'Without mortality and fallibility, humility cannot exist.' Compare how the two texts explore the importance of humility.
Compare the ways the two texts explore the efficacy of different leadership types.
"In a world that is also subject to chance." (Ransom) "Under the bludgeonings of chance; My head is bloody, but unbow'd." (Invictus). Compare how chance influences lives and societies in these texts.
Compare how these texts examine the societal consequences of conformation and rebellion.
Compare how Invictus and Ransom explore resistance to change.
'Forgiveness can correct any miscarriage of justice committed.' Compare how this idea is demonstrated in these texts.
'Leadership and sacrifice are never mutually exclusive.' Compare the connections between leadership and sacrifice in Invictus and Ransom.
Compare the ways the two texts explore the power of shared experiences.
'...let his name, from now on, be Priam, the price paid" (Ransom) Compare how Invictus and Ransom show the roles of the past in determining one's future.
"But the women's presence is stronger than [Achilles']. This is their world." (Ransom) Compare what these texts say about the power of women in societies focused on masculinity and male experiences.
'Family can have many interpretations and meanings.' Compare the ways family is perceived in these texts.
Compare how the two texts explore intergenerational relations and their importance.
Compare how, in Invictus and Ransom, the aftermath of forgiveness is both redeeming and transient.
"Words are powerful. They too can be the agents of what is new, of what is conceivable and can be thought and let loose upon the world." (Ransom) "Just words. But they helped me to stand when all I wanted was to lie down." (Invictus) Compare how words shape one's hope for change is explored in both texts.
'Stories hold unseen truth and potential.' Compare how the two texts explore the importance of storytelling.
Ransom and Invictus is usually studied in the Australian curriculum under Comparative (also known as Reading and Comparing). For a detailed guide on Comparative, check out our Ultimate Guide to VCE Comparative.
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The idea of VCE English assessments can sometimes be a bit daunting. Always so much you want to write, never as much time as you need and they always seem to come around sooner than you think. But there is never as much cause for alarm as you think and I’m willing to guarantee that almost everyone reading this is so much better than they think at English.
You’ve already come so far from where you started in your high school English journey. I’d like to challenge anyone reading this to go and find the earliest English essay you’ve got tucked away somewhere. I’ve done this myself and, if yours is anything like mine, you’ll be almost disgusted by what you find. Year-7-me just loved to retell the story, cling to my rigid TEEL formulas and leave my quotes just dangling, write the same basic paragraph three times and call it a complete essay. Not a pretty read and I’m sure a couple of you can relate. But, this exercise does at least prove a very valuable point: you are capable of improving at English.
So let’s start thinking about that essay you’ve got coming up again. You’ve just given yourself a nice confidence booster with that walk down memory lane, reminding yourself that you are a more-than-capable English student these days. But all you now want to do is your very best for this next essay. But how do you keep improving between now and then? After all, if you knew what you had to do to improve your English, you’d already be doing it, right? So what we’re going to do now is to have a look at what taking your essays to that next level really looks like; how you can improve your writing between now and then, whenever that might be.
So to do this, we’re going to take an already good paragraph and improve it together. Take this one, one that I conveniently prepared earlier to a Station Eleven prompt that has to do with the theme of memory/history.
Part 1: The Good Paragraph
Q: Mandel shows the importance of remembering the past. To what extent is this true?
A: In Station Eleven, the characters often find meaning from the creation of enduring legacies. Mandel demonstrates this idea through the naming of Jeevan’s son after his brother, Frank. By creating such an enduring legacy for a character who believes in the power of such legacies - 'they’re all immortal to me' - Mandel implies that characters like this are able to achieve meaning and fulfilment by preserving these legacies. Mandel also uses the character of Miranda to highlight the importance of legacies to provide meaning where Miranda lacks it in her day-to-day life. Even though Miranda’s life is left incomplete by her sudden death, the beauty in the scene of her death suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters: 'its extravagant sunsets and its indigo sea'. Hence, the meaning in her life comes from the legacy that she creates from the art she makes in her 'independent' life. This is contrasted against the character of Arthur, whose legacy does not influence any events in the post-flu world, because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, implying less fulfilment in his life. Therefore, Mandel uses her text to demonstrate the value of creating legacies that allow others to remember the past.
Let’s call this our good paragraph. I’ve modelled this off of an essay I found from my Year 10 self, as happy as Year-10-me would have been with this performance, it’s far from perfect. But, it is a very functional paragraph that does all that a paragraph really needs to do. It introduces an idea, justifies it with evidence, links back at the end and doesn’t waste too much time retelling the story. So now we get to the fun bit: we’re going to take this already good paragraph, and turn it into a better paragraph.
So how do we make a good paragraph better?
Well, for a start, we can integrate our quotes so that the paragraph reads better. You’ll see in just a second how much of a difference this can make. This is something I learnt to do between Years 10 and 11. Other improvements that could be made include answering the prompt more directly and using some of the language of the prompt within our answers. So let’s change this and see now what these small differences do to our paragraph.
Part 2: The Better Paragraph
Q: Mandel shows the importance of remembering the past. To what extent is this true?
A: In Station Eleven, the characters often find meaning from the creation of enduring legacies that allow others to remember the individuals who came before. Mandel demonstrates this idea through the naming of Jeevan’s son after his brother, Frank. By creating this symbolic memorial for a character who believes that such legacies can allow individuals such as actors to become 'immortal', Mandel implies that characters like this are able to achieve meaning and fulfilment through their legacies. Furthermore, Mandel also uses the character of Miranda to highlight the importance of creating a legacy through one’s art to provide meaning where Miranda lacks it in her day-to-day life. Although abruptly killed off in the middle of the text, Mandel imbues her death with a certain beauty through its 'extravagant sunsets and indigo sea'. In doing so, Mandel provides a sense of completion about Miranda’s life and suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters. Hence, the meaning in her life comes from the legacy that she creates from the art she makes in her 'independent' life. This is contrasted against the character of Arthur, whose legacy does not influence any events in the post-flu world, because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, implying less fulfilment in his life. Therefore, Mandel uses her text to demonstrate the importance of creating legacies that allow others to remember the past.
There we have it. The paragraph has been rewritten based on the ones I wrote in Year 11 and we have the first signs of improvement. The topic sentence now references the ‘remembering the past’ aspect of the prompt. The linking sentence now uses the ‘importance’ part of the prompt. All of the same quotes are used but are now integrated (check out How To Embed Quotes in Your Essay Like a Boss if you need more help with this).
We’ve made sure not to have more than one sentence starting with Mandel (a small nitpick but still a nice addition). It flows better. It answers the prompt more directly and suddenly we have a better paragraph. Year-11-me has shown improvement and with this comes better scores and more confidence: something that’s very important for success in English. If you’re confident and proud of what you’re writing, then you’ll have higher marks and, even better, more fun!
We haven’t changed much and the paragraph is already better. But it’s not my best paragraph. Between Years 11 and 12, I learnt even more things. I was taught to write about not only the world of the text but also the world around us that we and Mandel live in: you’ll notice that this better paragraph talks more about ‘characters’ that live ‘in the text’ whereas my best paragraph would talk more about the text in the context of the world you and I live in. I learnt to make my topic sentences more abstract and broad so that they relate more to our own world and less to the world of the text and remind whoever’s assessing that my ideas apply to everyone and not just within the texts. I learnt to respond more directly to different types of prompts (Discuss, To what extent is this true?, How does Mandel… and others) and I learnt to be more direct in discussing the views and values of Mandel (what she likes, what she doesn’t like, what she wants to see more of in the world)
So let’s apply some final changes, and see what our paragraph looks after two more years of refining English. This final paragraph is almost exactly the same as one I wrote in timed conditions before my final exam.
The Final Part: The Best Paragraph
Q: Mandel shows the importance of remembering the past. To what extent is this true?
A: Mandel explores the importance of legacies, not only as sources of meaning for their creators, but also for their roles in allowing others to remember the roles of those who came before. Such an idea is explored through the naming of Jeevan’s son, securing the legacy of Frank. By affording such a permeating influence to an individual who writes of and appreciates the 'immortal[ity]' of long-dead actors, Mandel implies that an appreciation of the inherent value in a legacy and its ability to influence future events is a key quality in individuals. Furthermore, Mandel uses the character of Miranda to highlight the importance of creating a legacy that outlives oneself to provide meaning. Although abruptly killed off in the middle of the text, Mandel imbues her death with a certain beauty through its 'extravagant sunsets and indigo sea'. In doing so, Mandel provides a sense of completion about Miranda’s life and suggests that a sense of fulfilment has been achieved despite the emptiness of her life relative to other characters. Hence, Mandel suggests that the meaning in Miranda’s life comes from the legacy that is the art she makes in her 'independent' life that continues to influence events and allow others to remember the past long after her death. Mandel provides contrast through her exploration of Arthur, whose legacy does not influence any events in the post-flu world because of his failure to create legacy or meaning beyond his day-to-day life. Further, Arthur’s death in the hectic Elgin Theatre has far less beauty than that of Miranda, reinforcing Mandel’s view that individuals who forfeit control of their own legacies, as Arthur does, lead far less completed and fulfilled lives. Therefore, Mandel highlights the immense importance of creating legacies that allow others to remember the past and encourages greater appreciation of the value of legacies in contemporary society.
So, two years later, and we’ve got what is still essentially the same paragraph, just brushed up to an even better, or best, standard. So if we’re using the same evidence, exploring the same characters and introducing the same ideas, why is this paragraph better than the last two?
Well, if you study the topic and linking sentences, they discuss the concept of a legacy being a means of allowing others to remember the past and the importance of such a thing and everything in-between links this concept to the text. 'Mandel highlights the immense importance' represents a subtle but nice nod to the wording of the prompt by giving an ‘extent’ to which Mandel ‘shows’ or highlights. Every piece of evidence is discussed in reference to what Mandel believes about the world around us and how individuals should act in modern society.
And there’s something very nice that we can now reflect on. This paragraph has gone from good to much better without having to introduce any new ideas. There are no overly complex interpretations of the text, we’ve just taken the same skeleton of a paragraph and made it look better without changing its real substance.
And one of the wonderful things about making efforts to improve the quality of your writing is all the confidence that comes with this, whether this be from getting better at discussing views and values, learning to integrate your quotes or any achievement like this. I know that my confidence surged as my English got better and, as I got more confidence in my writing, I got more confidence in what I wrote about. My interpretations of the text became more and more obscure and a bit whacky at times and I had fun writing about these things. If you improve your writing, you’ll improve what you’re writing about which will mean you’ll have more fun writing and the cycle of improvement will just continue.
So to cap off, I thought it might be nice to have a checklist of sorts that you might be able to put against your own writing.
What’s the next step I could take in improving my English?
Are all my quotes properly integrated? (Hint: if the sentence doesn’t make sense without quotation marks, the answer is no)
Have I got more than a couple of sentences starting the same way or could I vary my sentence structure a bit more?
Have I explicitly used some parts of the prompt in my own writing so that I can directly answer the question in my essays?
Are my topic and linking sentences describing a concept that relates to the prompt with everything in-between relating this concept to the text? (I found this a very useful way of thinking of paragraphs)
Is all of my evidence being discussed in relation to the views of the author?
Does my essay/paragraph explain what the author would like to see more of/less of in modern society based on what is explored in the text?
Is my essay/paragraph specific to the exact wording and type of prompt?
And these are just some of the improvements that could be made. I’m sure each of you could ask teachers and past students and find many, many more tips on improvement. Just as long as you’re thinking about what the next step in your English might be, then you’re already headed in the right direction. So good luck and happy writing!
Ransom and Invictus 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.
Introductions
Invictus
Clint Eastwood’s 2009 film ‘Invictus’ centers on the events following the election of Nelson Mandela, South Africa’s first black President in the post-apartheid era. The film follows President Mandela’s attempt to infuse a deeply divided country with new energy, by supporting the South African rugby team’s victorious 1995 World Cup Campaign. The unlikely bond formed between President Mandela and Francois Pienarr, the captain of the rugby team, illustrates themes of unity and reconciliation in a divided nation. The film begins with the image of a deeply divided society in 1990, as Mandela is released from 27 years of incarceration. A poignant opening scene sees Mandela drive along a long dirt road that runs between two playing fields, on one side, young black children shout excitedly as Mandela passes. On the other side, immaculately dressed white boys stare vacantly, as their coach proclaims, “This is the day our country went to the dogs.” This tumultuous period in South African history is of central concern to ‘Invictus’, as Eastwood portrays the lingering racial prejudices imbedded in this society. The film portrays the tension between the bitter resentment of black South Africans towards their former oppressors, with the fear and uncertainty of white Afrikaners under Mandela’s political leadership. Eastwood masterfully depicts the true story of the moment when Nelson Mandela harnessed the power of sports to unite a deeply divided South Africa.
