success, then you'll definitely want to check out our Women of Troy: A Killer Text Guide! In it, we also cover themes, characters, views and values, metalanguage and have 4 other sample A+ essays completely annotated so you can smash your next SAC or exam! Check it out here.
After Darkness is currently studied in VCE English under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.
1. Introduction (Plot Summary)
Christine Piper’s historical fiction, ‘After Darkness’ deals with suppressed fragments of the past and silenced memories. The protagonist, Dr Ibaraki attempts to move forward with life whilst also trying to hide past confrontations as well as any remnants of his past wrongdoings and memories. The text consists of three intertwined narrative strands – Ibaraki’s past in Tokyo in 1934, his arrival in Broome in 1938 to work in a hospital there, and his arrival in a detainment camp in Loveday (South Australia) in 1942 after the outbreak of war.
2. Characters and Development
You can download the PDF for this study guide here.
3. Themes
You can download the PDF for this study guide here.
4. Narrative Conventions/Literary Devices
Symbolism:
‘a mallee tree’ - Aboriginal word for water which symbolises purity, source of life “if it’s hit by bushfire it grows back from the root with lots of branches, like all the others here. It’s a tough tree. Drought, bushfire…it’ll survive almost anything…I was struck by the ingenuity of the tree in its ability to generate and create a new shape better suited to the environment.”
The tag with “the character ko…[with] its loop of yellowed string...The knot at the end had left an impression on the page behind it: a small indentation, like a scar.”
Simile/Imagery:
“Felt like hell on earth”
“The hollow trunks of dead trees haunted its edges like lost people” - Can also link to the landscape narrative convention
“The scene was like a photograph, preserving the strangeness of the moment.”
Description of the hospital atmosphere where the patient next to Hayashi laid
“Only the windows were missing, leaving dark holes like the eyes of an empty soul”
“The photos reached me first. I leafed through the black and white images: swollen fingers, blistered toes, blackened faces, and grotesque, rotting flesh that shrivelled and puckered to reveal bone. The final photo depicted a child’s chubby hands, the tips of the fingers all black.” - Also foreshadowing death of his and Kayoko’s child
Pathetic Fallacy:
“That afternoon, the sky darkened, and the wind picked up…making the world outside opaque.”
Allusions:
Middlemarch (book) which symbolises Ibaraki and Sister Bernice’s friendship as Bernice was left behind
Robinson Crusoe
Irony:
“Being able to conduct research in this way has delivered unparalleled knowledge, which we’ve already passed on to the army to minimise further loss of life.”
Language:
“You haafu fools don’t deserve the Japanese blood in you!”
“You bloody racist!”
“You fucking Emperor-worshipping pig...!"
'Haafu' - Derogatory, racism term used to define those who are biracial (half Japanese):
- An interpretation of the language use throughout the text could be Piper’s way of humanising the Japanese people to her readers and notifying them that they also have their own culture and form of communication
- Another interpretation of the language use is to show that both the Australians and Japanese are just as cruel as each other because they show no respect to one another and use language in such a brutal way
- Ibaraki represents that divide where he can speak both languages, yet still, cannot voice his own opinion or stand up for himself (link to theme of silence)
Personification:
“The void seemed to have a force of its own, drawing the meaning of the words into it.”
“The engine coughed into life.
Foreshadowing:
“snow was falling as I walked home from the station – the first snow of the season.” - Foreshadowing the storm about to come in his life
“A black silhouette against the fallen snow.” - Foreshadowing Kayoko’s death
5. Sample Paragraphs
Prompt: “But as soon as you show a part of yourself, almost at once you hide it away.” Ibaraki’s deepest flaw in After Darkness is his failure to reveal himself. Do you agree?
Introduction
Christine Piper’s historical fiction, After Darkness explores the consequences that an individual will be forced to endure when they choose to conceal the truth from their loved ones. Piper reveals that when a person fails to reveal themselves, it can eventually become a great obstacle which keeps them from creating meaningful and successful relationships. Additionally, Piper asserts that it can be difficult for an individual to confront their past and move completely forward with their present, especially if they believed their actions were morally wrong. Furthermore, Piper highlights the importance of allowing people into one’s life as a means to eliminate the build-up the feelings of shame and guilt.
Body Paragraph
Piper acknowledges that some people will find it difficult to open up to others about their past due to them accumulating a large amount of regret and guilt over time. This is the case for Ibaraki as he was involved with the ‘experiments’ when he was working in the ‘Epidemic Prevention Labatory,’ in which Major Kimura sternly told him to practise ‘discretion and not talk ‘about [his] work to anybody.’ The inability to confide in his wife or mother after performing illegal and mentally disturbing actions causes him to possess a brusque conduct towards others, afraid that they will discover his truth and ‘not be able to look at [him] at all.’ His failure to confess his past wrongdoings shapes the majority of his life, ruining his marriage and making him feel the need ‘to escape’ from his losses and ‘start afresh.’ He eventually lies to his mother by making her believe that he ‘had gone to Kayoko’s parents’ house’ for the break, avoiding any questions from being raised about his job. As a consequence, he fails to tell his family about his horrid past suggests that he has accepted that ‘[his] life had become one that others whispered about.’ Juxtaposed to Ibaraki’s stress relieving methods, Kayoko confides in her mother after she receives news of her miscarriage, highlighting that when one willingly shares their pain with loved ones, it can release the burden as well as provide them with some assistance. In contrast to this, Ibaraki’s guilty conscience indicates that he will take ‘the secret to his grave,’ making it extremely difficult for people he encounters to understand him and form a meaningful connection with him. Nonetheless, Piper does not place blame on Ibaraki as he was ordered to keep the ‘specimen’ business hidden from society, thereby inviting her readers to keep in mind that some individuals are forced by others to not reveal their true colours for fear of ruining a specific reputation.
Conclusion
Throughout the journey in After Darkness, Piper engendered that remaining silent about one’s past events that shapes their future is one of the deepest flaws. She notes that for people to understand and form bonds with one another, it is extremely important to reveal their identity as masking it only arises suspicions. Piper postulates that for some, memories are nostalgic; whereas, for others it carries an unrelenting burden of guilt, forcing them to hide themselves which ultimately becomes the reason as to why they feel alone in their life.
6. Some additional prompts or analysis questions to consider
Analyse the role of silence in After Darkness. Compare the ways in which the characters in the text utilise or handle silence. What is Piper suggesting about the notion of silence?
Discuss the importance of friendship in the text. What is it about friends that make the characters appear more human? How can friendship bolster development in one’s character?
Racism and nationalism are prominent themes in the text. How are the two interlinked? Explore the ways they are shown throughout the text and by different characters. Is Piper indicating that the two always lead to negative consequences?
Analyse some of the narrative conventions (imagery, simile, metaphor, symbols, motifs, landscapes, language, etc.) in the novel and what they mean to certain characters and to the readers.
Explore the ways in which the text emphasises that personal conscience can oftentimes hold people back from revealing their true thoughts and feelings.
Character transformation (bildungsroman) is prevalent throughout the text. What is Piper suggesting through Ibaraki’s character in terms of the friendships and acquaintances he has formed and how have they impacted him? How have these relationships shaped him as a person in the past and present? Were such traits he developed over time beneficial for himself and those around him or have they caused the destruction of once healthy relationships?
7. Tips
Be sure to read as many academic articles as you can find in relation to the text in order to assist you with in depth analysis when writing your essays. This will help you to stand out from the crowd and place you in a higher standing compared to your classmates as your ideas will appear much more sophisticated and thought-out.
Being clear and concise with the language choices is such a crucial factor. Don’t over complicate the ideas you are trying to get across to your examiners by incorporating ‘big words’ you believe will make your writing appear of higher quality, because in most cases, it does the exact opposite. Be careful! It is best that your examiners know what you’re talking about and have a lower vocabulary level than a high vocabulary level, but your examiner has no clue what you are writing. But if you can, try to find that balance between the two.
If there is a quote in the prompt, be sure to embed the quote into analysis, rather than making the quote its own sentence. You only need to mention this quote once in the entire essay.
Alfred Hitchcock’s classic thriller Rear Window was released nearly 65 years ago. Back then, Hitchcock was a controversial filmmaker just starting to make waves and build his influence in Hollywood; now, he is one of the most widely celebrated directors of the 20th century. At the time of its 1954 release, Rear Window emerged into a world freshly shaken by World War II. The fear of communism riddled American society and Cold War tensions were escalating between the two global superpowers, the USSR and USA. Traditional gender stereotypes and marital roles were beginning to be challenged, yet the ‘old way’ continued to prevail. The culture of the 1950s could hardly be more different to what it is today. Within the Western world, the birth of the 21st century has marked the decline of cemented expectations and since been replaced by social equality regardless of gender, sexual preference and age. So why, six decades after its original release and in a world where much of its content appears superficially outdated, do we still analyse the film Rear Window?
Rear Window is a film primarily concerned with the events which L.B. (Jeff) Jefferies, a photographer incapacitated by an accident which broke his leg, observes from the window of his apartment. He spends his days watching the happenings of the Greenwich Village courtyard, which enables Jeff to peer into the apartments and lives of local residents. The curiosities which exist in such an intimate setting fulfil Jeff’s instinctual need to watch. The act of observing events from a secure distance is as tempting as reality television and magazines. To this day, these mediums provide entertainment tailored to popular culture. At its roots, Jeff’s role as a voyeur within Rear Window is designed to satisfy his intense boredom in a state of injury. As the film is seen through Jeff’s voyeuristic eyes, the audience become voyeurs within their own right. Until relations between Thorwald and his wife simmer into territory fraught with danger, Jeff’s actions are the harmless activities of a man searching for entertainment.
