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.’

Whether you’re analysing at one article or two, there are plenty of things you can write about. In this, we’ll look at the structure of articles, the placement of different arguments and rebuttals, and other things you can use to nail your essay!

There are four main parts of an article:

What: The arguments that support the contention

When: Their placement in the article

How: The language techniques used to support them

Why: The overall effect on the reader

Try to address all these elements of the article in your essay, as it’ll ensure you’re not leaving anything out.

WHAT: Arguments

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The arguments an author uses can usually fall into one of three categories - ethos, pathos, or logos.

Ethos arguments are about credibility, for example, using quotes from credible sources or writing about a personal anecdote.

Pathos arguments target the emotion of the reader. Anything that might make them feel happy, angry, sad, distressed and more can be classified as this kind - for example, an argument about patriotism when discussing the date of Australia Day.

Logos arguments aim to address the intellectual aspects of the issue, and will often have statistics or logic backing them up.

It’s important to mention the different arguments used in the article and it can be useful to take note of the category you think they fit into best. It’s also helpful to mention the interplay between these elements.

WHEN: Structure

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Certain elements of the article can have a different effect on the reader depending on where the author places them.

Rebuttal:

If an author places their rebuttal at the beginning of the article, it can set up the audience to more readily accept their following opinions, and separates them from contrasting views from the get go. You can see this in the 2013 VCAA exam, where the author argues against opposing views early on in their article. In it, the author references the opposition directly as they say ‘some people who objected to the proposed garden seem to think that the idea comes from a radical group of environmentalists’, and rebut this point by proposing that ‘there’s nothing extreme about us’.

The placement of a rebuttal towards the end of the article can have the effect of the author confirming that their opinion is correct by demonstrating why opposing opinions are not, and can give a sense of finality to the article. It’s sometimes used when the author’s contention is a little controversial, as it’s less aggressive than a rebuttal placed at the beginning.

In some articles, the author won’t include a straightforward rebuttal at all. This can imply that their opinion, and theirs alone, is correct and must be supported - as it’s the only opinion that exists. Check out the 2018 VCAA exam for an example of this kind of article.
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Contention:

An author’s contention is the main claim they’re trying to prove throughout their article.

Placing their contention at the beginning is the most direct method, and has the effect of positioning the reader to the author’s beliefs from the outset.

A contention placed at the end of an article can have the effect of seeming like a valid, logical conclusion to a well-thought through discussion. To see this in effect, you can look at the 2014 VCAA exam, where the article leads up to the author’s final contention that the governments needs to ‘invest in the next generation of technology’.

The contention can also be repeated throughout the article. The author may have chosen to present it in this way in order to continue reiterating their main point in the audience’s minds, aligning them to their views. An article that uses this technique is on the 2016 VCAA exam, as the author repeats multiple times that a ‘giant attraction’ must be built to encourage visitors and put the town ‘on the tourist map’.

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Arguments:

The different ways an author orders their arguments is also something worth analysing.

A ‘weaker’ point might be one that the author doesn’t spend much time discussing, or that isn’t backed up with a lot of evidence. In comparison, a ‘stronger’ argument will generally have supporting statistics or quotes, and may be discussed in detail by the author.

If an author starts with their strongest point and ends with their weakest, they may be attempting to sway the reader’s opinions to align with their own from the beginning so that the audience is more likely to accept their weaker points later on. Take a look at the 2017 VCAA exam to see this kind of technique, as the author’s arguments - that ‘superfluous packaging’ will cause irreversible environmental damage, that the changes they want to implement are easy, and that students should prepare their own snacks rather than have takeaway - get less developed as the article continues.

On the other hand, ending with their strongest point can give the piece a sense of completion, and leave the reader with the overall impression that the article was strong and persuasive.

HOW: Language

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This refers to the different persuasive language techniques used in the article and their effect on the reader.

The main thing to remember is that the study design has changed from Language Analysis to Analysing Argument. This means you’ll need to focus on the language in relation to the argument - such as how it supports the author’s contention - rather than on the language itself.

If you’re after some more resources, you can look at some Quick Tips or .

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WHY: Effect

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There are many different ways you can describe what the author is trying to do through their article, but they all come down to one thing - persuasion, that is, the writer of the article is trying to get their audience to agree with them. Linking different arguments, their placement and the language that supports them to the overall authorial intent of the article is a great way to enhance your essay.

