English & EAL

Lisa Tran

March 29, 2019

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Passage 1: Act 1 Scene 3

MACBETH

[Aside] Two truths are told,

As happy prologues to the swelling act

Of the imperial theme.--I thank you, gentlemen.

[Aside] This supernatural soliciting

Cannot be ill, cannot be good: if ill,

Why hath it given me earnest of success,

Commencing in a truth? I am thane of Cawdor:

If good, why do I yield to that suggestion

Whose horrid image doth unfix my hair

And make my seated heart knock at my ribs,

Against the use of nature? Present fears

Are less than horrible imaginings:

My thought, whose murder yet is but fantastical,

Shakes so my single state of man that function

Is smother'd in surmise, and nothing is

But what is not.

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Passage One from Act 1 Scene 3 takes place just after Macbeth has just been announced as Thane of Cawdor proving part of the Witches’ prophecy true “All hail Macbeth…Thane of Cawdor…/that shalt be king hereafter.” This part of the play is the first insight we have on Macbeth’s inner thoughts.

Macbeth’s firm and thoughtful tone in the opening alliteration “two truths are told” stresses how serious he takes the Witches’ predictions. Shakespeare presents this passage as a soliloquy in order to convey Macbeth’s true inner thoughts and motives. As this is Macbeth’s first soliloquy, it emphasises the strong possibility of Macbeth heading down a dark journey as he cannot forget the Witches’ predictions “(it) cannot be ill, cannot be good. If ill, / Why hath it given me earnest of success, Commencing in a truth?”

Shakespeare uses the metaphor of theatre for fate. The meta-theatrical reference, ‘as happy prologues to the swelling act’ makes the audience consider the action that will unfold in the following scenes through foreshadowing.

Macbeth feels that committing regicide will be a “supernatural soliciting”.The word “supernatural” demonstrates that Macbeth acknowledges that such an act is “against the use of nature.” It suggests that if Macbeth kills Duncan, he will forever be trapped in the supernatural world for his dishonourable action. The alliteration of “supernatural soliciting” sounds incredibly seductive, and therefore highlights Macbeth’s lust and thirst for the crown.

There is a physiological response to his unnerving thoughts as the ‘horrid image doth unfix my hair’ and ‘my seated heart knock at my ribs’, emphasising the horror of Macbeth has with himself at his thoughts.

The personification “my seated heart knock at my ribs” once again depicts the increasing fear that Macbeth experiences as his heart is not “seated” with its connotations of calmness and steadiness but “knock(ing)” which is associated with alarming fear.

As Macbeth struggles with his conscience and fears “my thought, whose murder yet is but fantastical,/ Shakes so my single state of man,” he is uncertain whether or not he should take the prophecy into his own hands and murder Duncan or, let time decide his fate “time and the hour runs through the roughest day”. The consonance ’s’, Shakes so my single state of man”..‍

The alliteration “smothered in surmise” demonstrates how Macbeth’s vivid imagination causes him to struggle with fear and hesitate undergoing the action that is foreseen by him as a “horrid image.” These mental images are of significance throughout the play as it is evident that Macbeth’ conscience results in him “seeing” a dagger and also Banquo’s ghost.

The antithesis “and nothing is,/ But what is not” is deliberately broken up into two lines to demonstrate the ambiguity of Macbeth’s thoughts and the confusion which evidently contributes to his overall fear. Macbeth’s actions become overpowered by his imagination until ‘nothing is but what is not’ or imagination carries more weight than action. The partial alliteration of ‘smother’d in surmise’ and the antithesis of ‘nothing is but what is not’ makes this notion seem again, particularly seductive to the audience. The word ‘smother’d’, with it’s connotations of oppression, further amplifies the notion and even suggests that Macbeth’s imagination takes the place of his will.

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September 18, 2021

English & EAL

After Darkness Essay Topic Breakdown

We’ve explored themes, literary devices and characters and development amongst other things over on our After Darkness by Christine Piper blog post. If you need a quick refresher or you’re new to studying this text, I highly recommend checking it out!

Here, we’ll be breaking down an After Darkness essay topic using LSG’s THINK and EXECUTE strategy, a technique to help you write better VCE essays. If you’re unfamiliar with this strategy, you can learn about it in our How To Write A Killer Text Response study guide.

Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:

Step 1: Analyse

Step 2: Brainstorm

Step 3: Create a Plan

Let’s get into it!

The Prompt:

‘While Ibaraki clearly suffers the consequences of his actions, it is those closest to him who pay the highest price. Discuss.’

THINK

Step 1: Analyse

This is a theme-based prompt, and the keywords are: suffer, consequence, actions and highest price. You want to explore both the evidence that supports the statement and also any evidence that may offer a contradiction to the statement.
From here you can find the definition of the keywords to help develop some questions to explore.

Step 2: Brainstorm

To suffer is to be affected by or subject to something unpleasant.

Is Ibaraki the only one who suffers? Who else suffers?
Kayoko, Johnny, Stan, Sister Bernice.
How do characters deal with their suffering differently?
Kayoko and Sister Bernice abandon their relationships with Ibaraki, Johnny becomes agitated and spiteful, Stan becomes depressed.

A consequence is a result of an action.

Are the consequences negative or positive?
Johnny being outspoken in the internment camp angers the traditionalist Japanese, but creates a sense of kinship amongst the half-blood Japanese.
Can characters overcome these consequences or learn from them?
Ibaraki eventually learns from his mistakes and grows as a result.

An action is the process of doing something, typically to achieve an aim.

Is it Ibaraki’s actions, or lack thereof that lead to consequences?
It is often his silence and obedience that cause trouble. For example, not telling Kayoko about his work leads to the failure of their marriage.
Is it only Ibaraki who makes mistakes?
Sister Bernice ignores her religion to confess her love for Ibaraki.
What are the factors that cause the characters to act in the way that they do?
Ibaraki’s guilt and fear of authority and judgement prevent him from speaking up on multiple occasions.

Highest price refers to Ibaraki’s suffering being above all else.

Is this true?
Ibaraki loses his dignity, his friends, his wife, his unborn child, his family, his job and his freedom. However, he does partially regain these.
Who suffers the most?
Kayoko has a miscarriage and her marriage to Ibaraki fails. Stan is assaulted by other internees and is eventually killed by a guard. Johnny becomes an outcast in his community and is bullied by other internees.

At this point, you can begin to group your ideas and evidence from the text to support your claims.

Throughout the novel, Piper uses a variety of literary devices including dialogue, simile and foreshadowing to convey her message of every action having a consequence. The most prominent of these is her use of imagery and metaphor which she uses to illustrate Ibaraki’s guilt and the way it impacts his actions. However, the story is not only centred around Ibaraki. Piper also highlights that people will often face consequences no matter what decision they make. She does this through her use of foil characters (characters who are used to highlight a particular trait in another character). For example, Ibaraki’s fear and obedience are emphasised by the courage of Kayoko and Johnny Chang. These characters, alongside Ibaraki, face suffering as a result of their actions.

From these ideas, the main themes I am going to explore are what factors affect the character’s actions, and how the consequences of these actions can lead to negative, but also positive change.

Step 3: Create a Plan

Paragraph 1:

Whilst the novel centres around Ibaraki’s actions and their consequences, he is not the only character that makes mistakes and is forced to face the repercussions.

Paragraph 2:

It is not necessarily Ibaraki’s actions, but lack of action that often results in the suffering of those around him. Consider the reasons for his lack of action: his blind devotion to authority, his fear of judgement, his ongoing guilt and regret from previous situations.
Ibaraki’s lack of action acts as a perpetuating factor for the suffering of those closest to him, but it is not the only factor.

Paragraph 3:

Ibaraki may pay the highest price for his actions. The structure of the storyline to include a chapter from Ibaraki’s perspective years later indicates that these consequences have ultimately led to positive change.

EXECUTE

Now it is time to write the essay!

Set during the Pacific War, Christine Piper’s After Darkness explores the difficulties and misfortunes many face during wartime. Depicting the rise and fall of Japan’s war efforts (1), After Darkness highlights that all actions have consequences of varying severity, particularly those of protagonist Dr Ibaraki Tomokazu. Throughout the novel, Ibaraki’s lack of action perpetuates the suffering of those closest to him, however, this is shown to be one of many factors and often initiates positive change within him, allowing his character to develop. Fundamentally, After Darkness highlights that change can only occur if people face the repercussions of their actions. (2)

Annotations
(1) In the introduction, it is important to introduce the text with context. As After Darkness is predominantly set in 1942 during wartime in both Japan and Australia, it is important to include this in the introduction in order to explore the essay topic with a complete understanding.

(2) Another key part of the introduction is to briefly introduce the topics you will discuss throughout the essay.

Throughout the novel, Piper emphasises the idea that all actions have consequences, however, this idea is not limited to Ibaraki. Across the three novel strands, protagonist Dr Tomokazu Ibaraki’s suffering as a result of his mistakes is depicted through both his internal and external dialogue. Ibaraki makes many significant mistakes throughout his lifetime, one of these being his failure to perform a dissection of a child when working at Unit 731. Despite ‘not [being] [him]self’ (3) when asked to perform the operation, Ibaraki is promptly fired. His termination of employment is not the only consequence of his failure, as shame continues to take over his confidence. This is illustrated when he was ‘unable to go on’ during an operation in Broome, despite being in a completely different scenario. Through Ibaraki’s flashback of ‘Black dots on a child’s belly’, Piper indicates the torment and lasting effects of consequences on an individual (4). Whilst the novel centres around his mistakes, it is revealed that Ibaraki is not the only character who is forced to face the repercussions of their actions. Despite acting as foils for Ibaraki and presenting many different qualities, Australian internees Johnny Chang and Stan Suzuki also struggle immensely to overcome the results of their behaviours. Johnny Chang’s outspoken nature is often shown to cause disruption among the camp, for example, labelling the imperialist Japanese as ‘emperor worshipping pig’s.’ In standing for his beliefs, Johnny creates a tense division within groups, leading to the half Australian internees being treated like ‘outcasts’. Conversely, Stan’s introverted behaviour results in his eventual death (5). Piper’s contention that all actions have consequences is arguably enforced strongly through Stan’s death, as it results from the failure of many characters to act. Ibaraki’s inability to open up, Johnny’s selfishness and Stan’s loss of self are inevitably all factors leading to his eventual demise. This is ultimately reinforced when Johnny states ‘It should’ve been me Doc’, indicating he has finally realised his role in the tragedy.

Annotations
(3) In order to embed quotes, words, prefixes and suffixes can be added to ensure the sentence flows correctly. However, you must indicate that you have edited the quote by placing your changes in square brackets. Here, the original quote was ‘not myself’ but it has been changed to fit the sentence.

(4) Whilst it is important to include quotes, it is even more important that you analyse how the author uses the quote to convey a message. In this case, the example of one of Ibaraki’s many flashbacks is used to bear Piper’s belief that one cannot escape the repercussions of their actions.

(5) Comparison is a powerful way of exploring the author’s ideas throughout the text. Here, Johnny’s outspoken nature is contrasted with Stan’s ‘introverted behaviour’, yet both concede repercussions. This supports the idea that all actions have consequences, no matter their nature.