So, if Rear Window teaches us that voyeurism is a dangerous yet natural desire, does the film comment on the individuals who consent to being watched? Within Greenwich Village, Jeff’s chance to act as an observer is propelled by the indifference of those he observes. Almost without exception, his neighbours inadvertently permit Jeff’s eyes wandering into their apartments by leaving their blinds up. The private elements of others’ lives, including their domestic duties, marital relations and indecencies, are paraded before Jeff. Greenwich Village is his picture show and its residents willingly raise the stage’s curtains. This presentation of Hitchcock’s 1954 statement remains relevant today. Jeff’s neighbours’ consent to his intrusion into their lives bears striking similarities to current indifference. The prevalence of social media enables information to be gathered as soon as its users click the ‘Accept Terms & Conditions’ button. Rear Window is a commentary on social values and provokes its audience to examine habits of their own, especially in a world where sensitive information is at our fingertips. Just as Hitchcock’s 1954 characters invite perversive eyes to inspect their lives, society today is guilty of the same apathy.
The characters of Hitchcock’s thriller are a pivotal element of the film’s construction. They add layers of depth to the text and fulfil roles central to the plot’s development. One of Hitchcock’s fundamental directorial decisions was leaving multiple characters unnamed – within Greenwich Village alone, we meet Miss Lonelyhearts, Miss Torso and Miss Hearing Aid. The stereotypical nature of these labels, based on superficial traits that Jeff observes from his window, exemplifies the sexism prevalent in the 1950s. Jeff’s knowledge of these women is limited to such an extent that he does not know their names, yet considers himself qualified enough to develop labels for each of them. The historical background of stereotypes is imbedded within Rear Window and shares vast similarities with the stereotypes we recognise today.
Hitchcock’s 1954 thriller Rear Window portrays a little world that represents the larger one. Its themes, primarily voyeurism, and character profiles illustrate Hitchcock’s societal messages and provide a running commentary on issues which govern America during the 1950s. In the six decades since the film’s release, the Western world has undergone significant developments both socially and culturally. L.B (Jeff) Jefferies’ perception of women and married life is inconsistent with the relations between men and women that we observe today. Regardless, the timeless views that Hitchcock’s conveys through Rear Window continue to speak volumes about our society. Jeff’s voyeurism, which comprises much of the film’s major plotline, is a channel for Hitchcock to comment about the instinctual desire for individuals to observe others. Additionally, Hitchcock delves into the flip side of this matter, presenting the theory that those he watches are just as guilty of allowing his intrusion into their private lives. Apathetic mindsets in today’s digital world are responsible for the same indifference that Hitchcock explores within his film. Let’s not forget the sexist stereotypes that Jeff develops to label certain women within Greenwich Village. Miss Lonelyhearts, Miss Torso and Miss Hearing Aid are all victims of Jeff’s narrow mindset towards women, emphasised by these superficial and demeaning names. Stereotypes remain as apparent within society today as they were within the world of Rear Window and can be identified within the media’s diverse presentation of social issues. It is easy to assume that Hitchcock’s 1954 thriller, Rear Window, lacks the relevancy we expect from films. Contrary to this perception, its ingrained messages are fundamentally true to this day.
Not gonna lie, this novel is a bit of a tricky one to introduce. World War II, arguably one of the darkest events of human history, has been the basis of so much writing across so many genres; authors, academics, novelists have all devoted themselves to understanding the tragedies, and make sense of how we managed to do this to one another. Many reflect on the experiences of children and families whose lives were torn apart by the war.
In some ways, Doerr is another author who has attempted this. His novel alludes to the merciless anonymity of death in war, juxtaposes individualism with collective national mindlessness, and seeks out innocence amidst the brutality of war.
What makes this novel difficult to introduce is the way in which Doerr has done this; through the eyes of two children on opposite sides of the war, he explores how both of them struggle with identity, morality and hope, each in their own way. Their storylines converge in the bombing of Saint-Malo, demonstrating that war can be indiscriminate in its victims—that is, it does not care if its victims are children or adults, innocent or guilty, French or German. However, their interaction also speaks to the humanity that lies in all of us, no matter how deeply buried.
A very quick history lesson
Fast Five Facts about World War II:
Lasting 1939-1945, the war was fought between the Axis powers (Germany, Japan and Italy) and the Allies (basically everyone else, but mainly England, France, and later the US). Whilst it was Germany who started the war, the intervention of the US at the end of five long years of fighting ultimately helped the Allies win.
Various forms of technology were first used, or found new uses, during the war. Aircraft carriers and various planes (fighters, bombers etc.) became more important than ever, while Hitler’s use of tanks allowed him to take over much of Europe very quickly.
Other forms of new technology included one of the world’s first electronic computers that was used to codebreak (stop reading now and watch The Imitation Game if you haven’t already! Totally counts as studying, right?), as well as radio and radar, used to communicate and also to detect enemies in the field.
World War II is also referred to as the Holocaust, the name given to Hitler’s attempted genocide of the Jewish people. 6 million Jews died in the war, and as many as 15 million others died in total.
Germany’s initial conquest of Europe was swift and brutal. Within a month, Poland had already surrendered and within a year, so had France. However, there were also resistance groups all over these countries which sought to undermine the Nazi regime in a number of ways, both big and small.
My best attempt to give a general plot overview of this very long book
Disclaimer: this is a very, very broad overview of the novel and it is absolutely not a substitute for actually reading it (please actually read it).
Chronologically, we start in 1934, five years before the war. Marie-Laure is a French girl who lives with her father Daniel Leblanc, working at the Museum of Natural History in Paris. As she starts to go blind, Daniel teaches her Braille, and makes her wooden models of their neighbourhood to help her navigate. Six years later, the Nazis invade France, and they flee the capital to find Daniel’s uncle Etienne, who lives in the seaside town of Saint-Malo; Daniel was also tasked with safeguarding a precious gem, the Sea of Flames, from the Nazis.
In Saint-Malo, Daniel also builds Marie-Laure a model of the town, hiding the gem inside. Meanwhile, she befriends Etienne, who suffers from agoraphobia as a result of the trauma from the First World War. He is charming and very knowledgeable about science, having made a series of scientific radio broadcasts with his brother Henri (who died in WWI). She also befriends his cook, Madame Manec, who participates in the resistance movement right up until she falls ill and dies.
Her father is also arrested (and would ultimately die in prison), and the loss of their loved ones prompts both Etienne and Marie-Laure to begin fighting back. Marie-Laure is also given a key to a grotto by the seaside which is full of molluscs, her favourite kind of animal.
On the other side of the war, Werner is, in 1934, an 8 year-old German boy growing up in an orphanage with his sister Jutta in the small mining town of Zollverein. They discover a radio, which allows them to listen to a broadcast from miles away (it was Henri and Etienne’s), and Werner learns French to try and understand it. One day, he repairs the radio of a Nazi official, who recruits him to the Hitler Youth on account of his ingenuity (and his very blonde hair and very blue eyes, considered to be desirable traits by the regime). Jutta grows increasingly distant from Werner during this time, as she questions the morality of the Nazis.
Werner is trained to be a soldier along with a cohort of other boys, and additionally learns to use radio to locate enemy soldiers. He befriends Frederick, an innocent kid who was only there because his parents were rich—Frederick would eventually fall victim to the brutality of the instructors, and Werner tries to quit out of solidarity. Unfortunately, he is sent into the army to apply his training to actual warfare. He fights with Frank Volkheimer, a slightly ambiguous character who a tough and cruel soldier, but also displays a capacity to be kind and gentle (including a fondness for classical music). The war eventually takes them to Saint-Malo.
Also around 1943 or so, a Nazi sergeant, Reinhold von Rumpel, begins to track down the Sea of Flames. He would have been successful ultimately had it not been for Werner, who stops him in order to save Marie Laure.
As America begins to turn the war around, Werner is arrested and dies after stepping on a German landmine; Marie-Laure and Etienne move back to Paris. Marie-Laure eventually becomes a scientist specialising in the study of molluscs and has an extensive family of her own by 2014. Phew.
Theme/s
What kind of questions does Doerr raise through this plot? To some degree, the single central question of the novel is one of humanity, and this manifests in a few different ways.
Firstly, to what extent are we in control of our own choices? Do we truly have free will to behave morally? The Nazi regime throws a spanner in the works here, as it makes incredibly inhumane demands on its people. Perhaps they fear punishment and have no choice—Werner, for instance, does go along with everything. At the same time, his own sister manages to demonstrate critical thinking and moral reasoning well beyond her years, and it makes you wonder if there was potential for Werner to be better in this regard. There’s also the question of whether or not he redeemed himself in the end.
That being said, Werner is far from the only character who struggles with this—consider the perfumer, Claude Levitte, who becomes a Nazi informer, or even ordinary French citizens who simply accept the German takeover. Do they actually have free will to resist, or is it even moral for them to do so?
Hannah Arendt famously coined the phrase “the banality of evil,” referring to how broader movements of inhumanity (such as the Holocaust) can be compartmentalised until individual actions feel perfectly banal, commonplace and ordinary. This is what allowed people to do evil things without actually feeling or even being inherently evil—they were just taking orders, after all. Consider the role of free will in this context.
This brings us to the broader ‘theme’ of war in general: in particular, what kinds of acts are suddenly justifiable in war? Etienne and Madame Manec, for instance, even disagree on the morality of resistance, which can frequently involve murder. Etienne’s pacifist stance is a result of the scale of deaths in the previous world war. At the same time, the climactic event of the novel is an allied bombing of Saint-Malo, a French town, just because it had become a German outpost. Risking lives both French and German, this also highlights the ‘necessity’ of some inhumane actions in times of war.
On a more optimistic note, a human quality that Doerr explores is our natural curiosity towards science. This is abundant in the childhoods of both protagonists, as Werner demonstrates dexterity with the radio at a very young age, and Marie-Laure a keen interest in marine biology. In particular, her blindness pushes her into avenues of science which she can experience without literal sight, such as the tactile sensations of mollusc shells. The title may hint at this—for all the light she cannot see, she seeks enlightenment through knowledge, which in turn gives her hope, optimism and purpose.