For some more information on this area, check out this blog post!

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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.

The Great Gatsby 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

Call it the greatest American novel or ultimate story of unrequited romance—The Great Gatsby is undoubtedly a stunning snapshot of one of the most American decades that America has ever seen. The 1920s saw significant economic growth after WWI, and what’s more American than material excess, wealth, and prosperity? The stock market was going off, businesses were booming, and people were having a great time.

Well, not everybody—and on the flipside, what’s more American than socio-economic inequality or the ever-quixotic American Dream?

In this blog, we’ll go through the novel in this context, examine some of its key themes, and also have a think about the critiques it raises about American society. We’ll also go through an essay prompt that ties some of these things together.

Life in the Roaring Twenties

This snapshot from the 2013 film adaptation actually tells us a lot about the 1920s. On the one hand, social and cultural norms were shifting—men no longer sported beards, and women were dressing more androgynously and provocatively. On the other hand, the modern, American economy was emerging—people began buying costly consumer goods (like cars, appliances, telephones etc.) using credit rather than cash. This meant that average American families were able to get these things for the first time, while more prosperous families were able to live in extreme excess.

In Fitzgerald’s novel, the Buchanans are one such family. Tom and his wife Daisy have belonged to the 1% for generations, and the 1920s saw them cement their wealth and status. At the same time, the booming economy meant that others (like the narrator Nick) were relocating to cities in pursuit of wealth, and (like Gatsby) making significant financial inroads themselves. 

The Great Gatsby traces how the differences between these characters can be destructive even if they’re all wealthy. Add a drop of Gatsby’s unrequited love for Daisy, and you have a story that ultimately examines how far people go for romance, and what money simply can’t buy. 

The answer to that isn’t so obvious though. Yes, money can’t buy love, but it also can’t buy a lot of other things associated with the lifestyle and the values of established wealth. We’ll get into some of this now.

Wealth and class

Fitzgerald explores tensions between three socio-economic classes—the establishment, the ‘nouveau riche’ and the working class.

Tom and Daisy belong to the ‘old money’ establishment, where wealth is generational and inherited. This means they were born into already wealthy families, which affects their upbringing and ultimately defines them, from the way they speak (Tom’s “paternal contempt” and Daisy’s voice, “full of money”) to their major life decisions (including marriage, symbolised through the “string of pearls” he buys for her—which, fun fact, is estimated to be worth millions of dollars today). It also affects their values, as we’ll see in the following section. 
For now, consider this image of their home (and those ponies on the left, which they also own), described as follows:

“The lawn started at the beach and ran toward the front door for [400 metres], jumping over sun-dials and brick walls and burning gardens—finally when it reached the house drifting up the side in bright vines as though from the momentum of its run.”

Nick Carraway also comes from a similar (though not as extravagant) background—his family had been rich by Midwestern standards for “three generations” before he came to New York.

Conversely, Gatsby belongs to the ‘nouveau riche’, or new money. Unlike the Buchanans, Gatsby was born into a poor family, only coming to wealth in the 1920s boom. Specifically, he inherited money from Dan Cody after running away from home at 17.

Although they are all rich, there are significant cultural differences between old and new money. Old money have their own culture of feigned politeness which Gatsby doesn’t quite get. When Tom and the Sloanes invite Nick and Gatsby to supper in chapter six, Gatsby naively accepts, to which Tom would respond behind his back, “Doesn’t he know [Mrs. Sloane] doesn’t want him?” Even though Gatsby is financially their equal, his newfound wealth can’t buy his way into their (nasty, horrible) lifestyle.

Finally, this is contrasted with the working class, particularly George and Myrtle Wilson who we meet in chapter two. They live in a grey “valley of ashes”, the detritus of a prosperous society whose wealth is limited to the 1%. Fitzgerald even calls it a “solemn dumping ground”, suggesting that life is precarious and difficult here. Consider what separates George—“blond, spiritless… and faintly handsome”—from Tom (hint: $$).

Myrtle is described differently, however—she is a “faintly stout” woman with “perceptible vitality”. This may be less of a description of her and more of a commentary on Tom’s sexuality, and what attracts him to her such that he cheats on Daisy with her. Still, Myrtle’s relative poverty is evident in her expressions of desire throughout their meeting—“I want to get one of those dogs,” she says, and Tom just hands her the money.