Ibaraki’s lack of action acts as a perpetuating factor for the suffering of those closest to him, however, it is not the only factor. After Darkness shows the faults in many of Ibaraki’s actions, suggesting his mistakes lead to the misfortunes of many of those around him but this is only partially true. Stan Suzuki’s death is a pivotal moment in the novel where Ibaraki begins to truly express his emotions and open up about the pain he feels (6). Ibaraki realises that he ‘could have done something’ when opening up to the investigators of Stan’s death, leading to the conclusion that Ibaraki is to blame. Piper illustrates that suffering results as a combination of factors through the later revelations of Johnny’s escape attempt and the instability of the ‘trigger-happy’ guard who shot Stan. This idea is reinforced through the breakdowns of Ibaraki’s close relationships with Kayoko and Sister Bernice. Whilst Ibaraki’s emotionally distant nature catalysed the loss of these significant relationships, it was not the only factor. Both Kayoko and Sister Bernice are structured with similar characteristics in the novel, one being their confidence and strength in their beliefs. Nevertheless, both women lack this characteristic when it comes to their relationship with Ibaraki (7). Ibaraki admits his separation from Kayoko is his ‘greatest regret’, and whilst the first-person perspective does not give an insight into Kayoko’s side, she is shown to lack her usual self-assuredness. Similarly, Ibaraki’s allowance of ‘silence [to] stretch between…’ him and Sister Bernice is hurtful and a failure on his behalf, yet she still willingly confesses her feelings, aware of the risks involved. This is evident when ‘her eyes dart away from [his]’, implying she is ashamed of her statement as it contradicts her religion and the terms of their work relationship and friendship. This results in an abrupt end to their friendship as the embarrassment of the repercussions of her actions overwhelm Sister Bernice. Whilst the series of mistakes that Ibaraki makes throughout the novel show that his actions cause grief for both him and the people around him, they also highlight that the misfortune of others is not always the fault of one individual.

Annotations
(6) Referring to specific events in the text is extremely useful to support your ideas and claims. However, it is important that you avoid over-explaining the event, as this will lead to you retelling, rather than analysing the text. See How To Avoid Retelling the Story for more tips.

(7) An often-overlooked literary device is the use of foils. A foil is a character that is used to highlight a particular trait in another character, often a flaw. In this case, Piper uses the similarities between Kayoko and Sister Bernice, and the ultimate failure of their relationships. This highlights Ibaraki’s repetition of his mistakes, which we can attribute to his ongoing guilt.

Ibaraki ultimately pays the highest price for his actions; although this is shown to result in positive change. Through her descriptions of Australia and Japan, Piper uses the juxtaposition of light and dark imagery to illustrate how suffering can lead to learning and growth. Facing racism in Broome when labelled as a ‘Bloody Jap…’, trauma from his experiences in Unit 731 and hardship during his internment at Loveday, Ibaraki is constantly a victim of circumstance. Even so, the pressures and torment of these events force him to seek the support of others. The colourful descriptions of the ‘pink spur of land crested with green’ foreshadow the positive change to come for Ibaraki (8). This becomes evident when Ibaraki finally opens up to Stan in the infirmary about his separation from Kayoko. Ibaraki’s development as a character continues as he learns to trust despite the unfair circumstances of being interned. Although memories of trees haunting the river’s edge ‘like lost people’ and the bark of red trees appearing ‘like blistered skin’ continue to plague Ibaraki’s conscience, they force him to confront his past and in turn begin to heal. Through the retrospective novel, Piper describes Japan as where ‘darkness crowded the corners’ and Ibaraki worked ‘in the basement’, indicating his misguided obedience and attachment to silence. This not only illustrates (9) Ibaraki’s trauma, but emphasises his drastic development through his experiences. The importance of the consequences Ibaraki has faced throughout his lifetime are reinforced in the final pages of the novel after he reads Sister Bernice’s letter and has an epiphany. The discovery that he had ‘clung to the ideal of discretion’ creates a sense of hope for Ibaraki’s future and emphasises his newfound understanding of life through the consequences he has faced. (10)

Annotations
(8) Ensure you don’t just randomly place quotes throughout the essay, but instead, analyse them to give them meaning. An easy way to do this is by including the quote, its connotations and what emotions or ideas they provoke, followed by why the author has used it. In this case, the quote was the ‘pink spur of land crested with green.’ Its connotations were positive such as colour, happiness, and hope. These connotations were used to foreshadow positive change.

(9) Using a variety of vocabulary such as ‘illustrates’, ‘explores’ and ‘demonstrates’ shows that you are not only identifying what the author is doing but that you understand how and why they have done it in this way. This is ultimately the goal of a text response essay.

(10) It is important to ensure the flow of your essay to show sophistication in your writing. It is not only the ideas you have, but the way in which you convey and explain them that ultimately indicates your understanding of the text. A simple way to do this is to use a summary sentence at the end of each topic that subscribes to the idea and links to the previous or following paragraph.

Essentially After Darkness highlights the necessity of facing consequences for our actions to promote learning and growth. Whilst Ibaraki and many other characters suffered as a result of their behaviour, Piper asserts that Ibaraki is not the overall perpetrator but ultimately pays the highest price of all. (11)

Annotations
(11) Just like the introduction, the conclusion is a brief summary of the discussion topics throughout your text response. Most importantly, after exploring all of the evidence you must form a stance in relation to the essay topic. Many students believe that this needs to be a simple and definite yes or no, which is not the case. Instead, I have suggested that Ibaraki is not the only one to blame for other character’s suffering, but that ultimately, he paid the highest price. Check out 5 Tips for a Mic-Drop Worthy Essay Conclusion if you need more help finishing your essay off with a bang!

If you found this essay breakdown helpful, then you might want to check out our After Darkness Study Guide which includes 5 A+ sample essays with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so you reach your English goals!

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After Darkness 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.

December 1, 2020

English & EAL

The Complete Maus by Art Spiegelman

Yii-Huei Phang

‍The Complete Maus by Art Spiegelman 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
Themes
Analysing Techniques in Visual Texts

1. Introduction

The Complete Maus is a graphic novel that depicts the story of Vladek Spiegelman, a Polish Jewish Holocaust survivor who experienced living in the ghettos and concentration camps during the Nazi regime. Vladek’s son, Art has transformed his story into a comic book through his interviews and encounters which interweaves with Art’s own struggles as the son of a Holocaust survivor, as well as the complex and difficult relationship with his father.

2. Themes

Survival

Survival is a key theme that is explored during Vladek’s experience in concentration camps and his post-Holocaust life.

For example, Vladek reflects that “You have to struggle for life” and a means of survival was through learning to be resourceful at the concentration camps.

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Resourcefulness is depicted through the physical items Vladek keeps or acquires, as well as through Vladek’s skills. For example, Vladek explains to Art that he was able to exploit his work constantly through undertaking the roles of a translator and a shoemaker in order to access extra food and clothing by being specially treated by the Polish Kapo.

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He even wins over Anja’s Kapo to ensure that she would be treated well by not being forced to carry heavy objects. Vladek’s constant recounts and reflections symbolise survival, as Vladek was willing and able to use his skill set to navigate through the camp’s work system.

During the concentration camps, food and clothes also became a currency due to its scarcity and Vladek was insistent on being frugal and resourceful, which meant that he was able to buy Anja’s release from the Birkenau camp.

‍Guilt

Although survival is a key theme, the graphic novel explores how Holocaust survivors in The Complete Maus grapple with their deep psychological scars.

Many of those who survived the war suffered from depression and was burdened with ‘survivor’s guilt’. This can be seen through the character of Art’s mother, Anja, as 20 years after surviving the death camps, she commits suicide. After having lost so many of her friends, and families, she struggled to find a reason as to why she survived but others didn’t. Throughout the graphic novel, her depression is apparent. In a close-up shot, Anja appears harrowed and says that “I just don’t want to live”, lying on a striped sofa to convey a feeling of hopelessness as if she was in prison. Her ears are additionally drawn as drooped, with her hands positioned as if she was in prison in the context is that she must go to a sanatorium for her depression.

It is not only Anja’s guilt that is depicted, but also Art himself who feels partly responsible. Art feels that people think it is his fault as he says that “They think it’s MY fault!” and in one panel, Art is depicted behind bars and that “[He] has committed the perfect crime“ to illustrate that he feels a sense of guilt in that he never really was the perfect son. He believes he is partly responsible for her death, due to him neglecting their relationship. Spiegelman also gives insight to readers of a memory of his mother where she asks if he still loves her, he responds with a dismissive ‘sure’ which is a painful reminder of this disregard.

Intergenerational Gap

Art constantly ponders how he is supposed to “make any sense out of Auschwitz’ if he “can’t even make any sense out of [his] relationship with [his] father”. As a child of Jewish refugees, Art has not had the same first-hand horrific experiences as his parents and in many instances struggles to relate to Vladek’s stubborn and resourceful tendencies. Art reflects on this whilst talking to Mala about when he would not finish everything his mother served, he would “argue til I ran to my room crying”. This emphasises how he didn’t understand wastage or frugality even from a very young age, unlike Vladek.

Spiegelman also conveys to readers his sense of frustration with Vladek where he feels like he is being treated like a child, not as an adult. For example, Art is shocked that Vladek would throw out one of Art’s coats and instead buy a new coat, despite Vladek’s hoarding because he is reluctant and feels shameful to let his son wear his “old shabby coat”. This act could be conveyed to readers that Vladek is trying to give Art a life he never had and is reluctant to let his son wear clothes that are ‘inappropriate’ in his eyes. However, from Art’s perspective, he “just can’t believe it” and does not comprehend his behaviour.

Since we're talking about themes, we've broken down a theme-based essay prompt (one of five types of essay prompts) for you in this video:

3. Analysing Techniques in Visual Texts

The Complete Maus is a graphic novel that may seem daunting to analyse compared to a traditional novel. However, with countless panels throughout the book, you have the freedom to interpret certain visuals so long as you give reasoning and justification, guiding the teacher or examiner on what you think these visuals mean. Here are some suggested tips:

Focus on the Depiction of Characters

Spiegelman may have purposely drawn the eyes of the Jewish mice as visible in contrast to the unapparent eyes of the Nazis to humanise and dehumanise characters. By allowing readers to see the eyes of Jewish mice, readers can see the expressions and feelings of the character such as anger and determination. Effectively, we can see them as human characters through their eyes. The Nazis’ eyes, on the other hand, are shaded by their helmets to signify how their humanity has been corrupted by the role they fulfill in the Holocaust.

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When the readers see their eyes, they appear sinister, with little slits of light. By analysing the depictions and expressions of characters, readers can deduce how these characters are intended to be seen.

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Look at the Background in Each Panel

Throughout the graphic novel, symbols of the Holocaust appear consistently in the background. In one panel, Art’s parents, Anja and Vladek have nowhere to go, a large Swastika looms over them to represent that their lives were dominated by the Holocaust.

Even in Art’s life, a panel depicts him as working on his desk with dead bodies surrounding him and piling up to convey to the reader that the Holocaust still haunts him to this day, and feels a sense of guilt at achieving fame and success at their expense.

Thus, the constant representation of symbols from the Holocaust in Spiegelman’s life and his parents’ past in the panels’ background highlights how inescapable the Holocaust is emotionally and psychologically.

Size of Panels

Some of the panels in the graphic novel are of different sizes which Spiegelman may have intended to emphasise the significance of certain turning points, crises or feelings. For example, on page 34, there is a disproportionate panel of Vladek and Anja passing a town, seeing the first signs of the Nazi regime compared to the following panels. All the mice seem curious and concerned, peering at the Nazi flag behind them. This panel is significant as it marks the beginning of a tragic regime that would dominate for the rest of their lives.

You should also pay close attention to how some panels have a tendency to overlap with each other which could suggest a link between events, words or feelings.

Although not specifically targeted at Text Response, 10 Things to Look for in Cartoons is definitely worth a read for any student studying a graphic novel!

November 29, 2020

English & EAL

William Wordsworth: Poems Selected by Seamus Heaney

Introduction to William Wordsworth and Romanticism
Key Features of Romantic Poetry
Poetic Analysis Examples

1. Introduction to William Wordsworth and Romanticism

William Wordsworth was a British poet and primary co-founder of the Romantic literary movement. He strongly believed that the poetry of the nineteenth century was much too fast-paced and too mindless to be able to evoke a meaningful message to the reader. Contending that ‘all good poetry is the spontaneous overflow of powerful feeling,’ he wished to pioneer Romanticism to create a genre of poetry that reminded the reader of the very essence of humanity.