Ransom
Set during the Trojan War, one of the most famous events in Greek mythology, David Malouf’s historical fiction ‘Ransom’ seeks to explore the overwhelming destruction caused by war, and the immense power of reconciliation. Drawing on the Iliad, the epic poem by Homer, Malouf focuses on the events of one day and night, in which King Priam of Troy travels to the enemy Greek encampment to plead with the warrior Achilles to release the body of his son, Hector. Maddened by grief at the murder of his friend Patroclus, Achilles desecrates the body of Hector as revenge. Despite Achilles refusal to give up Hector’s body, Priam is convinced there must be a way of reclaiming the body – of pitting new ways against the old, and forcing the hand of fate. Malouf’s fable reflects the epic themes of the Trojan war, as fatherhood, love, grief and pride are expertly recast for our times.
Malouf and Eastwood both depict societies on the brink: Troy faces annihilation by the Greeks, while South Africa faces an uncertain future as it emerges from the injustices of the apartheid era, both worlds are in dire need of true heroes to bridge the great divide. Together, these two texts echo the significance of hope in the enactment of change. To learn more, head over to our full Ransom Study Guide (covers themes, characters, chapter summaries, quotes and more).
Themes
The power of shared human experiences
Both texts are centrally concerned with the significance of the universal experiences of love, loss, grief and hope to unite a divided people. Both Invictus and Ransom explore how societal forces divide people into different, often conflicting groups – whether this be race, history, culture, or war. Each text appeals to the universal experiences that define the human condition, and emphasise the significance of opportunities to cross-cultural divides.
In ‘Ransom’, Malouf is centrally concerned with the theme of fatherhood. This concept links the mortal and godly realms, which King Priam straddles over the course of his journey. The relationship between Priam and Somax illustrates this complex theme most clearly. The two men, despite being deeply separated by their class, education and power, share their common familial experiences. Priam confronts the poignancy of their shared experience of losing sons, questioning whether it “meant the same for him as it did for the driver”. Malouf thus presents Priam as initially lacking in terms of his understanding, Somax’s friendship and stories are the catalyst for Priam to engage in deeper, empathetic understanding. Somax’s trivial yet symbolically significant story about the griddle-cakes represents a moment of anagnorisis for Priam, wherein the shared bond of humanity in fatherhood allows Priam to obtain insight, and progressively grow as a human and as a leader. This incident fuels the journey to appeal to Achilles “man to man”, Priam’s insight into the power of empathy allows him to appeal to their shared bond as suffering fathers.
Just as Priam goes to Achilles “as a father”, using their common quality, fatherhood, to further understand each other, Mandela, too, emphasises the point that you must “know [your] enemy before [you] c[an] prevail against him” and thus he “learned their language, read their books, their poetry”. Mandela attempts to unite Black and white South Africans, despite the mutual animosity and distrust fostered by decades of apartheid. Black and White South Africans share almost nothing in common, with significant cultural and societal barriers to their reconciliation, including different dialects. Rugby emerges as the most poignant manifestation of this divide as the White South Africans support their national team, but the black south Africans barrack for the opposing side. The scene wherein Pienarr and Mandela meet over tea is symbolic of this sentiment of fostering unity amongst deep divisions. President Mandela literally hunches over to pour the tea for Pienaar, this inversion of status demonstrates his willingness to reduce his dignity as a superior and speak with Pienarr, and by extension, white south Africans, on an equal level, modelling an example of how race relations in his nation should be carried out. This equality is also symbolised by the passing of the tea to Pienaar, the close up shot where both arms of the individuals are depicted on an equal level reinforces this sense of mutual equality and respect, extolling the virtues of empathy and integrity as a uniting force.
Leadership and Sacrifice
Mandela and Priam symbolise how leadership must inevitably entail familial sacrifices. Both leaders self-identify with their nation and people. Priam embodies Troy itself, his body is the ‘living map’ of the kingdom. The ‘royal sphere’ he embodies is constrained by customs and tradition, full of symbolic acts that separate him from the mortal world. To an extent, these royal obligations and ritual suffocate Priam’s individuality and he is unable to show his true nature, or connect with his family in the way he would desire to. He regards intimate relationships with his children as “women’s talk” that “unnerves him” as it is not “his sphere”. This articulation of the disassociation of the “royal sphere” with natural human bonds of family reveals the secondary role that family and love must take when one’s role as a leader is paramount. Similarly, Mandela claims “I have a very big family. Forty-two million people”. Unlike Priam, Mandela seeks human connection, predicating his leadership on democratic ideals. This takes a physical and emotional toll, as shown by Mandela’s collapse in his driveway. The cost of leadership here is evident, as Mandela has effectively sacrificed his family for the good of his nation. His strained relationship with his daughter Zindzi further reinforces this, as she disapproves of Mandela reaching out to Pienarr, likening him to one of the white “policeman who forced (her) out of her home”, showing the disconnect between father and daughter due to the sacrifices necessitated by Mandela’s life of leadership, including his 27 year imprisonment.
Fatherhood and Masculinity
In ‘Ransom’ Malouf presents an enclosed, limited and unemotional masculine world, with particularly stringent expectations for men’s behaviour. This is a world characterised by war, wherein the expectations of violent masculinity are paramount. In presenting Achilles inside of “a membrane stretched to a fine transparency”, Malouf reveals the constant tension between the emotional, domestic human nature inside Achilles and the hierarchical violent external society that he is expected to abide by, revealing the constricting nature that the society has on defining men’s actions. Malouf uses words like “knotted” and “rope-like” when describing Achilles’ muscles, implying that his conventional great strength, the source of his fearsome reputation, represents a confinement that the society enforces on him and other men. Further, through a degree of compassion, Priam is able to touch the “sore spot whose ache he has long repressed” in Achilles, a symbol of the emotions that have been supressed by the dominant patriarchal nature of this society.
Whilst the world of ‘Invictus’ is less overtly masculine and patriarchal, the narrative of the film is primarily focused on the male experiences, with female characters assuming a largely secondary role. Zindzi’s strained relationship with her father exemplifies the sacrifices involved in leadership. Whilst Mandela is seen to have sacrificed a close connection with his daughter, this is suggested to be in service of the nation, “I have a big family. Forty two million people”.
Character analysis and comparison
Character analysis/Comparison
Priam
- aging king of troy
- individuality has been subsumed by the ceremonial functions of his high position
- self-identifies with nation
- life of obligation
- foregoes convention and embraces chance with his proposal to offer ransom for his son’s body
- becomes more attuned to the natural world
- gains a greater appreciation of his true self as a man, rather than a symbolic figurehead
Mandela
- historic figure, symbol of peace
- spent 27 years in prison for sabotage and conspiracy to overthrow the government while he was trying to gain civil rights for all south Africans
- tackled institutionalised racism, poverty and inequality
- suffered under apartheid
- pursues reconciliation, prepared to face down calls for retribution
- in his speech to the sports council, he defends the traditions of the people who persecuted him
- interacts easily with people of all social standings
- charismatic, in touch with the people
Comparison
- embody essential role that leadership plays in achieving just resolutions to conflict
- sacrifice family for leadership
- illustrate that effective leadership takes a toll on the individual
- exemplify that reconciliation requires unexpected and difficult acts. Such as Mandela’s embrace of the Springboks and Priam’s appeal to Achilles “man to man”
- both show effective leadership involves expressing empathy and understanding the humanity of your enemies
Literary and cinematic techniques
Invictus
- In one of the first scenes in Mandela’s office after he is elected President, Eastwood strategically frames the racial segregation and tension between the two groups via the mise-en-scene; they stand on separate sides of the room, wearing distinctly different clothing and calling Mandela either “Mr President” or “Madiba”, representative of their own identity. The lingering tension between the two groups permeates the entirety of the film, and the microcosm of the bodyguards acts as a symbol of the chasm within the wider nation.
- The deeply symbolic scene wherein Mandela and Pienaar have tea, Eastwood strategically uses a close up shot to frame the passing of the tea cup so that both arms of the individuals are depicted on the same level, reinforcing this sense of mutual equality and respect. It is this sharing of hope that ignites Pienaar to reciprocate Mandela’s egalitarian actions. As Pienaar brings a ticket for Eunice, recognising that “there’s a fourth” family member, he mimics Mandela’s value that “no one is invisible”. Consequently, it is demonstrated that regardless of skin colour, characters reciprocate Mandela’s empathy and compassion, revealing the limitless power such human qualities to reach across the boundaries of division.
- The wide shot of the passing of the trophy from Mandela to Pienaar is framed against the large crowd, metaphorically representing South Africa’s support with the unity of the black and whites, reflecting Mandela’s desire to “meet black aspirations and quell white fears”. Their diegetic cheers work to create the idyllic depiction of the lasting power of this change, implying the true limitless nature of hope in their society.
- Priam’s moment of anagnorisis in which he discovers the concept of “chance”, marks the beginning of his enactment of change through the power of hope. Despite his family who wishes that he would “spare [himself of] this ordeal”, Priam’s vision guides him to overcome familial and societal obstacles in pursuit of reconciliation.
- Symbol: Griddlecakes – represent pleasure in common things, but also the growing realisation within Priam of his distance from such pleasures. The love and care with with Somax’s daughter cooked the cakes has a value that surpasses the conventional riches associated with the ruling elite. This is a catalyst for a moment of realisation for Priam.
The Penelopiad by Margaret Atwood retells the story of the Odyssey by Homer from the perspective of Penelope, a half mortal and half divine princess who also happened to be the wife of Odysseus, and her Twelve Maids. A retrospective narrative, Atwood opens her mythological tale with Penelope and the Maids in the afterlife reflecting on the events that occurred centuries before. Told in chronological order from her birth, the Maids serve as a traditional part of greek theatre in their purpose of a Chorus as they make commentary on their life.
Anna Ziegler’s play, Photograph 51, is set during the 1950s in the age of scientific discovery as researchers are scrambling to be the first to unlock the mysteries of DNA. Its protagonist, scientist Rosalind Franklin is an under-appreciated genius working as the only female in her respective field. As one of her photographs uncover the truth of DNA, her competitors' ambition leads the men around her to success.
Characters
The Penelopiad
Major Characters
Penelope
Odysseus
Helen
Eurycleia
Telemachus
The Suitors
The Twelve Maids
King Icarius of Sparta
Penelope’s Mother (The Naiad)
Menelaus
Laertes
Uncle Tyndareous
Melantho of the Pretty Cheeks
Palamedes
The Fates
Minor Characters
Autolycus
Anticleia
Actoris
Theseus and Peirithous
Paris
Agamemnon
Teiresias
Antinous
Medon
Iphthime
Sisyphus
Piraeus and Theoclymenus
Poseidon
Athene
Hermes
Zeus
Artemis
Pan
Photograph 51
Rosalind Franklin
Maurice Wilkins
James Watson
Francis Crick
Don Caspar
Ray Gosling
Themes
Power
Both texts explore the use and demonstration of power in its various forms of physical displays of strength to the patriarchal forces that govern each texts respective world. Indeed, the power of men prevailing atop the social hierarchy while displacing those below them is a common theme within both texts. The authority associated with Icarius’ title of King allows his drunken and rude behaviour to go by unquestioned while in Photograph 51 Wilikins embodies the power possessed by white men. The patriarchal power that men possess within each of the respective texts becomes closely linked to fragile masculinity in their exertion of physical strength or intellectual superiority; Odysseus self-proclaimed superhuman strength is equated to Wilkins need for intellectual dominance, especially over the brilliant Rosalind.
While the men within each text exert their inherent power of supposed supremacy, the women within each world draw are shown to draw on their physical appearance as a source of power or is shown to be disempowered by it. In The Penelopiad, Helens is known for her legendary beauty which she uses to relentlessly taunt Penelope, the proverbial ugly duckling, through which Atwood demonstrates how, like other forms of power, can be used to oppress others. Conversely, Photograph 51 examines how Rosalind is disempowered by her perceived lack of traditional physical beauty. Many of the men around her using her unflattering appearance to ridicule and minimise her and her work.
Identity
While the time periods in which the two texts are set may greatly differ, the notion of identity is still a prevailing theme that is explored. Indeed, the role others perceptions play in each character's construction of their own self-worth and values provides both authors a basis for the examination of how societies enforce conformity while punishing uniqueness. In The Penelopiad, it can be seen that the glowing perceptions of Odysseus from his mother and his nurse nurture and grow Odysseus’ egocentric view of himself as a hero. In contrast Photograph 51 demonstrates the negative effects these perceptions can have on one’s self-identity, as the negative views that surround Rosalind ultimately make her question herself and her actions.
Not only do others perceptions shape one's personality, but the expectations enforced by Society. Both protagonists within each text feels pressure from those around them to live up to certain expectations; Penelope feels she must constantly encourage Odysseus’ self glorifying tales of heroism, while Rosalind feels similar pressure to follow her father's advice to consistently be right which eventually leads to her unfavourable reputation for being difficult to work with.