Ultimately, looking at the novel through the lens of class, we see a society where upward social mobility and making a living for yourself is possible, just not for everybody. Even when you get rich, it doesn’t guarantee that you’ll suddenly, seamlessly integrate into the lives of old money. 

Morality and values

Added to this story of social stratification is a moral dimension, where Fitzgerald can be a little more critical. 

Firstly, old money is portrayed as shallow. Daisy’s marriage to Tom and the Sloanes’ insincerity are elements of this, but another good example is Gatsby’s party guests. Many aren’t actually invited—they invite themselves, and “they came and went without having met Gatsby at all.” Their vacuous relationship to Gatsby is exposed when he dies, and they completely abandon him. Klipspringer, “the boarder”, basically lived in Gatsby’s house, and even then he still wouldn’t come to the funeral, only calling up to get a “pair of shoes” back. 

The rich are also depicted as cruel and inconsiderate, insulated from repercussions by their wealth. Nick’s description of Tom’s “cruel body” is repeatedly realised, as he breaks Myrtle’s nose in chapter two and condescends Gatsby with “magnanimous scorn” in chapter seven. After Myrtle dies, Nick spots the Buchanans “conspiring” and describes them as “smash[ing] up things and creatures and then retreat[ing] back into their money or their vast carelessness”—he sees them as fundamentally selfish.

Gatsby is portrayed more sympathetically though, which may come from his humble upbringing and his desire to be liked. This is probably the key question of the novel—is he a hero, or a villain? The moral of the story, or a warning? Consumed by love, or corrupted by wealth?

I’m going to leave most of those for the next section, but I’ll finish here with one last snippet: Lucille, a guest at his parties, tears her dress and Gatsby immediately sends her a “new evening gown”. Weird flex, but at least he’s being selfless…

Honesty

That said, a major part of Gatsby’s character is his dishonesty, which complicates his moral identity. 

For starters, he fabricates a new identity and deals in shady business just to reignite his five-year-old romance with Daisy. We see this through the emergence of Meyer Wolfsheim, with whom he has unclear business “gonnegtions”, and the resultant wealth he now enjoys. 

In chapter three, Owl Eyes describes Gatsby as a “regular Belasco”, comparing him to a film director who was well-known for the realism of his sets. This is a really lucid analysis of Gatsby, who is in many ways just like a film director constructing a whole fantasy world.

It’s also unclear if he loves Daisy for who she is, or just the idea of Daisy and the wealth she represents. Indeed, he doesn’t seem to treat her as a person, but more like something that he can pursue (like wealth). This is a good read, so I won’t really get into it here—just consider how much things have changed since Gatsby first met Daisy (like her marriage and her children), and how Gatsby ignores the way her life has changed in favour of his still, stationary memory of who she used to be.

Love, desire and hope

All of this makes it tricky to distil what the novel’s message actually is. 

Is it that Gatsby is a good person, especially cast against the corrupt old money? 

This analysis isn’t wrong, and it actually works well with a lot of textual evidence. Where Nick resents the Buchanans, he feels sympathy for Gatsby. He explicitly says, “they’re a rotten crowd…you’re worth the whole damn bunch put together.” Maybe love was an honourable goal compared to money, which ostensibly makes you “cruel” and “careless”. 

I wouldn’t say he was cruel, but this reading is complicated by how he can be careless, choosing not to care about Daisy’s agency, and letting his desires overtake these considerations. 

Is it that Gatsby and his desire for Daisy were corrupted by wealth despite his good intentions? 

There’s also evidence to suggest wealth corrupts—Nick describes it as “foul dust” that “preyed” on Gatsby, eroding his good character and leaving behind someone who resembles the vacuous elite. Although love might’ve been an honourable goal, it got diluted by money. 

Gatsby’s paradigm for understanding the world becomes driven by materialism, and he objectifies Daisy. He starts trying to buy something that he originally didn’t need to buy—Daisy’s love. She certainly didn’t fall in love with this man who owned a mansion and a closet full of “beautiful shirts.” Thus, Gatsby is a sympathetic product of a system that was always stacked against him (a poor boy from North Dakota). Capitalism, right?

Is it that capitalist America provides nothing for people to pursue except for wealth, and therefore little reason for people to feel hope?