As such, Wordsworth and fellow poet Samuel Taylor Coleridge founded a new style of poetry through their co-written 1798 Lyrical Ballads, a collection of poetry which attempted to unite the human condition with the tranquility of nature.

As a resident of England’s picturesque Lake District, Wordsworth enjoyed becoming one with nature by wandering through the neighbouring hills, moors and lakeside views, while mentally composing poems inspired by its glorious elements.

William Wordsworth: Poems Selected by Seamus Heaney 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.

2. Key Features of Romantic Poetry

Nature

The Romantic movement of poetry was founded during the Industrial Revolution, a period in which people were growing farther from the serene comfort of nature and closer towards modern mechanisation and mass manufacturing. As such, a primary characteristic of Romantic poetry is nature, as poets attempted to remind humanity of its meditative respite, and the comfort it could provide in the backdrop of the pollution that accompanied the growing industrialisation of England.

Wordsworth was a pantheist and believed that God was within every aspect of the natural world. In addition to this, he categorised himself as an ardent ‘worshipper of nature’. Thus, much of his poetry explores nature in a sacred and religious sense, presenting goodness and naturalness as synonymous - aptly displaying his belief of nature as a living, divine entity that could only to be ignored at humankind’s peril.

Emotionalism

Romantic poetry subdues reason, intellect and the scientific truth in order to place more focus on the ‘truth of the imagination’. As a result of the harsh rigidity and rationality of the Enlightenment era, all human sentiments, from melancholiness to hopefulness, were celebrated by Romantics as important instruments in poetry to remind the common people of sentimentality in a modern and intransigent era.

As Romantics believed that these feelings allowed one to look deeper into one’s self, the theme of powerful emotions constructs the very essence of Romantic poetic poetry. As a result of this, rather than placing much importance on sense or sensibility, much of Wordsworth’s poems scrutinise his own effusion of feelings and the universal truths that these help him discover, speaking as the characteristic Romantic poet occupying a sentimental place of alienation.

Rebellion and Individualism

The Industrial Revolution oversaw the creation of distinct class differences between the extremely wealthy class of businessmen, and financially struggling workers and entrepreneurs. Poets, like all other artists, were forced to become increasingly independent and needed to rely on their unique vision and style in order to succeed in their gradually declining line of work. The Romantics subsequently began to view themselves as heroes who challenged and overcame the social challenges that arose; as champions of independence and self-awareness. As such, Romantic poetry often features characters or symbols of valiant heroism, as the poet acts as a visionary figure in his work, like a prophet telling of poetic self-awareness.

The Sublime

In accordance with their celebration of human emotions, Romantics also became fascinated with the literary conception of ‘the sublime’, a mental state that Classical authors such as Longinus defined as ‘physical, moral, intellectual, metaphysical, aesthetic, spiritual, or artistic greatness’ that is of such magnificence that it cannot be measured.

The Romantics explored these extraordinary experiences in their poetry, describing the power of such sublime experiences on one’s senses, mind and imagination. Wordsworth expressed in his essay that a sublime experience is what occurs when one’s mind attempts to attain ‘something towards which it can make approaches but which it is incapable of attaining’. For example, his biographical poem, The Prelude recounts his ascent of Mount Snowdon and the sublime emotions he experiences as a result of its powerful atmosphere.

Many have viewed Wordsworth’s view of the sublime as the Romantic standard, as his poetry focuses equally on both the alluring and devastating aspects of such sublime experiences. His work focuses on the intertwined pleasure and terror that is generated as a result of such experiences, and how either end of the spectrum is ultimately beautiful and inspiring.

Context is really important when engaging with a text in VCE English, so be sure to read Context and Authorial Intention in VCE English.

3. Poetic Analysis Examples

Example Passage 1

Books! 'tis a dull and endless strife:
Come, hear the woodland linnet,
How sweet his music! on my life,
There's more of wisdom in it.

And hark! how blithe the throstle sings!
He, too, is no mean preacher:
Come forth into the light of things,
Let Nature be your teacher.

This passage, taken from Wordsworth’s Tables Turned; An Evening Scene on the Same Subject, is a primary example of a poem displaying the Romantics’ propensity and reverence for the natural landscape.

Thematic Analysis

The speaker of the poem contrasts the ‘endless strife’ of book-learning to the spontaneous and liberal method of learning through interacting with nature. The description of the ‘woodland [linnet’s]’ song as ‘sweet’ music evokes an image of heavenly bliss associated with the charms hidden within nature. That ‘there’s more of wisdom in’ such nature works in tandem with this, as the speaker asserts that the natural landscape is able to teach a lesson of a magnificence incomparable to the monotony of the ‘dull’ studying thorough book-learning.

The speaker’s evocation of ‘blithe’ emotions through sound is continued in the second stanza, in which ‘the throstle’ delivers another divine ‘song’ in an attempt to entice the reader. The speaker furthers his advocation for natural learning through a condemnation of route learning, as he attacks teachers of such as ‘mean preachers’. The directly following use of a pun emphasises this contrast, as the ‘light of things’ symbolises both the enlightenment that will accompany nature’s teaching, as well as the literal ‘light’ of nature underneath the sun.

The final line of the passage summarises the speaker’s persuasion aptly, as the phrase, ‘let nature be your teacher’, rings similar to a passage which can be found in the Bible; the speaker thus implies that the natural world is the all-superior entity and source of knowledge that one should take lessons from.

Stylistic Analysis

The rhyme and the rhythmic beat of the poem give it a sound comparable to a nursery-rhyme. This works in tandem with the Romantic viewpoint that great poetic language should be simple, accessible and conversational; as understandable to the common people as a nursery rhyme is to a child. This similarity also works in accordance with the authorial message of the poem, that nature should be a universal ‘teacher’, as nursery rhymes are often employed as enjoyable sing-songs that educate children on a moral level. As such, Wordsworth here strengthens his viewpoint through his poetic words; that nature should be a mentor to all.

Example Passage 2

‍For thou art with me here upon the banks
Of this fair river; thou my dearest Friend,
My dear, dear Friend; and in thy voice I catch
The language of my former heart, and read
My former pleasures in the shooting lights
Of thy wild eyes. Oh! yet a little while
May I behold in thee what I was once,
My dear, dear Sister! and this prayer I make,
Knowing that Nature never did betray
The heart that loved her; 'tis her privilege,
Through all the years of this our life, to lead
From joy to joy…
Therefore let the moon
Shine on thee in thy solitary walk;
And let the misty mountain-winds be free
To blow against thee: and, in after years,
When these wild ecstasies shall be matured
Into a sober pleasure; when thy mind
Shall be a mansion for all lovely forms,
Thy memory be as a dwelling-place
For all sweet sounds and harmonies; oh! then,
If solitude, or fear, or pain, or grief,
Should be thy portion, with what healing thoughts
Of tender joy wilt thou remember me,
And these my exhortations! Nor, perchance—
If I should be where I no more can hear
Thy voice, nor catch from thy wild eyes these gleams
Of past existence—wilt thou then forget
That on the banks of this delightful stream
We stood together; and that I, so long
A worshipper of Nature, hither came
Unwearied in that service: rather say
With warmer love—oh! with far deeper zeal
Of holier love. Nor wilt thou then forget,
That after many wanderings, many years
Of absence, these steep woods and lofty cliffs,
And this green pastoral landscape, were to me
More dear, both for themselves and for thy sake!

This passage is taken from the final section from Lines Composed a Few Miles above Tintern Abbey, a critical work in Wordsworth’s poetic career. Tracing the growth of his mind in different periods of time, the poem is a condensed, spiritual autobiography of Wordsworth himself as it views his younger self from the perspective of his older self, weighing the sense of ‘loss’ suffered against the belief that the years have brought him ‘abundant recompense’.

Thematic Analysis

After recalling his experiences with nature over his formative and adult years, the speaker now addresses his younger sister Dorothy, as he gives her heartfelt advice about what he has learnt. Here, Dorothy becomes a ghost of his former self, as he hears ‘the language of his former heart’ when she speaks and perceives his ‘former pleasure’ in the ‘soothing lights of [her] wild eyes’.

The speaker depicts his loyalty to nature and its reflective loyalty to him, by the expression that ‘nature never did betray [his] heart’ that loves Dorothy, and this is the reason they have been living from ‘joy to joy’, lending nature a role of salvation.

The speaker then directly addresses the moon as a kind of separate entity, in order to ask it to bless his sister by shining on her ‘solitary walk’, so that when she is an adult her mind may become a ‘mansion for all lovely forms’. This is an ode to the harshness of the society at the time, in which the privileged businessmen and factory owners possessed a monopoly over British wealth, and accompanying prejudices clouded social judgement. As such, the speaker expresses his desires for his beloved sister to be exempt from such hardship that he was once subjected to, so that she can enjoy ‘sweet sounds and memories’ without experiencing the vexations of an unrelenting human society.

The conclusion of the poem is cyclic, as it takes the speaker back to the ‘green pastoral landscape’ of the beginning of his meditations. This symbolises the omnipresent timelessness of nature. As the speaker muses upon his ‘past existence’, he wishes to convey his own reverence for nature to his beloved sister, as he expresses that she will not forget the ‘steep woods and lofty cliffs’ upon which he first understood and respected nature.

Stylistic Analysis

The language utilised in this poem is lucid and natural, characteristic of Romantic poetry. The simplicity of the words chosen by Wordsworth effectively communicate the honesty of his own emotions towards nature. The elevated blank verse structure furthers this simplicity, as its familiar and easy tone is like that of a comfortable heartbeat or pulse that runs throughout one’s body in a serene state of mind.

Ultimately, the unconstrained and liberating tone of the poem, in accordance with its free blank verse structure emphasises Wordsworth’s belief that nature is within our very selves. Just as the poem runs smoothly and continuously, akin to a human pulse, Wordsworth suggests that nature too runs within everyone as an incessant heartbeat, necessary in order to experience a ‘warmer’ and ‘holier’ love for this universe.

Want more?

We've got you! Over on this blog, we share with you a complete A+ Wordsworth essay, including annotations and a full breakdown of the prompt so you can see the exact thought process behind this A+ essay.

March 14, 2019

English & EAL

How to write a Rear Window film analysis

How can the context of a film be utilised to add complexity to an analysis?

Writing a film analysis can be daunting in comparison to analysing a written text. The task of dissecting a motion picture consisting of dialogue, camera shots and dialogic sound is challenging, but an understanding of a film’s social, cultural and political background can elevate your analysis from standard to spectacular. Thus, before analysing Alfred Hitchcock’s 1954 thriller ‘Rear Window’, it is important to consider its cultural, political and social context:

Cultural Context

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The Greenwich Village setting of ‘Rear Window’ is located in Lower West Manhattan, New York, and was known as America’s ‘bohemian capital’ during the 1950s, in which avant-garde artists freely explored unconventional lifestyles.
Hitchcock’s decision to use Greenwich Village as the backdrop of the film links its image of human suffering to the failed vision of American progressivist culture.
Despite acting as the main location of progressive culture, such as the beginning of the international gay rights movement, Greenwich Village was also the setting for the broken dreams of its eclectic residents.
This cyclical nature of hope and defeat can be observed in the film, as the audience can perceive the frustrated songwriter destroying his latest work, and Miss Lonely hearts desperately seeking true love in the seedy bars and gloomy alleyways of the ‘bohemian heaven’.
Additionally, it is this social radicalism of Jeff’s neighbours that provides the basis for his voyeuristic habits; by portraying their individual eccentricities though their respective apartment windows, Hitchcock offers to Jeff a range of human peculiarities, which he eagerly observes through his ‘portable keyhole’.

