As non-native speakers living and studying in Australia, we would want nothing more than to improve our English skills both for the comfort of living in an English-speaking country and our career prospects. This blog aims to change the belief that only the naturally talented language learners can do well in the EAL exams and helps ESL speakers better their writing skills.

‍

Contents of this study guide:

1. Knowing Your Sentence Structure
2. Expand Your vocabulary
3. Grammar
4. Build Your Own 'Essay Formulas'

1. Knowing Your Sentence Structure‍

I cannot stress how important it really is to really know your sentence structure and grammar because, without a solid understanding of how it is supposed to be structured, grammatical errors can easily be made which will preclude you from articulating your ideas in the clearest manner possible.

‍

Simplest form: Subject + Verb + Object

Example: Arthur Miller’s play The Crucible (S) is (V) an allegory for the McCarthyism trials (O).
‍

While not all sentences have objects, it is not a sentence without a subject and a verb that goes with that subject. Sometimes you can have more than one subject or more than one objects:

Variation 1: Subject 1 + Subject 2 + Verb + Object or Subject 1 + Verb + Object 1 + Object 2

Example: Both To Kill a Mocking Bird (S1) and V for Vendetta (S2) present (V) a strong protagonist (O1) that advocate for their beliefs.

Example: The eponymous character Medea (S1) is (V) a diatribe against the patriarchal society (O1) and a paradigm of Hellenic women (O2).

Dependent clauses and linking phrases can also be added to improve the flow of your writing and enrich your ideas. They can also be used to ensure that your writing remains concise and coherent.

Variation 2: Clause + Subject + Verb + Object or Subject + Verb + Object + Clause  

Examples of dependent clauses:

- In addition (C), Brooks (S) also demonstrates (V) the ways in which individuals can start questioning their ideology in time of crisis (O).

- Set in a patriarchal society (C), Women of Troy (S) warns (V) the audience of the detrimental consequences of wars and the ways in which innocent bystanders are affected by them (O).

- As the story unveils (C), it (S) becomes (V) more difficult for the audience to sympathise with the titular character (O) due to his many flaws (C).

Examples of linking words:

EMPHASIS: Undoubtedly, Particularly, In particular, Specifically, Especially, Obviously, Clearly

ADDITION: Additionally, In addition, Furthermore, Also, Plus, Moreover, Besides

‍CONTRAST: Unlike, Nevertheless, On the other had, Conversely, Despite, In spite of, Whereas

It never hurts to have some sentence structured memorized if you are not yet fluent. For instance, have a few sentence formulas for each essay type that will be in the exams.

Text response:

- In particular, the protagonist (verb) (object), which enables the audience to (verb).

- This thereby (verb) the audience to (verb).

- While the character (verb) (object), the audience still (verb) as (pronoun) (verb).

- From the outset of the (text type), the writer presents (character’s name) as (adjective), (verb +ing) the audience to (verb).

- This is epitomized/ exemplified through the way in which the writer (EVIDENCE), seeking to (EFFECTS ON READERS) through (TECHNIQUE)

Language Analysis:

- By (TECHNIQUE + EVIDENCE), the writer (ARGUMENT e.g. fortify the notion that technology is more beneficial than detrimental), thereby (EFFECTS ON THE AUDIENCE)

- So as to (ARGUMENT e.g. amplify the cataclysmic effects of such behaviours on the society), the write (TECHNIQUE) This in turn/ thereby/ therefore (EFFECTS ON READERS) as EVIDENCE e.g. the writer posits _______).

- Compounding this notion with (TECHNIQUE) the writer ARGUMENT) in order to (EFFECTS ON THE AUDIENCE) as the (EVIDENCE e.g. term “slaughter” invokes connotations of brutality and destruction).

- This notion is bolstered/ fortified/ augmented/ amplified/ accentuated/ magnified through (TECHNIQUE/EVIDENCE).

2. Expand Your Vocabulary

While it is sometimes helpful to memorise words from glossaries found on the Internet, it is not the most the effective way to thoroughly improve your vocabulary. In fact, learning words from a glossary or dictionary by heart can often lead to students misusing the words due to their misinterpretation of the new words.

From what I’ve seen from my and other students’ experience, the best way to upgrade your word bank for your essays is to slowly word up from what you already know. Start off with a simple paragraph and you will see your writing get better after every time you edit or rewrite your paragraphs.

Avoid generic verbs

Words like “make” or “create” should be avoided at all cost because there are often words with connotation that can replace generic terms. For instance, instead of saying “the writer makes the audience sympathise with the characters, you can say “the writer compels the audience to sympathise with the characters”. Replacing words like “make” with words like “compel” improves your writing because unlike the first sentence which only mentions how the audience feel, the second sentence also focuses on the writer’s intention as the writer is using force or pressure to ensure the audience feels obliged to sympathise with the characters. It is always better to expand your vocab from what you already know rather than learning completely new words with new meanings you have never seen before.

Know the word’s connotations

Most English words have really clear connotation. An example of this would be how the term “slaughter” invokes connotation of brutality and destruction while the term “kill” does not evoke as many feelings within the reader.

Use strong adjectives‍

This is a way to avoid using generic adverbs such as “very” and “extremely”. “Exquisite” is a much more poetic sounding term than “very pretty” and “daunting” is better than “hard”. Having descriptive and expressive words at the back of your head will enable you to write paragraphs that will resonate within the readers, and by extension, boost your EAL results. I would highly recommend you build your own personal word bank for each of the writing section and re-use those words as many times as possible so those words stay engrained in your mind, making it much easier for you to look for words to write under exam condition.

It is also important to note that there is no fast-track way to improve your writing because memorizing a deck of vocabulary flashcards or a Quizlet topic will not get you what you want regardless of how good your memory is. Out of all the ‘fancy’ words that you learn from a glossary like that, you will probably only remember and use 1 or 2 of them. Vocabulary exercises will help you much more! You need to spend time practice using the words for them to be deeply engrained in your knowledge, which will in turn enable you to instinctively come up with better words to use.

If you’ve got a bit of extra time every week to work in your vocabulary, I recommend using the following books:

- Cambridge English Vocabulary in Use (Elementary or Intermediate): This book is suitable for students whose English is not yet fluent and proficient. Each of the topic only has a small group of words and there are short exercises that allow you to better remember the words.

- Cambridge English Collocation in Use (Intermediate): This book is suitable for mostly everyone because collocations not only will help you show off your English but will also improve your flow and coherence. For instance, “commit a murder” is a collocation, a group of words that go well together. It is not ideal to replace “commit” with anything else because “make a murder” just does not sound right.

- Sadlier Vocabulary Workshop (Level D to Level H): This series of books are not for ESL learners. They aim to strengthen native speakers’ writing skills and vocabulary, which thereby means that they are much more difficult. If you are already fluent and proficient, I highly recommend these books because they have a range of reading comprehension exercises that focus on a group of words and offer you heaps of exercises to practice that particularly group of words in different context as well! (Kill two birds with one stone because this will definitely help you nail that Section C short answer task!)

However, I do understand if you do not have the luxury of time, year 12 is hectic and is never a breeze. If that is the case though, try doing the following steps after finishing every of your essay.

‍

1. Write that one “perfect” essay – doesn’t matter if you take days to finish it

2. Have it marked by your teacher/ tutor and read their feedback

3. Edit your essay/ rewrite them where you take into account people’s feedback – look at sample essays while you work on that one essay

4. Get feedback again!

5. Look at your newly improved essay and highlight all the points and vocabs that your teacher considered as good

6. Write your second essay while trying to use those good points and vocab that you had from your previous essay, you will find that you will not take you way too much time. You can also re-use the structure of your introduction to save time coming up with a new one. Just be careful with your coherence and relevance

7. Repeat the process again!

‍

Well, that’s how I did it do keep in mind that it is merely a suggestion, but everyone is different in away so please do find what works best for you.

3. Grammar

English grammar is often seen as one of the more challenging one due to it having so many tenses and irregular cases. However, if you know how to break it down, it is not that scary because there are actually only 13 tenses and future, past and present tenses. Plus, in our EAL exams, we rarely need to use any other tenses aside from the present tenses anyway.