Well…

Past the basics: structural economic tension and the doomed American Dream

Now we want to start thinking beyond the characters (e.g. if Gatsby is a good person or not) and also factor in their social, historical, political and economic context (e.g. if he was doomed to begin with by a society driven by money). This subheading does sound a bit much, but we’ll break it down here. 

A key part of this novel is the American Dream, the idea that America is a land of freedom and equal opportunity, that anyone can ‘make it’ if they truly try. Value is placed on upward social mobility (moving up from a working-class background) and economic prosperity (making $$), which defined much of the Roaring 20s…

…for some. 

For many others, there was significant tension between these lofty values and their lived reality of life on the ground. As much as society around them was prospering, they just couldn’t get a piece of the pie, and this is what makes it structural—as hard as George Wilson might work, he just can’t get himself out of the Valley of Ashes and into wealth. Indeed, you can’t achieve the Dream without cheating (as Gatsby did). 

So, there’s this tension, this irreconcilable gap between economic goals and actual means. Through this lens, the tragedy of The Great Gatsby multiplies. It’s no longer just about someone who can’t buy love with money—it’s about how nobody’s dreams are really attainable. Not everyone can get money, and money can only get you so far. Everyone is stuck, and the American Dream is basically just a myth. 

Thus, the novel could be interpreted as a takedown of capitalist America, which convinced people like Gatsby that the answer to everything was money, and he bolted after the “green light” allure of cold, hard cash only to find out that it wasn’t enough, that it wasn’t the answer in the end.  (.

Consider what kind of message that sends to people like the Wilsons—if money can’t actually buy happiness, what good is it really to chase it? And remember that Gatsby had to cheat to get rich in the first place. 

Is [the novel’s message] that capitalist America provides nothing for people to pursue except for wealth, and therefore little reason for people to feel hope?

You tell me.

Prompt: what does Fitzgerald suggest about social stratification in the 1920s?

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. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response.

Let’s try applying this to a prompt. I’ll italicise the key points that have been brought up throughout this post. 

Firstly, social stratification clearly divided society along economic lines. This could be paragraph one, exploring how class separated the Buchanans and Wilsons of the world, and how their lifestyles were so completely different even though they all lived in the prosperity of the Roaring 20s. George Wilson was “worn-out” from work, but he still couldn’t generate upward social mobility for his family, stuck in the Valley of Ashes. Conversely, Tom Buchanan is born into a rich family with his beach-facing mansion and polo ponies. Colour is an important symbol here—the Valley is grey, while East Egg is filled with colour (a green light here, a “blue coupe” there…).

The next paragraph might look at the cultural dimension, exploring how you just can’t buy a way of life. This might involve analysing Gatsby’s wealth as deluding him into thinking he can “repeat the past” by buying into the life(style) of old money. This is where Fitzgerald disillusions us about the American Dream—he presents a reality where it isn’t possible for anyone to ‘make it’, where the Buchanans still treat you with scorn even if you’re just as wealthy. Gatsby’s dishonesty is ultimately a shallow one—try as he might, he just cannot fit in and win Daisy back.

Finally, we should consider the moral dimension—even though the wealthier socioeconomic classes enjoyed more lavish, luxurious lifestyles, Fitzgerald also argued that they were the most morally bankrupt. Money corrupted the wealthy to the point where they simply did not care about the lives of the poor, as seen in the Buchanans’ response to Myrtle’s death. Even Gatsby had to compromise his integrity and deal in shady business in order to get rich—he isn’t perfect either. Social stratification may look ostentatious and shiny on the outside, but the rich are actually portrayed as shallow and corrupt. 

A good essay on this novel will typically combine some of these dimensions and build a multilayered analysis. Stratification, love, wealth, morality—all of these big ideas can be broken down in terms of social, economic, cultural circumstances, so make sure to consider all angles when you write. 

Have a go at these prompts!

1. Nick is biased in his assessment of Gatsby—both of them are no better than the corrupt, wealthy Buchanans. Do you agree?

2. In The Great Gatsby, money is a stronger motivating factor than love. Do you agree?

3. Daisy Buchanan is more innocent than guilty—explore this statement with reference to at least 2 other characters. 

4. What does Fitzgerald say about happiness in The Great Gatsby?

5. Is money the true antagonist of The Great Gatsby?

6. The women of The Great Gatsby are all victims of a patriarchal society. To what extent do you agree? (Hint: are they all equally victimised?)