Political Context

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‘Rear Window’ encapsulates the rampant Mccarthyism, and subsequent suspicion, at the time of its release in 1954.
The fear of Communist influence in the USA led to heightened political repression from the government, and Americans could only prove their loyalty to the country only by offering others’ names to the government.
As such, Jeff’s insubstantial speculation about Thorwald murdering his bedridden wife is disturbingly reflective of the social strife in 1950s America, as thousands accused their neighbours for treason or subversion without concrete evidence.
Along with heightened political surveillance followed the allure of voyeurism; just as Jeff is contained to his wheelchair, and can merely gaze through his rear window into his wider world - the courtyard, so were Americans during the Cold War; expected to only ‘gaze’, and leave all the ‘involvement and engagement to the politicians’.

Social Context

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The suburban setting of‘Rear Window’ reinforces the sense of confinement and suspicion rampant during the 1950s.
After WWII ended in 1952, millions of US soldiers returned to a multitude of suburban homes built using mass production techniques, all overwhelmingly close to another. The Greenwich Village of ‘Rear Window’ is an example of one of these suburbs.
The crowded Greenwich Village apartment complex of the film acts as an effective narrative device, as Hitchcock employs the physical proximity of the apartments to reinforce the overwhelming sense of voyeurism and paranoia amongst neighbours.

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How to Analyse a Scene

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The Film’s Opening Sequence:

As the blinds roll up to reveal the apartment complex, a medium shot of the wide-open windows of each apartment immediately convey to the audience an environment of an uncomfortable openness. However, despite this, the separation of each apartment by brick walls as a separate entity on its own serves as a symbol of the widespread suspicion characteristic of the McCarthyian era. Within the frame of the main window, the windows of each apartment act as mini frames within the big frame, multiplying the sense of voyeurism present in the shot.

Although seemingly insignificant, the brown tabby cat that runs across the steps of Greenwich Village represents freedom and individual autonomy, later comparable to the character of Lisa in the film. The compounding sense of surveillance during the 1950s add more meaning to the freedom symbolised by the cat, which can then be contrasted to the suppressed independence of the protagonist, who is seen invalid in a wheelchair in the next shot:

By this extreme close-up shot of Jeff sleeping in his wheelchair during the opening sequence, Hitchcock immediately places the viewer in an uncomfortable position as the original and ultimate voyeur, surpassing the intimate boundaries of the protagonist. The camera’s focus on the beads of sweat on Jeff’s forehead signify the intense heat of summer in Greenwich Village, confirmed by the following close up shot of 94F on the thermometer:

The stifling temperature of the season foreshadows imminent tension about to unfold in the film, as does the following close-up shot:

The slow panning from Jeff’s head to his broken left leg in a cast, in tandem with the ominous, epitaph-like words, ‘Here lie the broken bones of L.B Jefferies’, increase the impending sense of tragedy.

Jeff’s profession as a photographer becomes gradually more evident, as the camera slowly pans from focusing on Jeff’s injury to around his room. This close shot of a destroyed, seemingly irreparable camera, literally reflects the cyclic nature of broken dreams characteristic of Greenwich Village, and also signifies that Jeff too has been hurt (literally) by radical pursuits in his progression. It is important to note that Jeff’s room is plain and lacks any decorative sophistication, establishing his character as a simple, ‘everyday’ American man.

The only things adorning Jeff’s small room are his many photographs, all taken by himself. Despite varying in size and setting, they all share a single point of similarity; they all focus on sights of destruction, such as the race car crash or the remains of a volcanic eruption. The framed nature of these photographs signify Jeff’s appreciation for tragic devastation, establishing further doom in the film by lending a darker note to his voyeuristic tendencies.

The last photograph the camera focuses on in the opening sequence is the picture taken by Jeff of an elegant woman, who bears a striking resemblance to Lisa.

This image of ‘Lisa’ in the negative literally symbolises Jeff’s negative perception of his girlfriend Lisa at the beginning of the film. In contrast, the following shot of ‘Lisa’ in the ‘positive’ foreshadows the development of the film, as he begins to perceive Lisa as a possible life partner:

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Updated 24/12/2020

Ransom 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.

Characters
Themes
Symbols
Plot, Analysis, Important Passages and Quotes

1. Characters

Priam

Priam is an elderly king of Troy. As a child, his sister Hesione saved him from slavery, and had his named changed from Podarces to Priam, the name meaning ‘the ransomed one’ or ‘the price paid'. After the death of his son Hector, Priam envisions himself in plain clothing, riding a plain cart to Achilles who is effectively holding Hector ransom. His vision is the catalyst for the novel’s events, for his journey is one of learning and self-development. Though the royal family is doubtful of his plan to save Hector, Priam is resolute and insists that he needs to try his best to confront Achilles as a father, rather than as king. After many decades as king of Troy, Priam is determined to reinvent how he will be remembered; as a king who performed an extraordinary act of heroism in order to save his beloved son.

Achilles

Achilles is known as the greatest warrior of the Greeks. The death of Patroclus, his closest companion and hinted lover, drives Achilles to insanity. Hector murdered Patroclus and, as a result, Achilles takes revenge by killing Hector. He then drags Hector’s dead body along the walls of Troy for the next 11 days. Achilles loses his sense of humanity as he is possessed by his rage, hatred and grief.

Somax

Somax is representative of the ‘common man’ in Ransom. He is chosen to escort Priam to Achilles. His simple and plain presence is contrasted with Priam’s royal status. He often engages in useless chatter and performs daily activities in a way that is foreign to the king. Although Somax is far from royalty, his great deal of affection for his daughter-in-law and granddaughter teaches Priam about love, family and life.

Beauty

Beauty is Somax’s favourite mule. She accompanies Priam and Somax on their journey to the Greek camp where Achilles resides.

Shock

Somax’s other mule who carries the cart to Achilles’ camp.

Hecuba

Hecuba is Priam’s beloved wife and mother of Hector. She is initially uncertain of Priam’s vision to save Hector. However, after hearing Priam’s sentimental reasons, she shows support and urges him to first share his plan with their family and the kingdom’s council before he departs.

Hector

Hector is Priam’s son and also the leader of the Trojan army. He is kind, brave and noble without any cruel intentions, unlike his rival Achilles. During a battle between the Trojans and the Greeks, Hector kills Patroclus. This results in Achilles challenging Hector to a battle, resulting in Hector’s death and Achilles’ triumph.

Neoptolemus

Neoptolemus is Achilles’ son. Although he is mentioned throughout Ransom, he makes his first appearance at the end of the novel where he savagely slaughters an old and defenseless Priam in an effort to avenge his father’s death.‍

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‍2. Themes

Identity

Ransom explores who we are and what it means to have an identity. As the leader of Troy for many decades, Priam has always viewed himself as a king. It appears as though Priam has been unhappy with his identity for quite some time, is physically weak, and feels as though he cannot protect his kingdom as efficiently as he used to. However, the death of Hector is a catalyst for Priam as he realises that he needs to become a ‘father’ rather than the ‘king’ he had become so accustomed to. His search for Hector is also a search for himself, to reinvent who he is and how he wishes others to remember him.

Meanwhile, Somax is designated as the king’s herald, with the name Idaeus. He secretly notes his unhappiness with this name appointment, since he is ‘Somax, not Idaeus'. The name ‘Somax’ is associated with many significant events in his life including his marriage and family, yet the new unfamiliar name strips him of this identity. Somax’s confidence and pride in his identity is starkly contrasted with Priam’s pursuit for an identity transformation.

Change

Malouf demonstrates that it is never too late to change one’s ways. Priam’s determination to change how he is remembered – from just another king leading a regal life to a hero who went to extraordinary lengths to regain his child – demonstrates that change is within our grasp. Even though his beautiful wife Hecuba and the rest of his family have reservations about his desire to confront Achilles, Priam is resolved in taking a ‘chance', rather than achieving nothing by remaining within the walls of his home. Unexpectedly, this one idea propels Priam into a multitude of other changes. His journey with Somax teaches Priam a far greater deal than he had anticipated, for he learns to appreciate the value of the human connection and other daily simplicities in life.

Although Achilles is driven by hatred and anger after Patroclus’ death, as with Priam, he manages to change his ways. He is touched by Priam’s pleas and consequently accepts the ransom and returns Hector’s body. He is able to reach this state of peace by releasing his immoral intentions and even offers to hold a ritual for Hector’s body in the Greek walls that very night. This transformation, from a human who responds to grief with vengeance to someone who releases and forgives, demonstrates the benefits we can gain from amending our ways.

Revenge, Guilt and Peace

Revenge is portrayed as a never-ending vicious cycle until both parties reach a negotiation or peace. After Patroclus’ death, Achilles hunts down Hector in order to avenge his best friend’s early death. Although he is successful in murdering Hector, Achilles does not follow the custom of leaving the body for the grieving family to bury. Instead, Achilles feels the need to mutilate the body day after day without any sense of remorse or regret. His additional need to inflict harm on Hector’s body indicates that revenge will not bring closure. His sense of loss is shown as he reflects feeling empty inside, to the point where he no longer feels like himself, but someone else altogether.

Although Achilles and Priam ultimately find peace within themselves, many years later Achilles’ son Neoptolemus murders Priam, bounded by the same hatred and pain depicted by Achilles. Neoptolemus’ subsequent guilt and regret is carried with him throughout the rest of his life, demonstrating that again, revenge is not the answer to any problem.

Chance and Fate

The role of the gods is heavily woven into the events that unfold in Ransom. Priam only begins his transition and journey after envisioning the goddess Iris, who suggests that he take a ‘chance’ and try to save Hector from Achilles’ camp. During his journey, a jovial young man who joins the travellers is revealed as Hermes, a god who has come to safely guide the elderly men to Achilles. The power of the gods in controlling human fate is illustrated during the scene where Hermes saves the travellers from being swept away by a stream.

Nevertheless, it can also be argued that it is the characters’ decisions that lead them to their fate. Although the gods may have instilled in Priam the idea that he should rescue Hector, it is the king’s determination which is a main driving force for the journey. Even when confronted with doubt and hesitancy from his family, it is Priam who pushes onwards to fulfil his vision. Whether his actions were already predestined or of his own agency is up to you to decide.

Nature Versus Man

Man’s presence on earth is shown to have little significance in comparison to the power of nature. While the events in Ransom teach the characters many valuable lessons, ultimately these meaningful moments in the humans’ lives disappear as one reaches their fate – death. Time moves on beyond our lives as we are forgotten over decades and centuries while nature prevails. Priam’s desire to be remembered by others highlights how little significance a life possesses unless one behaves extraordinarily. Malouf demonstrates that in the end, life just is – we are granted by nature to have a brief existence, yet in the end, nature and time will move forward without us.

Commoners Versus Royalty

Although royalty is portrayed to be blessed with power and authority, it is ironically the commoners in Ransom who appear to have the ‘richest’ (and more fulfilling) lives. For the first time, Priam is exposed to the different interests and values of the common man and is intrigued by the simplicities of life. It is Somax, a mere old man from the marketplace, who teaches Priam more about life than he had imagined possible.

3. Symbols

Jove’s Eagle

Jove’s eagle is a representation of a bird renowned for its keen sight. The presence of Jove’s eagle during Priam and Somax’s departure hints that the gods will safely guide their journey as the bird behaves as a lookout. Furthermore, the symbol of the eagle’s powerful vision is contrasted with Priam’s ‘blindness’ at the beginning of the journey since he is yet to experience the outside world. It is during the journey that he learns about himself and others, and thus, improves his ‘sight.’ Coincidently, Jove’s eagle is no longer mentioned when Priam is endowed with his new insight.

Cart

The royal cart is ‘a fine new one, the marks of the adze still visible on its timbers. The twelve-spoked wheels are elaborately carved and painted, a wickerwork canopy covers the tray'. On all occasions, the king had used this elegant cart to alert others that royalty was present. The use of this cart demonstrates how Priam has been encapsulated in his own royal sphere since everything is meticulously chosen and designed specifically for the king. Nevertheless, his demand for a ‘common work cart’ depicts his determination for a simple approach to Achilles, as a father to another father. This simplicity highlights Priam’s desire to become just another man and father, anonymous in the plain cart with the hopes of retrieving Hector.