‍

Also, it is important to pay attention to your subject verb agreement. While it is not a common error for EAL students, many students make careless errors such as this under time pressure. You would be surprised how rusty your writing can get when you are trying to write 700+ words within an hour! If your subject is singular, your verb must also be singular. Compare the following sentences:

WRONG: Hecuba and Helen is both responsible for the Fall of Troy.

CORRECT: Hecuba and Helen are both responsible for the Fall of Troy.

The main takeaway message is that if grammar is not your thing, you should definitely not try to overcomplicate things and because fluency and simplicity are much better than errors and verbosity.

4. Build Your Own ‘Essay Formulas’

In other words, you can try ‘rote-learning’. It saves time and it can ensure that the quality of your writing under exam conditions match up to your actual ability. It worked really well for me as a safe guard because I have a history of freaking out and underperforming in exams. Having pieces of analysis and paragraphs structure at the back of my head definitely saved me whenever I felt sick or overly stressed in SACs and exams.

WARNING: While it saves you so much time and guarantees better outcomes for some people, you should be extra cautious if you decide to use this as a way to tackle the essay sections in the EAL exams because you can also easily fall into the trap of writing essays that sound memorised. This is merely a suggestion different people learn differently – this is what I and some of my peers did and it worked well for us but it does not mean that it will guarantee you an A+.

For each Area of Study, I have a revision document that contains the following:

• Introduction ‘formula’
• Sample paragraph
• Notes
• Super extensive word bank (my own thesaurus)
• Practice essays and sample essays

For example, prior to my text response SAC on Euripides’ play Medea, I prepared a writing formula that can be applied to all of my Medea essays that look something like this:
‍

Introduction: Set in a patriarchal society, Euripides’ tragedy Medea expounds the intricate concepts of (theme) through the (characterization of the protagonist/ depiction the norms that pervade the Hellenic society/ vilification of Jason/ victimization of Medea/ portrayal of Medea as the archetypal woman). In particular, he _________________________ , which enables the audience to _____________ . While (argument 1) and (argument 2), (challenge the prompt). Ultimately, Euripides presents an acerbic critique on _________ .
‍

For each of the section, I also have a mini thesaurus of words that I often use. This is just an example. I recommend creating one by yourself that has around 5-10 words in each row if that is possible!

Persuade: compel, propel, manoeuvre, prompt, galvanise, etc

Strengthen: fortify, enhance, bolster, etc

Highlight: underline, underscore, accentuate, emphasise, etc

Tell: insinuate, assert, purport, articulate, etc

‍

Metalanguage is language that describes language. In films, we also need to consider cinematography – the technical side in the making of the film. For a detailed discussion, see What is metalanguage? 

The prospect of writing a Text Response or Comparative essay on a film can be daunting—it’s difficult to know how to identify filmic devices let alone analyse why the director has used them to give meaning to particular scenes. To start us off, below are some filmic devices commonly used by directors that all students should be aware of when studying films.

Filmic devices

Camera shots

This refers to the amount of space that is seen in one frame, which can be used to emphasise different aspects of the film’s setting or characters.

Example: An extreme close up of a character’s face to portray their emotions.

Camera angles

The way in which the audience is positioned to view the setting or character/s. This can enhance the audience’s understanding of the relationship between characters, or the way in which a character is feeling in a particular situation.

Example: a low camera angle can be used to demonstrate how a character is feeling empowered at a particular point in the film.

Sound

Any sound where the source of it can be seen in the scene (or is implied to be present) 

Example: Voices, are diegetic. Any sound that comes from outside the scene itself, for example, soundtrack, is non-diegetic. We can analyse the way in which sound enhances the mood of the film.

In the Made in Dagenham clip above, diegetic sound such as the pouring rain, spoons tapping on cups, radio in the background are all used to offer viewers a 'real' sense that we're in the cafe too.

Lighting

The way in which the scene is lit can create interesting effects in what it suggest about the characters in the scene.

Example: if the main source of light comes from the side of the screen, lighting up one side of a character’s face, this can create a sense of mystery.

Costume

How a character is dressed in any given scene is very important; their clothes can say a lot about their present state of mind or their physical situation.

In-depth analysis using Mabo

Even once we know all this, it can still be difficult to use these devices as evidence to support our ideas in a text response essay. So let’s put our knowledge into practice and take a look at a few scenes from the film Mabo, directed by Rachel Perkins.

Opening scene: Perkins uses a series of long shots of Murray Island in the opening scenes of the film, with high camera angles. This is done to contextualise the setting, as well as foreshadow the great significance the land will have on the events of the film. The subsequent low camera angle shots of the trees on the island present them as being tall and majestic. Paired with the upbeat, vibrant native music (non-diegetic sound) that is playing, it is evident that Perkins is celebrating the beauty of the land and emphasising its importance, not just in the film, but in the islanders’ lives.

Benny Mabo and a young Eddie walking the beach: a mid-shot is initially used in this scene to show father and son walking in the water. This alludes to the strength of the connection that the Mabos have to the island in depicting them as being immersed in water. The subsequent close ups of their faces, conveying their contentment, with the waves of the ocean in the background, indicate that this connection to the land goes beyond the mere fact that they live there; the pair are shown to have a profound spiritual and emotional connection with the island. This is emphasised by the soft, peaceful music that plays alongside Benny’s recital of Malo’s law.  

Killoran exiles Eddie off Murray Island: side lighting is used in this scene to shadow some of Killoran’s face. This has a sinister effect. It suggests that his intentions toward Eddie are not honest, and further symbolises the corruption and lack of transparency in the Australian government in their dealings with the Indigenous. The cloud of cigarette smoke that surrounds him further highlights he toxicity of his presence on Murray Island, as does the solemn, foreboding music that plays throughout his conversation with Eddie. The close up shots of Eddie’s face convey the strength of his resolve in refusing to “[work] as a slave” for Killoran in penance for his crime.

Eddie on the railway tracks: this scene is all about Eddie’s internal conflict; his desire to return to his homeland, and the allure of the opportunities that the ‘mainland’ offers him (in particular, Bonita). The high camera angle is used to show him dancing across the railway tracks, which is heavy with symbolism, representing the choice between his old and new life. The close ups of his face as he sings his native song convey his emotional attachment to Murray Island and the depth of his despair at

not being able to return to it. His costume is comprised of old, dirty clothing, which is representative of his confused, weary and sorrowful state of mind. Yet the use of backlighting as he dances suggests that his decision to embrace his new life on the mainland will empower him. It further foreshadows the significance of this choice in enabling him to pursue the land rights case.

The Indigenous protest: Perkins deliberately uses archival/stock footage in this scene to enhance the viewer’s experience of the Indigenous’ protest at the Mayday march. By using real life footage from this actual historical event, Perkins adds authenticity to this scene, in order to effectively convey the importance of Eddie’s decision to participate. The high angle shots, and long shots, are used to show the sheer number of people who were fighting for change. The music quickens in pace to indicate a change, a turning point in Eddie’s life, in which he can no longer overlook the racism that his people have suffered. The close ups of his and his wife’s face during this scene express their passion and determination in supporting this cause, as well as their strong love for each other.

List of film techniques

These are just a few examples of the way in which you can use the techniques discussed to make your ideas more credible in text response essays. Some teachers may say that these filmic devices are a secondary source of evidence, but I believe they are equally as important as quotes in demonstrating a thorough understanding of the text—as long as you analyse why the director has chosen to include them.

Remember: the director only has a certain amount of time to tell the story, so every scene is important, and every technique is deliberate. That being said, don’t use these devices at the expense of quotations! 

This study guide is written by Gabrielle O'Hagen (Mabo examples), and Lisa Tran.

Last updated 20/10/19

Planning is an essential part of any successful text response essay. It helps you ensure that you’re answering the prompt, utilising enough quotes and writing the most unique and perceptive analysis possible! The hard part of this is that you only have about FIVE MINUTES to plan each essay in the Year 12 English exam… (more info on the best way to tackle that challenge in this video!)

So, I developed the FIVE TYPES of essay prompts to help students streamline their planning process and maximise every minute of their SACs and exams.

By identifying the type of prompt you’re being challenged with immediately, a number of parameters or guidelines are already set in place. For a specific type of prompt, you have specific criteria to meet – for example, in a metalanguage-based prompt, you immediately know that any evidence you brainstorm in your planning stage should be based around the literary techniques used in your given text.