At the same time, the human desire to better understand the world can also be used inhumanely—Werner used radio to learn through Etienne and Henri’s broadcasts, but he would later in life also use it to help his compatriots murder enemy soldiers. This alludes to the banality of evil again; by focusing on his very technical role and his unique understanding of the science behind radios, he is able to blind himself to the bigger picture of the evils he is abetting. Science is something that is so innately human, yet can also be used inhumanely as well.
For these reasons, I’d suggest humanity is at the heart of the novel. There is a certain cruel randomness to death in war, but just because so many did perish doesn’t mean that there aren’t human stories worth searching for in the destruction. This is the lens that Doerr brings to the WWII narrative.
Some symbols
To some degree, a lot of these symbols relate to humanity, which I’ve argued is the crux of the novel. I’ll keep this brief so as to not be too repetitive.
One major symbol is the radio, with its potential for good as well as for evil. On one hand, it is undoubtedly used for evil purposes, but it also acts as a source of hope, purpose, conviction and connection in the worst of times. It is what ultimately drives Werner to save Marie-Laure.
Along the same vein, whelks are also a major symbol, particularly for Marie-Laure. While an object of her fascination, they also represent strength for her, as they remain fixed onto rocks and withstand the beaks of birds who try to attack them. In fact, she takes “the Whelk” as a code-name for herself while aiding the resistance movement. It’s also noteworthy that, given the atrocities of war, maybe animals are the only innocent beings left. As Saint-Malo is destroyed and the Sea of Flames discarded, it is the seaside ecosystem that manages to live on, undisturbed. In this sense, the diamond can be seen as a manifestation of human greed, harmless once removed from human society.
Finally, it’s also worth considering the wooden models that Daniel builds for Marie-Laure. They represent his immense love for her, and more broadly the importance of family, but the models also attempt to shrink entire cities into a predictable, easily navigable system. As we’ve seen, this is what causes people to lose sight of the forest for the trees—to hone in on details and lose track of the bigger picture around them. The models are an oversimplification of life, and an illusion of certainty, in a time when life was complicated and not at all certain for anyone.
Conclusion
Identity, morality and hope—these things pretty much shape what it means to be human. Throughout All the Light We Cannot See though, characters sometimes struggle with all three of them at the same time.
And yet they always manage to find something within themselves, some source of strength, some sense of right and wrong, some humanity in trying times. Doerr explores this capacity amply in this novel, and in this sense his novel is not just another story about WWII—it’s a story about the things that connect us, always.
Essay prompt breakdown
Transcription
Through the prompt that we’ll be looking at today, the main message I wanted to highlight was to always try and look for layers of meaning. This could mean really being across all of the symbols, motifs and poetic elements of a text, and it’s especially important for a novel as literary as this one.
You might not have been particularly happy to find out you’re going to have to study All The Light We Cannot See—it is probably the longest text on the entire text list—but it’s also a really beautiful, well-written book that deservedly took out the Pulitzer Prize for fiction in 2015.
In this novel, Anthony Doerr tells the World War 2 story through a unique lens, or rather a unique combination of lenses, as he sets a 16-year-old French girl and a 17-year-old German boy on an unlikely path of convergence. Through the dangers and difficulties that they face, Doerr’s novel is one of growth and self-assuredness in a time when this seemed virtually impossible.
The essay topic we’ll be looking at today is:
All The Light We Cannot See is a literal title for the novel, in that it exposes the darkness, evil and cruelty of which humans are demonstrably capable. Is this an accurate interpretation?
As usual, let’s define some keywords.
I want to leave ‘darkness’ for a little later, but let’s start with ‘evil and cruelty.’ By themselves, they generally just mean immorality or inhumanity, but also keep in mind how they come across in characters’ actions, since those will be the focus of our analysis. The word ‘demonstrably’ highlights this, since it means that any ‘evil’ you discuss needs to be demonstrated or proven.
With ‘darkness’, that’s a bit more of a tricky term because it can mean any number of things. Here, it might be taken to mean bad intentions, corruption or anything like that, because it fits with ‘evil and cruelty’. However, this is where the ‘interpretation’ aspect of the prompt comes in—an interpretation being a way of explaining meaning, how do you explain the meaning of ‘darkness’ in relation to the title? Darkness in this sense could be any number of things.
Now, how should we plan for this topic? Let’s first consider if there’s any room to challenge, since the prompt seems to only focus on the more negative, pessimistic side of the book. I’d argue that with darkness, there is also some light in the form of kindness, charity and hope.
This all sounds pretty profound, but I’m just trying to link it back to the book’s title! I mean, that’s what the topic is asking about, right?
Let’s break this down into paragraphs.
For our first paragraph, a good starting point might be analysing the literal forms of darkness in the novel, and seeing what other interpretations we can get from those. A character that comes to mind is Marie-Laure, the French girl who cannot see any ‘light’ due to her blindness. The title could be seen as an allusion to her character and by extension, the hopelessness that blindness might cause in the midst of a war. We could compare Marie-Laure’s situation with that of Werner, who faces the industrialization of his childhood town, watching it become more and more enveloped in ‘darkness’ and as such, hopelessness.
For our next paragraph, we might drill down to deeper levels of interpreting darkness, because it’s often used as a metaphor for inhumanity. It isn’t difficult to find inhumanity in the novel. There’s plenty of it peppered throughout Werner’s storyline, particularly at Schulpforta, where the Hitler Youth were ‘trained’, (to put it lightly). He and his peers are routinely drilled to “drive the weakness from the corps” in humiliating exercises led by cruel instructors. They are also sometimes driven to cruelty towards one another, and Frederick, Werner’s bunkmate, is relentlessly bullied for his perceived weakness.
So by now, it’s clear that the novel demonstrates the human capacity for experiencing ‘darkness’ as well as inflicting it upon others. But, across these two layers of meaning, could there perhaps be some room to challenge these interpretations? This is something we should look at for our final paragraph.
Here, I would probably argue that just as Doerr explores various forms of darkness, there is also enough ‘light’ which allows some characters to overcome or escape from the darkness. These manifestations of light also require you to think about the different symbolic layers of the novel. On one level for example, looking at light literally, there’s the message on Werner’s radio that teaches us that, even though the brain is sealed in darkness, “the world it constructs…is full of light.” A deeper level of meaning to this may refer to the sense of scientific wonder and discovery which sometimes brings light to Werner, and also Frederick, his bunkmate at Schulpforta, when their lives there are at their most dark.
Consider how, just as darkness has levels of interpretation and symbolism in this book, so does light and hope and joy, rather than just evil and cruelty.
And that’s it! Always delving deeper for meaning helps you to really make use of the symbols, imagery and motifs in a text, and I hope this novel in particular illustrates that idea.
Have you ever wondered how you can read your books so efficiently that you will be able to identify the most important passages, quotes, symbols, author’s views and values etc. all in one go? Well, I’m going to share some handy tips you can adopt while annotating a novel that will hopefully help you achieve this. Warning – if you are a reader who likes to preserve their books and keep them crispy clean, this study guide probably isn’t for you. However, keep in mind that annotating texts is a powerful step in getting to know your text and optimising your essay responses.
Before we get started, what exactly is ‘annotating’? To annotate means to add notes to a text where you provide extra comments or explanations (usually in the margins of the book). It is very much an activity for yourself, because it allows you to become an active reader – where you are engaged in thinking about the plot, themes, characters etc. as you are reading and jotting down key thoughts. As a result, active readers are more likely to become immersed in the story, absorb the ideas better, be more open-minded and therefore usually develop their own unique interpretation of the text. While annotating may not come so naturally to some of you, this guide below should definitely equip you with a good starting ground!
1. Think of your text as a colouring book. Use different coloured highlighters for different themes. This way when you’re rummaging through your book to find a certain quote to support a theme, say you specifically only highlight ‘romance’ theme in pink, it’s much easier for you to find the pink than to look through a whole book highlighted all in green. Think of it as creating a trail for you to follow throughout the book. Creating a legend at the start of the book (for example, in the contents page) can help you keep track of which colour stands for which theme.
2. Circle new vocabulary. Look it up and then write their definitions next to the word. Next, keep a word bank in a workbook or on a word document containing any words you’ve learnt. Now you’ve successfully killed two stones with one bird – you’ve broadened your vocabulary and you’ve got a handy sophisticated vocabulary list you can always refer to when it comes to essay writing!
3. Write notes in the margins. Here you can summarise the significant points of a passage without needing to re-read the whole thing again. Use a pencil rather than pen. If you don’t like writing on paper, you can always use sticky notes and stick them to the pages. However, avoid writing full comprehensive notes in the margins. You’re not trying to write another book inside the empty sections of a book. Use a separate workbook or a word document for that!
4. Be open to different interpretations. Just because your teacher or a study guide interprets the text in particular way, doesn’t mean that you need to agree. If you see things from a different angle, that’s an advantage for you. Remember that you can be ambiguous with your ideas, understanding a certain character or theme from multiple perspectives offers you a variety of ideas that can be applied in your essay. This idea is echoed by English assessors in the VCAA 2013 Examination Report,
…students should be encouraged to have confidence in their own reading and demonstrate a personal understanding of their text, rather than relying exclusively on commercially produced material. All texts are complex works of art with a wealth of opportunity for exploration. There is no ‘expected’ response to a topic, and the most successful pieces were those that were thoughtful and fresh.
5. Got burning questions that pop up? Don’t dismiss what you don’t understand! Put down a question mark and do some research. The better you understand your text now, the greater understanding you will have of events that occur later in the text.
6. Mark literary devices. Symbols, metaphors, alliteration, assonance – the list goes on. Use shapes such as circles, triangles, squares and create a legend in order to keep track of the different literary devices that present themselves throughout the text. Bear in mind that the best essays always include a well-rounded discussion about the author’s choices in literary techniques and how they develop specific themes and/or characters.
7. Dog-ear important passages. Some key passages can be lengthy (spreading over several pages), and it can be a pain to highlight pages and pages of a book (it might too much for your eyes to handle too – ouch!) so instead, fold the corners of those pages down so that you know exactly where that key event occurs.