Priam as a Child

At the beginning of the journey, Priam is characterised with childish traits. When Somax urges Priam to dabble his feet in the stream, words such as ‘obedient toddler', ‘three uncertain steps', and ‘happy smile’ reflect the actions of a young child trying new experiences. This childish nature is contrasted with Priam’s old and frail age, which demonstrates that although he has lived a life in royalty, his lack of exposure to ‘real life’ has left him crippled of the simplest experiences such as the cooling effect of feet in water and eating delicious homemade cookies.

Cakes

The cakes Somax brings along during the journey highlight Priam’s lack of knowledge of even the simplest things. For Somax, the little griddlecakes are a regular and delectable snack, yet Priam 'ha[s] never seen them before'. Priam’s unfamiliarity with the cakes represents his isolation from the ‘real world’ since he has been deprived from things that even commoners view as ordinary.

Futhermore, Somax’s lengthy chatter about his daughter-in-law cooking the cakes with the ‘batter bubbling and setting and turning a golden brown’ prompts Priam to think about the activities in his kingdom that occur behind closed doors. He had previously never noticed that there was so much preparation and work that went into the food that appeared at his table, let alone the ingredients and thickness of a batter. These matters had been of little concern to Priam, yet he realises that even the ‘common and low…activities and facts of life, had an appeal'.

Hector’s Body

Although Achilles drags Hector’s body across the walls of Troy for eleven days, each morning he would return to find Hector’s body healed of any wounds, and absent of any physical damage to his body. This is a cruel reminder of the god’s ability to ‘toy around’ with the Ancient Greeks’ lives. Hector’s body also symbolises how revenge is not the answer to any conflict, since dealing with a tragic loss through revenge does not gain anything but more pain and suffering.

Sniffing

Although Priam initially believes he understands the distress of losing a son, Somax’s experience of losing his son is driven with emotions that Priam had never previously experienced. When sharing the story of his son’s death, Somax sniffles, an ‘odd habit’ according to Priam. The use of ‘odd habit’ to describe Somax’s sadness demonstrates how Priam has never truly felt the loss of his son, but only the loss of a royal relationship between king and prince.

Later on, Somax once again ‘snuffles’ and ‘rubs his nose’ at the thought of the ending to their journey. Similarly, Priam makes ‘small sounds', presumably crying as well. The transformation of Priam from someone who failed to empathise with Somax’s tears at the beginning of the journey to a man filled with emotions demonstrates that Priam undergoes both a physical and metaphysical journey where he undergoes self-development and appreciation of the world around him.

4. Plot, Analysis, Important Passages and Quotes

Chapter I

Plot

Achilles, the greatest warrior of the Greeks, stands next to the sea while reminiscing about the past. After his mother’s death he had ‘entered the rough world of men’ (p. 6) where wars and battles prevail. Every morning, he feels the need to ‘tramp to shore’ (p. 10) since he is haunted by the death of his ‘soulmate and companion’ Patroclus, and his raging hatred towards Hector, killer of Patroclus and thus, the ‘implacable enemy'.

When Achilles was a child, his cousin Patroclus came to live with the young Achilles since the former had killed the son of a high official of the royal court due to a ‘quarrel over a game of knucklebones’ (p. 11). In need of asylum, Patroclus came to live with Achilles’ family. As the years passed, the pair grew closer to the extent where Achilles believes that ‘he had mated with Patroclus’ (p. 15).

When the tide of the battle was against the Greeks, Patroclus disguises himself in Achilles’ armour in order to instill fear in the Trojans and cause them to return to the safety of their walls, thus providing temporary relief for the Greeks. In his last act for his closest friend, Patroclus is killed in battle*. The death of Patroclus left Achilles with an overwhelming sense of loss and also burning animosity. Achilles whispers that he will join Patroclus soon, but firstly, he has to avenge Patroclus’ killer, Hector.

Hector, the son of Trojan king Priam and leader of the Trojan army, wore Achilles' armour as a sign of triumph and disrespect for the Greeks. In a dramatic battle between Hector and himself, Achilles was successful in killing his enemy. Achilles’ Myrmidons then stripped Hector of his armour and ‘without pity…plunged their swords into Hector’s unprotected flesh’ (p. 24). For Achilles however, this was not enough. Still fuelled by his pain, Achilles ties Hector’s body to a chariot and drags it ‘up and down under the walls of Troy’ (p. 26) as the dead warrior’s royal family devastatingly watches on. Achilles feels like a ‘dead man…feeling nothing’ (p. 26), unable to seal the void left by his beloved friend.

The next day, Achilles is furious to find Hector’s body ‘smoothly sealed and the torn flesh made whole again'. His men cannot bear to look at him as he drives the chariot with Hector’s body along the walls of the Trojans once again. Afterwards he quickly falls asleep, into ‘oblivion’ (p. 35) as he struggles with the shame and guilt of his actions. He is ‘waiting for a break…something new and unimaginable’ in his life.

Analysis

The Human Side

Along with the conflict between Greece and Troy, Ransom also delves into the consequences of those affected by the war. As the greatest warrior of all Greeks, Achilles has lived his life as a fighter. Nevertheless, his pathway in life has led him to believe that ‘such a life is death to the warrior spirit’ (p. 7). While warriors are known for sacrificing their lives in the battlefield, Achilles does not literally refer to warriors confronting death each time they fight for their team. In fact, ‘death to the warrior spirit’ means to metaphorically lose what it means to ‘live’ when one experiences bloodshed in each war. Growing up surrounded by ‘the rough world of men’ (p. 6), Achilles develops traits of aggression, cruelty and vengefulness in order to become an implacable man of war. As a consequence, Achilles only knows how to deal with Patroclus’ death with a fighter’s mindset. Instead of grieving openly, ‘he never permit[s] himself to betray to others what he [feels]’ (p. 5), thus detaching himself from the natural human process of grieving. In order to deal with his friend’s tragic ending, Achilles' ‘soul chang[es] colour’ as drags Hector’s body for eleven days without any sense of regret or remorse, and thus, is referred to as ‘death to his human spirit’ since he was no longer ‘a living man’ (p. 27). He faces Patroclus’ death with the same warrior traits of aggression, cruelty and vengefulness, depriving himself of any ability to humanely mourn his close friend’s death.

Furthermore, Achilles grieves for his mother in the opening passages of Ransom. During this time of loss, his mother symbolises Achilles’ need to be nurtured. The imagery of the sea surface as a ‘belly’ and ‘a membrane stretched to a fine transparency’ (p. 3) represents his mother’s pregnancy where he ‘had hung curled in a dream of pre-existence’ for ‘nine changes of the moon’ – or in other words, nine months of pregnancy. Achilles is characterised as a foetus, for his position is ‘chin down, shoulders hunched’ as though he is inside a womb. Although Achilles is a fighter, he hides the fact that he wishes to be ‘rocked and comforted’ by his mother, thus demonstrating that even beneath the surface of a cold-hearted warrior, the current of human emotions can cripple a man’s confident veneer.

If you'd like to read more of my analysis, feel free to access a sample of our ebook A Killer Text Guide: Ransom. In this ebook, I cover Plot, Analysis, Important Passages and Quotes so you can prepare for your SAC and exam. I've also included 5 Sample A+ English essays on Ransom, complete with annotations so you know exactly what you need to do in your next essay to achieve an A+.

All the best for your studies in Ransom!

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Resources

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November 22, 2020

English & EAL

How To Write a Standout Measure for Measure by William Shakespeare Essay

Finding out that your school has selected to study a Shakespeare play as your section A text can be a pretty daunting prospect. If I’m honest, I wasn’t all too thrilled upon discovering this either...it seemed as though I now not only had to worry about analysing my text, but also understanding what Shakespeare was saying through all of his old-fashioned words.

However, let’s not fret - in this post, I’ll share with you some Measure for Measure specific advice and tactics, alongside excerpts of an essay of mine as a reference.

Before you start reading, How To Approach Shakespeare: A Guide To Studying Shakespeare is a must read for any student studying Shakespeare.

Historical Context

Having a basic understanding of the historical context of the play is an integral part of developing your understanding of Measure for Measure (and is explored further in Measure for Measure by William Shakespeare). For example, for prompts that open with “What does Shakespeare suggest about…?” or “How does Measure for Measure reflect Shakespeare’s ideas about…?” it can be really helpful to understand Shakespeare’s own position in society and how that influenced his writing.

There’s no need to memorise certain parts of Shakespeare’s history - as that would serve no purpose - just try to gauge an understanding of what life was like in his time. Through understanding Shakespeare’s position in society, we are able to infer his stances on various characters/ideologies in the play.

Measure for Measure is often regarded as an anti-Puritan satire. Although Shakespeare’s religion has been a subject of much debate and research, with many theories about his faith being brought forward, many believe that he was a secret Catholic. He is believed to be a ‘secret’ Catholic, as he lived during the rise of the Puritans - those who wished to reform the Church of England and create more of a focus on Protestant teachings, as opposed to Catholic teachings. It was often difficult for Catholics to practice their faith at this time.

Angelo and Isabella - particularly Angelo, are believed to embody puritanism, as shown through their excessive piety. By revealing Angelo to be “yet a devil,” though “angel on the outward side,” Shakespeare critiques Puritans, perhaps branding them as hypocritical or even unhuman; those “not born of man and woman.” Thus, we can assume that Shakespeare would take a similar stance to most of us - that Angelo wasn’t the greatest guy and that his excessive, unnatural and puritanical nature was more of a flaw than a virtue.

Tips for Moving Past the Generic Examples/Evidence Found in the Play

It’s important to try and stand out with your examples in your body paragraphs. If you’re writing the same, simple ideas as everyone else, it will be hard for VCAA assessors to reward you for that. Your ideas are the most important part of your essay because they show how well you’ve understood and analysed the text - which is what they are asking from you, it’s called an ‘analytical interpretation of a text,’ not ‘how many big words can you write in this essay.’ You can stand out in Measure for Measure by:

1. Taking Note of Stage Directions and Structure of Speech

Many students tend to simply focus on the dialogue in the play, but stage directions can tell you so much about what Shakespeare was really trying to illustrate in his characters.

For example, in his monologue, I would often reference how Angelo is alone on stage, appearing at his most uninhibited, with his self-interrogation revealing his internal struggle over his newfound lust for Isabella. I would also reference how Shakespeare’s choice of syntax and structure of speech reveal Angelo’s moral turmoil as he repetitively asks himself “what’s this?” indicating his confusion and disgust for his feelings which “unshapes” him.

Isabella is shown to “[kneel]” by Mariana at the conclusion of the play, in order to ask for Angelo’s forgiveness. This detail is one that is easily missed, but it is an important one, as it is an obvious reference to Christianity, and symbolises Isabella’s return to her “gentle and fair” and “saint” like nature.

2. Drawing Connections Between Characters - Analyse Their Similarities and Differences.

Drawing these connections can be a useful way to incorporate other characters not necessarily mentioned in your prompt. For example, in my own English exam last year, I chose the prompt “...Power corrupts both Angelo and the Duke. Do you agree?” and tried to pair Angelo and Isabella, in order to incorporate another character into my essay (so that my entire essay wasn’t just about two characters).

A favourite pair of mine to analyse together was Angelo and Isabella. Although at first glance they seem quite different, when you read into the text a little deeper you can find many similarities. For example, while Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, “nun,” Isabella, wishes to join the nuns of Saint Clare where she “must not speak with men” or “show [her] face.” Shakespeare’s depiction of the two, stresses their seclusion, piety and restriction from the “vice” plaguing Vienna. What’s important about this point is that you can alter your wording of it to fit various points that you may make. For example, you could use this example to prove to your assessor how Isabella’s alignment with Angelo signals Shakespeare’s condemnation of her excessive puritanical nature (as I did in my body paragraph below) or, you could use these same points to argue how Angelo was once indeed a virtuous man who was similar to the “saint” Isabella, and that it was the power that corrupted him (as you could argue in the 2019 prompt).