If you’d like the full picture on our best FREE advice on Text Response, check out our Ultimate Guide to VCE Text Response here.

1. Theme-based prompt

‘Ambition in the play Macbeth leads to success.’ Discuss. (Macbeth)

When you’re presented with a theme-based prompt, you can automatically shift your brainstorming and planning towards the themes mentioned in the prompt along with any others that you can link to the core theme in some way.

In regard to this Macbeth prompt, for example, you could explore the different ways the theme of ambition is presented in the text. Additionally, the themes of guilt and power are intimately related to ambition in the text, so you can use those other ideas to aid your brainstorming and get you a step ahead of the rest of the state come exam day.

2. Character-based prompt

‘Frankenstein’s hubris is what punishes him.’ Discuss. (Frankenstein)

These prompts are pretty easy to spot – if you see a character’s name in the prompt, there you have it; you have a character-based prompt on your hands.

Once you know this, you can assume that each example you brainstorm has to be relevant to the specific character named in the prompt in some way. Also, you can explore how the actions of characters don’t occur in isolation – they’re almost always interrelated. Remember, however, that the actions of characters are always connected to the themes and ideas the author is trying to convey.

This type of prompt also grants you some freedoms that other types don’t give. For example, unlike a Theme-based prompt, a character-based prompt means that it’s perfectly fine to write about characters in the topic sentences of your body paragraphs.

3. How-based prompt

‘How does Grenville showcase Rooke’s inner conflict in The Lieutenant?’ (The Lieutenant)

Unlike other prompts, the ‘How’ positions you to focus more on the author’s writing intentions. This can be achieved by discussing metalanguage – language that describes language (read my blog post about it here). These prompts tell you immediately that you need to be thinking about the literary techniques explored in the text and explain how they affect the narrative.

Rather than using specific techniques to frame your specific arguments, it’s best to use them as evidence to support arguments that attack the main themes/ideas mentioned in the prompt.

4. Metalanguage or film-technique-based prompt

‘Hitchcock’s use of film techniques offers an unnerving viewing experience’. Discuss. (Rear Window)

This type of prompt is very similar to How-based prompts, specifically in the fact that the discussion of literary techniques is essential.

For this type of prompt specifically, however, the actual techniques used can form more of a basis for your arguments, unlike in How-based prompts.

5. Quote-based prompt

“Out, damned spot!” How does Shakespeare explore the burden of a guilty conscience in Macbeth? (Macbeth)

Countless students ask me every year, “What do I do when there’s a quote in the prompt?!” My reply to these questions is actually fairly straightforward!

There are two main things that you should do when presented with this type of prompt. Firstly, contextualise the quote in your essay and try to use it in your analysis in some way. Secondly, interpret the themes and issues addressed in the quote and implement these into your discussion. The best place to do both of these is in a body paragraph – it weaves in seamlessly and allows for a good amount of analysis, among other reasons!

When faced with unknown prompts in a SAC or your exam, it's reassuring to have a formulaic breakdown of the prompt so that your brain immediately starts categorising the prompt - which of the 5 types of prompts does this one in front of me fall into? To learn more about brainstorming, planning, essay structures for Text Response, read our Ultimate Guide to VCE Text Response.

‍

Background

Montana 1948 is narrated by David Hayden, now a middle-aged history teacher, reflecting on the summer of 1948 that changed his entire life.

It begins with David noticing that his Native American babysitter, Marie Little Soldier is unwell. Gail and Wesley, David’s parents, attempt to enlist the help of Wesley’s brother Frank, a well-respected doctor in the community. However, Marie reacts to this idea with fear, anxiety and resistance. Gail concludes that something sinister must be happening for her to have such a reaction and she presses Marie for why she is so afraid. Marie then reveals to Gail that she has heard that Dr Frank has been sexually abusing many of his female Native American patients. Gail immediately confides in Wesley who is both the Sheriff of their town and Frank’s brother. This becomes the central source of tension, as Wes must decide between his duty as the Sheriff and his loyalty to his family.

This is all told from the perspective of David, our protagonist, who has to watch his father confront his Uncle Frank about these taboo accusations. Eventually, it seems they reach an agreement with Frank to stop the abuse.

Marie is discovered dead the next day in her bed when Gail goes to check up on her. Later that night, David admits to his parents that he saw Frank go into their home in the afternoon and immediately, Wesley concludes that Frank “is guilty as sin” for murdering Marie. As the Sheriff of the town, Wesley is obligated to arrest Frank, but in order to spare Frank the embarrassment, he keeps Frank in their basement instead of sending him to jail.  

Upon hearing this news, David’s grandfather, Julian, orders Wesley to release Frank. Julian accuses Wesley of arresting him out of jealousy and he threatens to use his power within the community to set Frank free. At this point, Wesley realises that the power of his father would only be matched by the law, and he decides that he must officially prosecute his brother.

That next day, David, Wes and Gail wake up to find Frank dead, having used broken glass to slit his wrists and commit suicide. Young David believes that this was the right action and hopes that everything would go back to normal. But as the story goes, this is not the case.

Themes

Prejudice, discrimination and the abuse of power

Another key theme is prejudice, discrimination and the abuse of power. Frank’s abuse of the Native American women is both an abuse of his power and responsibilities as a Doctor and a way to take advantage of his personal belief in White “racial superiority.” Julian and Frank embody the toxic, violent and bigoted mentality prevalent during that time period, which Watson deplores as reprimandable and unacceptable. Even at the novel’s close, Frank’s death is symbolic in two ways. Firstly, it means that Frank managed to escape persecution, public denouncement and jail time. But more importantly, he is still revered in the community as a “respected man” and a “war hero. '' Therefore, while he physically passes away, his ‘legacy’ and façade of heroism remains alive.

Law vs Justice

One of the central themes of ‘Montana 1948’ is the conflict between abiding by the law and doing what is just. Due to the institutionalised racism that existed in the 1940’s, Frank’s actions were not considered technically illegal, however, by intuitive standards of morality, his rape of Natives in his practice and his subsequent murder of Marie clearly warrant punishment. Thus, Watson touches on the failures of the judicial system to consistently hand out judgements that are morally fair and instead reveals the flaws within the legal system of the time that reflect widespread and corrupt social attitudes.

Loyalty vs Morality

Watson also touches on the conflict between loyalty and morality. This, as we know, forms the crux of narrative’s tension. Should Wes arrest and prosecute his brother Frank or not? Should he stay loyal to his family or uphold the moral values that he must stand by as the towns Sheriff? Gail, David’s mother, embodies all the virtues of morality that we all stand by and she is appalled by Frank’s behaviour and demands that he be persecuted regardless of his relationship with Wes. In sharp contrast, Julian believes that Frank can be excused for his actions because the victims were merely “red meat” Native American women who he views as subhuman.

‍

Characters 

Gail:

Gail is David’s mother and Wesley’s wife. She is a compassionate, idealistic and courageous woman. This can also be seen as she stands up for Marie, despite the prejudices in the society at the time. She also spends a ‘good deal of energy’ protecting herself and her family.  She also doesn’t take part in Wesley’s racist jokes. For example, when Wesley makes a joke about Marie, ‘never been to anyone but the tribal medicine man’, David responds with ‘my mother didn’t laugh.’

David:

David is Wesley and Gail’s son and is the narrator of the text. He doesn’t share Wesley’s beliefs surrounding race and forms his own moral perspective. This is demonstrated when he makes a fuss about wanting to wear moccasins (which Gail sides with him on) while his father says will make him ‘as flat-footed and lazy as an Indian.’ 

Unlike his father, we don’t see David conflicted with his loyalties and he is particularly critical of his father. This is best demonstrated when he ‘was beginning to already think of Uncle Frank as a criminal’ upon hearing sexual assault accusations against Frank. When Wesley spares Gail the details of his investigation into Frank, David believes it could be because he is ‘trying to protect his brother and keeping the number of witnesses to the accounts of his crime to a minimum’. After Wesley arrests Frank and takes him to the basement for imprisonment, David assumes his father killed Frank despite Wesley not being depicted as a particularly violent person in the novel.  All it takes is an indistinct noise from the basement for David to conjure up ways his father could have killed his Uncle Frank.