Both Ziegler and Atwood suggest that in order to overcome the pressures and external expectations of society each which of these women must have a positive and strong sense of self. In the case of Photograph 51, Rosalind must adopt a strong self-belief in her work in order to survive the hostile masculine environment around her. By contrast, Odysseus constantly boasts and exaggerates his stories of heroism and the cleverness of his actions. While both Odysseus and Rosalind have a strong self-belief, Odysseus’ is guided by ego while Rosalind’s is guided by intelligence
Women and Misogyny
The feminine figure and roles are depicted in contrasting ways between the texts, but both show how the construction of characters who either adhere to or reject the social constructs of femininity during their era are forced to grapple with the harsh realities of being a woman in both ancient and modern times. One of the biggest examples of femininity shown within each text is the value the patriarchal system places on motherhood and the high expectations they have for mothers and mother figures. Some mother figures in the The Penelopiad demonstrate the gentle and protective qualities associated with typical feminine attributes; the two contrasting figures within the same text, Odysseus’ nurse and mother demonstrate the two extremes of femininity relating to motherhood. Eurycleia is presented as benevolent and dedicated to the mother figure ideal as she is shown to snatch Penelope's newborn son and envision him as her own. In contrast, Penelope's mother an elusive and neglectful Naiad leaves her child to swim around unsupervised.
In Photograph 51 mothers are depicted as primarily concerned with the needs of their children and husbands as they are shown to identify themselves with their attributes and successes. It can be seen that such characters as Gosling's mother's interest in his PhD suggests that like Penelope she judges her own worth by her child's success. Indeed, while these mothers are shown to be nurturing and caring most of it emphasises their need to control and guide their child's life.
Not only mothers, but wives become another primary source of femininity that is examined within both texts. The Penelopiad’s notion of wives becomes closely related to the idea that within a patriarchal system women are associated with being a possession rather than an equal. Regardless of class and social standing every woman on some level is shown to be oppressed by this traditional and conventional idea of womanhood. Penelope is encouraged to be a doting wife to her husband Odysseus, while in contrast, the Maids remain unmarried yet are still subjects of oppressive mistreatment. Unlike The Penelopiad, wives have little to no significance within Photograph 51, a text heavily focused on the scientific discovery of DNA, Indeed, the woman or the wife is seen as irrelevant in the scientific field while any mention of women outside of Rosalind is confined to the wives of men contained within the domestic sphere.
Storytelling and The Narrative
The notion of storytelling and the power of narrative becomes closely linked to such ideas as femininity and womanhood within each text as each closely revolves around women taking back control of their own narratives and stories. The Penelopiad is a story about other stories as it is based off retelling an already famous story. The Odyssey becomes a vessel for Penelope to share her own insights and feelings while her actions of retelling the well-known work is a source of empowerment for her as she is able to negate stories about herself that she would prefer not to hear. This frees her from the burden of being a legend or a myth as she urges women not to follow her example of keeping their mouths shut. In contrast, Rosalind Franklin does speak out initially but gained an unfortunate reputation as a difficult woman in stories about her that are circulated by men.
Through this, it can be said that the aim of both Ziegler and Atwood is to challenge the historical invisibility of women throughout time. While Ziegler's play attempts to highlight the ways in which stories told by men have worked to minimise or downplay the roles and contributions of women, The Penelopiad attempts to offer new perspective of already well-known stories that intend to give insight into the woman's understanding of life.
Literary Devices
Dramatic Irony
Dramatic Monologue
Genre, literary form and its construction
Imagery
Metaphor
Authorship
Narrator
Narrative structure
Style and language
Important Quotes
The Penelopiad
“And what did I amount to, once the official version gained ground? An edifying legend. A stick used to beat other women with.” (ch.1)
“We were told we were dirty. We were dirty. Dirt was our concern, dirt was our business, dirt was our specialty, dirt was our fault. We were the dirty girls. If our owners or the sons of our owners or a visiting nobleman or the sons of a visiting nobleman wanted to sleep with us, we could not refuse.” (ch.4)
“Water does not resist. Water flows. When you plunge your hand into it, all you feel is a caress. Water is not a solid wall, it will not stop you. But water always goes where it wants to go, and nothing in the end can stand against it.” (ch.7)
“Oh gods and oh prophets, please alter my life,
And let a young hero take me for his wife!
But no hero comes to me, early or late—
Hard work is my destiny, death is my fate!” (ch.8)
“The more outrageous versions have it that I slept with all of the Suitors, one after another—over a hundred of them—and then gave birth to the Great God Pan. Who could believe such a monstrous tale?” (ch. 20)
Photograph 51
“Dr Wilkins, I will not be anyone’s assistant” (Rosalind pg.13)
“It’s for men only” (Wilkins pg.17)
“But those are precisely the conversations i need to have. Scientists make discoveries over lunch.” (Rosalind pg. 17)
“...You don’t have to try and wing me over. In fact, you shouldn’t try to win me over because you won’t succeed. I’m not that kind of person.” (Rosalind pg.35)
“To Watson and Crick, the shape of something suggested the most detailed analysis of its interior workings” (Casper pg.41)
Comparing Photograph 51 and The Penelopiad
[Video Transcript]
Background
The play Photograph 51 by Anna Ziegler invites us to revisit the events surrounding the discovery of DNA’s double helix structure. While the DNA double helix structure is common knowledge now, in the 1950s many scientists were racing to claim its discovery. Ziegler's title, Photograph 51 is simply named after the X-ray photograph taken of the hydrated B form of DNA, which was crucial in the consequent events that eventually led to the identification of DNA's structure. However, much controversy has surrounded exactly who deserves credit for the discovery, particularly because the Nobel Prize was awarded to James Watson, Francis Crick, and Maurice Wilkins - 3 people who did not actually take Photograph 51 itself. Instead, people have argued that Rosalind Franklin should have been one to be award the prize, or at least share the prize as it was her work that led to Photograph 51 and without it, Watson, Crick and Wilkins may not have discovered the DNA structure. Yet what makes this situation even more complicated is that Franklin’s work was shared with Watson without her knowledge in addition to the fact that Franklin died of ovarian cancer 4 years before the prize was awarded. Since the Nobel Prize does not generally make posthumous awards, Rosalind’s work has never shared in the glory along with the other men. Ziegler takes this opportunity to explore Rosalind’s perspective, and gives the audience a chance to peer into her experiences, interactions with others, and strong mindset. The question now begs: if Rosalind’s data had not been leaked, would she have gone on to discover the structure of DNA on her own? If Watson and Crick had not seen Photograph 51, would they have gone on to discover the structure of DNA on their own?
The Penelopiad is similar to Photograph 51 in that it is written from a women's perspective previously never explored in literature. While in Photograph 51, Ziegler allows us to be privy to Rosalind’s thoughts - a perspective unknown to media and publications because of her death, Margaret Atwood chooses to write from Penelope’s perspective, a view also previously never explored in Greek literature. Penelope’s reminisces about her life from her deathbed in Hades, the underworld. We learn of Penelope’s key life moments from childhood through to adulthood, such as the psychological damage inflicted upon her when her father attempts to drown her as a child, to her pretending to weave a shroud so that she can delay the decision to choose a Suitor who undoubtedly only wants to marry her so they could take up the throne and treasure. Her narrative is occasionally interrupted by the 12 maids who were killed by Odysseus, Penelope’s husband, upon his return. These maids were wrongly murdered and their presence in Atwood’s story brings attention to their plight as not only females, but as slaves during Ancient Greece. When studying The Penelopiad, I would strongly encourage you to be familiar with its historical context - mainly, you should have a good understanding of the story ‘The Odyssey’, the Trojan War, and the roles of the Gods mentioned in the novel. I’ve created a playlist I’ll link below for you with some videos I believe will be helpful for your studies.
Common Themes
Women’s reactions to misogyny
Misogyny is widespread in both Photograph 51 and The Penelopiad, and both writers explore the ways in which females deal with such an environment.Penelope is more graceful in her response, as she is accepting of her place as a woman, as poignantly expressed: "I kept my mouth shut; or, if I opened it, I sang [Odysseus] praises. I didn’t contradict, I didn’t ask awkward questions, I didn’t dig deep.” Meanwhile, Rosalind reacts with snark hostility, "I don’t suppose it matters whether or not it suits me, does it?”. Rosalind refuses to let her womanhood impede her career as a scientist, to the extent that her stubbornness is self-defeating and her being constantly on guard only causes further misunderstandings and tension with Wilkins: “You know…I think there must come a point in life when you realise you can’t begin again. That you’ve made the decisions you’ve made and then you live with them or you spend your whole life in regret."
Misogyny from a male lens
In The Penelopiad, even Telemachus shows a lack of understanding and empathy for his own mother, and wants her to find a Suitor quickly because she is "responsible for the fact that his inheritance was being literally gobbled up." He disobeys Penelope’s wishes and resents being “under the thumbs of women, who as usual were being overemotional and showing no reasonableness and judgement”. Like Telemachus, the men in Photograph 51 have NO sense of what it means to be a woman. They is frustratingly presumptuous in the female psyche, as seen when Crick boasts: "See, women expect men to fall upon them like unrestrained beasts.” The viewpoints of the males in both texts highlight misogyny that is deeply rooted in society, and a demonstration of how far we can be from the truth when we formulate our own assumptions.
Women’s undervalued abilities
Penelope is clever, but it’s only beauty and sex appeal that is valued in society as so clearly shown by all men charmed by Helen of Troy. Penelope's intelligence, and more widely, all women’s intelligence is seen as a threat to men as she says, 'cleverness is a quality a man likes to have in his wife as long as she is some distance away from him". Unlike Penelope’s era where women usually didn’t actively or overtly fight for their rights, the 1950s sees more agency in women. While Rosalind’s intelligence secures her a job and career, she still faces a hostile, sexist environment. Her fellow male scientists dismiss her credentials. From the get go, Rosalind is expected to ‘assist’ Wilkins, and is disparagingly referred to as ‘Miss Franklin’, rather than as ‘Dr Franklin’ as she is rightfully entitled to. Moreover, her methodical approach to her work drives the frustrated Wilkins to share her confidential research with Crick and Watson, displaying the men's inherent distrust and disrespect of women.
Here’s a tip for you. You may have noticed that the common themes I mentioned aren’t just one-worded themes, like ‘misogyny’. Yes, I could’ve lumped my themes together under the umbrella of ‘misogyny’ but I wanted to go that extra mile. By breaking it down further, I am better able to showcase my detailed understanding of the texts, and you’ll find that adopting this specificity in writing is rewarded in VCE.
Here’s another tip. At the Year 12 level, and particularly in Reading and Comparing, your assessor expects you to not only understand the text itself, but to understand the real-life implications explored. Here we’re looking at human reactions and responses to our world and experiences. So when you start comparing Photograph 51 and The Penelopiad think about the human condition. For example, on a textual level, you’d be asking yourself: what factors drive Rosalind to act with such hostility towards men? Why is the way she deals with misogyny so different to that of Penelope? Now if we zoom out and look at the bigger picture, you need to start asking yourself: What do these texts say about us as people? What can we learn from these stories?
Obviously there’s so much more you can extract from these books and compare, but I hope this has given you something to think about!
At LSG, we use the CONVERGENTandDIVERGENTstrategy to help us easily find points of similarity and difference. This is particularly important when it comes to essay writing, because you want to know that you're coming up with unique comparative points (compared to the rest of the Victorian cohort!). I don't discuss this strategy in detail here, but if you're interested, check out my How To Write A Killer Comparative.
While Rosalind and Penelope are examples of strong female characters, they are both severely flawed. Discuss.
Theme-based Prompt:
In what ways do misogyny and expectations impact individuals identity within each text?
Structure-based Prompt:
What structural elements help convey the strength of women within The Penelopiad and Photograph 51?
Quote-based Prompt:
“We were told we were dirty. We were dirty. Dirt was our concern, dirt was our business, dirt was our specialty, dirt was our fault. We were the dirty girls.” (The Penelopiad)
Authorial message-based Prompt:
What comments do the authors make about the corrupting force of power?
Essay Topic Breakdown
Make sure you watch the video below for extra tips and advice on how to break down this essay prompt!
[Video Transcript]
Essay Topic: The authors of Photograph 51 and The Penelopiad give voice to the women in their stories. Discuss.
Keywords
‘Authors’ - means I should talk about their intention and what message they want us to hear
‘Voice’ - power to speak, to story-tell, to share their side of the story
‘Women’ - be sure not to only talk about the main characters such as Penelope and Rosalind but other women in the books
‘Discuss’ - a word like ‘discuss’ gives you a lot of flexibility to discuss any ideas that are relevant to the topic, whereas a ‘do you agree’ style of question is a bit more limiting. With so much more flexibility to ‘discuss’ various ideas, I’m going to touch on topics that most interest me. I feel that this is a great way to get yourself in tune with the book, especially as you start writing. The more you can make the writing interesting for yourself, the more interesting it will be for your reader.