8. Find unique phrases/quotes. You’ll come across the same quotes that are repeatedly mentioned in class, study guides and essays that other students have written. To stand out, you should try to find those quotes that are equally powerful but are somewhat overlooked or underrated.
9. Annotate study notes and study guides. These notes are written by another reader who has developed their own ideas about the text – this doesn’t mean that you necessarily have to share the same ideas as there is always opportunity to disagree with another’s opinion. Draw smiley faces or frowns in areas where you agree or disagree. This can be the basis of an interesting discussion in your own essay.
10. Don’t be afraid to destroy that book! Yes, it’s nice to have a book crispy and clean, but think of annotating as a way to own that book! Show that you know the in and outs of the text so well that if someone else were to pick it up, they would have no idea where to even begin! Having proper notes in the right places and annotations will make the biggest difference.
Keep in mind that annotating does not equal skimming (where you briefly speed-read through your text). If you’re planning to only flick through the book, you are probably not going to find those unique passages or under-used yet powerful quotes. Take it slow and easy!
Whether you consider yourself a Frankenstein expert, or someone who is a bit taken back by the density of the novel and Shelley’s writing, do not fret! Below I will outline 3 tips which, will hopefully give you a clearer perspective on how to approach writing on Frankenstein! Let’s get started!
1. ALWAYS TRY TO TALK ABOUT SHELLEY’S CONCERNS
Since the book was set during the Age of Enlightenment and the Romantic era, Shelley essentially used Frankenstein as a vessel to criticise and warn readers against many of the values upheld during her era. It’s therefore crucial that you address this!
The late 18th century and the first decades of the 19th century were exciting times for science and exploration. Shelley’s two main protagonists, Walton and Frankenstein, both passionately sough to discover what had previously been hidden. Walton wanted to be the first to find a passage through the Arctic Circle; Frankenstein wanted to be the first to create manmade life, to uncover the mysteries of Nature. Both men claimed to be desirous of benefitting humankind but both wanted glory more. This obsession to win accolades for their discoveries will destroy Victor, and turn Walton for a while into a hard taskmaster over his crew.
Juxtaposed against these two characters is Henry Clerval. Clerval, too, has an inquiring mind but he also cares about humanity, family and friends. He represents the balanced human being who is sociable, compassionate, intelligent and loyal to his friends. Victor’s ability to reanimate the dead, to bring to life his gigantic Creature using the newly discovered electricity, makes him a genius but also a monster. In his inexperience he botches the work producing a hideous and terrifying creature with, ironically, initially all the virtues of the ideal man of he world. Repulsed by his amateurish handiwork, Victor abandons his creation, setting in place the vengeance that will unfold later.
Try to ground any response to Shelley’s text in the enormous enthusiasm for new discoveries and new geographic phenomena that attracted lavish praise for those who went where others feared to tread. It was this praise that drove Walton and Frankenstein to exceed reasonable expectations becoming reckless and careless of the consequences of their actions.
2. ALWAYS TRY TO DRAWS LINKS AND CONTRAST DIFFERENT CHARACTERS AND THEMES!
Walton, Frankenstein and the Creature are interconnected in so many ways – whether it be their isolation, ambition, desire for companionship, desire for vengeance or the Romantic values they share. I’ve also noted that it is also really easy to connect themes in Frankenstein as the tragic story-arc of the novel is built upon many different causes. What I mean by this is that there is a clearly define relationship between isolation, ambition and vengeance (and ultimately tragedy) in the sense that isolation is what led to the brewing of unchecked ambition which essentially causes the resultant tragedy.
Take Frankenstein for example: having left his loving family and friends, who provided him with love and companionship for Ingolstadt, there was no one to hold him back from his natural tendencies towards unchecked ambitions, leading him to creating the monster who out of spite towards society kills all of Frankenstein’s loved ones, leading them towards the desire for mutual destruction. Being able to see these links and draw them together will not only add depth to your writing but it also arms you with the ability to be able to deal with a wider array of prompts.
3. ALWAYS TRY TO LOOK FOR MORE NUANCED EXAMPLES AND DISCUSSIONS!
While Walton, Frankenstein and the Creature can be discussed incredibly thoroughly (and by all means go ahead and do it), but it is also very important to consider the novel as a whole and talk about, if not more thoroughly, on the minor characters. While characters such as the De Laceys, villagers and the rustic in the forest can be used to highlight the injustices brought upon the creature and people’s natural instincts of self preservation and prejudice, innocent characters such as Elizabeth and Justine can be used to emphasise the injustice of society and the consequences of unchecked ambition and isolation.
Henry Clerval (like previously mentioned) can be contrasted against Walton and his best friend Frankenstein to show that as long as we have a balanced lifestyle and companionship, ambition will not lead us to ruin. Characters such as the Turkish merchant can also have parallels drawn with Frankenstein in telling how our selfish desire and actions, born out of inconsideration for their consequences, can backfire with great intensity. Lastly the character of Safie (someone I used a lot in my discussions) can be compared and contrasted with the Creature to show the different treatment they receive despite both being “outsiders” to the De Laceys due to their starkly different appearances.
Mentioning these characters and utilising these contrasts can be monumental in showing your understanding of the novel and by extension, your English analytical ability.
[Video Transcription]
Hey guys, I'm Lisa, welcome back to Lisa's Study Guides. Today, we're going to be talking about Frankenstein and breaking down an essay topic for it. So in the past, I've done plenty of videos looking at different types of essay topics and breaking them down by looking at keywords and then going into the body paragraphs and looking at those ideas. This time round, the takeaway message that I want you to leave with is understanding what types of evidence you should be using inside your body paragraphs. Specifically, I wanted to talk about literary devices or metalanguage. Mary Shelley, the author of Frankenstein uses so many literary devices that it's impossible to ignore. If you are somebody who is studying this text or other texts that you use and are heavily embedded with literary techniques, then it's really important that you don't just use dialogue as part of your quotes, but actually reading between the lines. I'll teach you on how it's not just about finding dialogue, which you include as quotes inside your body paragraphs, but reading between the lines, so looking at literary devices like metaphors, symbols, imagery, so let's get started.
Mary Shelley's Frankenstein constitutes escaping critique of the prioritization of scientific advancement over human welfare and relationship. Dr. Frankenstein is fascinated with science and discovery, he is consumed with the idea of a new and more noble race by stitching up dead body parts from a cemetery. He feverishly works away at his experiment until one day the creature is born. Frankenstein is horrified at the living thing he has made and completely rejects the creature, leaving it without a parental figure. The creature is left alone to look after himself. He educates himself and on repeated occasions tries to approach people in society, however, is rejected every time because of his monstrous appearance. As a result, the creature becomes enraged at humanity and Frankenstein's unfair treatment towards him and consequently exacts revenge on Frankenstein and his family.
The essay topic we'll be looking at today is, Our sympathies in this novel ultimately lie with the creature. Discuss. So in previous videos, we've looked at keywords, how to identify them and how to define them. Since it's pretty straightforward for this essay topic, I thought I would skip that part and then go into the more nitty gritty with the body paragraphs. But, if you are unfamiliar with these steps, then I'll link them in the card above and also in the description below so you can have a look at how I went ahead and did the keyword section in my planning, now back to the prompt. Unequivocally within Frankenstein, Shelley portrays sympathy as spread throughout the text through depicting the creature as innately human through his desire for relationship and the challenges he faces at the hands of the prejudice enlightenment society he's born into, Shelley elicits sympathy for his situation. However, through the notable absence of the female gender throughout the text, Shelley portrays those silent within society as most deserving of sympathy.
So, with this in mind, here are the potential paragraphs in response to this prompt. Paragraph one, Shelley's depiction of the creature as innately human motivates support for his challenges at the hands of a prejudice society. The action of the creature to open his dull yellow eye, symbolic of his nature as a human being alongside a green wrinkled on his cheeks, with one hand stretched out, indicates his simple desire for paternal connection. Through constructing the creature's actions as innately human Shelley acts proleptically of the inequitable experiences the creature will experience throughout the structural architecture of the text. And through doing so, depicts his character as worthy of support.
Similarly, through the metaphor of fire, Shelley explores the duality of progress and innovation of which the creature desires. The fire, one that gives light as well as heat, yet also causes a cry of pain, indicates the hardships of the creature in his isolation, whereby, his forced to withdraw from his desire for education. Upon viewing himself in a pool, the creature becomes "fully convinced that I was in reality [a] monster" with the consequent sensations of despondency and mortification granting the reader the opportunity to sympathize with the creature in order to indicate the intensely negative social prejudices that are inflicted upon the creature.
So you can see that we've looked at symbols of the creature's nature and the metaphor of fire to support our topic sentence. Using literary techniques is what's going to make the difference between you and another student who might be saying the same thing. Why? Because when you look at literary devices, it means that you're reading just beyond the lines, just beyond what's in front of you. You're now introducing your own interpretation, so you're looking at fire and thinking about what that means in connection to the text, and why Mary Shelley would use the term of a fire and revolve her discussion around that. So let's see how we keep doing this in the next body paragraph.
Paragraph two, Shelley indicates the significance of relationships as a key element of human nature that the creature is denied, motivating affinity from readers. In replacement of human relationships, the creature rather seeks comfort within the natural world. The metaphorical huge cloak that the creature takes refuge within indicates this, illustrative of an ecosystem, the forest allows the creator to surround himself with life. The subsequent attempts to "imitate the pleasant songs of the birds" reveals the desperate urge of the creature for companionship as he is abandoned by the paternal relationship represented by Victor Frankenstein, which forms a core of human relationships. Again, here we've discussed the metaphorical huge cloak and its connection with the forest, I strongly encourage you to have the goal of discussing at least one literary device per body paragraph. And no, there is no such thing as talking about too many literary devices because it's really just about whether or not your argument is concise and whether or not you're backing that up with evidence.