Another great pair is the Duke and Angelo. Although they certainly are different in many ways, an interesting argument that I used frequently, was that they both were selfish characters who abused their power as men and as leaders in a patriarchal society. It is obvious where Angelo did this - through his cruel bribery of Isabella to “lay down the treasures of [her] body,” however the Duke’s behaviour is more subtle. The Duke’s proposal to Isabella at the conclusion of the play, as he asks her to “give [him her] hand,” in marriage, coincides with the revelation that Claudio is indeed alive. It appears that the Duke has orchestrated the timing of his proposal to most forcefully secure Isabella and in this sense, his abuse of power can be likened to Angelo’s “devilish” bribery. This is as, through Shakespeare’s depiction of Isabella, it is evident that she has little interest in marriage; she simply wishes to join a convent where she “must not speak with men,” as she lives a life of “strict restraint.” The Duke is aware of this, yet he demands Isabella to “be [his]”- wishing to take her from her true desire and Shakespeare is able to elucidate Isabella’s distaste through her response to this: silence. By contrasting Isabella’s once powerful voice - her “speechless dialect” that can “move men” - with her silence in response to the Duke’s proposal, Shakespeare is able to convey the depth of the Duke’s selfishness and thus his similarity to Angelo.

We've got a character list for you in Measure for Measure by William Shakespeare (just scroll down to the Character section).

What’s important to realise about these bits of evidence is that you can use them in so many different prompts, provided that you tailor your wording to best answer the topic. For example, you could try fitting at least one of the above examples in these prompts:

‘Give me your hand and say you will be mine…’ The characters in ‘Measure for Measure’ are more interested in taking than giving. Discuss.
‘More than our brother is our chastity.' Explore how Shakespeare presents Isabella's attitude to chastity throughout Measure for Measure.
‘I have seen corruption boil …' To what extent does Shakespeare explore corruption in Measure for Measure, and by what means?
‘Measure or Measure presents a society in which women are denied power.’ Discuss.

How To Kick Start Your Essay with a Smashing Introduction

There’s no set way on how to write an introduction. Lots of people write them in many different ways and these can all do well! This is the best part about English - you don’t have to be writing like the person sitting next to you in order to get a good mark. I personally preferred writing short and sweet introductions, just because they were quick to write and easy to understand.

For example, for the prompt...

“...women are frail too.”

To what extent does ‘Measure for Measure’ examine the flaws of Isabella?

...my topic sentences were...

Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo.
Shakespeare explores the hypocrisy and corruption of Isabella as a flaw, as she deviates from her initially “gentle and fair” nature.
Despite exploring Isabella’s flaws to a large degree, Shakespeare does indeed present her redemption at the denouement of the play.

...and my introduction was:

William Shakespeare’s play, ‘Measure for Measure’ depicts a seventeenth century Viennese society in which disease, misconduct and licentiousness are rife. It is upon a backdrop of such ordeals that Shakespeare presents the character of Isabella, who is initially depicted as of stark contrast to the libertine populate of Vienna. To a considerable extent, ‘Measure for Measure’ does indeed examine the flaws of the “gentle and fair” Isabella, but Shakespeare suggests that perhaps she is not “saint” nor “devil,” rather that she is a human with her own flaws and with her own redeeming qualities.

Instead of rewording my topic sentences, I touched on them more vaguely, because I knew that I wouldn’t get any ‘extra’ points for repeating them twice, essentially. However, if you feel more confident in touching on your topic sentences more specifically - go ahead!! There are so many different ways to write an introduction! Do what works for you!

Body Paragraphs

This body paragraph included my pairing between Angelo and Isabella. My advice would be to continue to incorporate the language used in the prompt. In this paragraph, you can see me use the word “flaw” quite a bit, just in order to ensure that I’m actually answering the prompt, not a prompt that I have studied before.

Isabella is depicted as a moral, virtuous and pious woman, but it is this aspect of her nature that paradoxically aligns her with the “tyrannous” Angelo. Where Angelo is “of ample grace and honour,” Isabella is “gentle and fair.” Where Angelo believes in “stricture and firm abstinence,” Isabella too believes that “most desire should meet the full blow of justice.” This similarity is enhanced by their seclusion from the lecherous society in which they reside. Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, whilst Isabella desires the life of a nun where she “must not speak with men” or “show [her] face.” This depiction of both Angelo and Isabella stresses their seclusion, piety and restriction from the “vice” that the libertine populate is drunk from. However, Shakespeare’s revelation that Angelo is “yet a devil” though “angel on the outward side,” is perhaps Shakespeare’s commentary on absolute stricture being yet a facade, a flaw even. Shakespeare presents Isabella’s chastity and piety as synonymous with her identity, which ultimately leaves her unable to differentiate between the two, as she states that she would “throw down [her] life,” for Claudio, yet maintains that “more than our brother is our chastity.” Though virtuous in a sense, she is cruel in another. Although at first glance, Shakespeare’s depiction of Isabella’s excessive puritanical nature appears to be her virtue, by aligning her with the “devil” that is Angelo, it appears that this is indeed her flaw.

Conclude Your Essay by Dazzling Your Assessor!

My main tip for a conclusion is to finish it off with a confident commentary of the entire piece and what you think that the author was trying to convey through their words (in relation to the topic). For example, in pretty much all of my essays, I would conclude with a sentence that referenced the entire play - for example, how it appeared to be such a polarising play, with largely exaggerated, polarising characters/settings (eg. Angelo and the Duke, or the brothels that stood tall next to the monastery):

Ultimately, Shakespeare’s play ‘Measure for Measure,’ depicts Isabella as a multifaceted character. She is not simply one thing - not simply good nor bad - her character’s depiction continues to oscillate between the polar ends of the spectrum. Although yes, she does have flaws, so too does she have redeeming qualities. Though at times deceitful and hypocritical, she too is forgiving and gentle. Thus, as Shakespeare’s play, ‘Measure for Measure,’ does centre on polarising characters in a polarising setting, perhaps through his exploration of Isabella’s flaws alongside her virtues, he suggests that both the good and the bad inhabit us.

Measure for Measure 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.

February 21, 2021

English & EAL

Extinction A+ Essay Topic Breakdown

Extinction by Hannie Rayson is usually studied in the Australian curriculum Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response.

[Modifed Video Transcription]

This is the prompt that I have decided to approach for this video and blog post:

Heather Dixon-Brown and Piper Ross’s dynamic is fuelled by competitiveness unique to the female experience in contemporary times.

Let’s break it down!

Different Interpretations of Extinction

Today I’ll be talking about different interpretations of texts, specifically the feminist lens, which is a critical lens for you to know if you’re wanting to get those top marks. Even if you’re not there yet, and you want to amp up your essay, this is it. So keep watching (or reading)!

I won’t be talking about the feminist lens in detail in this video/blog, but know that this is one of the must-know VCAA criteria points I discuss in my How To Write A Killer Text Response ebook. It is particularly relevant to Extinction because by viewing your text through a feminist lens, you’ll be able to get so much more out of your discussion. Think about it this way, you can wear all sorts of ‘glasses’ (i.e. lenses) when you’re reading a text: a feminist lens, a pro-sustainability lens, an ecocritical lens. If you were to put these lenses on, how would it change your interpretation of the text? By adopting this advanced way of approaching a text, you’ll undoubtedly wow examiners because you’re able to discuss your texts on a level that the majority of students aren’t even aware of! I touch more on feminist and ecocritical lenses at the end of the video above :)

How To Break Down This Extinction Essay Topic

Whenever you get a new essay topic, you can use LSG’s THINK and EXECUTE strategy, a technique to help you write better VCE essays. This essay topic breakdown will focus on the THINK part of the strategy. If you’re unfamiliar with this strategy, then check it out in How To Write A Killer Text Response.

Within the THINK strategy, we have 3 steps, or ABC. These ABC components are:

Step 1: Analyse

Step 2: Brainstorm

Step 3: Create a Plan

Character-Based Essay Prompt: Heather Dixon-Brown and Piper Ross’s dynamic is fuelled by competitiveness unique to the female experience in contemporary times.

Not sure what we mean by ‘Character-Based Essay Prompt’? Then, you’ll want to learn more about the 5 types of essay prompts here.

Step 1: Analyse

This prompt specifies two characters – Dixon-Brown and Piper – and therefore mandates an in-depth discussion of them within your essay. However, it is important to be careful of focusing exclusively on the explicitly mentioned characters when given a character prompt. After all, while Dixon-Brown and Piper are both very important to Extinction, they are not the only relevant characters! In order to ensure that your discussion covers enough of the text, make sure your brainstorming stage includes the ideas and themes exemplified by the unmentioned characters, and how they relate to the ones that are specified.

Step 2: Brainstorm

Agree to the prompt, but not entirely – Dixon-Brown and Piper do experience competitiveness between themselves, as two women in the twenty-first century, but it is not the only factor impacting their relationship dynamic
Female competitiveness in relationships and desirability – e.g. having sex with Harry without the other knowing (make sure to use DB’s quotes about competition!)
Make this more specific – competition in terms of sex, sexuality and whether or not one is desired (can link this well to the young/old dichotomy)
‍Young/old – related to female competitiveness, but more specific – tension between what is wanted and considered attractive versus what is no longer given value
‍Idealism/pragmatism – separate from the sphere of gender; has more of its roots in politics and contrasting schools of thought
Adopt traits from a feminist lens – focusing on women, power, relationships with men, when they can speak versus when they can’t, etc.

Step 3: Create a Plan

Body Paragraph 1: Contemporary demands for female competitiveness undoubtedly underlie the dynamics between Dixon-Brown and Piper Ross.

Under the modern-day patriarchy, women are encouraged to compete over social resources – reputation, desirability, and, crucially to Extinction, one’s sex and sexuality against the context of men. Both women are attracted to Harry, and eventually, both engage in 'covert sexual relationship[s]' that 'compromise the integrity' of the tiger quoll project. Beneath the veneer of assertiveness, Dixon-Brown’s underlying insecurities expose her treatment of Piper as a rival.
Although she openly denounces Harry’s assumption that 'You thought I wanted to compete for your affections', she nevertheless demands to know if Harry is 'quite smitten with Piper'. Dixon-Brown tries to distance herself from such romantic bindings, insisting that she 'do[esn’t] need a relationship' and thus subconsciously pitting herself as Piper’s opposite – in other words, a competitor for the different instances of Harry’s affection.
Rayson is quick to highlight and consequentially reject this modern female infighting, arguing that the insecurities as birthed from the patriarchy directly and unnecessarily demean the relationships between women. ‍

Body Paragraph 2: The primary source of female conflict between Dixon-Brown and Piper is that of their incongruent ages; Rayson maintains that the tension between ‘younger’ and ‘older’ individuals contributes massively to the wider tenseness in their dynamic.

Patriarchal values dictate that the value of a woman decreases with age: Dixon-Brown claims that Harry 'would prefer a younger woman', implying that her desirability has decreased with the increase of age.
The professor’s obsession with appearances and reputation as a woman is almost completely absent in Rayson’s consideration of Piper, who is actively pursued by both Andy and Harry throughout the play. She is 'adore[d]' by the former, and the latter is enthusiastic at the prospect of 'mak[ing] love like that…again' during Act Two, Scene One. Rayson attacks the systems of patriarchal value that have driven both women to resist and distrust each other in the first place.

Body Paragraph 3: Conversely, while the spheres of politics certainly overlap occasionally within feminism and the question of female competition, they nevertheless form a largely distinct motivation behind the conflict between Piper and Dixon-Brown.