Contention:
By giving voice to the women in their stories, Atwood and Ziegler reveal stories of those previously silenced, and showcase how storytelling empowers women marginalised by misogynistic social constructs.
Plan:
Body paragraph 1: In giving a voice to the females, both Atwood and Ziegler offer a new, previously unseen perspective on misogyny.
In The Odyssey, the maids are constructed as unfaithful and disrespectful of queen Penelope, Telemachus and other staff. Their own story is silenced and instead, is observed through others, whereas in The Penelopiad, themaids tell their own version of events - mainly that their actions were under Penelope’s instruction.
The patriarchal rule is accentuated through their lack of status and rape, which is considered to be a “deplorable but common feature of palace life”.
Moreover, we feel sympathy for these three-dimensional characters, as they ’toil and slave/ And hoist [their] skirts at [men’s] command’.
Likewise Rosalind Franklin's version of events has never been revealed because of her early death. In Photograph 51, we learn of the misogyny Rosalind faced as a female scientist "My name is Rosalind. But you can call me Miss Franklin. Everyone else does."
Body paragraph 2: By offering these women a voice, the authors reject social conventions of femininity.
Penelope is cunning and intelligent, foiling the Suitor’s plans to marry her by delaying her decision with the endless weaving of her ‘shroud’. The juxtaposition of unsuspecting men and strategic Penelope thwarts traditional gender roles where women are viewed as inferior. "They were very angry, not least because they’d been fooled by a woman."
Meanwhile, Rosalind is stubborn and resilient nature rebuffs the narrow-minded beliefs of her fellow coworkers who believe that “kindness always works with women” and that "women expect men to fall upon them like unrestrained beasts."
Body paragraph 3: Most importantly, both authors showcase the importance of giving women a voice as a means to control their own narrative.
Penelope opens her reflection with an emphasis on how she “owe[s] it to [herself]” to “spin a thread of [her] own”. She shares how she now has the opportunity to share her side of the story, whereas allowing others to speak of her from their perspective means that “they were turning me into a story…not the kind of stories I’d prefer to hear about myself”.
While Penelope is empowered to reveal her story and invites us to an alternate version of historical events, this is not afforded to Rosalind in Photograph 51. Rosalind is literally sidelined, “…we just hear her lines - a recording, or she speaks from offstage' and therefore unable to control her narrative. The stage direction (/) indicates that the men of past and present talk over her, reducing her opinion and overriding her speech with their own “self-aggrandisement."
To see another essay prompt breakdown for this text pair and a full sample A+ essay with annotations, check out this blog post.
Just when you thought you had finally become accustomed to the complicated art of essay writing, VCE decides to throw you a curveball in the form of a reading and comparing essay that addresses not just one, but two texts. Being introduced to a comparative essay for the first time, it is not surprising that many students encounter difficulties in structuring their writing. For one of most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative.
(An accurate representation of the common VCE English student attempting to write a comparative essay)
Luckily, there are quite a few tips and tricks out there that will help you on the journey to a well-structured essay!
What is reading and comparing?
This area of study relates to comparing and contrasting two texts in order to unearth the common themes, ideas, motifs and issues explored. By drawing upon similarities and differences, we are enabled to gain a more profound comprehension of both texts. However, aside from merely comparing what is presented on the surface of a text, (symbols, characters, motifs, themes etc) it is also imperative that you delve a little deeper. Some questions you might want to ask yourself as you are planning a comparative essay are:
- What message are the authors trying to convey?
- What is the significance of symbols, themes, characterisation and motifs in relation to the texts as a whole?
- What was the setting/context in which the authors wrote their texts?
- Why did the authors choose to write about a specific setting/context? Were they directly involved in the social/political issues explored in the texts themselves?
- What are the main similarities and differences and how can I link them together?
Congratulations! Once you have thoughtfully considered these questions, you are one step closer to piecing together your essay!
Because there's such an emphasis on drawing insightful text connections in this area of study, in the LSG Comparative study guide we show you how to use the CONVERGENT and DIVERGENT strategy to identify unique points of comparison. In the study guide, which has been written by 45+ study scorers, we also explain how to strengthen your comparative discussion through Advanced Essay Paragraph Structures which truly showcase the power of the CONVERGENT and DIVERGENT strategy. I don't discuss the strategy in detail here, but you can check it out in How To Write Killer Comparative.
How to structure your essay
Since the purpose of this task is to evaluate the similarities and differences between two texts, (unless you’ve royally misinterpreted the nature of reading and comparing!) your body paragraphs will need to address both text A and text B. As with all exceptional VCE essays, I would stress that you DO NOT disregard the significance of beginning your essay with an introduction that neatly and briefly outlines your arguments in relation to the essay topic. You SHOULD also have a conclusion to close your essay, which functions as a summary to the ideas you have conveyed in your body paragraphs.
Although there are a few ways in which to structure a comparative essay, with students generally opting for whichever approach works best for them, I will focus upon two different methods, which I find to be the easiest and most concise.
Example 1:
You can choose to address one text per paragraph and alternate between them, for example:
Introduction
BP1: Text A (theme/idea 1)
BP2: Text B (theme/idea 1)
BP3: Text A (theme/idea 2)
BP4: Text B (theme/idea 2)
Conclusion
As you can see from the structure above, you would need to refer in your first two paragraphs to a common theme or idea prevalent in both texts, comparing how the texts explore such ideas and drawing upon any similarities or differences, before repeating this pattern in the next two paragraphs. In this structure, it is easiest to solely focus upon text A in body paragraph one and then in body paragraph two to put most of the attention on text B, whilst also comparing it to the elements of text A examined in paragraph 1.
Pros:
- Easy for the assessor to recognise which text is being discussed since this is a very straightforward structure
- Whilst writing the essay, you won’t be confused about which text you are focusing on in each paragraph
Cons:
- Limited capacity to go in depth when comparing and contrasting the texts, which may lead the assessor to believe you haven’t really grasped the core concepts of either text
Example 2:
This approach is a bit more complicated than the first and will definitely take practice, patience and perseverance to master.
Introduction
BP1: Text A and Text B (theme/idea 1)
BP2: Text A and Text B (theme/idea 2)
BP3: Text A and Text B (theme/idea 3)
Conclusion
In the body paragraphs of this structure, the writer will constantly alternate between the texts and a good essay of this form will make it clear which text is being referred to, even if the discussion constantly changes from text A to text B. Within each paragraph, the writer will consistently use comparative language to contrast both texts. Typically, each paragraph will place emphasis on a different theme or idea.
Pros:
- This is a more sophisticated structure than the former; if it is done well, it will highlight to the assessor that you are able to utilise complex structures in a concise way that goes into minute detail when comparing the texts
- Capacity to implement more comparative language
Cons:
- As you are writing an essay of this form, you might momentarily become sidetracked and confused as you will be constantly changing between referring to text A and text B, thus, it is easier for your ideas to become convoluted, rendering it difficult for the assessor to follow your line of thought.
For more information on essay structures, watch this video:
Useful vocabulary
A key component of structure is not just the layout, but also your choice of vocabulary. Assessors will be looking for key words that prove you are not merely discussing the texts separately in relation to the prompt, but that you are actually able to compare the texts. Some useful terms and expressions include:
Whereas/while/whilst
These texts are dissimilar in that…
These texts are not dissimilar in that…
However…
But…
Alternately…
Although…
On the contrary…
Contrarily…
Text A contrasts text B as…
On the other hand…
Similarly…
In a similar fashion to text A, text B…
Both texts…
Both authors…
Likewise…
However, this text takes a different approach…
(This text) parallels/mirrors (the other text) in the sense that…
These texts are alike in the respect that…
Both texts are related as they…
Finally, you have completed that tedious reading and comparing response and I strongly believe that that deserves a sweet treat and a pat on the back.
Although it may have been super challenging, I can assure you that as with everything, the more you practice, the easier it becomes! Consistency is key!
There Are Also Other Ways of Using Quotation Marks
Questions You Must Ask Yourself When Weaving Quotes into Sentences
How To Find Good Quotes
1. What Are Quotes?
Quotations, better known by their abbreviation ‘quotes’, are a form of evidence used in VCE essays. Using quotations in essays helps to demonstrate your knowledge of the text, and provides solid evidence for your arguments. The discussion on quotations in this study guide can be applied to all three areas of study in the VCAA English course which have been explained in detail in our Ultimate Guides to VCE Text Response, Comparative and Language Analysis.
A quotation is the repetition of a group of words taken from a text by someone other than the original author. The punctuation mark used to indicate a repetition of another author’s work is presented through quotation marks. These quotation marks are illustrated by inverted commas, either single inverted commas (‘ ’) or double inverted commas (“ ”). There is no general rule in Australia regarding which type of inverted comma you must use for quotations. Single inverted commas are preferred in Australia as they follow the British standard. The American standard involves styling quotations with the double inverted comma. You can choose either style, just be consistent in your essays.
2. Why Use Quotes?
The usage of quotations in essays demonstrates:
Your knowledge of the text
Credibility of your argument
An interesting and thoughtful essay
The strength of your writing skills.
However, quotations must be used correctly, otherwise you risk (and these frequent mistakes will be discussed in detail later):
Irrelevant quotations
Overcrowding or overloading of quotations
Plagiarism
Broken sentences
How You Integrate a Quote into an Essay Depends on Three Factors:
What you want to quote
How much you want to quote
How that quote will fit into your essay.
3. What You Want To Quote
As you discuss ideas in a paragraph, quotes should be added to develop these ideas further. A quote should add insight into your argument; therefore, it is imperative that the quote you choose relates intrinsically to your discussion. This is dependent on which aspect of the text you are discussing, for example:
Description of theme or character
Description of event or setting
Description of a symbol or other literary technique
Never quote just for the sake of quoting. Quotations can be irrelevant if a student merely adds in quotes as ‘sentence fillers’. Throwing in quotations just to make your essay appear more sophisticated will only be more damaging if the quotation does not adequately reinforce or expand on your contention. Conversely, an essay with no quotations will not achieve many marks either.
4. How Much You Want To Quote
A quotation should never tell the story for you. Quotations are a ‘support’ system, much like a back up for your ideas and arguments. Thus, you must be selective in how much you want to quote. Generally speaking, the absolute minimum is three quotes per paragraph but you should not overload your paragraphs either. Overcrowding your essay with too many quotations will lead to failure to develop your ideas, as well as your work appearing too convoluted for your assessor. Remember that the essay is your piece of work and should consist mainly of your own ideas and thoughts.
Single Word Quotations
The word ‘evaporates’, used to characterise money and happiness intends to instill the idea that happiness as a result of money is only temporary. (VCAA ‘Can Money Buy Happiness’ Language Analysis)
Single worded quotations can often leave the largest impression on the assessor. This is because you are able to demonstrate that you can focus on one word and develop an entire idea around it.
Phrase Quotations
Sunil Badami ‘still found it hard to tie my Indian appearance to my Australian feeling', showing that for Sunil, his culture was not Indian, but Australian due to his upbringing. (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
A phrase quotation is the most common quotation length you will use in essays.
Long Quotations
The multitudes of deaths surrounding Anna began to take its toll on her, burdening her with guilt as ‘sometimes, if I walked the main street of the village in the evening, I felt the press of their ghosts. I realised then that I had begun to step small and carry myself all hunched, keeping my arms at my sides and my elbows tucked, as if to leave room for them.’ (Year of Wonders, Geraldine Brooks)
Long quotations comprise of more than one sentence – avoid using them as evidence. Your assessor will not mark you highly if the bulk of your paragraphs consists of long quotations. You should aim to keep your quotations to less than 2 lines on an A4 writing page. If you have a long quotation you wish to use, be selective. Choose only the important phrases or key words, and remove the remaining sentence by replacing it with an ellipsis (…).
Here is the same example again, with the student using ellipsis:
The multitudes of deaths surrounding Anna began to take its toll on her, burdening her with guilt as she felt ‘the press of their ghosts…[and] begun to step small and carry myself all hunched…as if to leave room for them.’ (Year of Wonders, Geraldine Brooks)
In this case, we have deleted: ‘sometimes, if I walked the main street of the village in the evening’ and ‘I realised then that I had’ by using an ellipsis – a part of the quotation that is not missed because it does not represent the essence of the student’s argument. You would have noticed that a square bracket ([ ]) was used. This will be discussed in detail under Blending Quotes.
5. How That Quote Will Fit into Your Essay
Plagiarism
You must never take the original author’s words and use them in your essay without inserting them in quotation marks. Failure to do so leads to ‘plagiarism’ or cheating. Plagiarism occurs when you take someone else’s work and pass it off as your own. You must make sure that you use quotation marks whenever you use evidence from your text.