Challenge: According to Fitzgerald, what really lays underneath the façade of the Roaring 20s? Make reference to at least 2 symbols in The Great Gatsby. (Hint: façade = “an outward appearance that conceals a less pleasant reality” – think about things like colours, clothes, buildings etc.)

Resources

The Ultimate Guide to VCE Text Response

How To Write A Killer Text Response Study Guide

How to embed quotes in your essay like a boss

How to turn your Text Response essays from average to A+

5 Tips for a mic drop worthy essay conclusion

The Importance of the Introduction

Have a go at analysing it yourself first, then see how I've interpreted the article below! For a detailed guide on Language Analysis including how to prepare for your SAC and exam, check out our Ultimate Guide to VCE Language Analysis.

Information

Author: Professor Chris Lee

Type of article: Speech

Publisher: None

Date of publication: 25 – 27th October, 2010

Contention: We, as humans must consider our impact on biodiversity and take action to change our lifestyles before we damage the world beyond repair.

Number of article(s): 1

Number of image(s): 2

Source: VCAA website

Note: Persuasive techniques can be interpreted in many ways. The examples given below are not the single correct answer. Only a selected number of persuasive techniques have been identified in this guide.

Taking Stock Analysis

#1

Persuasive technique: Reputable Source

Example: ‘United Nations stated: “It is a celebration of life on earth and of the value of biodiversity in our lives. The world is invited to take action in 2010 to safeguard the variety of life on earth: biodiversity”.’

Analysis:  The use of a reputable source indicates that 1) the author has done his research and is therefore credible, 2) his opinion is supported by an expert group, thus strengthening his reasoning and opinion in regards to biodiversity.

#2

Persuasive technique: Rhetorical questions

Example: ‘Has this been a year of celebration of life on earth? Has this, in fact, been a year of action?’

Analysis: The use of rhetorical questions aims to portray to listeners that the answer is obvious, that humans have not done enough to help biodiversity. As a result, listeners are manipulated into agreeing with the author since if they were to refute the answer; it will appear as though they are nonsensical.

#3

Persuasive technique: Personal approach

Example: ‘It is with great pleasure – though not without a tinge of sadness’

Analysis: By introducing himself with ‘it is with great pleasure’, listeners are invited to reciprocate the feeling of welcome for Lee and hence be open to his opinion. His subsequent, ‘though not without a tinge of sadness’ suggests to listeners that he is disappointed with the current state of biodiversity, which may persuade listeners to feel as though they should help fix the situation.

#4

Persuasive technique: Statistics

Example: ‘35% of mangroves, 40% of forests and 50% of wetlands.’

Analysis: The incorporation of the apparently reliable and credible statistics testifies for Lee’s opinion and thus may persuade listeners to believe that it is indeed, ‘too late for [species]’.

#5

Persuasive technique: Appeal to sense of guilt

Example: ‘Due to our own thoughtless human actions, species are being lost at a rate that is estimated to be up to 100 times the natural rate of extinction.’

Analysis: Since the destruction of biodiversity is ‘due to our own thoughtless human actions’, Lee aims to incite a sense of guilt as listeners appear to be selfish, which may urge them to agree that they need to cease being inconsiderate and do more to improve biodiversity.

#6

Persuasive technique: Appeal to humanity

Example: ‘Reversing this negative trend is not only possible, but essential to human wellbeing.’

Analysis: The appeal to humanity, ‘essential to human wellbeing’ encourages listeners to support Lee since it is our instinctive for humans to nurture ourselves and others.

#7

Persuasive technique: Appeal to sense of pride

Example: ‘We are, in truth, the most educated generation of any to date. We have no excuse for inaction.’

Analysis: Through the appeal to a sense of pride, Lee aims to coax listeners into believing that they have ‘no excuse for inaction’ since only those who are ‘intelligent’ would understand and agree with his stance.

#8

Persuasive technique: Attack on the listener

Example: ‘YOUR country – actually done since 2002 to contribute to the achievement of our goals?’

Analysis: The attack aims to leave listeners in a state of vulnerability since it is clear that many have failed to ‘achieve…[the] goals’. Once in this state, listeners may be more inclined to accept Lee’s stance.