Piper and Dixon-Brown’s dynamic is perhaps most aptly summarised in Act One, Scene Two, with the introduction of the Dixon-Brown Index. Dixon-Brown claims that 'five thousand' is the 'latest magic number' with which to determine what animal populations are most feasible to make conservation efforts towards. Piper criticises the index immediately, pointing out the ridiculousness of having it 'apply to every mammal on earth', regardless of any other relevant factors. To Piper, every animal life is 'worth saving', whether they be 'killer whales or teeny potoroos' – Dixon-Brown, by contrast, must 'liv[e] in the real world' and exists at the mercy of funding, of which there is 'only so much… to go around'. The tension within their dynamic thus bears this underlying current of idealism versus pragmatism, and persists even after the primary establishment of the tiger quoll project.

For further reading see our Extinction blog post where we cover themes, characters, symbolism and more! And for more essay help, you'll definitely want to take a look at Risini's fully annotated Extinction essay.

If you're studying Extinction yourself, then LSG's A Killer Text Guide: Extinction study guide is for you! In it, we teach you to think like a 50 study scorer through advanced discussions on things like structural feature analysis, views and values, different interpretations and critical readings. Included are character breakdowns, a play summary, 5 A+ fully annotated essays and so much more!

July 22, 2017

English & EAL

Comparing: The Crucible and Year of Wonders

Anna Wittwer

The Crucible and Year of Wonders are studied as part of VCE English's Comparative. For one of most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative.

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1. Introductions

The events of The Crucible begin with a group of young girls from Salem being discovered dancing and playing at witchcraft with Tituba, the slave of the town’s religious leader Reverend Parris. When his daughter Betty falls ill as a result, they and others seek to deflect blame away from themselves and simultaneously exact revenge against those they feel have wronged them. To do this, they are led by Parris’ niece Abigail Williams to begin a spree of accusations of witchcraft which result in the hangings of many of the other townspeople, including John Proctor, with whom Abigail once had an affair. For a full detailed guide on The Crucible as a solo text, head over to our The Crucible Study Guide.

Plague strikes a small, isolated Derbyshire village called Eyam in 1666 when it is brought there by a tailor carrying a bolt of infected cloth from London. The village’s population is decimated as a result, and in the resulting Year of Wonders shows her burgeoning strength as a healer and ultimately her escape at the conclusion of the novel to a new life.

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2. Themes

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3. Character analysis

The Crucible

Year of Wonders

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4. Sample paragraphs

Prompt: How do The Crucible and Year of Wonders explore the role of Christianity in their respective communities?

If you are looking for sample essay topics to use for your study, check out our The Crucible and Year of Wonders Prompts.

Introduction

In both The Crucible and Year of Wonders, the Christian faith is a central tenet of the lives of all characters, as both texts tell the story of strongly religious communities. It also acts as a strong driver of the conflict which occurs in both cases, but in quite distinct ways, and propels the action and development of many characters.

Body paragraph

While it is not the root of the troubles that develop throughout the courses of the texts, religion and the need to adhere to a belief system are central to their propagation and ultimate resolution. In Year of Wonders, the cause of the plague is as simple as the arrival of a disease carrier in Eyam, but is framed as a ‘trial’ sent by God for the villagers to face. Likewise the scourge of accusations of witchcraft that befalls Salem is simply a result of people straying outside the bounds of good behaviour dictated by their community, but is instead seen as an outbreak of witchcraft and consorting with Satan. As such religion becomes the lens through which both crises are viewed, and is used to try to explain and resolve them. Before the advent of more modern scientific practices, one of the only ways that inexplicable events such as outbreaks of infectious disease or mass hysteria could be understood and tamed was to paint them as either benign or malignant spiritual acts. This allowed people to lay the blame not at their own doors, but at that of something beyond them; for the people of Eyam, something which in truth was a chance epidemiologic event could be seen as ‘an opportunity that He offers to very few upon this Earth’. Because in both Eyam and Salem faith was already a familiar, stalwart part of everyday life, framing their respective disasters as acts of God or the Devil took away some of their fear, as they chose to see a terrible thing as part of something they had known since infancy.

Conclusion

Religion is far more than part of the everyday life and prayer of the common people of Year of Wonders and The Crucible; it is the foundation of their moral code and their way of explaining events which are frightening and make no sense. It also acts as a driving force within individuals as well as communities, deciding one way or another their actions and ultimately their characters.

5. Tips

Both texts are rich narratives on their own, but they are also strongly grounded in historical events that you may not have studied in great depth and which significantly influence the plot and characters’ actions – this is especially relevant when discussing the religion portrayed in the texts. You may miss many of the authors’ intended messages if you’re not aware of the full context of the books. Here are some ideas in this area that you might want to research:

The Crucible also has a very interesting place in modern history as Arthur Miller’s comment on the rampant McCarthyism of 1950s America. Do some research on Miller’s life and views (the introduction or foreword of your novel might have some useful hints).

Also note that The Crucible is a play whereas Year of Wonders is a novel; how does each format uphold or reveal the author’s thoughts and ideas? How does the format of the text affect its other features (narrative, characters, voice etc.)?

September 21, 2015

English & EAL

How to achieve A+ in Language Analysis series: Advanced analysis

Lisa Tran

Hey everyone! This is Part 2 in a series of videos I will release on VCE Study Guides. The content goes through the sample VCAA Chickens Range Free article which you can find here. Feel free to analyse it yourself, then check out how I’ve analysed the article!

I’m super excited to share with you my first ever online tutorial course for VCE English/EAL students on How to achieve A+ for Language Analysis!!!

I created this course for a few reasons:

Language Analysis is often the key weakness for VCE English/EAL students, after my workshops, students always wish we had spent even more time on Language Analysis, many of you have come to me seeking private tuition however since I am fully booked out, I wanted to still offer you a chance to gain access to my ‘breakthrough’ method of tutoring Language Analysis,I am absolutely confident in my unique and straightforward way of teaching Language Analysis which has lead to my students securing exceptional A graded SAC and exam scores!

Are you a student who:

struggles to identify language techniques?

finds it difficult to identify which tones are adopted in articles?

has no idea explaining HOW the author persuades?

finds it difficult to structure your language analysis essay?

becomes even more unsure when comparing 2 or 3 articles?

feels like your teacher at school never explained language analysis properly?

prefers learning when it’s enjoyable and easy to understand?

wants to stand out from other students across the cohort?

wants to know the secrets of 45+ English high achievers?

wants to know what examiners are looking for?

sees room for improvement whether you’re an average student or a pro?

wants to get a head start and maximise your potential in VCE?

This is what you will accomplish by the end of the course:

Be able to successfully identify language techniques in articles and images

Be able to successfully identify tones adopted in articles and images

Be able to analyse a single article or image

Be able to analyse 2 or more articles and/or images

Be able to apply your new skills coherently and clearly in essay writing

You will be able to accurately describe HOW an author uses language to persuade

You will be able to plan and write a language analysis essay structure (single article/image)

You will be able to plan and write a language analysis essay structure (2 or more articles/images)

You will understand common pitfalls and how to avoid these in language analysis

Be confident when approaching your SACs and exam

Know exactly what examiners are looking for and how to ‘WOW’ them

Know how to distinguish yourself from other students

Have unlimited help in course forum from myself and other VCE students

You will become a better VCE English language analysis student!

To find out more, you can check out the full details of the course here!

See you in the course!

May 8, 2019

English & EAL

6 tips to NAIL a poetry essay (with a focus on John Donne)

Whether you revel in the ideas and intricacies of poetry or could not think of anything more monotonous to read, grab a tea (or coffee if it’s one of those nights), your favourite late-night snack, and prepare to be amazed by just how simple it is to absolutely NAIL a poetry essay.

Don’t worry, I know that same overwhelming feeling when poetry can seem as if it’s not even in English, but I can ensure you, learning how to write a poetry essay is like learning to ride a bike…. Once you wrap your head around it you’ll be cruising!

To make these tips even more practical, we’ll be focusing on John Donne’s poetry in relation to the topic below:‍

‘Donne’s poetry explores the many aspects of human experience.’ Discuss.

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1. Start off with a bang!

I’m sure you’ve heard it before… your introduction sets the tone for your essay and this could not be more true. A shallow introduction is like missing the start of your running race, or even worse arriving at a party just before it ends! You’ll just have so much catching up to do! Without being overly hyperbolic, here are a four essential tips that will ensure your assessor sees you as a high-scoring student right from your first sentence.

- Answer the question in your first sentence (even if it is in a broad manner) and always link back to the essay topic – this will show the assessor that you are answering the question given rather than presenting them with a sneaky memorised essay!

- Utilise the right terminology when outlining the type of poet and era they wrote in (i.e. metaphysical poet, Renaissance era, during the reign of Queen Elizabeth)

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- Outline the main poetic techniques for which the poet is known for (i.e. playful wit, rich imagery, language, challenging intellectual argument) as well as the ideas and values they endorse (i.e. elevation of reciprocal love, belief in the resurrection of Christ, celebration of eternal life)

- Wow your assessor with unique vocab (i.e. illuminate, emanate, meditate)

And here’s a sample introduction to help you even more:

John Donne’s anthology, “Selected Poetry” illuminates the human condition and thus provides much commentary on life and death. A metaphysical poet of the Renaissance era, Donne combines a playful wit, rich imagery, and perhaps most importantly language, to challenge intellectual argument and celebrate various aspects of sexual desire, mutuality and faith. Immersed in the Christian traditions of his time, Donne’s exploration of Death emanates from the Elizabethan acute awareness of the brevity and vanity of human life; however, with his sensual elevation of reciprocal love and his deep spiritual belief in the resurrection of Christ, Donne meditates upon his belief and celebration of eternal life.

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2. Strong topic sentences are Crucial (with a capital C)

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Time and time again students fall into one of two traps. They either try to start each paragraph with a lengthy (and often beautiful) phrase trying to encapsulate every idea they plan to introduce in the paragraph. Or on other occasions, they have no introductory sentence and instead launch straight into their poetry analysis. Your assessor may be blown away with your A+ worthy introduction and then reach this weak opening to your paragraph and have to reconsider! Your topic sentence is the frame for the whole paragraph so please, keep it clear, succinct, and relevant to the essay question.

Here are three ‘DOs’ and ‘DON’Ts’ to consider when crafting one of the most important sentences of your essay (again, sorry about the drama!)

- DON’T mention the poem you will use as evidence in your topic sentence

- DO answer and link directly to the essay topic

- DO use linking words to link the ideas in different paragraphs

And here are three STRONG topic sentences for each paragraph of this essay (note how I always link back to the topic of human experiences and link ideas between paragraphs)

- Rewriting the conventional trope, Donne’s oeuvre explores the joy of erotic love and ones’ lustful desire to engage in these sexual experiences.

- While much of Donne’s oeuvre comments on the pleasure of carnal experiences, his more harmonious poems reveal the beauty of relationships in which one can experience a deep sense of mutuality and stability.

- Silhouetted against the backdrop of the Elizabethan reign, Donne’s more metaphysical poems demonstrate the struggle of the process of dying and individual corruption, and the manner in which it leads to the acquirement of God’s love and grace.

3. Organise paragraphs by IDEAS

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What makes a poetry essay so unique is that your paragraphs are based on broad ideas rather than the motifs and behaviours of characters in novels. This means that when planning your essay you must ensure that each paragraph has only one idea and that each paragraph is based on a different idea. From there you can work out which poems best represent each concept to work out which poems you will use for each paragraph. This is why I love poetry essays as planning for them is so easy! All you have to do is think of three or four different ideas for the essay topic and then find your textual evidence by working out which poems best reflect these ideas…. Simple! Right?