The following is plagiarism:
Even a single flicker of the eyes could be mistaken for the essential crime that contained all other crimes in itself – thought crime. (1984, George Orwell)
Using quotation marks however, avoids plagiarism:
Even ‘a single flicker of the eyes’ could be mistaken for ‘the essential crime that contained all other crimes in itself – thought crime.’ (1984, George Orwell)
There are serious consequences for plagiarism. VCAA will penalise students for plagiarism. VCAA uses statistical analysis to compare a student’s work with their General Achievement Test (GAT), and if the cross-referencing indicates that the student is achieving unexpectedly high results with their schoolwork, the student’s school will be notified and consequential actions will be taken.
Plagiarism should not be confused with:
Paraphrasing: to reword or rephrase the author’s words
Summarising: to give a brief statement about the author’s main points
Quoting: to directly copy the author’s words with an indication (via quotation marks) that it is not your original work
Blending Quotations
You should always aim to interweave quotations into your sentences in order to achieve good flow and enhanced readability of your essay. Below is a good example of blending in quotations:
John Proctor deals with his own inner conflict as he is burdened with guilt and shame of his past adulterous actions. Yet during the climatic ending of the play, Proctor honours his principles as he rejects signing a false confession. This situation where Proctor is confronted to ‘sign [himself] to lies’ is a stark epiphany, for he finally acknowledges that he does have ‘some shred of goodness.’ (The Crucible, Arthur Miller)
There are three main methods in how you can blend quotations into an essay:
1. Adding Words
Broken sentences are a common mistake made when students aim to integrate quotations into their sentences. Below are examples of broken sentences due to poor integration of a quotation:
‘Solitary as an oyster’. Scrooge is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
Never write a sentence consisting of only a quotation. This does not add insight into your argument, nor does it achieve good flow or readability.
Scrooge, ‘solitary as an oyster’, is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
This example is better, however the sentence is still difficult to read. In order to blend quotations into your sentences, try adding in words that will help merge the quotation and your own words together:
Described as being as ‘solitary as an oyster’, Scrooge is illustrated as a person who is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
OR
Scrooge is depicted as a person who is ‘solitary as an oyster’, illustrating that he is isolated in his own sphere. (A Christmas Carol, Charles Dickens)
Tip: If you remove the quotation marks, the sentence should still make sense.
2. Square Brackets ([ ])
These are used when you need to modify the original writer’s words so that the quotation will blend into your essay. This is usually done to:
Change Tense
Authors sometimes write in past (looked), present (look) or future tense (will look). Depending on how you approach your essay, you may choose to write with one of the three tenses. Since your tense may not always match the author’s, you will need to alter particular words.
Original sentence: ‘…puts his arm around Lewis’ shoulder’ (Cosi, Louis Nowra)
Upon seeing Lewis upset, Roy attempts to cheer him up by ‘put[ting] his arm around Lewis’ shoulder’. (Cosi, Louis Nowra)
Change Narrative Perspective
The author may write in a first (I, we), second (you) or third person (he, she, they) narrative. Since you will usually write from an outsider’s point of view, you will refer to characters in third person. Thus, it is necessary to replace first and second person pronouns with third person pronouns. Alternatively, you can replace first and second person pronouns with the character’s name.
The original sentence: ‘Only now can I recognise the scene for what it was: a confessional, a privilege that I, through selfishness and sensual addiction, failed to accept…’ (Maestro, Peter Goldsworthy)
When Keller was finally ready to share his brutal past with Paul, the latter disregarded the maestro, as he was too immersed in his own adolescent interests. However, upon reflection, Paul realises that ‘only now can [he] recognise the scene for what it was: a confessional, a privilege that [he], through selfishness and sensual addiction, failed to accept’. (Maestro, Peter Goldsworthy)
Insert Missing Words
Sometimes, it may be necessary to insert your own words in square brackets so that the quotation will be coherent when incorporated into your sentences.
The original sentence: ‘His heels glow.’ (Ransom, David Malouf)
Achilles, like Priam, feels a sense of refreshment as highlighted by ‘his heels [which] glow.’ (Ransom, David Malouf)
3. Grammar
It is important to maintain proper grammar while weaving in quotations. The question is: does the punctuation go inside or outside the final quotation mark?
The rule is: If the quoted words end with a full stop (or comma), then the full stop goes inside the quotation marks. If the quoted words do not end with a full stop, then the full stop goes outside the quotation marks.
Original sentence: 'Sagitty’s old place plus another hundred acres that went from the head waters of Darkey Creek all the way down to the river.’ (The Secret River, Kate Grenville)
Punctuation inside:
During the past decade, Thornhill became the wealthiest man in the area, owning ‘Sagitty’s old place plus another hundred acres that went from the head waters of Darkey Creek all the way down to the river.’ (The Secret River, Kate Grenville)
Punctuation outside:
During the past decade, Thornhill became the wealthiest man in the area, owning ‘Sagitty’s old place plus another hundred acres’. (The Secret River, Kate Grenville)
6. There Are Also Other Ways of Using Quotation Marks
Title of Text
When including the title of the text in an essay, use single quotation marks.
Directed by Elia Kazan, ‘On The Waterfront’ unveils the widespread corruption among longshoremen working at New Jersey docks. (On The Waterfront, Elia Kazan)
Alternatively, you can underline the title of the text instead of using single quotation marks. Many teachers and examiners prefer this option.
Quotation Within a Quotation
When you quote the author who is quoting someone else, then you will need to switch between single and double quotation marks. You firstly need to enclose the author’s words in single quotation marks, and then enclose the words they quote in double quotation marks. If you're following the American standard, you'll need to do this the opposite way - that is, using double quotation marks for the author's words and and then single quotation marks for the quote. We recommend sticking to the preferred Australian style though, which is single and then double.
Original sentence: ‘…something bitter and stringy, too difficult to swallow. “It’s just that – I – um, I hate it…It’s too – it’s too Indian!”’ (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
Sunil’s unusual name leads him to believe that it is ‘…something bitter and stringy, too difficult to swallow. “It’s just that – I – um, I hate it…It’s too – it’s too Indian!”’ (Sticks and Stones and Such-like, Sunil Badami in Growing Up Asian in Australia)
As you can see, the student has quoted the author’s words in single quotation marks. The dialogue used by the author is surrounded by double quotation marks. This demonstrates that the dialogue used in the text still belongs to the author.
Using Quotations to Express Irony
When you wish to express irony, you use quotation marks to illustrate that the implied meaning of the actual word or phrase is different to the normal meaning.
As a young girl, Elaine is a victim of Mrs Smeath and her so called ‘friends’. Her father’s interest in insects and her mother’s lack of housework presents Elaine as an easy bullying target for other girls her age who are fit to fulfill Toronto’s social norms. (Cat’s Eye, Margaret Atwood)
In this case, ‘friends’ is written in inverted commas to indicate that Elaine’s peers are not truly her friends but are in fact, bullies.
7. Questions You Must Ask Yourself When Weaving Quotes into Sentences
1. Does the quote blend into my sentence?
2. Does my sentence still make sense?
3. Is it too convoluted for my readers to understand?
4. Did I use the correct grammar?
8. How To Find Good Quotes
Tip One: Do not go onto Google and type in 'Good quotes for X text', because this is not going to work. These type of quotes are generally the most famous and the most popular quotes because, yes they are good quotes, but does that necessarily mean that it's going to be a good quote in your essay? Probably not. But why? Well, it's because these quotes are the most likely to be overused by students - absolutely every single person who has studied this text before you, and probably every single person who will study this text after you. You want to be unique and original. So, how are you going to find those 'good quotes'? Recognise which quotes are constantly being used and blacklist them. Quotes are constantly used in study guides are generally the ones that will be overused by students. Once you eliminate these quotes, you can then go on to find potentially more subtle quotes that are just as good as the more popular or famous ones.
Tip Two: Re-read the book. There is nothing wrong with you going ahead and finding your own quotes. You don't need to find quotes that already exist online or in study guides. Go and find whatever gels with you and whatever you feel like has a lot of meaning to it. I had a friend back in high school who was studying a book by Charles Dickens. I haven't read the book myself, but there was a character who couldn't pronounce the letter S, or he had a lisp of some sort. What my friend did was he found this one word where, throughout the entire book, the guy with the lisp only ever said the S one time and that was a massive thing. So, he used that. This is something that is really unique and original. So, go ahead and try to find your own quotes.
Tip Three: Realise that good quotes do not necessarily have to come from the main character. Yes, the main character does often have good quotes associated with whatever they're saying, but just know that you do have minor characters who can say something really relevant and have a really good point too. Their quote is going to be just as strong in your essay as a main character's quote, which will probably be overused and overdone by so many other students.
Tip Four: Develop a new interpretation of a famous or popular quote. Most of the time, the really popular quotes are analysed in very much the same way. But if you can offer a new insight into why it's being said or offer a different interpretation, then this is automatically going to create a really good quote that's going to offer a refreshing point of view.
For example, if we look at The Great Gatsby, one of the most famous quotes that is constantly being used is, 'He found what a grotesque thing a rose is and how raw the sunlight was upon the scarcely created grass.' What most people will do is they will analyse the part about the 'grotesque thing a rose', because that's the most significant part of the quote that stands out. But what you could do instead, is focus on a section of that quote, for example the 'raw'. Why is the word raw being used? How does the word raw contribute extra meaning to this particular quote? This way you're honing in on a particular section of the quote and really trying to offer something new. This automatically allows you to investigate the quote in a new light.
Tip Five: Just remember that the best quotes do not have to be one sentence long. Some of the best quotes tend to be really short phrases or even just one particular word. Teachers actually love it when you can get rid of the excess words that are unnecessary in the sentence, and just hone in on a particular phrase or a particular word to offer an analysis. And also, that way, when you spend so much time analysing and offering insight into such a short phrase or one sentence, it shows how knowledgeable you are about the text and that you don't need to rely on lots and lots of evidence in order to prove your point.
Those are my five quick tips on how to find good quotes from your texts!
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.
Contents
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+.
Hey guys. So previously I've done a video where I talked about how to write a thousand word, a thousand, a thousand-worded essay, and one hour. And so that segues into this particular video where I'm talking about writing three essays in three hours. So if you haven't watched that video, then I'll pop it up in the comment. I'll pop it up in the card up above. I would recommend you go watch that first before you watch this, because pretty much all of the concepts that I talk about in that video, uh, I just expected details that you should know for this video. So instead of actually breaking down the essays as I did in the previous video, what I'm going to do this time is talk more so about, you know, how to actually write three essays in three hours and just not get burnt out and not die, basically. Yeah, it's that serious. So I've got a few tips for you guys, but I'll keep this short. First thing is that yes, you do want to practice at least one time writing three essays in three hours. And the reason why I say that is because inevitably there will come times where one essay will kind of overlap into another hour. And you just want to ensure that you can know how to handle those situations when we're practicing in one hour blocks. I think it's fantastic to make sure that we can do that, but then kind of like three hours and three essays is another ballgame altogether. So I would recommend at least practicing once sitting down somewhere and just smashing out the three hours worth of work, just so that you know exactly what it's going to feel like when you go into the exam. Now, most schools will actually offer a, like a mock exam for you to do so that literally could be your one practice that you just need.
But if you were like me, you might want to do it twice. So in your own time, kind of print off your own exam paper and go ahead and just set aside three hours and just do it that way. The second thing is I heavily emphasized doing reading time. So reading time is pretty much your mental thinking game going strong. And this is where a lot of your pre-work will be done before we actually go into the essays themselves. So make sure you practice reading time. It's 15 minutes before the actual exam, but in that 15 minutes, you can plan three of your essays and you can look up in your dictionary, any key words that you might want to define, or you could even look up the dictionary and try to find synonyms for particular keywords. So what I mean by that is when you open up a dictionary and you look up that word inside the dictionary, often the definition for it will have synonyms for it.
So that's like my little hack that I had when I was at school. And then the last thing I would say is just make sure you know what to do if you go over time. So, like I mentioned before, there may be situations where, you know, worst case scenario, you don't finish your essay in time. And that could be because of many reasons. But first thing for you to remember is if you're running over time, sacrifice your conclusion first, do not sacrifice your third body paragraph. I think mostly what happens is students will kind of be somewhere in the third body paragraph for that essay, but rather than skipping that and just do it a little bit of a mess to finish it up and then going into the conclusion, finish off your third body paragraph. And then just forget about the conclusion. The reason why I say that is because a conclusion is basically just the summary of what your entire essay is about.