Paragraph three. However, it is Shelley's depiction of the submissive female sex within Frankenstein that becomes most deserving of sympathy. Each female character is characterized as passive, disposable, and they're serving a utilitarian function, namely as a channel of action for the male characters within the text. Notably, the complete lack of absence of Margaret Saville, functioning only as an audience for Walton's letters exemplifies this. Margaret's role within the text is simply to enable Walton to relay the story of Frankenstein and as such were the most necessary character of the texts whilst the most distant. This ironic dichotomy enables Shelley to exemplify the difficult role of the female within society, arising sympathy from the readership. Here, even the purposeful emission of a character is discussed as a language technique. So, this type of literary device definitely tops the cake because you're literally looking at what's not even there. That's definitely reading between the lines.
Frankenstein is a very complex novel, and sometimes that's what makes it a difficult text to study. But, it lends itself to many unique interpretations and it's heavily dressed with heaps of literary devices or metalanguage, however you want to call it. So, that's what makes it an absolutely fantastic text for high school students to study. If you wanted to find out more on how to nail a Frankenstein essay, then I'll link you to my blog just down below, because there are definitely more tips there to help you excel in this particular text. Thank you so much for watching, and especially even if you're not studying this text, I hope you've been able to take something away from this video. And I'm confident that you have because talking about literary devices is definitely a topic that isn't necessarily the fore front of discussion in classrooms, and it's something that a lot of people struggle with. So, I hope you are able to walk away with a new goal in sight in order to improve your English essays. So, I will see you guys next time, thank you so much for joining me, see you guys soon. Bye!
Many students receive feedback from teachers to ‘avoid retelling the story’ along with red scribbles across their essay that state, ‘paragraph needs further development’ or ‘develop your contention further’. It’s a common issue across the VCE cohort and fixing it does take some time and practice. However, keep in mind that it is definitely possible, you just have to understand what exactly what ‘retelling the story’ means!
So, ‘retelling the story’ – it’s pretty much stated right there the phrase – it’s when you are re-describing or repeating the plot based on whichever text you’re writing on. The reason why it is so cringe-worthy is because: 1. you should assume that your teacher or examiner has already read the book before so they don’t need a summary of the events occurring in the text, and 2. you are wasting time by writing something probably a year 8 student could when instead, you should focus your time on providing a comprehensive analysis of the text when responding to your essay topic.
Here is an example of a student who ‘retells the story’ (using Reginald Rose’s Twelve Angry Men – “Twelve Angry Men explores the importance of moral responsibility. Discuss.”):
“The importance of moral responsibility is shown through those who fail to possess any sense of decency or righteousness. The 3rd juror has had an estranged relationship with his son for 2 years. He does not get along with his son since the son is disrespectful to his father. This is unlike the 3rd juror, who used to show respect to his elders by calling his father ‘sir’ going up. He is ashamed of his son since his son once ran away from a fight which made the 3rd juror ‘almost thr[o]w up’. As a result of his personal problems with his child, he sees the defendant as another young kid that needs punishment for his wrongdoings. He believes that ‘we’d be better off if we took these tough kids and slapped ’em down before they make trouble, you know?’. Since he is blinded by his own experience, he lacks the moral responsibility required to be a juror on the trial.”
As you can see, the student above has provided a lengthy explanation of the plot, rather than focusing on the keywords. ‘moral responsibility’, ‘decency’ and ‘righteousness’. The student could easily have cut down on the plot details and used the essential events in the play to act as the basis of his/her analysis. So what are the things you can do in order to provide an insightful passage without falling into the trap of this major English student faux pas? Let’s have a look.
Remember that an essay is based on your interpretation of the prompt – that is, whether or not you agree or disagree with the essay topic. Since you are putting forth a contention, it is important that you try to convince the reader of your own point of view. Unfortunately, this is not possible through merely summarising the plot. Try to break down themes, characters, views and values and language construction when elaborating on your contention. By using your own words to explain an idea, you can then successfully use the book as support for your reasoning.
Remember that repeating the plot is not the same as analysing a plot. Some students rely heavily on quotes, but this in itself can become a repetition of what occurs in the novel. Never simply rely on quotes to tell the reader what you want to say; quotes are there again for support and so, use quotes as a basis of interpreting your own opinions and views. Keep this in mind, don’t tell me what I already know, tell me something I’d like to learn. This will force you to write about your own ideas, rather than repeating the author’s words. Concentrate on a specific section of a plot, or a small passage in the novel. Avoid talking about too much at once. If you are able to achieve this, it will prevent you from falling into the path of wanting to write about an overall event of the book, which is inevitably summarising the plot.If you believe that it is absolutely necessary to write about some of the plot in your essay body paragraphs, try to keep it to a minimum. Practice expressing the vital plot points in one phrase, rather than using 2 or 3 sentences to explain what occurs in the book.
Now let’s have a look at the example below. The discussion is based on the same topic sentence as that above however this time, the student has focused on developing their ideas into an insightful exploration:
“The importance of moral responsibility is shown through those who fail to possess any sense of decency or righteousness. The 3rd juror is shown to be someone who is arrogant and narrow-minded as a direct result of a troubled relationship with his own son. Although he is personally unacquainted with the defendant, he draws a parallel between the youngster with his own young son, stating that ‘we’d be better off if we took these tough kids and slapped ’em down before they make trouble, you know?’. It is ironic when he asserts that ‘everybody deserves a fair trial’ since he is the juror that adopts the most prejudice towards the case, thus demonstrating his failure to possess righteousness. His shortcomings are further highlighted through the stage directions whereby he ‘shouts’ and ‘leap(s) into the breach’, displaying his lack of interest in other jurors’ opinions as he is adamant that his view that the defendant is guilty is indeed, correct. Therefore, it is clear through his narrow-mindedness that he has little sense of moral responsibility.”
LSG-curated All the Light We Cannot See Essay Topics
Contrary to what the title might suggest, All the Light We Cannot See explores light more so than darkness. Is this true?
How does Doerr’s narrative structure highlight the similarities and differences between Marie Laure and Werner in All the Light We Cannot See?
All the Light We Cannot See demonstrates that war brings out the best and worst in humanity. Discuss.
Explore the forms of courage demonstrated in All the Light We Cannot See.
What is the role of family in All the Light We Cannot See?
Werner’s character is defined by his cowardly and harmful conformity to the Nazi regime. To what extent do you agree?
All the Light We Cannot See is a warning against unethical and selfish scientific pursuits. Discuss.
Who deserves our sympathy in All the Light We Cannot See and why?
Throughout All the Light We Cannot See, various forms of guilt are shown to be emotionally crushing. Is this true?
“Don’t you want to be alive before you die?” Explore the value and meaning of human life as evinced in All the Light We Cannot See.
No character from All the Light We Cannot See is totally monstrous, just as no character is totally pure. Do you agree?
In All the Light We Cannot See, Doerr suggests that nobody truly has agency over themselves. Discuss.
More so than any other object, it is the radio which drives the plot of All the Light We Cannot See. Is this an accurate statement?
All the Light We Cannot See posits that strength must come from within. Discuss.
“Open your eyes and see what you can see with them before they close forever.” To what extent do characters exhibit this sentiment in All the Light We Cannot See?
All the Light We Cannot See is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.
Hey guys, welcome back to Lisa's Study Guides. So this week I have another essay topic breakdown for you. So eventually I'm going to get through all of the VCAA texts that are on the study design, but we're slowly going to get there and are just want to say yet again, even though this one is like a house on fire, I am really glad if you've clicked on this video and you're not necessarily studying it because as always with all my videos, I try to give you an overall message for you to take away that can be applied to any single text. So that is the same for this particular text today. And so even though the takeaway message for this video is quite specific to short stories, it's still an important consideration for any text that you're studying. Ideally, you want to use a diverse range of evidence for any text, but in particular, for short stories, you don't just want to rely on a small handful, but to try and make links between the different short stories.
So let's see what that means on the other side of this quick overview of the text. Like a House on Fire is a collection of short stories by the author, Cate Kennedy, and unlike a lot of other texts on the study design, this book portrays a lot of very domestic situations, which seems fairly boring compared to some of the other texts that other students might be doing. However, I'm really excited about this text because the short stories are great. Not because they have groundbreaking premises, which they don't, but because of how effortlessly and deeply emotive they are. So the domestic scenarios actually help us relate to the characters in the stories and empathize with the complexity of their experiences. The essay topic we'll be looking at today is in Like a House on Fire, Kennedy finds strength in ordinary people. Discuss.
Here, the term which you really have to think about is strength. We already know that she depicts the story of ordinary people, of people like you or me, or even just people we may know, but does she find strength in them? It could be physical strength, but more often than not, it might be other types of strength. For instance, the mental strength it takes to cope with intense pressure or the emotional strength it takes to make a difficult choice or action. It's important to think about how they might actually apply throughout the book. In this sense, our essay will have essentially two halves.
The first two body paragraphs we'll look at scenarios of intense pressure, be it through the loss of control in one's life or a domestic situation which has become emotionally tense. The last two body paragraphs will then consider the types of strength that Kennedy evinces in these stories. And we'll contend that she does find strength in the characters who face a difficult decision, but that she also finds a lot more strength in the characters who managed to cope with their situation and grapple with the tensions in their lives.
Paragraph one
In many of her stories, Kennedy portrays characters who experience powerlessness. This loss of power can come a number of ways. For instance, both Flexion and Like a House on Fire tell the story of men who have injured their previously reliable bodies and have thus been rendered immobile. But they also tell the story of their respective wives who have lost some control over their lives now that they have to care for their husbands. On the other hand, there are the kids in Whirlpool whose mother insists that they dress a certain way for a Christmas photo. Her hand on your shoulders, exerting pressure that pushes you down. Kennedy's use of second person really makes you feel this pressure that keeps you from going out to the pool you so desperately desire to be in. Evidently powerlessness is an experience that comes in many shapes and forms in several stories.