Here are the three ideas that I plan to discuss in each of my paragraphs of this essay as well as the poems I would use:

- Sexual/physical human experiences

- ‘Elegy 19: To His Mistress Going to Bed’ & ‘The Flea’

- Mutuality and reciprocity as an experience/element of spiritual love

- ‘A Valediction: Forbidding Mourning’

- The innately human experience of dying and being embraced by God in heaven

- ‘Hymn to God My God in My Sickness’
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4. Analyse, not summarise

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If there was one thing that was playing in my head over and over while writing a poetry essay it was ‘analyse, not summarise’. It is so easy to fall into the trap of simply summarising the poetic techniques and language of the different poems rather than analysing their meaning and linking this directly to the essay question. Even if you have the best plan and ideas going for you, if an assessor notices you going into summary mode they’ll assume you’re just rewriting a memorised essay rather then answering the exact essay question given…. DISASTROUS! To prevent this utter catastrophe, I urge you to please, link to and answer the specific essay topic EVERYTIME you introduce a new poetic technique/piece of evidence. Verbs such as demonstrates, elucidates, illustrates, exemplifies, illuminates and augments are ‘must haves’ in your poetry tool-box as they will ensure that you are analysing not summarising.

Here is a sample paragraph for you to consider (notice how I always link back to the idea of mutual/reciprocal love and experiences every time I introduce a new poetic technique or quote)

While much of Donne’s oeuvre comments on the pleasure of carnal experiences, his more harmonious poems reveal the beauty of relationships in which one can experience a deep sense of mutuality and stability. The poem, ‘’A Valediction: Forbidding Mourning’’ explores the sense of security and harmony which spiritual love and experiences permit. Adopting a hush, reverent tone manifested by the use of sibilance, through the enjambment of the phrase ‘’Dull sublunary lovers love, / (Whose soul is sense) cannot admit / Absence’’, Donne elevates mutual love to a higher plane, one that transcends the lines of poetry. When accompanied by the stability of the ABAB rhyme scheme that works to echo the couple’s settled love, this presents the experience of reciprocity and mutuality of love to be higher than the dull and earthbound nature of love that is solely physical. Hence, Donne reveals the bliss that mutual love permits mankind, given it eclipses the desire for any form of physicality. Further elucidating the strength of mutual love, Donne illuminates how when couples are separated it is ‘’not yet a breach, but an expansion’’, thus celebrating the manner in which deep, reciprocal love not only eclipses the divisions of the clock but how it expands ‘’like gold to airy thinness beat’’ when separated. By connoting spiritual love to the pure and malleable nature of gold, this simile characterizes mutual love to be the prime of human experiences and relationships. Intertwining the elegant conceit of a compass to represent the love that connects the speaker and his mistress, Donne garners the notion that no matter how far ‘’one doth roam’’ the intellectual bond between the couple will remain ‘’firm’’ and enable the pair to overcome any form of physical separation. Hence, Donne illuminates the complex and impermeable bond that this serene form of human experience can foster.

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5. Vocab and metalanguage are the easiest ways to SHINE

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To say it plainly, writing with unique and refreshing vocabulary is enough to send your grade SOARING. It will not only render your ideas and discussion ever more complex, but has the power to enlighten and stimulate your assessor (and this is something we all want to do… right?). Utilising the correct poetic metalanguage every time you introduce a new quote or line of poetry will ensure that your analysis remains both specific and detailed. As seen in the paragraph above, discussing the poetic techniques provided me with another form of evidence (rather than just the quotes from the poem) to elucidate how these different forms of human experience are illustrated in each of Donne’s poems.

To assist you further, here is some metalanguage for the poetic techniques and structures that frequent John Donne’s poetry:

- Sibilance, alliteration, imagery, paradox, conceit, metaphor, simile, personification, rhyme structure, tone, volta, enjambment, metre (i.e. iambic pentameter, trochaic tetrameter), monosyllabic phrasing

- Stanza, verse, quatrain, cinquain

6. Finish with a jaw-dropping conclusion

A mediocre conclusion is like leaving your assessor with an unpleasant aftertaste that unfortunately, will not go away. So please, finally give your conclusion the attention it deserves and follow these five tips to ensure you leave your assessor waiting for that mic to drop!

- Pan out to the broad, abstract ideas that the poet wrestled with

- Discuss the aspects of the poet that set them apart from other poets at the time (i.e. for John Donne that is his intellectual imagery, arresting voice, wit, fusion of passion and logic and the manner in which he challenged intellectual argument and strongly held societal conventions)

- Short and sweet not long and wordy!

- Reinforce the period and society in which the poet wrote

- You can include a secondary quote if you want, however only if it relevant to the essay topic and ideas you discussed

Here is a sample conclusion to assist you:

Railing against the societal value of religion prominent during the reign of Queen Elizabeth, the originality of Donne’s ideas about love, death and God along with his strikingly intellectual imagery and rich language incite and interest his more religious readership of the joys of sexual, mutual and religious experiences. The poet and playwright Ben Jonson once wrote that John Donne ‘’was the first poet in the world in some things.’’ Hence, it is through his witty and authentic form of expression that Donne allows us to reflect on and celebrate precisely what it means to be human.

March 5, 2012

English & EAL

Advice for A+ Oral Presentations

Lisa Tran

Most people aren’t particularly confident in giving orals or public speaking in general. I began year 7 as a shy girl scoring a lousy 50% in her first English oral. It wasn’t until later on that I realised; even though I can write an amazing piece, it was my delivery and nerves that failed me. In year 9, I entered my first public speaking competition, and have been participating in such competitions ever since. I may not have won those, but it got me comfortable standing in front of people without shaking like someone with hypothermia. Now, I am achieving A+ on my oral assessments and am even on the SRC as Student Action Captain due to a great captaincy speech. Don't forget to also check out Our Ultimate Guide to Oral Presentations for everything you need to know for Oral Presentations.

A few tips on writing your speech:

Have a CAPTIVATING introduction sentence; use a short, clear and powerful sentence.
RELATE to your audience so that it keeps them interested so they actually WANT to listen.
If you are taking on a persona, firstly study and UNDERSTAND your character.
Don’t forget your persuasive techniques. I usually use repetition in conjunction with the ‘rule of three’.
Remember that you are writing a SPEECH, not an essay. Instill your oral with emotion, varied tone and and sentence lengths.

In fact, I've talked about a few of these in a 'Must Dos and Don'ts' video. If you haven't seen it yet, watch before you read on:

A few tips on your performance:

Memorise your speech

Always remember that practice makes perfect. Practise as much as possible; in front of anyone and everyone including yourself (use a mirror). Keep practising until you can recite it.

As for cue cards, use dot points. Don’t just copy and paste whole sentences onto cue cards or else you’ll rely on them too much. Not to mention that it’ll be hard finding out where you are in the middle of your speech. Use “trigger words” so that if you forget your next point, you have something there.

But most importantly, if you mess up, keep going. Even if you screw up a word or suddenly forget your next point, just take a breath, correct yourself, and keep going. Do not giggle. If your friends make you laugh, don’t look at them.

Control your voice

Do not be monotone. Give it some energy; be pumped but not “I-just-downed-5-cans-of-V” pumped. Give it as much energy as it is appropriate for your speech. As you transition through various intense emotions such as anger, happiness and shock, your performance should reflect it. This is achieved in both your tone and your body language (moving around).

Speak as if you believe in your contention – with passion. Even if it’s just full of crap, if you sound confident, then your audience think, ‘wow, they sure know what they’re talking about’. Remember, confidence is key.

Don’t rush through your speech and speak at a million kilometres an hour – or even worse; skipping half of your speech because you just want to get the hell out of there. And also, speak so that the teacher can actually hear you. More likely than not, they’ll be sitting somewhere near the back of the room. After countless “too quiet” comments on my orals, I have finally mastered the art/power of projecting my voice. And it actually does make a huge difference.

Be aware of your actions

Don’t just stand like a statue in one spot. Think about real life – do you know anyone that stands completely and utterly still when talking to you? Make sure you look around the room; you’re addressing everyone, not just one person. Don’t stare at your teacher; it freaks them out. You don’t even have to look at a specific place. I usually just start off looking at the back wall… then as I go through the speech, I naturally turn from one back corner of the room to the other. Also, try not to look down. Don’t try to look at your cue cards while they’re right up next to your body. Move it out when you need to have a GLANCE at them then go back to the audience.

I’ve seen some people pace. This seems alright (though I’ve never done it myself); but always make sure that you face the audience. If you’re doing a monologue (for text response), you can sit down… just don’t sit for your entire piece.

And some natural hand gestures don’t hurt either!

I’ve also heard of some people running around or on the spot about 15mins before a speech. This serves to help with your heart rate by using up all that ‘energy’. Personally, I close my eyes and concentrate on my breathing (so that my heart isn’t jumping out of my chest). Take some long, deep breaths and tell yourself that you can do it!

My teacher also showed me this speech: “The girl who silenced the world for 5 minutes”. Even though she made a couple mistakes in her speech, she kept going and captivated the attention of the UN. Take a look and be inspired!!

What's next? Make sure you've got a great oral presentation topic. We've done all the hard work for you and compiled 20 of the best topics for 2017. Access it now!

December 1, 2020

English & EAL

The Complete Maus by Art Spiegelman

Yii-Huei Phang

Introduction
Themes
Analysing Techniques in Visual Texts

1. Introduction

2. Themes

Survival

Survival is a key theme that is explored during Vladek’s experience in concentration camps and his post-Holocaust life.

For example, Vladek reflects that “You have to struggle for life” and a means of survival was through learning to be resourceful at the concentration camps.

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‍Guilt

Although survival is a key theme, the graphic novel explores how Holocaust survivors in The Complete Maus grapple with their deep psychological scars.

Intergenerational Gap

Since we're talking about themes, we've broken down a theme-based essay prompt (one of five types of essay prompts) for you in this video:

3. Analysing Techniques in Visual Texts

Focus on the Depiction of Characters

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Look at the Background in Each Panel

Size of Panels

You should also pay close attention to how some panels have a tendency to overlap with each other which could suggest a link between events, words or feelings.

Although not specifically targeted at Text Response, 10 Things to Look for in Cartoons is definitely worth a read for any student studying a graphic novel!

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THINK

Step 1: Analyse

Step 2: Brainstorm

Step 3: Create a Plan

EXECUTE

Contents

1. Introduction

2. Themes

Survival

‍Guilt

Intergenerational Gap

3. Analysing Techniques in Visual Texts

Focus on the Depiction of Characters

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‍‍

Look at the Background in Each Panel

Size of Panels

Contents

1. Introduction to William Wordsworth and Romanticism

2. Key Features of Romantic Poetry

Nature

Emotionalism

Rebellion and Individualism

The Sublime

3. Poetic Analysis Examples

Example Passage 1

Thematic Analysis

Stylistic Analysis

Example Passage 2

Thematic Analysis

Stylistic Analysis

Cultural Context

Political Context

Social Context

How to Analyse a Scene

Contents

1. Characters

Priam

Achilles

Somax

Beauty

Shock

Hecuba

Hector

Neoptolemus

‍2. Themes

Identity

Change

Revenge, Guilt and Peace

Chance and Fate

Nature Versus Man

Commoners Versus Royalty

3. Symbols

Jove’s Eagle

Cart

Priam as a Child

Cakes

Hector’s Body

Sniffing

4. Plot, Analysis, Important Passages and Quotes

Chapter I

Plot

Analysis

Resources

Historical Context

Tips for Moving Past the Generic Examples/Evidence Found in the Play

1. Taking Note of Stage Directions and Structure of Speech

2. Drawing Connections Between Characters - Analyse Their Similarities and Differences.

How To Kick Start Your Essay with a Smashing Introduction

Body Paragraphs

Conclude Your Essay by Dazzling Your Assessor!

Different Interpretations of Extinction

How To Break Down This Extinction Essay Topic

Step 1: Analyse

Step 2: Brainstorm

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1. Start off with a bang!

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5. Vocab and metalanguage are the easiest ways to SHINE