It's not really supposed to be, to add in any new information where as your third body paragraph. You're still explaining your ideas. You're still elaborating and discussing the prompt itself. So that is way more important to get you the marks that you need than a conclusion. The next thing I would do if you're running behind is save a proofreading until very last. So in the last video I talked about doing proofreading last five minutes of every essay. But if you do not have time for that later, leave all your proofreading until the very end and, and you might find that you only have five minutes, it's true proofread all of your essays, but at least you kind of have that reassurance was that you made yourself more time to write beforehand. And so if you literally find yourself writing right up until the last minute and you can't perforate fine sacrifice that too. Now last thing is, let's just say that you have sacrificed your conclusion and you're still writing your third body paragraph right up until the very last minute. You still have at least half a paragraph to go, but you know, the first hour is over and you need to move onto your second essay. I feel like you can either approach this two ways. The first way is just finish it off, but then move on to the next one as quick as possible. And obviously your hope there is that you will finish the second essay in time within that hour. So that by the time you get to your thing, essay, you are on track again. Right? But in the other alternative that you could do, and probably one that I via towards a little bit more is just stop your third paragraph. Okay? You still have maybe five more sentences you still want to write, but just move onto your next one. I think that's kind of important because what happens is once we start running into the next hour, you will find that with your first essay, you'll run maybe five minutes into your second hour, but then you might find that you run 10 minutes into the third hour with your second essay leaving only 15 minutes to finish your third essay. And that might not be like what you want. And you might know that you just won't be able to achieve that because the third essay is maybe the hardest one that you left to last. And that's the one that usually takes you the longest. So yeah, like these are just thoughts and considerations for you guys to take away with whatever you guys do. I think just be strategic. Think about these things beforehand, because they are things that could trip you up when you are in the exam, you're stressed, you're anxious, you're under time pressure and you just need to get things done.
It might kind of make you do like bad decisions or you might do something out of the ordinary that you normally wouldn't do. But if you think about these things beforehand and think about, okay, this is what I'm going to do. If this situation occurs, then at least you kind of have some control over what's happening. And that gives you a little bit of reassurance. That is it from me. I wanted to let you guys know that because we are approaching the end of year. And I know that you guys might not need English help from me very shortly, especially when you're in year 12. I wanted to let you guys know that I do have a personal YouTube channel as well. So that's just linked up above for you. And also in the description box below. If you're interested in following me there, then go ahead and subscribe. I would really love to see you guys there and just be able to still have the connection with you guys. You know, it'd be nice to not only just have you guys on board with me for a year, and then you guys kind of disappear and do your own thing, I'd still really love to stay in contact and be able to hear how you guys are going to once you finish school. So I will see you guys next time. Bye!
If you’ve been studying John Donne’s metaphysical poetry, you’ve probably noticed that his works are riddled with different symbols and motifs. Embedded throughout his poetry, these literary devices may seem slightly abstruse to the reader. You may find yourself asking: What do they mean? And in relation to what? Even Donne’s contemporaries failed to appreciate his poetry. The neoclassical poet John Dryden rejected Donne’s works because it “affects the metaphysics” and “perplexes the minds of the fair sex with nice speculations of philosophy, when he should engage their hearts, and entertain them with the softnesses of love”.
One thing that you should understand about Donne’s romantic poetry, is that while his stark images of compasses and spheres may seem foreign to you, they were also alien to his predecessors too. So, if you’re struggling to comprehend his enigmatic poetry, not to fear! Because John Donne’s poetic peers didn’t initially get it either.
The reason for this is because Donne refused to conform to the poetic conventions of the time. The poet emerged as an idiosyncratic in the Elizabethan era, the Renaissance. Unlike his contemporaries, he didn’t employ elaborate descriptions of symbol natural landscapes, classical myths and female beauty. The reason for this was because Donne did not believe in the one-sided love and emotional frustrations that his contemporaries tried so hard to convey in such imagery.
Donne’s poetry was so different because he rejected and even openly mocked the idea of such a high-minded religious worship in literary romance. In “A Valediction Forbidding Mourning,” Donne criticises the “tear-floods” and “sigh-tempests” of the “dull sublunary lovers.”. In a similar vein, Donne satirises the “sighs” and “tears” (The Canonisation) so prevalent in Petrarchan works.
Instead, Donne advocated for a different kind of love. He espoused a love that comprised of the Body and the Soul, which was a dominant intellectual issue in the literary treatment of love in the 1590s. More specifically, Donne embraced the balance between Platonic love and the Ovidian love.
Platonic: Platonic love is essentially love that surpasses the mere sensual and physical. It is a very spiritual concept and is based on reason, affection, respect, intellect and compatibility.
Ovidian: Ovidian love
The idea of balance derived from discoveries being made about the human body during the Elizabethan era. The Renaissance was fundamentally a time of discovery (particularly in the area of science). Elizabethans believed that elements in the body needed to be balanced,
Top Tip: When you’re analysing John Donne’s poetry and writing essays, be aware of Donne’s overarching message in his romantic poetry. Most explanations about his use transcendent relationship with his lover is thus determined by obtaining a balance between the spiritual and earthly pleasures. Most examination questions will leave room for to discuss the connection between the material and the divine world! Make sure to understand this, because this is a huge component to his poetry.
We’ve come to that time in the year when everyone is scrambling to find the perfect Oral Presentation topic. Choosing the best topic for you is easily the most difficult part of this SAC, so to hopefully ease the burden, I’ve crafted this list with the latest and biggest global debates. My two biggest pieces of advice are NOT to choose an overly complex subject and NOT to choose anything you don’t really understand. A simple idea that is argued effectively works far better than a complex idea argued poorly. Moreover, find a topic that you are genuinely passionate about; regardless of what your ideas are, your passion is the key to success.
That being said, if you are currently struggling to find some inspiration, have a read of the following oral topics that will hopefully bring light to the relevant and pressing issues of the world.
1.Not enough is being done to address gender discrimination, violence and inequality in Australia
We are lucky to live in a country where gender discrimination is on the decline, and where we’re progressively making our way towards equality. Unfortunately, we haven’t quite reached it yet. Gender discrimination and sexist ideologies slowly make their way through our school locker rooms, into our classrooms, across our halls, and most tragically, into our homes. Do we really focus on fixing these issues from youth through education, or are the government and media just letting these problems run their course?
The key thing to focus on is the barriers still present in society that are preventing us from reaching true equality. Search for famous female figures in Australia and the struggles they had to overcome solely based on their gender like Julia Gillard, Grace Tame and Nicole Kidman. Moreover, in a country as advanced and progressive as Australia, why are hundreds of women continuing to be murdered in domestic abuse disputes? It’s these terrifying statistics that demonstrate how far we have to go as a country, and how quickly we need action.
2.Addressing the ‘Climatic Catastrophe’ is being hindered by climate scepticism and multimillion-dollar corporations
Climate change. A buzzword for the top problem of the future. Even now, we’re feeling the terrible effects of the heating climate - floods, droughts and life-changing bush fires that have misplaced thousands of Aussies. A problem this big should require immediate action, right?
Well, two things are preventing us from slowing the changing climate and growing emissions. Firstly, Australia is clearly over-reliant on the coal industry. It is our top export after all, and our mining industry always proves to be a ‘booming success’. Not to mention the several ‘generous’ donations provided from multimillion-dollar fuel corporations to several of our own government parties.
Secondly, there seems to be certain online rhetoric that perpetuates false information. Otherwise known as ‘climate scepticism’, there are people who genuinely believe that climate change is a ‘hoax’ and not worth the time or effort to address. Think about the impact that the spreading of this misinformation can do.
3.Are we too reliant on fossil fuels?
The Russian war against Ukraine has had several terrible impacts across the world, affecting countries that weren’t even involved in the conflict to begin with. You may have heard your parents complain about the soaring fuel prices, or even had to cash out almost double for petrol yourself. The main reason for this is Australia’s reliance on fuel imports from Russia, which have quite obviously been disrupted.
This brings forward an important question, are we too reliant on fossil fuels as a nation? Imagine if we had made the switch to electric cars even just a few years earlier. I have a feeling our transport situation would be significantly better. Think about the policies we would need to introduce to become greener and more self-sufficient.
4.Indigenous injustices and deaths in custody are still being ignored
WARNING: This topic contains descriptions and the name of a recently deceased Indigenous person.
Veronica Nelson, a 37-year-old Indigenous woman, died whilst in custody after calling out 40 times for help from prison staff while being tragically ignored. Her unjust death evaded all sorts of media attention until her recent coroner’s report was revealed. According to doctors, if she had simply received medical attention that night, she would still be here with us today. Unfortunately, this is not an isolated issue.
Hundreds of reports of police brutality, deaths in custody and compliant media sources have been covered up or callously ignored. Take a look at the recent Royal Commission into the almost 500 Indigenous deaths in custody. What can we do as a nation to prevent further harm to our First Nation People?
5.Are social media ‘influencers’ skewing our perceptions of reality?
There’s no denying it, social media is one of the most influential platforms across the world. We often look towards celebrities and new ‘influencers’ for inspiration, life advice and familiarity. Especially coming out of the pandemic, these influencers have been a source of comfort for many during lockdowns. Unfortunately, lives are easy to fake and we are left wondering whether the people we look up to in the social media world are creating unrealistic expectations for us. Are they gaining profit at the expense of our mental health, or do they genuinely care for human connection?
6.Overconsumption in the fashion world: SHEIN, Fashion Nova and more
Online shopping is becoming our new reality, but rapidly growing fashion trends have led to mass production and inhumane outsourcing of labour. Think about the new fast fashion outlets that opened in Melbourne. Should we really be giving a retail platform to businesses that exploit workers and tailors, consistently produce poor-quality clothes and contribute to extensive land pollution? We’ve experienced huge clothing turnover over the past decade, contributing to one of our biggest land-fill issues at the moment. The emphasis on the constant need for more ‘trendy’ pieces results in items of clothing being poorly produced and going ‘out of fashion’ faster and consequently getting thrown out at the end of a new season. Fast fashion is an affordable option for many, but it comes at a cost of underpaid labour and pollution. How can society work towards finding the middle ground, so that everyone benefits and more importantly, what individual efforts can be made to ensure this?
7.Alcohol consumption amongst youths is becoming increasingly normalised
Everyone knows about the impact of alcohol on the body and mind, especially when it is consumed under age. Yet, binge drinking in Australia is a common weekend occurrence for students and is constantly normalised at social gatherings. Turning 18 and officially becoming an adult is exciting for many because of the prospect of finally being able to legally purchase and consume alcohol. However, even now, the long-term effects of alcohol have been proven to be the same as certain drugs and yet, it is heavily marketed by various companies, particularly to young Australians (Cassidy, 2021).
Many healthcare professionals stress that we need to work on reducing the culture of heavy drinking in Australia by increasing awareness of the genuine dangers. Think about ways in which we can do this that are different from what we have in place already.
8. The treatment of Ukraine vs. the Middle East/Sri Lankan/Asian refugees
When the war began in Ukraine, it rightfully caused worldwide outrage. Countries pledged artillery, medical aid and further security assistance for those fighting and opened their borders to Ukrainian refugees. However, during numerous conflicts in the Middle East, Sri Lanka and Southeast Asia, the world remained silent. The irony lies too within our own government, which was quick to reprimand Russia during the war and willingly state Australia will accommodate Ukrainian refugees, yet sends all other refugees that arrive in Australia to Christmas Island, or back home. There was, and still is, a difference in the treatment of vulnerable people that has long been tied into prolonged systematic racism, and it is still not being addressed.
9.‘Financial influencers’ are damaging people’s lives and careers
We’ve all seen it online, across Facebook and TikTok. ‘Financial influencers’ that can ‘turn you into a millionaire’ as long as you invest in their 12-step monetised plan for monetary freedom. For the most part, it is unsupported financial advice from online influencers who don’t have any qualifications. They cover bitcoin, cryptocurrency and ‘NFTs’ on social media, mainly encouraging people to quit their jobs and fully focus on the stock markets. Whilst some people have given out genuinely helpful and accessible advice, most end up teaching teenagers and young adults the wrong information, or strategies that have a low chance of success. We have a duty to protect people online, and adults making unsupported gambles with their finances is going against that. A good place to start would be to find out the real-life experiences of people who have lost money and stability as a result of this ‘advice’.
10.Social media has led to growing desensitisation and a lack of human empathy
The internet can be a place of joy and entertainment, allowing us to connect with people across the world and have access to endless information. Unfortunately, it is also a dark space filled with unregulated content that can be easily accessed. We’ve seen mass shootings, suicides and other disturbing material live streamed, exposing us to the worst acts of human nature. There are even those with a ‘morbid curiosity’ who purposefully try and find this content. Continued exposure to this type of content results in more desensitisation towards this material. If we continue this path, are the majority going to lack empathy towards others? Have a look at the wider effects of this type of content on the development of the brain.