Frank:

Frank is Wesley’s brother and is described as a ‘witty and charming’ doctor, and war hero who is widely loved by the community -particularly by his dad, Julian. In reality, Frank is a criminal who abuses his power - both a white man and a doctor to sexually assault Indian women - which he believes he can get away with.  This is compounded when he states, “I am not concerned about social progress.” Through Frank, Watson demonstrates how some individuals can abuse their positions of power and privilege, and to not lose any sleep over it (‘at smiling ease with his life and everything it’).

Wesley:

Wesley is Julian’s son, Gail’s husband, and David’s father and the sheriff of Mercer county. He dislikes Native Americans and frequently makes jokes about them and stereotypes them. He even uses the fact that Marie Little Soldiers is a Native American to belittle and doubt the credibility of her experience. 

Wesley’s conflicting loyalties become more complex and difficult once you consider the prejudices at the time, his job as an officer of the law, Frank’s station in the family and community, Gail’s strong opinions and his constant need to seek validation from his father. An instance that mirrors Wesley’s conflicting loyalties is when he tells Gail, “I wish you wouldn’t have told the sheriff.” When she told informed him of Marie’s sexual assault allegations against Frank. However, in Wesley’s eyes, Frank’s murder of Marie Little Soldier, is where the latter crosses the line. The magnitude of his brother’s crime is too large for him to let his previous conflicting loyalties as a sheriff and a brother hold him back from arresting Frank. After convicting Frank and having to argue about it with his father, we learned ‘for the first time how this experience with his brother was ruining him physically.’ 

Julian:

Julian is a bigoted racist man who has an unconditional love for his son Frank and unfairly favours him over his son Wesley. When he learns of Franks charges he exclaims, “What kind of bullshit is this?” He belittles the sexual assaults as Frank just ‘feeling them up’ and ‘assaulting an Indian’. At this point, Julian taking Frank’s side exposes how irrationally loyal he is to his son and suggests that even if the women were not Indian, he may still stand by Frank's actions. He protests that the only reason Wesley convicted Frank was that ‘ever since the war, ever since Frank came home in uniform and he [Wesley] stayed here [home],’ he’s ‘been jealous’. However, this comment seems to say more about Julian’s feelings than Wesley’s - perhaps, this is why Julain felt this inclination towards Frank. After this argument, we see Wesley’s feeling of defeat and heartbreak - that despite Frank being a murderer and a rapist, his father still seemed to pick his side over Wesley’s. 

Quotes 

Quotes on Prejudices, Discrimination and the Abuse of Power

• “He wears those and soon he'll be as flat-footed and lazy as an Indian" - Discrimination is evident in Montana 1948 where Wesley uses stereotypes of Indians to imply they are inferior to them, and that David shouldn’t be like them.
• "She's an Indian- Why would she tell the truth?”  
• “Your mother and I thought we’d have more to show than just one grandchild … and white- we want them we want them white”
• “Screwing an Indian. Or feeling her up or whatever. You don’t lock up a man for that.”
• “You know Frank’s always been partial to red meat.”  
• “Well if Sheriff Hayden says it's so, it must be so.”
• “Wesley, your brother is raping these women. These girls. These Indian girls.”

Quotes on Law vs Justice

• “Why did my grandfather first run for sheriff? … He wanted, he needed power. He was a dominating man who drew sustenance and strength from controlling others.” This quote shows that many people in society at the time held positions of power such as lawyers or sheriff but didn’t enforce the law or worry about the morality of their actions. Thus creating an unjust legal system that would allow these people to shape how the law is enforced with their own prejudices.
• “You know what your Grandad said it means to be a peace officer in Montana? He said it means knowing when to look and when to look away.”  

• “I think the problem has been taken care of. Frank said he’s going to cut it out”
• “Well if Sheriff Hayden says it's so, it must be so.”
  

Quotes on Loyalty vs Morality

• "David, I believe that in this world people must pay for their crimes. It doesn't matter who you are or who your relations are; if you do wrong, you pay. I believe that. I have to."
• “I wish you wouldn’t have told the sheriff.” 
• “I think the problem has been taken care of. Frank said he’s going to cut it out”
• “Well if Sheriff Hayden says it's so, it must be so.”
• “You don’t lock up your brother. A respected man. A war hero.” “This is a legal matter.” “Bullsh*t.” “Then why have you got him locked up here and not over at the jail? This is your brother here. My son!”
  

Quotes on Destruction of Innocence

• 'I had gone back into the house -to the kitchen, to my room, out the backdoor, I had left the porch and followed frank's steps down the front walk - I never would have heard the conversation between my father and mother, and perhaps I would have lived my life with an illusion about my family and perhaps the human community’ - page 33

• “The shock of hearing this about Uncle Frank was doubled because my mother was saying these words. Rape. Breasts. Penis. These were words I never heard my mother use-ever- and I’m sure her stammer was not only from emotion but also from the strain on her vocabulary.”
• “But I was on a trail that would lead me out of my childhood.”

‍

With contributions from Fae Saberi.

Così 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.

Introduction

Note: Louis Nowra’s play is referred to as Così while Mozart’s opera is referred to as Così Fan Tutte in this study guide.

Background

Louis Nowra’s semi-autobiographical play, Così is a touching yet biting portrayal of human relationships in a Melbourne mental institution ostracised by society.

Prior to the 1970s, those who suffered from mental disorders were sent to mental institutions in order to prevent them from bringing shame onto their families and the community. Since there was little scientific progress on mental health, people with a spectrum of ‘illnesses’ were admitted. These ‘illnesses’ ranged from true mental instability, including Schizophrenia and Obsessive Compulsive Disorder to alcoholics and drug abusers. Due to the increase in social stigma towards these ‘problems’, those believed to be mentally ill were secretly admitted and matters only discussed privately within a family. It is because of the private nature of people dealing with mental patients in addition to people’s fear of the ‘abnormal’ patients that a divide between mental institutions and society existed.

Meanwhile, the Vietnam War, which occurred from 1955 to 1975, lead to over 100,000 Melbournian demonstrators at moratoriums to end the violence. The international dispute ignited as a result of North Vietnam’s desire to unite South Vietnam with North Vietnam under communism. In an attempt to prevent South Vietnam from being taken over as a communist state, the United States, Australia and other countries such as South Korea and New Zealand joined South Vietnam as anti-communist forces. While this war divided countries, it was also an issue that was highly debated by Australian citizens, as seen in Così.

Also during this period was a large force behind the feminist movement for women’s rights. The main concerns included education, equal pay in the workplace, and a women’s right to control their body – in particular the decision to use contraception and undergo abortion. As a consequence, a new era of ‘free love’ emerged, since women possessed sexual freedom. However, free love also criticises marriage due to the lack of emotional involvement, which leads to the question of fidelity and loyalty in committed relationships.

Setting / Time

Melbourne Mental Institution, Australia during 1970s.

Purpose

The line between reality and illusion is explored through the ‘insane’ characters as well as the ‘normal characters.’ Nowra demonstrates that reality is unique for each person, and often people may slip into illusions in order to avoid the truth. It is suggested that although they may not have been completely ‘normal’, those considered to be ‘insane’ still possess great insight that ‘normal’ people may overlook. Additionally, Così reminds the reader of the absurdities of a mental asylum shunned by society, which would only have added to patients’ instabilities, especially as families dealt with the matter secretly. Furthermore, the issue of love and fidelity since Mozart’s era is proven to be relevant up until our modern times.

Characters

Lewis

The protagonist of Così, Lewis is a new university graduate who has agreed to direct a play with patients from a mental institution because he required the money. At first, Lewis shares the same values as his friends Nick and Lucy, that love is unimportant due to the ongoing Vietnam War. During the time he spends with the patients however, Lewis experiences a turning point in his understanding and perception of people. By the end of the play, Lewis learns to appreciate love and friendship over war and politics.

Lucy

Girlfriend and roommate of Lewis. She has an affair with Nick who shares similar beliefs – that the Vietnam War protest is more important than anything else. Lucy cannot understand why Lewis is directing a play about love when thousands are dying in the war.

Nick

An experienced student director, roommate and friend of Lewis. He promises to help Lewis with Così Fan Tutte, however quickly he breaks this vow in order to spend time with Lucy. Lewis later discovers that Lucy and Nick are having an affair. Nick is heavily involved in the moratorium, a protest against the Vietnam War.