Paragraph two
In addition to this, Kennedy explores other emotional tensions across the collection, subverting the idea that the home is necessarily a safe sanctuary. This is where she really goes beyond just the idea of powerlessness, but actually jumps into scenarios that are much more emotionally complex. In Ashes for instance, we see the homosexual protagonist struggle with feeling useless and tongue tied, embarrassed by the floundering pause between his mother and himself. There is a significant emotional hurdle there, which is particularly poignant given that mothers are usually considered a source of safety and comfort for their children. Kennedy's story of domesticity actually subvert or question what we might think of the domestic space shared by family members. If you have the Scribe edition of the book, the artwork on the cover would depict a vase of wilting flowers, an empty picture frame, and a spilt cup of coffee.
These are all visual symbols of an imperfect domestic life. A similar rift exists between husband and wife in both Five Dollar Family and Waiting, the women find themselves unable to emotionally depend on their partners. While Michelle in Five Dollar Family despises her husbands startled, faintly incredulous expression, an inability to care for their child, the protagonist in Waiting struggles to talk about her miscarriages with her husband who is already worn down as it is. Kennedy takes these household roles of mother, son, husband, wife, and really dives into the complex shades of emotion that lies within these relationships. We realize through her stories that a mother can't always provide comfort to a child and that a husband isn't always the dependable partner that he's supposed to be.
Paragraph three
However, Kennedy does find strength in some characters who do take a bold or courageous leap in some way. These are really important moments in which she is able to show us the strength that it takes to make these decisions. And she triumphs however small or insignificant that can be achieved.
A moment that really stands out to me is the ending of Laminex and Mirrors, where the protagonist rebelliously smuggles a hospital patient out for a smoke only to have to take him back into his ward through the main entrance and therefore get them both caught. She recounts this experience as the one I remember most clearly from the year I turned 18. The two of us content, just for this perfect moment. And their success resonates with the audience, even though the protagonist would have lost her job and therefore the income she needed for her trip to London, Kennedy demonstrates her strength in choosing compassion for an elderly patient. Even the sister in Whirlpool, who wasn't exactly kind to the protagonist in the beginning, forms an unlikely alliance with her against their mother, sharing a reckless moment and cutting their photo shoot short. Bold leaps such as these are ones that take strength and therefore deserve admiration.
Paragraph four
However, more often than not, Kennedy's stories are more about the strength needed to simply cope with life, one day at a time. She explores the minutiae of her characters lives in a way that conveys the day to day struggles, but also hints at the underlying fortitude needed to deal with these things on a daily basis. In Tender, the wife feels as if everything at home is on the verge of coming apart since her husband is only able to cook tuna and pasta casserole for their kids. However, when she must get a possibly malignant tumor removed, her concern of whether there'll be tuna and pasta in the pantry just in case, demonstrates her selfless nature. Kennedy thus creates a character who is strong for others, even when her own life at home is disorderly and her health may be in jeopardy. The strength of gritting one's teeth and getting on with things in spite of emotional tension is a central idea across this collection, and many other examples are there for you to consider as well.
And so we come to the end of our essay. Hopefully going through this gives you an idea of how to cover more bases with your evidence. Remember that you don't have to recount lots and lots of events, but it's more important to engage with what the events are actually telling us about people. This is particularly important for prompts like this one, where it heavily focuses on the people involved. That is it for me this week, please give this video a thumbs up. If you wanted to say thanks to Mark, who has been helping me write these scripts up for a lot of the text response essay, topic breakdowns. If you enjoyed this, then you might also be interested in the live stream coming up next week, which will be on Friday the 25th of May at 5:00 PM. I'll be covering the topic of analyzing argument for the second time, just because there's so much to get through. I'll also be announcing some special things during that particular live stream. So make sure you're there so you're the first to hear it. I will see you guys next week. Bye.
Alfred Hitchcock’s classic thriller Rear Window was released nearly 65 years ago. Back then, Hitchcock was a controversial filmmaker just starting to make waves and build his influence in Hollywood; now, he is one of the most widely celebrated directors of the 20th century. At the time of its 1954 release, Rear Window emerged into a world freshly shaken by World War II. The fear of communism riddled American society and Cold War tensions were escalating between the two global superpowers, the USSR and USA. Traditional gender stereotypes and marital roles were beginning to be challenged, yet the ‘old way’ continued to prevail. The culture of the 1950s could hardly be more different to what it is today. Within the Western world, the birth of the 21st century has marked the decline of cemented expectations and since been replaced by social equality regardless of gender, sexual preference and age. So why, six decades after its original release and in a world where much of its content appears superficially outdated, do we still analyse the film Rear Window?
Rear Window is a film primarily concerned with the events which L.B. (Jeff) Jefferies, a photographer incapacitated by an accident which broke his leg, observes from the window of his apartment. He spends his days watching the happenings of the Greenwich Village courtyard, which enables Jeff to peer into the apartments and lives of local residents. The curiosities which exist in such an intimate setting fulfil Jeff’s instinctual need to watch. The act of observing events from a secure distance is as tempting as reality television and magazines. To this day, these mediums provide entertainment tailored to popular culture. At its roots, Jeff’s role as a voyeur within Rear Window is designed to satisfy his intense boredom in a state of injury. As the film is seen through Jeff’s voyeuristic eyes, the audience become voyeurs within their own right. Until relations between Thorwald and his wife simmer into territory fraught with danger, Jeff’s actions are the harmless activities of a man searching for entertainment.
So, if Rear Window teaches us that voyeurism is a dangerous yet natural desire, does the film comment on the individuals who consent to being watched? Within Greenwich Village, Jeff’s chance to act as an observer is propelled by the indifference of those he observes. Almost without exception, his neighbours inadvertently permit Jeff’s eyes wandering into their apartments by leaving their blinds up. The private elements of others’ lives, including their domestic duties, marital relations and indecencies, are paraded before Jeff. Greenwich Village is his picture show and its residents willingly raise the stage’s curtains. This presentation of Hitchcock’s 1954 statement remains relevant today. Jeff’s neighbours’ consent to his intrusion into their lives bears striking similarities to current indifference. The prevalence of social media enables information to be gathered as soon as its users click the ‘Accept Terms & Conditions’ button. Rear Window is a commentary on social values and provokes its audience to examine habits of their own, especially in a world where sensitive information is at our fingertips. Just as Hitchcock’s 1954 characters invite perversive eyes to inspect their lives, society today is guilty of the same apathy.
The characters of Hitchcock’s thriller are a pivotal element of the film’s construction. They add layers of depth to the text and fulfil roles central to the plot’s development. One of Hitchcock’s fundamental directorial decisions was leaving multiple characters unnamed – within Greenwich Village alone, we meet Miss Lonelyhearts, Miss Torso and Miss Hearing Aid. The stereotypical nature of these labels, based on superficial traits that Jeff observes from his window, exemplifies the sexism prevalent in the 1950s. Jeff’s knowledge of these women is limited to such an extent that he does not know their names, yet considers himself qualified enough to develop labels for each of them. The historical background of stereotypes is imbedded within Rear Window and shares vast similarities with the stereotypes we recognise today.
Hitchcock’s 1954 thriller Rear Window portrays a little world that represents the larger one. Its themes, primarily voyeurism, and character profiles illustrate Hitchcock’s societal messages and provide a running commentary on issues which govern America during the 1950s. In the six decades since the film’s release, the Western world has undergone significant developments both socially and culturally. L.B (Jeff) Jefferies’ perception of women and married life is inconsistent with the relations between men and women that we observe today. Regardless, the timeless views that Hitchcock’s conveys through Rear Window continue to speak volumes about our society. Jeff’s voyeurism, which comprises much of the film’s major plotline, is a channel for Hitchcock to comment about the instinctual desire for individuals to observe others. Additionally, Hitchcock delves into the flip side of this matter, presenting the theory that those he watches are just as guilty of allowing his intrusion into their private lives. Apathetic mindsets in today’s digital world are responsible for the same indifference that Hitchcock explores within his film. Let’s not forget the sexist stereotypes that Jeff develops to label certain women within Greenwich Village. Miss Lonelyhearts, Miss Torso and Miss Hearing Aid are all victims of Jeff’s narrow mindset towards women, emphasised by these superficial and demeaning names. Stereotypes remain as apparent within society today as they were within the world of Rear Window and can be identified within the media’s diverse presentation of social issues. It is easy to assume that Hitchcock’s 1954 thriller, Rear Window, lacks the relevancy we expect from films. Contrary to this perception, its ingrained messages are fundamentally true to this day.
Things Fall Apart is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.
Summary
Things Fall Apart is set in a fictional group of Igbo villages called Umuofia, around the beginning of the twentieth century. The first half of the novel is dedicated to an almost anthropological depiction of Igbo village life and culture through following the life of the protagonist Okonkwo. Okonkwo is the greatest wrestler and warrior alive in the nine villages and beyond. He has dedicated his life to achieving status and proving his strength to avoid becoming like his father Unoka – a lazy, improvident, but gentle man. Weakness is Okonkwo’s greatest fear. After men in another village kill a woman from Umuofia, a boy named Ikemefuna is given to Umuofia as compensation and lives in Okonkwo’s compound until the Gods decide his fate. Ikemefuna quickly becomes part of Okonkwo’s family; he is like a brother to Okonkwo’s son Nwoye and is secretly loved by Okonkwo as well. Over the next three years, the novel follows Okonkwo’s family through harvest seasons, religious festivals, cultural rituals, and domestic disputes. Okonkwo is shown to be more aggressive than other Igbo men and is continually criticized and rebuked by the village for his violence and temper. When the Oracle of the Hills and Caves decides that Ikemefuna must be killed, Okonkwo is warned by a respected elder to have no hand in the boy’s death because Ikemefuna calls him ‘father’. However, afraid of being thought weak, when Ikemefuna runs to Okonkwo in hope of protection, Okonkwo delivers the fatal blow. Ikemefuna’s brutal death deeply distresses Nwoye who becomes afraid of his father.