11.The gaps in our labour market are only going to grow without rapid action
Over the past year, we have had some of the worst gaps in the labour market. There have been shortages in some of the most essential positions such as nursing, teaching, paramedics and 000 operators. The low wages and stressful nature of the jobs have made it difficult to find enough people willing to enter those job sectors. However, they are vital for our society to function, so how come nothing has yet been introduced to rapidly fix these shortages? Currently, we are out-sourcing labour, but this isn’t a long-term solution and we need to ensure that we don’t experience these problems in the future.
12.Vaccine privilege
Over the past few years, especially in Australia and the USA, we have noticed an increasing trend in people refusing vaccines (COVID and others) due to growing anti-vax sentiments. Despite the plethora of evidence online that discusses the benefits and heavy testing that vaccines have and continue to undergo, people still claim that they do more harm than good. Moreover, it has now been noted that we now have a surplus of vaccines within Australia because of our vaccine hoarding during the middle of the pandemic.
Yet, there are still people across the globe who are dying from various illnesses due to their country’s inability to afford or get access to vaccines. It is now our responsibility to ensure nothing like this happens again in the future, by finding ways to reduce these inequities and tackle vaccine privilege.
13.Our personal data, information and finances are becoming increasingly exposed
This might seem like a bold statement to make, but imagine the sheer level of data that you store online or on your phone. There’s GovID data that is simply stored on your phone that contains information about your entire identity, facial recognition technology that is used everywhere (biotech), cameras and fingerprint access everywhere. The debate is extremely two-sided, with increased cyber protection assisting in solving crimes and preventing identity fraud, but with the growing level of cybercrimes, we’re also put at risk.
Sunset Boulevard is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out ourUltimate Guide to VCE Text Response.
Introduction
Sunset Boulevard is perhaps the most famous film about film. A darkly funny yet disturbing noir, it follows washed-up screenwriter Joe Gillis being pulled into the murky world of even-more-washed-up former silent film star Norma Desmond, disingenuously helping with her screenplay. Critical commentary on the film industry is obviously included here, but Billy Wilder’s 1950 film digs deeper to explore the blurred line between fantasy and reality, as well as power, authenticity and self-delusion. Crucially, these themes are often shown in the film’s construction, via the cinematic techniques implemented by Wilder in each scene. This blog will explore the most important examples of these cinematic techniques. Remember, VCE examiners are on the lookout for students who can offer a close reading of the text they are discussing, giving specific examples of how its creator has constructed it to support their arguments. Just look at the difference between an essay that says:
'Through the final shot of the film, Wilder shows Norma completely succumbing to her fantasy.’
Compared to one that argues:
‘Through his utilisation of an increasingly glossy and distorted filter in the ominous final shot, Wilder depicts Norma being completely overtaken by her romanticised fantasy of ‘Old Hollywood’.
So read below to learn how to use the most effective and crucial cinematic techniques within Sunset Boulevard.
Camera Techniques: Shot Types & Angles
Camera techniques are arguably the primary way that a director will intentionally direct the eye of the audience, directly framing how they view a film. The two most basic ways in which the camera is used for this are through the distance between the subject (what the scene is about) and the camera, or the ‘shot type’ and the ‘camera angle’ at which the subject is being filmed. Four key examples of these from Sunset Boulevard are explored below.
Key Examples of Shot Types
Our first look at Norma Desmond is within the wide shot above, just as Joe Gillis has entered her dishevelled mansion early in the film. As a rule, the introductory shot of a character is always worth closely analysing, as the director typically establishes their characteristics and place within the film’s wider world.
Shown above, this distant first look at Norma establishes her distance, both physical and mental, from the world around her. Removing herself from an industry that has long since moved on from her, she is severely out of touch with the reality of the world outside her home. Crucially, as this same shot is from Joe’s perspective, Wilder also foreshadowsthe more specific character ‘distance’ that will emerge between the two. Here, the audience sees the space Joe will similarly leave between himself and Norma, disingenuously humouring her poor-quality scripts and romantic advances and, therefore, always keeping her ‘at a distance’.
Another shot conveying crucial information about character relationships is shown when Joe officially ‘loses’ Betty towards the end of the film, refusing to give up his ‘long-term contract’ with Norma. Here, Wilder consciously frames the scene’s subject (Betty) at a distance with a medium shot. Supported by her refusal to make eye contact with Joe and her literal statement that she ‘can't look at [him]’ we again see physical distance between the camera and the subject translating to emotional distance between two characters. The impact of them no longer ‘seeing eye to eye’ is additionally heightened by the clear chemistry they previously demonstrated across the film.
Key Examples of Camera Angles
Just like the introductory shot of a character is worth digging into, the opening shot of a film is also incredibly important to unpack. Sunset Boulevard’sseemingly straightforward opening shot simply includes the film’s title, by showing the real-life Hollywood street. However, notice that we are not seeing a ‘Sunset Boulevard’ street sign (the more obvious choice), but instead a dirty and stained curbside. Further, Wilder shoots this curb from a high angle. Therefore, the film’s opening shot establishes maybe the most central aim of Wilder’s film; offering a critical look at the superficiality and flawed nature of Hollywood. As such, we are literally looking down on the film industry in the first moment of the film, represented by this dirty and unflattering visual symbol of Hollywood. This, therefore, is setting the stage for the satire and critical commentary that will follow.
Wilder’s careful use of camera angles is further shown at the end of the film after Betty abandons Joe at the gate of Norma’s mansion. Crucially, this all happened due to the desperate exertion of power by Norma, who called Betty and revealed the details of her relationship with Joe. As such, Wilder shoots Norma at a low angle, as Joe looks up at her haughty gaze. The level of power that Norma has exerted over Joe may seem minimal within the moment, but when we consider what happens next, this shot becomes much more important. On the brink of descending completely into madness and taking Joe’s life, Wilder uses this shot to establish that Joe should be looking up in fear at Norma, and his dismissive and pitiful opinion of her will soon lead to his death.
Mise-en-scène
Mise-en-scène is perhaps the most deceptively simple cinematic technique. It involves analysing what appears within a frame and where it has been placed by the director. This includes elements such as the actor’s costumes, the props and the design of the set. Often, mise-en-scène is used to reinforce something we are being told about a character already through the film’s dialogue and acting.
Key Example of Mise-en-scène 1
We can see a key example of characterisation through mise-en-scène early in the film, where the audience’s introduction to Joe Gillis visually communicates his unconcerned and detached attitude, as well as his tendency to settle for something convenient despite its inauthenticity. His being dressed in a bathrobe with the blazing sun outside (and his debt collectors clearly up and doing their jobs) speaks to his slovenliness and uninvested approach to life. The set design within this scene further characterises Joe, with the script directly describing the ‘reproductions of characterless paintings’ that cover his walls. Here, the set arguably provides a visual metaphor for the profit-driven ‘Bases Loaded’ script he is writing at that very moment, later described by Betty as having come ‘from hunger.’
Key Example of Mise-en-scène 2
Equally, our introduction to the home of Norma Desmond helps establish the key elements of her character. The house is, as Joe describes, ‘crowded with Norma Desmonds’, in the form of countless framed photos of her from her silent film era. These self-portraits constantly looking out onto Norma symbolise the deluded fantasy world she has placed herself in. They both show how this world is based around her still being a youthful and famous actress, and that this delusion is maintained through Norma only communicating inwardly, refusing to face the reality of the outside world.
Symbols
As ‘symbolises’ is a verb that is very commonly misused, it’s necessary here to provide a very simplified definition:
A symbol is something that contains levels of meaning not present at first glance or literal translation.
In film, the most obvious symbols are often physical objects that reappear within the story, working to symbolise concepts that develop the text’s key themes.
The Dead Chimp & The Organ
One of the more seemingly inexplicable parts of Wilder's film actually contains one of its most important symbols, with Norma’s pet monkey playing a key foreshadowing role from beyond the grave. The chimp, a pet owned and trained by Norma to amuse her, leaves a vacant role that Joe will gradually fill after having unknowingly interrupted its funeral. From this point in the film, Joe is manipulated, or ‘trained’, by Norma to entertain and provide companionship to her. Naturally, Joe also ends up dead within the bounds of Norma’s estate, with this symbol, therefore, foreshadowing the full trajectory of his character. All of this is directly alluded to through Joe’s description of the ‘mixed-up dream’ he has the night of the funeral, imagining ‘an organ [player]’ and the ‘chimp…dancing for pennies’ that he will soon become.
This naturally brings us to the organ itself, which serves as a physical reminder of the unflattering parts of the new role Joe must play. Included after Joe wakes from his ‘mixed-up dream’, the shot above frames Max’s organ-playing hands as massive and overpowering, as the much-smaller Joe storms in demanding to know why his ‘clothes and things’ were moved to Norma’s house without his say-so. Crucially, Norma then reveals that she ordered this action and that Joe's apartment debts are ‘all taken care of’, hand-waving his attempt at grasping back some control and dignity by proposing it be ‘deduct[ed]...from [his] salary’. This scene reveals the symbolic role the organ plays within Sunset Boulevard, reminding Joe of the shameful and powerless role of the ‘pet monkey’ that he now fills, as well as what he will be ‘dancing’ for.
Allusions
Finally, we come to allusions, one of the techniques that Sunset Boulevard is most famous for. Allusions refer to anytime something from outside the world of the text is referenced, including other texts and real-world people, places, events, etc. Biblical and mythological allusions are commonly found in fiction, but references to something closer to our world can often bring a degree of realism to certain texts, working to strengthen their social commentary.
Cinematic Allusions
Being a film about film, Sunset Boulevard naturally contains many allusions to other films. However, Wilder does not shy away from adding an extra level of realism to his references to the film industry. Central to this is the use of the real (and still functional) Paramount Picturesstudio to which Joe attempts to sell his clichéd baseball script. Notably, this is the studio that actually released Sunset Boulevard, all of which adds a self-deprecating edge to the satire of the film industry these scenes contain. The scene where the cigar-chomping Paramount executive, Mr Sheldrake, cynically suggests that changing Joe’s film concept to a ‘girls' softball team’ might ‘put in a few numbers’, packs an extra punch due to the use of the real film studio, therefore, showing the effect of this allusion in strengthening the film’s satire.
Allusions to specific films are additionally used for humorous purposes and character development. For instance, take Joe’s dry observation that the extravagance of the funeral for Norma’s pet means that he ‘must have been a very important chimp’, perhaps the ‘great-grandson of King Kong’. Here, Joe’s sardonic and witty character is revealed to the audience. Additionally, these kinds of references further place the film firmly in the world of real Hollywood, again working to strengthen the satire it offers of this industry.
Literary Allusions
Similarly, allusions to the world of literature flesh out both the characters and the world of Sunset Boulevard. The most stand-out example of this is the allusion to Charles Dickens’ classic novel Great Expectations. Here, Joe muses that the ‘unhappy look’ of Norma’s house reminds him of ‘Miss Havisham’ from this text. This is a character, who, after being abandoned by her fiance, refuses to change her clothing and lives secluded in a ‘rotting wedding dress’. Havisham directly parallels Norma, being a tragic figure immovably stuck in the past, with Norma's excessive placement of young self-portraits being reminiscent of Havishman’s insistence on keeping her house’s clocks at the exact time she received her letter of marital rejection. Therefore, this comparison to the Dickens character, who engages in a more exaggerated version of Norma’s behaviour, seeks to highlight just how detached Norma is from reality through her attempts to live in the past, implying that what she is doing is just as deluded as refusing to remove a rotting wedding dress. Further, the eventual fate of Miss Havisham within Great Expectations, with her wedding dress catching fire and leaving her as an invalid, foreshadows Norma’s similar descent to invalidity through her madness.
Choosing an Oral Presentation topic can be tough. Finding an idea that’s unique, relevant and interesting all at once can sometimes feel impossible; but don’t worry, this is where we come in! Below is a list of 12 potential Oral Presentation topics for you to draw inspiration from, selected in reference to the VCE assessment criteria.
Remember, this blog is not a resource to give you a finished speech idea, these are just jumping-off points. Plagiarism is very harshly punished in VCE and many other students will currently be reading this very same post, meaning it's up to YOU to figure out how you’ll form a unique angle if you pick one of these topics. To help you do this, each section provides an overview of the cultural events that make this topic relevant. Additionally, possible contentions are included, ensuring you can see how arguments about these topics can be effectively made.
Topics
1. Kanye’s blow-up - The necessity of the media to stop platforming celebrities spreading harmful ideas
American rapper Kanye West has always been a controversial figure, but since his endorsement of Trump in 2016 he’s seemingly been on a particularly bad downward spiral. His descent into increasingly more extremist right-wing politics has led to the question of whether the news media, detached and neutral as they might claim to be, should even be reporting on him.
As of writing (late 2022), Kanye’s recent appearances on far-right talk shows to voice support for Hitler and question the existence of the Holocaust (which has no doubt been topped by something equally controversial by the time this gets published) pushes this question right to its limit.
Events like this are undoubtedly big stories that many people would like to know about, but does reporting on them do more harm than good? Do we realistically all have the self-control to ignore these figures when so much of modern news already revolves around controversy and gossip?