Doug

A patient who was sent to the mental institution as a result of burning his mother’s cats and home. He is a pyromaniac – someone who gains satisfaction from deliberately starting fires. He appears to light fires quite frequently, once in the theatre toilets and once outside the theatre. He also supports free love and is keen on the potential violence that may transpire at the moratorium.

Roy

A patient who insists on performing Mozart’s Così Fan Tutte even though none of the other patients can sing nor speak Italian. Believing that Lewis is a poor director, Roy takes charge assigning patients to characters in the play. He is quite blunt in expressing his opinions of others.

Henry

A shy patient who rarely speaks and avoids eye contact with others. A former lawyer, he now suffers from a disability with his left arm. However it is shown to be a false disability when he switches his ‘bad arm’ from left to right. He is obedient others, especially Roy. Towards the end of the play however, he overcomes his timidity to defend Lewis.

Cherry

A patient who has an abusive personality and carries a flick knife with her. She has a violent relationship with Doug, as she is always ordering him to ‘go burn a cat.’ She is overprotective of Lewis, with whom she has a crush. As a form of affection, she is constantly feeding him with food in order to ‘fatten’ him up.

Julie

A patient addicted to illicit drugs. She is Lewis’ love interest in the play and is a catalyst for Lewis and Lucy’s deteriorating relationship. She believes that men have double standards, since females are routinely targeted for their infidelity while men are also unfaithful to their partners. It is revealed after her affair with Lewis that she is involved in a relationship.

Ruth

A patient suffering from an obsessive disorder. Throughout the play, she focuses on minor issues such as having real or fake coffee on set, and the number of steps she needs to take to reach her position on stage.

Zac

A catatonic patient who takes the part of musician for Così Fan Tutte. He prefers to play Wagner over Mozart, which sparks a dispute between himself and Roy.

Justin

A social worker who organised the patients from the mental institution to be a part of the theatre project. He is patronising towards the patients and represents society’s view on the mentally ill.

Themes

Fidelity & infidelity

According to Mozart’s Così Fan Tutte, the issue of fidelity is depicted to be an ideal that is never achieved. Since ‘women are like that’ – the interpretation of ‘così fan tutte’, Mozart encouraged the belief that men should simply accept women are indeed disloyal in relationships. Nowra illustrates this same idea about women and infidelity through Lewis and Lucy’s relationship. While Lucy is ‘sleeping’ with Lewis, she is also triflingly ‘having sex’ with Nick. When Lewis discovers Lucy’s betrayal, she waves aside his shock, defending that ‘it is not as if we’re married.’ The revelation does indeed prove that Così Fan Tutte is correct in stating that, ‘woman’s constancy is like the Arabian Phoenix. Everyone swears it exists, but no one has seen it.’

Although the women in both Così Fan Tutte and Così are shown to be unfaithful, so are the men. While the men in Così Fan Tutte do not actively participate in adultery, they do fabricate their departure to the war and also disguise themselves as ‘Albanians.’ Their deception is also a betrayal to their wives. Meanwhile, Don Alfonso manipulates everyone. As seen in Così, Lewis is unfaithful to Lucy as he kisses Julie during rehearsals. Julie later reveals that she has a girlfriend who she would prefer to be with, confirming that both men and women are unfaithful in relationships.

Sanity & insanity

The line between sanity and insanity is explored through the juxtaposition of the patients and society.  In the 1970s, those who behaved abnormally were declared to be ‘insane’ and placed in mental institutions that were shunned by society. As we now know with scientific developments, these environments often failed to assist their patients. The use of electric shock therapy for example, frequently lead to severe, long term negative effects upon patients.

While the patients were viewed as ‘madmen’ from outsiders, Lewis soon discovers that they are in many ways, ordinary people. Although each patient has a mental flaw, all possess interesting opinions and beliefs on different matters. It was perhaps society’s abandonment of these people that so few were able to appreciate them as ordinary humans. Instead, many adopted a sense of fear and patronisation towards the ‘insane.’

Reality & illusion

The question of what is real or an illusion is weaved through the patients’ state of mentality. As shown through Ruth who struggles to pretend having real coffee on stage, it is difficult for some to distinguish reality from illusion, even if it is clear to everyone else. For others, they may willingly refuse the truth and succumb to an illusion. Lewis deluded himself into believing that Lucy was faithful, when all signs such as Nick residing in the same home and Nick and Lucy spending time together, indicated that Lucy was in fact, blatantly disloyal.

Misogyny

Misogyny, or the hatred of women is commonly shown through Così. Set in a time where women’s rights were rapidly shifting, the hatred of women for being merely female grew more prominent. The idea of misogyny accompanies the tradition of male-dominated societies where women had few, if any privileges and power. Nowra attacks Lucy’s involvement with free love encouraging readers view her with emotions of disdain and distaste. Women’s hatred towards their own sex is also a form of misogyny. Cherry and Julie’s strained relationship involving Lewis’ affections is explores suspicion, jealously and overprotection.

Learning & Self-development

Lewis’ experience with the patients does, as Justin predicted, teach him more than his entire university education. At the beginning, Lewis is only interested in earning some money and alike other outsiders, views them as madmen. However, as he works with the patients, he develops a new perspective and insight into certain matters and himself. When Nick and Lucy denounce him for doing a play about love, Lewis sees that love is important, regardless of the Vietnam War. He learns about the importance of friendship and instead of attending the moratorium, helps the patients prepare for their performance with an additional rehearsal.

Symbols

Burnt-out theatre

The setting of a burnt-out theatre depicts the miserable environment the patients of mental institutions are forced to live with. As they are ostracised by the community, a lack of care and support is shown through the rejected and deteriorating theatre. The patients’ considerable enthusiasm highlights their unfortunate circumstances, since even a chance to spend their time in an old building performing a play causes much excitement.

Arabian Phoenix

The women in both Così Fan Tutte and Così are compared with the Arabian Phoenix. The mythical creature is a representation of women, for it is beautiful and enchanting, capturing men such as the god Apollo with its voice. This reflects the power of women to attract men. Nevertheless, its rarity, as often commented in Cosi, is linked with the seemingly infrequent loyalty demonstrated by women.

Lights

The lights in Act 1 Scene 1 highlight Lewis’ entrance into a new world, where he associates with patients who will ultimately, help him in learning and self-development. At first Lewis possesses a ‘pitch black’ perspective of the world, along with Lucy and Nick. This is a representation of their modern beliefs that circulate around politics and the war. When the lights are turned on, Roy is present, demonstrating that the patients of the mental institutions are the source for Lewis’ changing perspective throughout the play.

Così: Act 2 Scene 3

Plot

On opening night, Lewis gives in to Zac who wants to include a last minute piano piece. Julie comes in, telling Lewis he needs to speak to Roy, who is undergoing stage fright and wishes to quit the production. Lewis leads Roy to a private area, and is empathetic as Roy fears of forgetting his lines and people staring at him. Lewis encourages him that people should be looking at him all the time, since that would mean he is giving a good performance. Realising the truth in Lewis’ comforting words, Roy announces that ‘I’m back!’ [pg 75] and heads off to put on his costume. Lewis asks Cherry if Roy’s parents are coming, but Cherry reveals that Roy is an orphan, although he pretends otherwise.

Nick, who showed up unseen, comments that the noticed Lewis was absent at the moratorium. Lewis replies that he ‘didn’t have time. We only stopped rehearsing an hour ago’ [pg 76]. Asking if Nick and Lucy are staying to watch, Nick replies that they are going to ‘celebrate the moratorium’ since ‘she doesn’t want to see an opera about a few upper class twits.’ Lewis realises that Nick is planning to have sex with Lucy that night. Unable to tolerate anymore of his old friend, Lewis punches Nick to the floor when he starts to sing ‘They’re Coming To Take Me Away Ha-Haaa’. Nick retaliates by declaring that Lucy left Lewis because he was a ‘lousy fuck’  [pg 77], and leaves.

Cherry, pleased to hear that Lewis is no longer with Lucy, kisses him on the cheek. Seeing Julie walk in, she threatens, ‘he’s mine!’ [pg 78] and heads off. Lewis leads Julie off stage to show her ‘how to move those flats for the change.’ Zac enters, and noticing no one is on stage apart from Ruth, asks her for sex only to be slapped across the face. Henry runs past crying that he said ‘Macbeth’ and Roy ‘tried to strangle’ him because of the omen of saying ‘Macbeth’ before a performance. Zac swallows multiple pills in order to calm his sexual desires down.