At the end of Part One, Okonkwo accidentally kills a clansman at a funeral after his faulty gun explodes and is exiled to his motherland, Mbanta. During his exile, British missionaries arrive in Mbanta and establish a church. Nwoye, disillusioned with his own culture and Gods after Ikemefuna’s death, is attracted to Christianity and is an early convert. This is a heartbreaking disappointment to Okonkwo. When Okonkwo and his family return from exile after seven years they find that the missionaries and colonial governors have established Umuofia as the center of their new colonial government. Clashes of culture and morality occur, and as the British make the Igbo more dependent on them through introducing trade and formal education, the Igbo way of life is continually undermined. When a Christian convert unmasks an egwugwu during a tribal ritual, a sin amounting to the death of an ancestral spirit, the egwugwu burn down the village church. The men who destroyed the church are arrested and humiliated by the District Commissioner, and Okonkwo beheads a court messenger at a village council in rebellion. When none of his clansmen rise with him against the British, Okonkwo realizes his culture and way of life is lost and commits suicide in despair. Suicide is a crime against the Earth Goddess, Ani, so Okonkwo is left to rot above ground in the Evil Forest, like his father Unoka – a shameful fate he spent his life desperate to avoid. The final paragraph, written from the perspective of the District Commissioner, reduces Okonkwo’s life to a single sentence about his death in his planned book The Pacification of the Primitive Tribes of The Lower Niger. Achebe has filled an entire novel with evidence of the complexity and sophistication of Okonkwo’s individual and social life and the District Commissioner’s casual dismissal and belittling of him causes us to flinch with horror and dismay. This is a metaphor for the reduction of Igbo culture in the eyes of its colonizers.
The title gives away the plot of the novel and anticipates the collapse of Okonkwo and his society. Things Fall Apart is about the connection between the tragic downfall of Okonkwo, who fate and temperamental weakness combine to destroy, and the destruction of his culture and society as the Igbo way of life is assailed by forces they do not understand and are unprepared to face.
Themes
A Full and Fair Representation of Ibo Traditional Life
The first part of the novel presents the traditional world of the Ibo with specificity and vibrancy. The imbedded descriptions of the patterns of interaction, daily routines and seasonal rituals of Ibo life creates an overwhelming impression of community and shared culture. We see the established system of values which regulates collective life and how closely related this is to natural cycles and environments. The Ibo’s moral values are contained in sayings and stories, rituals and festivals. Achebe depicts a comprehensive and sustaining social, spiritual, economic, agricultural, and legal order. (Chapters to consider: 1, 2, 3, 5, 6, 10, 12, 19)
While Ibo society is marked by the internal coherence of its organization and the poetry of its rituals, this coherence is partially formed by the repression of the individual and the inflexibility of social norms. Achebe shows the violence, dehumanization, and discrimination vulnerable groups experience in Umuofia due to the rigid adherence to tradition and superstition. This includes the customary abandonment of newborn twins, the sacrificial murder of Ikemefuna in the name of justice, and the discriminatory caste structure that denies inclusion to the osu (Chapters 7, 18).
Obierika’s questioning of the stern logic of some customs suggests that many laws are enacted from a sense of duty and inevitability rather than from a firm conviction in their justice or efficacy (Chapter 13). The cultural demand for conformity places a huge moral and psychological burden on individuals who must reckon with the sometimes heartless will of the gods. This internal tension is epitomized in the character of Okonkwo, discussed below.
Clash of Cultures
When the Ibo are confronted with rival institutions a mirror is held up to their society. Fall Apart honestly considers and reflects on Ibo practices, customs, values, and beliefs. The novel is a frank articulation of the nature of the African past and its relevance to the present and future. Achebe wants to illuminate Ibo culture to dispense with lingering colonial prejudices, but he is not sentimental or nostalgic for the past. Instead he is shifting through it to identify the valuable aspects of Ibo culture to bring into the future and help define Nigeria’s post-independence identity.
Achebe recognises that the colonial encounter which led, swiftly and seemingly inevitably, to the disintegration of Ibo culture revealed its profound weaknesses. Achebe suggests that with the arrival and contrast against another culture, a cultural reckoning was inevitable for the Ibo. However, cultural reckoning and revaluation is not the same thing as destruction and erasure. The British colonialists were a hostile force seeking cultural domination. By pointing out some of the weaknesses of the Ibo tradition, Achebe in no way excuses or justifies colonial domination or diminishes the pain and tragedy of the cultural erasure that occurred.
Colonial Domination
The anti-colonial position and purpose of the novel is powerfully clear. Achebe depicts the process of colonial initial establishment and the resultant cultural suspension of Ibo society. The British colonizers believed in their inherent cultural superiority and arrived in Umuofia with the intention to “bring civilization” (p.151) to Africa. They wanted to achieve full control by supplanting Ibo religion and culture with their own.
The British arrived quietly and non-confrontationally with their religion and the clans allow them to stay, misinterpreting their silence as peaceability. An Ibo proverb warns that there is danger in silence and nothing to fear from someone who reveals their motivations (Chapter 15). Obierika recognizes how the white man’s strategy disguised their intentions and gave them the freedom to grow and fortify. He explains the political consequences for the clan, now divided by the new religion, they can no longer act as one (Chapter 20). Without strength in unity, the Ibo are vulnerable to further encroachment of British control in their other institutions.
As only a small number of Ibo initially converted to Christianity, the church was only able to establish itself firmly in the villages because of the Ibo’s religious tolerance (Chapter 2, 22). Mr Brown learns about Ibo religion and his willful blindness to its complexity shows how the colonizers justified their colonial rule and imposition through labelling their subjects ‘primitive’. Mr Brown understands that Christianity held no appeal for people well integrated in Ibo society, concluding that “a frontal attack on it would not succeed” (p.132) and thus introduces education as a new method of cultural displacement and erasure. Additionally, trade also increased the Ibo’s dependence on the introduced economy (Chapter 21).
From the very first introduction of the colonizers we understand that violence and fear were tools of oppression and dominance, forcing the Ibo to submit and keeping them unresisting (Chapter 15, 20, 23). Not only do the British impose foreign rule on the Ibo and judge them by standards they do not recognize, the District Commissioner’s personal brand of ‘justice’ is corrupt and hypocritical. When the elders are arbitrarily and falsely imprisoned, he tells them that what they have done “must not happen in the dominion of our queen” (p.141), combining personal corruption with a state apparatus of paternalism, hegemony, and occupation (Chapter 20, 23).
Dogmatic zealot, Reverend Smith, encourages fanaticism in his converts, motivating them to insult and humiliate the clan (Chapter 22). Under Reverend Smith’s wrathful guidance, the colonial agenda becomes transparently aggressive. The grief and pathos of the Ibo’s situation and collective trauma is displayed evocatively in the final episodes as Achebe depicts this painful moment of acute crisis (Chapter 22, 23, 24, 25).
Fate
A recurring thematic question in Things Fall Apart is to what degree the collapse of the Ibo and the downfall of Okonkwo are due to their own internal weaknesses or the whims of a pernicious fate.
The Ibo understand fate to be in a dynamic and somewhat ambiguous relationship with personal agency. This is evident in their proverb “when a man says yes his chi says yes also” (p.20) which acknowledges and privileges the role of an individual’s choices in shaping their destiny (Chapter 4). The saying “as a man danced so the drums were beaten for him” (p.135) also relates this idea – fate is a response to one’s behaviour. Okonkwo is warned that killing Ikemefuna, his surrogate son, is the “kind of action for which the goddess wipes out whole families” (p.49).This demonstrates the clan’s belief that the goddess’s (or fate’s) punishments are not arbitrary but the result of individual action (Chapter 8).
Although there is an element of chance in Okonkwo’s gun accidentally exploding and killing someone, his exile carries the suggestion of just comeuppance in its echo of the guns failure to shoot when purposely aimed at Ekwefi (Chapter 5, 13). Likewise, although the arrival of the Christians was unexpected and chanced, Nwoye’s rejection of his father is traceable directly to Okonkwo’s choice to kill Ikemefuna (Chapter 7). The desertion of people injured by Ibo traditions is a blow to the clan that feels equally earned (Chapters 16, 17, 18).
After his exile, Okonkwo believes his chi has turned against him (Chapter 14). He renunciates the wisdom of his elders by denying the active role he had in directing the course of events. His refusal to reflect on the connection between his actions and punishment reflect his fatal flaws: hubris and willful lack of self-knowledge. By refusing to self-analyze and self-correct, Okonkwo loses the opportunity of redemption. Comparably, the Ibo, despite believing in a relationship between action and fate, do not reflect on the cause of their kinsmen’s desertion to Christianity. Achebe provides numerous examples of the clan’s dogma and brutal traditions denying people such as Ikemefuna or twins control over their lives (Chapter 2, 7). It was the shortcomings of the Ibo social and religious order that made members susceptible to the attraction of a competing value system with a more articulated concept of individuality. The Ibo’s cultural lack of self-apprehension meant they could not adjust their traditions to save themselves.
However, just as Achebe shows how individuals in the clan are at the mercy of rigid overarching authority, he shows how the fateful forces of history constrain human agency. The British’s hostile intention to erase and supplant the Ibo way of life is a punishment greater than the Ibo deserve and a force stronger than they can rise to. In his description of the grief and trauma of colonial imposition, Achebe demonstrates his compassion and sorrow for the Ibo as they faced the sweeping and unforgiving forces of change in their moment of historical crisis.
Sample Essay Topics
1. "Things Fall Apart demonstrates how the values and customs of a society help us to deal with the familiar but not with change." Discuss.
2. "Traditional ideas of honour dominate Okonkwo's life and finally they destroy him." Discuss.
3. "Nwoye knew that it was right to be masculine and to be violent, but somehow he still preferred the stories his mother used to tell." How does Achebe explore masculinity in Things Fall Apart?
Now it's your turn! Give these essay topics a go. For more sample essay topics, head over to our Things Fall Apart Study Guideto practice writing essays using the analysis you've learnt in this blog!
A+ Essay Topic Breakdown
Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy, a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response.
Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:
Step 1: Analyse
Step 2: Brainstorm
Step 3: Create a Plan
Let's look at an essay prompt in this video below:
[Video Transcript]
In Things Fall Apart, women suffer the most and are victimised by men. Discuss.