#9

Persuasive technique: Appeal for sympathy

Example: ‘Biodiversity loss undermines the food security, nutrition and health of the rural poor and even increases their vulnerability. ‘

Analysis:  Though the reference to ‘the rural poor,’ Lee aims to appeal to listeners’ sympathy and may invite support since it is instinctive to wish for the best for humanity, rather than to see the poor experience a lack of ‘food security, nutrition and health.’

#10

Persuasive technique: Appeal to pride

Example: ‘As leaders in the area of biodiversity’

Analysis:  The appeal to pride through positioning listeners as ‘leaders’ invites support since it is innate for humans to wish to be thought of as a person who is respected and powerful.

#11

Persuasive technique: Inclusive Language

Example: ‘we know what damage our lifestyle is doing to our world’

Analysis: The use of inclusive language aims to involve listeners with the issue, thus encouraging support since listeners may feel responsible for the future outcome of biodiversity.

#12

Persuasive technique: Appeal to sense of urgency

Example: ‘The time for talk is over: now, truly, is the time for serious action.

Analysis: By appealing to a sense of urgency, Lee aims to urge listeners to take responsibility since it appears as though the damage to biodiversity will be too late if we fail to take ‘serious action…now.’

Image 1

Persuasive technique: A sense of responsibility

Example: 2010 with outlines of nature

Analysis: The incorporation of a background of ‘2010’ with outlines of animals, plants and humans aims to demonstrate to listeners that earth is shared by all species, with none dominating another in an attempt to gain listeners’ sense of responsibility since they are part of the biodiversity issue, yet can also be the solution to the problem.

Persuasive technique: Pun

Example: ‘Taking Stock’

Analysis: The first meaning used for the pun suggests to listeners that they need to ‘take stock’ or in other words, scrutinise the dire situation of biodiversity in call for much needed attention to the issue. Through referring to the second meaning of ‘stock’ as animals, Lee intends to appeal to a sense of guilt since he projects the idea that humans are cruelly annihilating the environment by ‘taking’ whatever ‘stock’ for their own self-centered purposes.

Image 2

Persuasive technique: Appeal to responsibility

Example: ‘earth is in our hands’

Analysis: By placing the ‘earth…in our hands,’ Lee aims to urge a sense of responsibility on behalf of the listeners which in turn, may cause them to agree with the notion to take ‘serious action’ in the name of biodiversity.

Persuasive technique: Use of reputable source

Example: ‘Biodiversity is the greatest treasure we have . . . Its diminishment is to be prevented at all costs. Thomas Eisner’

Analysis: The reference to ecologist, Thomas Eisner attempts to persuade listeners to support Lee since experts in the field of biodiversity recommend that the earth needs to be cherished.

This month’s blog post will be short but it contains one extremely valuable point you should take away – especially if you’ll be writing imaginary pieces in the next few months. Creative essays are great because they offer interesting and unique stories; however, there is one common downfall that occurs in writing. Some students create pieces that are too straightforward. Rather than using vocabulary, imagery and symbolism to express a point, they simply write down a statement that sums up what they wish to say. Your aim is to invite the reader to experience the story through your words. This can be done through the character’s thoughts, feelings, actions etc. Thus the well-known phrase among writers, ‘Show, don’t tell’. Keeping this idea in mind turn you into a much more successful writer – and you’ll see the difference!

Example 1

Tell: Katie was very happy.

Show: Katie’s face lifted. Little wrinkles appeared around her bright eyes, her dimples made an appearance that dug into her cheeks as a big grin emerged to show her perfect teeth.

Example 2

Tell: She felt horrible for the weeping children.

Show: Guilt throbbed inside her as she stared at the weeping children. Her heart pounded against her chest, her hands trembling beside her still body, her brain screaming at her to do something.

Example 3

Tell: I was scared.

Show: I hear my breathing; heavy, and rapid. I shut my eyes tightly. I can feel goosebumps running up my arms and down my back.

To test whether or not you are ‘telling’ instead of ‘showing’, think about whether or not your sentence leaves room for questions. In Example 1, ‘Katie was very happy’ would leave the reader thinking – what thought or action showed that she was happy? Whereas ‘show’ demonstrated that she was happy without directly stating it.

The key is to go into the finer details of your story!