Hearing the audience enter the theatre, Lewis and Julie quickly kiss before the show. Ruth runs in, crying for help since Zac is in comatose. Lewis and Julie run off to help. Ruth, acknowledging the chaos, calls Henry to begin his part since they will skip the overture.

Analysis

Throughout Cosi, Roy presents himself with a dominating and forthright personality. The change in his temperament to cowardly is understood when Lewis discovers that Roy is in fact, an orphan. His strong external image concealed his fears and insecurities since he had never had a true family. Instead he ‘farmed out to foster parents who, realising what a nut case they had on their hands, put him back, quick smart’ [pg 76]. His sudden change in behaviour before performing to an audience is due to his fear of being people ‘staring’ [pg 75] at him. Since he had spent much time inside wards, an indication of his adopted family’s failure to support him, Roy has become used to being a ‘reject.’ Hence, he has lived a life unnoticed and insignificant. His role in the play however, places the attention and spotlight onto him for the first time.

The split between Lewis and Nick’s friendship is forged due to their contrasting ideas. Nick’s betrayal by believing that ‘I thought you’d think the same [about free love]’ [pg 77] rather than appreciating his friend’s opposition in sharing Lucy demonstrates that Nick has no sense of respect for loyalty, either in friendships nor romantic relationships. Lewis’ statement that ‘women’s constancy is like an Arabian Phoenix’ is not only applied to women, but also men, reinforcing the idea that both sexes can be disloyal.

Nick satirises the patients by singing the song ‘They’re Coming To Take Me Away Ha-Haaa’ by Napolean XIV, a popular and successful single released in 1966. The song adopts society’s view on the mentally ill by including politically incorrect lyrics about a man about to be sent off to a mental institution. Nick’s treatment of the patients as merely a joke only further drives apart his friendship with Lewis.

Important Passages

‘Lewis, you’ll have to speak to Roy…I’m back!’ [pg 74 – 75]

‘Opening night nerves, Lewis?….[He goes]’ [pg 76 – 78]

Important Quotes

‘I purposely didn’t take me medication today so I’d be right on top of everything.’ [pg 73]

‘I don’t have a concept, I’m a director.’ [pg 74]

‘A hundred thousand people, maybe 200. Took hours to get to Parliament House, yelling out, ‘1, 2, 3, 4, we don’t want your fuckin’ war’. Radicalised the nation.’ [pg 76]

‘No, she’s sleeping with you, we’re having sex.’

‘Lucy’s not possessive about you, I’m not possessive about her. What’s the fuss?’

‘What are you on about – too much time with the loonies, Lewis.’ [pg 77]

‘It’s only sex.’

‘Women. You have to wrap it all up in fancy language and then they swoon for you, when all it comes down to is the same thing.’ [pg 79]

‘Women are God’s punishment for men playing with themselves.’

‘Everyone blames women but I forgive them, if they change their love a thousand times a day, some call it sin, others a drug but I think it’s the necessity of women’s hearts.’ [pg 80]

Così: Act 2 Scene 4

Plot

The group performs the final scene of the opera with Ferrando and Guglielmo in their Australian military uniforms. The queue for music is missed, and the group whisper to each for one of them to faint. Roy pretends to have a heart attack while Lewis runs off stage to turn on the music. They all sing to the Italian tune with Ferrando and Guglielmo declaring that they will not ‘put [their wives] to the test again’ [pg 83] while the women declare that they ‘will compensate your heart / with love and with fidelity / and will love you forever.’

Analysis

The correlation between the two plays is illustrated since both the men and women discover each other’s disloyalty. While Ferrando and Guglielmo are aware of their wives infidelity, the wives learn that the men deceived them into believing that they had been sent to the war. This storyline is similar to Lewis and Lucy’s relationship, since Lewis kissed Julie while Lucy slept with Nick. Nevertheless, the conclusion of the opera indicates that despite the ‘vicissitudes of life’ [pg 84], one must accept that life comes with both ups and downs in order to ‘find serenity and peace’.

Important Quotes

‘We are safe and sound and have returned from the war our hearts full of joy / Wanting to embrace our sweethearts and thank them for their fidelity.’ [pg 80 – 81]

‘I’ve deceived you but my deception / undeceived your lovers who, / from now on will be wiser. Give me your hands, now that you’re united / Embrace each other and say no more about it / All four of you can laugh now / as I have laughed and will continue to laugh.’ [pg 83]

‘My love, if this is true / I will compensate your heart  / with love and with fidelity/ and will love you forever.’

‘I believe you, my beautiful one, / But I won’t put you to the test again.’

‘Is this a dream / I’m confused and ashamed / But doesn’t matter if they fooled me/ because I’ll fool others.’ [pg 84]

‘Happy is the man who calmly takes life as her finds it / and through the vicissitudes of life / lets himself be ruled by reason / what makes another weep / will make him laugh / and despite the tempest of his life / he will find serenity and peace.’

Così: Act 2 Scene 5 

Plot

After the performance, Justin congratulates Lewis on his ‘marvellous’ [pg 84] play. He comments on how Lewis succeeded in brining the cast ‘out of their shells,’ the goal of his project. Congratulating Lewis again, Justin presents him an envelop with his pay.

Ruth thanks Lewis while still obsessing over the number of steps she took on stage. Doug comes up, stating that he was a part of the audience. He asks about Lewis’ girlfriend and when Lewis shares that he and Lucy have split, Doug says he meant Julie. Lewis avoids the question; Doug goes on to declare that he might go after Lucy since she is into ‘free love and orgies’ [pg 86]. As usual, Cherry tells him to ‘go burn a cat.’ Cherry shoves chocolate liqueur down Lewis’ mouth. She then kisses him ‘long and passionately’ and departs. Henry shakes Lewis’ hand with his left hand that was previously ‘paralysed.’ Lewis asks Henry about his arms, but Henry brushes it off, saying that the bad arm ‘changes.’ Henry exits.

Lewis undresses, only to have Julie watch him surreptitiously. She reveals that she’s going to leave the institution for Sydney, and an upset Lewis offers to driver her to the railway station. However, she quietly rejects his offer since she thinks she has fallen for him. She explains that the problem is that she has a girlfriend, who will be joining her in the move. She announces her goodbye by kissing him on the cheek. Coincidently Cherry walks in, and upon seeing the kiss, pulls out her flick knife. Lewis jumps between the two to protect Julie and fervently kisses Cherry in order to calm her down. He takes the knife from her, calling it a ‘keepsake’ [pg 87]. Julie leaves by mocking Cherry, declaring that Lewis was ‘the best lay I’ve ever had’ [pg 88]. Lewis calms Cherry once again by saying that Julie was only ‘teasing’ her. Roy comes in, providing Lewis a list of criticism, declaring that next year, they will perform Don Giovanni.

Alone, Lewis explains in a soliloquy that ‘there was no next year’ since the ‘theatre mysteriously burn down a week after the performance.’ He had moved out of his apartment soon after. Lucy and Nick ‘didn’t last long because both were not into fidelity.’ Cherry had sent him a love letter, while Ruth became a ‘time and motion expert’ after leaving the institution. Roy moved between wards. Henry and Julie died while Zac joined the music industry. Lewis then turns off the lights on stage leaving the darkness behind.

Analysis

Albeit the chaotic performance with missed music queues and the consequent improvisation, the play is a success. The overall experience of working with each other has enlivened the patients and helped them to ‘blossom’ [pg 84] out of their solitude. Cherry’s favourite phrase, ‘go burn a cat’ [pg 86] presents a tone of affection towards Doug, rather than her previous feelings of irritation. The flick knife, previously a symbol of her cold defense and sharp character is now in the hands of Lewis, demonstrating that she has rendered herself to warmth and fondness.

Meanwhile, Henry accidently switches from one bad arm to the other, which may be an indication of improving illness. The ‘bad arm’ is a physical representation of his illness, but the shift between arms may demonstrate that the illness is no longer absolute due to the delight the project has provided Henry. His death however, indicates a relapse in mentally, and draws the conclusion that although the project was highly beneficial, it was fleeting.