Whenever you are breaking a prompt down. Ask yourself...
What are the key words/ ideas that you need to address?
Which theme is the prompt referring to?
Do you agree with prompt? Or do you disagree with it?
The keywords of this prompt would be women, suffer,, victimised and men. The prompt requires us to address the role of women in the text and the ways in which they suffer in a society that is pervaded by patriarchal values. It also asks us, ‘Who is to blame?’ Are men solely responsible for the maltreatment or are there other causes to their suffering? The word ‘most’ in this prompt is actually there to give us a bit of room for discussion. Yes, women do suffer, but do they suffer the most? Or do men suffer as well?
Now that we’ve thought about the prompt, we can move on to the second step of the THINK part of the THINK and EXECUTE technique. To find out more about this unique strategy, I’d recommend downloading a free sample of our How to Write a Killer Text Response eBook!
Now, before we write our ideas in beautiful topic sentences, it’s often easier to simplify everything first. One way to do this is to work out whether the paragraph agrees or disagrees with the prompt at hand. We could follow this structure…
Yes, the prompt is true because X Yes, another reason it is true is X While it is true, it is limited by X
By elucidating the ways in which women are seen as inferior to their male counterparts, the writer establishes his critique on a society that victimises and oppresses women. From the outset of the book, Okonkwo is characterised as a violent man who ‘rules his household with a heavy hand’, placing his wives in perpetual fear. The frequent beating and violence fortifies the portrayal of him as a man who is governed by his hatred of ‘gentility and idleness’, further showing the terror that his wives are forced to be living in.
"Do what you are told woman. When did you become one of the ndichie (meaning elders) of Umuofia?"
He also sees his wife’s mere act of questioning as disrespect, as evidenced through the ways in which he implies that she is overstepping her role.
“There were many women, but they looked on from the fringe like outsiders"
This simile also shows how women are often marginalised and treated as outcasts, underlining the overarching yearning for social justice throughout the text. This pitiful image of women looking ‘on from the fringe’ also helps Achebe relay his criticism of gender double standards and the unfairness that Igbo women are forced to live with. Achebe’s sympathy for women’s suffering and condemnation of men’s mistreatment towards are also evident through his depiction of a society that normalises misogyny.
‘His mother and sisters worked hard enough, but they grew women’s crops… Yam, the king of crops, was a man’s crops’
The personification of the crops, in particular, the men’s crops, the ‘yam’, being the ‘king of crops’ establishes this gender hierarchy in yet another way. More specifically, the position of men in the social hierarchy is highlighted and the negative connotation attached to the ‘women’s crops’ undermine their hard work, rendering it in significant. While women are the main victims of Igbo gendered prejudice, Achebe does not disregard the undue burden that societal expectations impose on men.
‘He was afraid of being thought weak.’
Achebe explores the burdens of unrealistic expectations that are placed on both men and women. This quote exemplifies societal expectations on men to be strong, powerful and fearless leaders who never show emotions. Achebe’s sympathies regarding these expectations show us that this is an important critique in Things Fall Apart that we can analyse.
If you find this helpful, then you might want to check out our Things Fall Apart: A Killer Text Guide where we cover 5 A+ sample essays (written by a 50 study scorer!) with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so you reach your English goals! Let's get started.
What's up everyone! So, I want to get a new segment started and it's pretty much the ‘essay questions with Lisa Tran’ segment. And basically, what this includes is every now and then I will choose a topic on one of your suggestions of whatever book, or film you’re studying, and break that down together with you on camera, on YouTube. So, if you like the idea of that, then make sure you give this video a thumbs up so that I know that this is something that you're super keen on and that you'll find helpful.
So, I've taken liberties (since this is the first one that we've ever done) of choosing my own essay topic that I was interested in doing. It's based on The Handmaid's Tale, and if any of you have read this or watched it (it's a TV series on Hulu) I have read and watched both and it has just been sensational, so I wanted to basically break down this prompt with you. If it's something that you haven't watched, or if you haven't read it, that's not a problem at all because the skills that I will be teaching you when it comes to breaking down an essay topic will be invaluable when it comes to actually applying it to your own studies. So, let's get started.
The Handmaid's Tale Quick Summary
Just as a really quick summary (that will probably butcher the overall meaning and the experience that you get from the book, but I don't want to really spoil it for you either), The Handmaid’s Tale is set in this future world where America, or the United States, has become a dystopian society, and women in particular are reduced to nothing more than just a child bearing species. Men are in charge and these women, who are deemed to be people who can give birth, are kept alive and kept around in these rich people's homes or people who are higher up in the hierarchy, and they basically have to have sex with the male leader of the home and just create children, and that is their purpose. If they're no longer fertile, then they'll pretty much be out-casted from society and rejected.
As a book, it's very thought-provoking because it's set in the future. Of course, this is something that we cannot guarantee won't actually happen. It's really scary to see how a world that was progressive (because they lived in modern American society, there was a lot of free movement happening, there were same-sex relationships that were out in the open, people were taking contraceptives) regressed, and it went back to a lot of old values that we had moved on from. It really opens up a pot of questions that you can ask about where we’re going as a society, where we think we're going as a society and where we'll actually end up.
That's just my quick two minute spiel. If you wanted to get your hands on the book then I highly recommend it - I'll pop it down in the description box below (on Youtube).
Part 1: Brainstorm
The question here is ‘Atwood’s concerns in The Handmaid's Tale go beyond women's freedom’ Discuss.
So, the first thing I always do is I look at the keywords; we've got ‘Atwood’s concerns’, ‘go beyond’ and ‘women's freedom’.
The reason why we look at keywords is because we want to confirm to ourselves (as the writer of this essay), that we are going to stay focused and not go off topic with the essay topic, and the keywords will ensure that not only we stay on topic, but they emphasize the ideas that we really need to focus on. So, let's break down each of the keywords individually.
‘Atwood’s concerns’
This means that we have to focus on the author's intention or message in writing The Handmaid's Tale. We'd be thinking about ‘what ideas does she criticize or condemn?’, or ‘what does she endorse on the other hand?’
‘go beyond’
So, ‘go beyond’ is a very straightforward way of saying that an essay that is only focused on women's freedom probably won't be holistic or well-rounded enough. We have to look beyond the obvious.
‘women’s freedom’
The third one is ‘women's freedom’. So, what does this mean? To live in a patriarchal society, to be constantly monitored by guards and potential eyes.
It's very easy to slip into just speaking about handmaids. Like I mentioned before, there's a male lead in the house who is the highest up in the hierarchy. He has a wife as well. Serena Joy is a perfect example of someone who on the surface ranks as the highest in female roles, because she is the wife of the commander. So, we see things from her perspective.
Part 2: Main Arguments
From this exploration of the key words, I can come up with two main body paragraphs. The two ideas are one:
‘To live in a chilling, post-modernism dystopia, Atwood showcases the evils of the patriarchy’
My second one is:
‘Moreover, Atwood reveals how, despite being at the top of the female hierarchy as commander’s wives, even they suffer’
Let's have a look at both of these ideas individually.
‘To live in a chilling, post-modernism dystopia, Atwood showcases the evils of the patriarchy’
Some of my rationale behind this idea include one: Offred, who is our protagonist. Offred is actually not her real name, and because Offred is not her real name, she therefore represents any type of handmaid. She's just another one of them with a name assigned to her. Our identity is connected with our name, so her identity, which is what makes her feel human, is completely shredded from her. She has trouble remembering what she even used to look like.
The second thing is that it's dehumanizing. It doesn't matter whether Offred is intelligent, educated or even beautiful, what matters are viable ovaries and therefore, she's classified as a handmaid, and this is her last chance at being able to survive in this type of society.
The third one is that she isn't even given the freedom to take her own life. Suicide is almost impossible, “I know why there was no glass in front of the watercolor picture of the blue irises, and why the window opens only partly and why the glass in it is shatter-proof. It isn’t running away they're afraid of. We wouldn't get that far. It's those other escapes, the ones you can open in yourself, given a cutting edge”. For us as humans, we get the opportunity to do things that we want, but even to take her own life away, to save herself from the world that she's living in, is impossible.
Onto our second idea.
‘Moreover, Atwood reveals how, despite being at the top of the female hierarchy as commander’s wives, even they suffer’
The first example I have for this is how Serena Joy, the commander’s wife, actually used to have her own television show. She used to be really popular, she was a celebrity, and yet she's been reduced to basically just being the commander's wife, where she lurks around in the house. She really doesn't do that much anymore, she's just there to support her husband and that is her role.
The second example is that she's forced to partake in a ritual where her husband has sex with a handmaid, “Which of us is it worse for, her or me?” (her meaning Offred). So, you can see that even for a commander’s wife, somebody who is in a high position in this society (she's the elite basically of what women could be), even she is suffering.
Going back to our keyword of ‘go beyond’
This means that in fact, we should speak about other major issues in the novel and not just about female concerns. Our first two ideas revolve around female concern, but let's see what else we could discuss. To me, another major issue revolving around freedom that's important to talk about is ‘has the Gilliad society actually influenced men and men's freedom?’ It's super easy to just target men and say that, you know, men are in power now and so it's all about the women, but there are ample examples that show that even the men are suffering.
Of course there are heaps of other issues that are brought forward in The Handmaid's Tale, but the ideas that I’ve discussed here are the ones that personally interest me the most, meaning that I've got a lot more to say and a lot more opinion to offer in my discussion.
At this point, I'll leave it up to you guys. If you have read or watched The Handmaid's Tale, tell me what you think or ask me any questions you have about how you would structure this essay. I'd really love to have a productive discussion with you that includes some critical thinking on your part. So, let's get it started.
If you like this type of advice, you may like joining my mailing list. Basically I send out weekly emails to you where I answer student questions and give you more advice, tips and resources that I don't give anywhere else.
It's 32 degrees today for the first time in Melbourne, in like forever, so I'm going to the beach and I'm going to spoil myself right now. I'll see you guys next week. Bye!
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