Possible Contentions:
Major media companies should reach an agreement to actively avoid covering celebrity behaviour that spreads dangerous ideas.
News media should make an extra effort to disprove the dangerous ideologies of those they cover, rather than presenting them in a ‘neutral way’.
2. Amber Heard - How online discourse can villainise marginalised groups and encourage ‘dogpiling’
A similar celebrity controversy that dominated 2022 headlines was the two-way public defamation lawsuit between actors Johnny Depp and Amber Heard, which involved accusations of abuse on both sides. One of the most notable parts of this case was the online depiction of Heard, on social media platforms such as Facebook and Youtube.
Heard emerged as the internet’s new favourite punching bag, with an endless stream of videos and memes where her ‘allegations of domestic violence and sexual assault were mocked for entertainment’. Crucially, these were made to criticise her in a way that most clearly mirrored historical sexist stereotypes about emotionally manipulative women. You probably came across examples of these yourself, as platforms like Youtube have a history of directing users to this kind of content.
As such, key issues were identified in terms of how social media warps online discussions of allegations of abuse. Additionally, like the last topic, the very fact that this legal dispute was publicly broadcast raises questions as to whether the media’s focus on this event may have worsened the issue.
Possible Contentions:
Personal legal proceedings between celebrities are not something that should be broadcast to the public.
The online discussion regarding this trial demonstrates the need for increased regulation of hateful and abusive content on social media platforms.
3. Should Australia be made a republic in the wake of the Queen’s death?
The death of Queen Elizabeth II in September of 2022, among many other things, drew Australia back into a debate it's been having for decades; should we become a republic? This would be a shift from our current state of (effectively) being overseen by the United Kingdom as a ‘constitutional parliamentary monarchy’, with the ‘head of state’ now being an Australian citizen rather than the UK monarch.
Although the replacement of the Queen with the new head of state (King Charles III) shouldn’t really shift people’s perspective on this issue, it most likely will. Queen Elizabeth has been the welcoming and approachable symbol of the monarchy for many Australians. Her death could be the catalyst for a shift in public opinion, severing the connection that many citizens still had to the UK monarchy.
This issue can be approached from many different angles, inducing discussion on HOW the process of Australia becoming a republic should occur (especially how the new head of state should be chosen), as well as stepping back and assessing the positives and negatives of making this shift.
Possible Contentions:
Australia’s transition to a republic is a necessary step in helping honour the country’s Indigenous population and rejecting its colonial past
Australia’s transition to a republic, although often framed as an act of national unity, will actually worsen the cultural divides within our country.
Although Australia should transition to a republic, the current rise of nationalist politics makes a public election of the new head of state extremely risky.
4. Are NFTs a positive advancement in contemporary technology?
Whether or not you understand what it actually means, the phrase ‘NFTs’ has probably been inescapable on your social media feeds over the last year. Without getting too detailed, these ‘Non-Fungible Tokens’ are essentially investments into non-replicable representations of artwork, which will (supposedly) increase in value over time.
Despite seemingly being an exciting new technology that could have given control back to artists through copyright ownership, NFTs have instead been heavily criticised for commercialising artwork by reducing it to a literal piece of digital currency. Further issues have arisen in terms of how this technology can easily be used to scam people through misrepresenting the value of individual NFTs, or NFT owners simply taking the money and running.
What do you think? All new technology seems shaky and uncertain at the start, and maybe we should recognise that the current negative impacts of NFTs must simply be overcome with time. How do we weigh the benefit this technology has for individual artists against its potential drawbacks?
Possible Contentions:
For their many flaws, NFTs give the power back to creators and, therefore, need to be improved rather than roundly rejected.
Despite preaching democratisation, NFTs and Bitcoin are both a part of a technological trend that will further increase wealth inequality.
5. How much can Western citizens really do to fight injustice via social media activism?
The effect of the COVID pandemic on developing countries, the Russian invasion of Ukraine, and human rights abuses by the nation of Qatar - this year has seen an innumerable number of news stories that would make any reasonable person jump to their phones to see what they could do to help, like signing an online petition or sharing a public post to spread awareness.
However, as you probably know, these forms of social media 'slacktivism’ have historically drawn criticism for their ineffectiveness and self-serving nature. Increasingly though, this debate has become more complicated, moving away from the simplified dismissal of any social media activism that emerged around the turn of the century. Others have rightly pointed out that many influential contemporary social movements, that have had real-world impacts, did emerge from social media, such as the BLM and #MeToo movements.
As such, there’s a lot of room for different arguments here regarding whether a critical perspective of ‘social media slacktivism’ has become outdated in a world that is increasingly unavoidably based on the internet.
Possible Contentions:
Social media activism is unavoidably the way that young people are going to engage with political issues, and a rejection of it is naive and impractical.
Political activism should distance itself from the online world if it wants to make real-world change that doesn’t fit neatly under existing power structures.
6. Is the overload of various media streaming service subscriptions sustainable?
‘Streaming fatigue’ has emerged as a 2023 talking point that may have seemed unthinkable just a few years ago. Remember when we just had Netflix offering us a new way of consuming film and TV that was both more convenient and cost-effective than ‘pay TV’ packages (which were often heavily inflated in price and packed with unwanted channels)?
However, as we move into 2023, many have argued that the current subscription landscape now mirrors the previous pay-TV model. Consumers once again find themselves having to pay for an increasingly large amount of services if they want to conveniently access their film and TV shows. Predictably, this has seen a re-emergence of video piracy.
Does this mean that it's fundamentally impossible for us to access our media as conveniently as we’d like to, and the years of Netflix being the only streaming service that had all we wanted were never sustainable? Or maybe corporations are unfairly squeezing every dollar they can out of us, and piracy is a fair and just consumer response?
Possible Contentions:
Through offering convenience that is unparalleled by any other previous technology, streaming services are still worth the cost.
Consumers should actively engage in digital piracy until media corporations create a more affordable streaming environment.
7. Is a post-COVID work-at-home model healthy for the next generation of workers?
Although 2020 and 2021 may be remembered as the ‘years of COVID’, 2022 onwards is perhaps when we will see which long-term impacts of the pandemic continue to stick around. Aside from the permanent placement of public hand sanitiser stations, working from home has emerged as one of the most prominent main-stays from our lockdown years.
Is this something that we should embrace? A lot was said during the lockdown about the mental health effects of being deprived of human connection; is this something we should just forget about when it comes to work? As with many of these issues, the question arises as to whether this shift is an inevitable effect of technological advancement, which we can either accept or fruitlessly battle until it becomes the new normal.
However, the fact that this ‘work from home’ dynamic only emerged due to a pandemic complicates this idea, making it possible that we may have accidentally all become accustomed to a new economic model of work that we would be better off without.
Possible Contentions:
We must actively push back against the ‘work from home’ model; if we don’t, we will suffer both mentally and financially into the future.
Working from home is a win-win; it's more convenient and cost-effective for both employer and employee.
8. How can gentrified and aestheticised versions of social movements be avoided?
I wonder whether you saw the Indigenous name for Victoria’s capital city (Naarm) appear more frequently on your social media feeds this year, with people adding it to their Instagram bios or referring to it on TikTok? What started as a conscious choice to respectfully refer to the city by its original Indigenous name quickly became criticised as a trendy aesthetic for outwardly progressive white Victorians, with terms like ‘naarm-core’ becoming short-hand for a specific kind of trendy fashion that was ‘devoid of any ties to First Nations people’.
‘Naarm-core’, therefore, stands as another example of a movement that may have started with admirable aims, but was drowned out by those who just wanted the social benefits of participating in progressive politics. Think of the recent similar debates about ‘rainbow capitalism’, with similar criticisms being made of brands that co-opt progressive concepts like LGBQTI+ identity purely for social (and financial) capital. The question naturally emerges as to how we can avoid this for future political movements.
Or maybe you disagree with all these critiques? Political discussion moves so fast these days that it can feel like people are in such a rush to criticise things that they miss actual progress being made. After all, the use of the term ‘Naarm’ to refer to Melbourne was undeniably popularised on the back of this trend.
Possible Contentions:
The criticism of political movements that deal with race being tokenised by white people can only be solved by allowing people of colour at the centre of these movements.
People are too cynical about social movements and trends; virality and popularity, despite ‘inauthentic intentions’, often do more good than harm.
9. How can the highly polarised discussion concerning COVID vaccines become more productive?
Another thing you may have witnessed from living in a post-COVID world is an increase in how divided simple issues seem to make us. Ever tried to convince a relative or friend that, no, in fact, vaccines are not designed to implant us with microchips - seems impossible right?
For many people, the pandemic was a tipping point into full-blown conspiracy communities, meaning people are increasingly able to exist within their own social-media realities that don’t need to be bound to scientific truth or objective fact. This all creates a division between those with different beliefs that is somehow wider than before, where we can’t even agree on simple statements of truth.
The debate around what to do about this deals with questions of human psychology, social media (again), but also freedom of speech. Should spreading (potentially dangerous) false information that conflicts with scientific consensus be allowed on social media? Most importantly, how do we encourage actual communication between different sides?
Possible contentions:
Talking in person is the only way for people with vastly different beliefs to find common ground.
Those spreading dishonest and dangerous conspiracy theories about public health cannot be reasoned with, and need to be actively shut down wherever they appear.
10. With the infamous Oscar slap, what ‘consequences’ should comedians and satirists face for what they say?
Here’s a news story that you’re probably tired of hearing about! Actor Will Smith’s act of violence against Oscar host and comedian Chris Rock for a joke about his wife’s alopecia (hair loss) caused manydifferent conversations to happen at once; about toxic masculinity, celebrity culture, violence as a spectacle. These are all totally valid angles for your Oral Presentation, but let’s focus on maybe the most common debate; did Chris Rock deserve this?
Functioning as a comedian hosting an awards night, Rock’s job was to poke fun at everyone participating, and these sorts of roles have often involved controversial comments and jokes. Does this mean they have immunity from any consequences for their words though? What should these consequences look like? And, if we excuse smaller acts of violence, what does that normalise?
The 2015 terrorist shooting of the staff of satirical French magazine ‘Charlie Hebdo’ for their depiction of the Islamic prophet may seem a world away from Will Smith’s slap, but some may argue that this is the logical end-point for a world that believes physical violence is the way to deal with jokes people don’t like.
Possible Contentions:
The idea of comedians actually being threatened by violence is overblown; the slap was an isolated incident.
Protecting the safety of those who make controversial jokes is paramount to maintaining freedom of speech.
11. With Optus and Telstra’s recent data breaches, is placing all our valuable personal information in virtual spaces sustainably safe?
This year saw a record-level data breach from one of Australia’s leading telecommunications companies, Optus. The personal details of almost 10 million customers were given to the hackers.
Then, two weeks later, a similar data breach happened at Telstra. Yes, this time, no customer information was leaked, but information on the company’s employees was again released.
All of this may disturb the image we all have in our heads of online databases as relatively unbreachable, locked away behind thousands of firewalls somewhere in the cloud. In fact, much of modern society operates on this assumption. Maybe you’ve added your credit card details to your Chrome tab because it makes online purchases easier? This convenience comes with the implicit assumption that online personal info is pretty much always safe when protected by a big tech company, but these events arguably prove otherwise.
Cyberattacks are ‘increasing as a threat’, yet danger for the sake of convenience is something that all of us deal with. Maybe you think there are degrees to this; should we draw a line at information that can cause us legitimate harm if given to a malicious party?
Possible Contentions:
Our society is already too technologically dependent to try and ‘go offline’ for the sake of data safety.
Valuables of any kind are always going to run the risk of being stolen, and digital piracy is no different.
12. What is the role of Western countries in resisting the unlawful Russian invasion of Ukraine?
As already mentioned, the Russian invasion of Ukraine was one of the biggest news stories of 2022. Putin’s unlawful decision to attack the country’s capital in February of 2022 has left more than 10,000 people dead and millions displaced from their homes. Virtually all world leaders condemned this act immediately. Yet, almost a year later, the war continues, and documented war crimes occur on Ukrainian soil.
Thinking larger than just social media, the question of what can actually be done to help by the countries who condemn this war has naturally emerged. Many nations have supported Ukraine financially, including the US giving nearly $20 billion. Some may argue that this is not nearly far enough, and that all world powers have a responsibility to wage direct war against Russia in support of Ukraine. Naturally though, many are strongly against Western intervention in this form, believing that countries like the US should not see themselves as all-knowing powers that can intervene in other nations based on their ideological beliefs.
Possible Contentions:
Any attempt to guilt individual citizens about their need to ‘do something about Ukraine’ is completely unfair; the responsibility for any meaningful action is entirely on the government.
The West, particularly the US, has a long history of militarily invading smaller nations for their own purposes; their condemnation of the Russians is hypocritical.
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.
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.
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