Although Roy initially despised Lewis’ directing skills, his presentation of the list Lewis demonstrates that Roy does appreciate and value Lewis’ work. Roy’s positivity towards creating a new play the next year again how a simple project can drastically help the ill, in contrast to the mental institutions that seem to do very little, if not even worsen the health of patients.

Important Quotes

‘What can you expect from catatonics, right?’ [pg 84]

‘My motto is to try and try again.’

‘You do this old fashioned opera – this is the era of free love and orgies.’ [pg 86]

‘I need my girlfriend. She’s stood by me, through thick and thin, mostly thin.’ [pg 87]

‘You do have a few teething problem with your direction. I made up a list of them.’ [pg 88]

‘Always use the word please and thank you when addressing the cattle, after all, they’re not actors.’

Così: Essay Prompts

1. Così contends that some things are more important than politics.
2. In Così, the ‘insane’ characters are quite normal.
3. The line between reality and illusion is often blurred.
4. Ironically, it is through the ‘madmen’ that Lewis learns what is truly important.
5. Nick and Lucy’s ‘modern’ value of free love is depicted to be a backwards belief. Discuss.
6. In the face of betrayal, Lewis discovers loyalty.
7. ‘They are normal people who have done extraordinary things, thought extraordinary thoughts.’ Così depicts the ‘insane’ characters as heroes. Discuss.
8. Mozart wrote, ‘women are like that’ due to their infidelity. Do the characters in Così confirm this belief?
9. Beneath the humour in Così is a brutal depiction of society’s treatment of the mentally ill.
10.  In Così, all characters are forced to face reality.
11. In Così, Lewis plays more roles than just a director of the group.
12. It is not only Lewis who learns in Così, but other characters as well.
13.  Così demonstrates that illusion is a safer place than reality.
14. ‘Love is an emotional indulgence for the privileged few.’ Does Così warrant Lucy’s beliefs?
15. ‘It’s about important things – like love and fidelity.’ How does Lewis learn to distinguish what is important and what is not?
16. While the characters in Così work as a group, Così calls attention to their isolation. Discuss.
17. The Australian involvement with the Vietnam War only highlights the importance of love and friendship.
18. Così is not a play about patients; it is a play about people.
19. It is through their performances in Così Fan Tutte that the characters discover themselves.
20. Così demonstrates there is darkness in both reality and fantasy.

Così: Study Tips

Learn about Così Fan Tutte

An understanding of Mozart’s Così Fan Tutte is required in order to comprehend the themes and purpose of Louis Nowra’s play, Così. The most significant connection between the two pieces is love and fidelity. Much alike the men in Così Fan Tutte, Lewis is confronted with a similar experience where his partner, Lucy is having an affair with his friend, Nick. However, while there are many similarities, there are also considerable differences. Make sure that while studying Così, comparisons are made between the themes, setting / time and dialogue. Furthermore, listen to Così fan tutte. Hearing the opera can help auditory learners gain insight into the emotions and thoughts of the characters via pitch, rhythm etc.

Appreciate that Così is a play

Think about why Louis Nowra chose a writing style of a play. In plays, not only is the dialogue important, so are stage directions and setting. Understand the significance of a play within a play.

Watch Così the film

This is a good way to consolidate or revise your knowledge, especially for visual learners. The film provides a chance to additional insight into characters, setting and dialogue.

Mark Joffe directed the film, Così in 1996. It stars Ben Medelsohn as Lewis, Barry Otto as Roy and Toni Collette as Julie.

Research on history

Historical events and politics during the 1970s are heavily weaved throughout Così. Nowra reflects on the treatment of mentally ill, the Vietnam War, and women’s liberty throughout the characters in the play.

‍

Before you start diving into Jamie's incredible In Cold Blood study guide, I'd highly recommend that you check out LSG's free Ultimate Guide to VCE Text Response.

Introduction and Narration‍

• Although its structure and cinematic plot development resemble that of crime fiction, Truman Capote’s In Cold Blood is a ‘nonfiction novel’ detailing the 1959 murders of four members of the Clutter family in Holcomb, Kansas. Put simply, the book was conceived of journalism and born of a novelist. 

• The novel is a product of years of extensive research by Capote and his friend and fellow author Harper Lee, who followed the trails of the Kansas criminals across numerous US states. In Cold Blood revolutionised the American ideals of journalism and literature, blurring the lines between these labels.

• A notable technique Capote employed in order to access classified information was becoming personally acquainted with the criminals of the case. For example, Capote became extremely close to Perry Smith, one of the main murderers in the case, which gave him exclusive information on the personal motives of the killers. 

• In Cold Blood reflects this relationship with the murderer through Capote’s narration of the book as an objective bystander. On page 23, we see the almost endearing way that Capote describes Perry; “his voice was both gentle and prim– a voice that, though soft, manufactured each word exactly, ejected it like a smoke ring issuing from a parson’s mouth.” As such, Capote’s friendship with Perry allows him to present the killer to the audience with a certain humanity and empathy, showcasing a broader picture of criminals than just a merciless murderer.

True facts of the Case

• On the 15th of November, 1959, all four members of the small farming Clutter family were brutally murdered, including Herbert Clutter, his wife Bonnie Clutter and their two teenage children, Nancy and Kenyon.

• The family was discovered bound and shot in the head. Herb’s throat had also been slashed. After ransacking the entire house, the criminals had left without finding any cash, carrying with them no more than fifty dollars, a pair of binoculars and a transistor radio.

• Perry Edward Smith and Richard Eugene ‘Dick’ Hickock were convicted of the crime. The two men had become acquainted during serving time at the Kansas State Penitentiary, and soon confessed to the crime, claiming that that they had heard from another prisoner that Herb Clutter was extremely wealthy, and kept his money in an easy-to-reach safe in his house.

• After the confession, the two murderers were flown from Nevada to Garden City, where they stood trial for their crimes. On 29 March, 1960, they received a guilty verdict, and were sentenced to the death penalty. For the following five years, Smith and Hickock lived on death row in Leavenworth, Kansas and were executed by hanging on the 14th of April, 1965.

Character Analysis

Perry Edward Smith

One of the two murderers of the Clutter case, Smith is portrayed as a sensitive and artistic man haunted by his turbulent and lonely childhood. Described by Capote as a man of ‘actorish’ good looks, he disfigured both of his legs due to a motorcycle accident, which gave him chronic pain and an addiction to aspirin. His criminal actions are often directly linked to his childhood, described as ‘no bed of roses but pitiful, an ugly and lonely progress toward one mirage and then another’. Smith’s father was extremely abusive towards his wife, Flo Buckskin, and his four children, and so Buckskin later divorced him, taking the children with her. However, on her own she became an alcoholic and died by choking on her own vomit when Smith was only thirteen years old. He was then transferred to a Catholic orphanage, where he suffered from psychological, sexual and physical abuse from the nuns, one of whom attempted to drown him. Smith’s father and two of his siblings committed suicide during his time on death row. Smith eventually befriended Capote through their extensive interviews, and is believed to have shared personal information with him, believing him to be a true friend.

Richard Eugene ‘Dick’ Hickock

The second murderer of the Clutter case. Having grown up in Kansas, Hickock was a popular football player before turning to a life of crime after realising that he could not afford to go to college. During the course of the Clutter murder investigations, Hickock persistently blamed all of the murders on his partner in crime, Smith, claiming that ‘Perry Smith killed the Clutters…. It was Perry. I couldn’t stop him. He killed them all.’ Capote later states that during the murder, Smith was the one who stopped Hickock from raping the 16-year-old Nancy Clutter, as Hickock harboured pedophilic tendencies.

Herbert Clutter

A well-liked and kind-hearted wheat farmer in Holcomb, Kansas. Proprietor of the large River Valley Farm, Herb is described as a hardworking and valued citizen before his murder, who lead a relatively quiet life other than a troubled marriage with his wife due to her chronic depression.

Bonnie Clutter

Described as an ‘anxious woman’, it is revealed that Bonnie has a history of numerous mental illnesses, one of which is postpartum depression. Capote states that she and Herb had not slept in the same bed for many years.

Nancy Clutter

Described as the ‘darling of the town’ - the class president and future prom queen Nancy was the 16 year old daughter of the Clutters.

Kenyon Clutter

Athletic but introverted, Kenyon was the 15 year old son of Herbert and Bonnie Clutter.

Alvin Dewey

A personal friend of the Clutters, Dewey was the primary investigator in the Clutter murder case and worked for the Kansas Bureau of Investigation.

Themes and Motifs

The American Dream

The novel is Capote’s reflection upon the American Dream, as he portrays both the lives of those who epitomise it and those who are tragically out of its reach. Herb Clutter’s position as an upstanding American citizen with a prosperous farm elicits the reader’s interpretation of his character as the rags-to-riches ideal. In stark contrast with this, the rootless and criminal Dick Hancock and Perry Smith are presented as individuals for whom the Dream is perpetually unattainable. Their attempt to finally become ‘rich’ materialises through their attempt to rob the Clutters’ home, the failure of which ironically results in their brutal murders of the people who successfully represented the American Dream.

Normality

In accordance with the American Dream, In Cold Blood also explores the concept of what is considered ‘normal’ in America, and what can be revealed as the darker underbelly of its white picket fence ideal. Dick asserts throughout the novel that he is ‘normal’, but from an external, objective perspective, he is clearly far from such; he has distorted physical features and has committed a terrible, vicious murder. Capote also explores the idea of normal mental health, as Bonnie Clutter seems to have the perfect marriage and life with Herb, and yet suffers from extreme bouts of ‘nervousness’ and chronic depression which result in her hospitalisation.

Evil

What is evil is primarily explored through the character of Perry, who has conflicting ideals about what can be considered truly ‘evil’. The more feminine and gentler of the two murderers, Perry possesses conflicting morals, as despite being a ruthless murderer, he does feel remorse and is affected by what he has done. He even thinks to himself that Herb Clutter is a ‘very nice gentleman’ even in the midst of slitting his throat. Capote in the novel reveals that there are numerous facets to the meaning of true ‘evil’, and the blurred borders that exist between each of these.

Masculinity

Symbolising the idea of dominance and power, Dick and Perry, who have a complementary and polarised gender relationship, feed off each other in order to boost their own masculinity. Described as ‘aggressively heterosexual’, Dick is evidently the more stereotypically masculine counterpart, having had numerous relations with women. Perry, on the other hand, is more feminine and submissive, as Dick often calls him names such as ‘sugar’ and ‘honey’. Both men in the novel utilise the other in order to make themselves feel more masculine in their highly restrictive and conservative society — while Dick emphasises Perry’s feminine qualities, Perry admires Dick and craves his words of affirmation that he, too, is masculine.

Essay Writing for In Cold Blood

Below are some possible prompts for In Cold Blood, and possible ideas to begin writing an essay.

Theme-based Essay Prompt

"I think it is a hell of a thing that a life has to be taken in this manner. I say this especially because there's a great deal I could have offered society. I certainly think capital punishment is legally and morally wrong.”

Is In Cold Blood merely a novelistic argument against the death penalty? Discuss.

To learn more about LSG’s Five Types of essay prompts, I’d highly recommend checking out this blog post. It’s a super unique strategy developed by the founder of LSG, Lisa Tran. The Five Types method, outlined in the top-rated How To Write A Killer Text Response eBook, takes the stress of students and gives them easy to follow rules and tips so that they know how to approach every essay topic, every time.

• The best way to approach any essay prompt is to recognise the limiting and/or important words of the essay question. In this thematic prompt these words are: ‘legally and morally’, and ‘merely’.

• Secondly, for prompts which incorporate a quote, it is helpful to understand the context of the quote. In this case, the quote was said by Perry as his last words before his execution by hanging. Consider the importance of this; these words are especially more meaningful as they symbolise the last direct influence he leaves upon society. They are remorseful words of a murderer reproaching the justice system, which begs the question - does Capote position the reader to agree with the murderer’s view?

• Planning this essay can be structured along three arguments...

1. Capote argues against capital punishment through eliciting pathos for the murderers and portraying them as more than mere monsters.

• Evidence for this argument could be based mostly on the descriptive elements of Capote’s writing, or his emotional attachment to the murderers, particularly Perry.

• Capote paints Perry particularly sympathetically, highlighting his sensitivity as well as his broken and abusive childhood. Quotations from the novel make it clear that his character is romanticised to an extent, such as “It was a changeling's face, and mirror-guided experiments had taught him how to ring the changes, how to look now ominous, now impish, now soulful; a tilt of the head, a twist of the lips, and the corrupt gypsy became the gentle romantic.”

2. In Cold Blood supports the anti-death penalty argument through its structure and organisation.

• The epigraph of the novel is a verse of the poem, ‘Ballade des pendus’ by Francois Villon, that he composed whilst on death row in 1463. Villon’s criminal circumstances were strikingly similar with Dick and Perry’s, as he murdered a priest and stole from his strongbox before being arrested and sentenced to death. Despite this, Villon was ultimately charged with a 10 year banishment from Paris, whereas the Clutter family murderers are hanged - a strikingly different outcome. Thus, Capote employs this poetic epigraph to strengthen his argument against the unjust executions of Perry and Dick.

• In addition to this, the structure of the novel is also used to argue against capital punishment. Although Part One focuses on the lives of both the Clutter family members and Dick and Perry preceding the murder, Part Two skips over the actual murders themselves and recounts the aftermath of its events. This allows Capote to further develop Dick and Perry into real, complex people rather than merely cold blooded murderers; people who do not deserve such a cruel fate.  

3. However, Capote does ostensibly condemn the cruelty of the murders and presents the opposing argument that capital punishment is not, in fact, ‘legally and morally wrong’.

• The brutality of the Clutter murders are emphasised through the novel, as Larry Hendricks, who discovers the bodies along with the police, provides the gruesome details of the bodies - ‘each tied up and shot in the head, one with a slit throat’.

• As Perry later admits to the murder in his extended confession, Dewey highlights the fact that the Clutters ‘had suffered’ due to the ‘prolonged terror' inflicted by the murderers, and orders them, as such, to be ‘hanged back to back’.

• The argument for capital punishment in In Cold Blood is also supported by religious beliefs. As a small and predominantly Christian town, Kansas and its residents can be perceived interpreting the words of the Bible literally; at the end Dick and Perry’s trial, the prosecuting attorney Logan Green reads an excerpt from Genesis in the Holy Bible: ‘Whoso sheddeth man's blood, by man shall his blood be shed.’ Rejecting the notion that Christianity preaches forgiveness, Green strives to punish the killers for failing to abide by the laws and prophecies of the Old Testament.

Character essay prompt

Perry Smith, despite Capote’s authorial sympathy towards him, is really a cold and merciless monster. Discuss.

When approaching character-based prompts, you must depart slightly from examining the holistic messages of the author, as you would in a theme-based prompt, but rather analyse how the specific character develops this authorial message. The above essay question could be brainstormed in the following way:

1. Capote’s description of Perry shows that he is far from a ‘monster’, but a human being of great sensitivity and emotion.

• During his confession of the Clutter murders, Perry’s comment, ‘There's got to be something wrong with somebody who'd do a thing like that,’ shows that he, to some extent, understands the gravity of his actions and regrets them.

• Perry is also described by his sister as ‘gentle’, and someone who ‘used to cry because he thought the sunset was so beautiful’. Likewise, even in moments of cruelty, he often shows mercy and a wide moral compass, even stopping Dick from raping Nancy Clutter during their murder spree.

2. Perry is also depicted as someone ‘weakened’ by the tragic events of his past and his own insecurities, rather than an inherently ‘cold and merciless’ person.

• Capote often links Perry’s violent tendencies with his childhood, described as ‘no bed of roses but pitiful, an ugly and lonely progress toward one mirage and then another’, as he was raised ‘with no rule or discipline, or anyone to show [him] right from wrong’.

• In addition to this, Perry can be perceived to be the more insecure and submissive of the two killers, as while Dick often calls him stereotypically feminine names such as ‘sugar’ and honey’, Perry admires his ‘aggressive’ masculinity and craves his words of affirmation in order to feel as masculine and strong as his counterpart.

3. Despite this, Capote does not entirely erase the murderous aspects of Perry’s character.

• Due to the prompt and seemingly nonchalant way in which he kills the clutters, Dick becomes convinced that Perry is that rarity of a person,"a natural killer.”

• Thus, Capote, despite his empathetic portrayal of Perry, never allows the reader to forget the  extent of his criminality, and how easily he was able to fire those ‘four shotgun blasts that, all told, ended six human lives.’