Website navigation

The Folger Shakespeare

A Modern Perspective: Much Ado About Nothing

By Gail Kern Paster

Cuckoldry jokes are in the air in Messina. Its governor, Leonato, snatches one out of it when he jokes feebly about having to ask his wife repeatedly for reassurance as to his daughter’s legitimacy:

PRINCE   I think this is your daughter.

LEONATO   Her mother hath many times told me so. 1

( 1.1.102 –3)

Benedick draws our attention to this trace of an old suspicion: “Were you in doubt, sir, that you asked her?” ( 1.1.104 ). But Benedick, we soon learn, is also suspicious of women as the agents of men’s humiliation and defeat. He expresses an almost pathological fear of betrayal in marriage: to be married is to wear the conventional horns of a cuckold, to have one’s own military bugle snatched away, to have it sounded in one’s own face:

That a woman conceived me, I thank her; that she

brought me up, I likewise give her most humble

thanks. But that I will have a recheat winded [i.e., a

bugle-call blown] in my forehead or hang my bugle

in an invisible baldrick, all women shall pardon

me. Because I will not do them the wrong to

mistrust any, I will do myself the right to trust none.

( 1.1.234 –40)

Benedick’s extraordinary self-portrait of his relations with women yields readily to a psychoanalytic reading. Moving without pause from his conception to his upbringing to his cuckolding, he conflates his relations to mother and to wife, collapses past and future, memories and fears. 2 What seems to unify all these stages of a man’s life, for Benedick, is humiliating dependence on women, beginning with the infant’s dependence on maternal women for life and nurture. But that early dependence, instead of being outgrown, is seen here as forerunner to the later sexual humiliations of the adult male. Furthermore, Benedick’s dismissive mention of his mother as the “woman [who] conceived me” betrays her real importance to the structure of repressed memory. In psychoanalytic narratives of male repression, the mother’s lack of the phallus is a disturbing image for the child—an image of his own fear of castration and of his overmastering by another male. But for Benedick, the returning soldier, this fear of women seems less generic than personal: the cuckold’s horns that he envisions as his own future headdress are specifically those of a defeated soldier who has lost his bugle to another soldier. It is not surprising, then, that Benedick’s anticipation of a farewell to arms here parallels Othello’s lament for the loss of heroic identity through an imagined sexual betrayal by Desdemona:

Farewell the tranquil mind! Farewell content!

Farewell the plumèd troops and the big wars

That makes ambition virtue! O, farewell!

Farewell the neighing steed and the shrill trump,

The spirit-stirring drum, th’ ear-piercing fife,

The royal banner, and all quality,

Pride, pomp, and circumstance of glorious war!

( Othello 3.3.400–6)

For soldiers like Benedick and Othello, marriage threatens loss of a valued form of masculine singleness, a loss of control.

More interesting, perhaps, in a comic action like Much Ado ’s which is organized around the imagining of sexual betrayal, is that the fear of being associated with the cuckold’s horns is not peculiar to men nor is resistance to marriage a symptom of only masculine identity. Though her uncles worry that Beatrice’s sharp tongue makes her “too curst” ( 2.1.20 ) to get a husband, she jokes that she will thereby avoid making her husband wear horns: “I shall lessen God’s sending that way, for it is said ‘God sends a curst cow short horns,’ but to a cow too curst, he sends none” ( 2.1.21 –24). Even the devil, no mere mortal, wears the signs of betrayal; Beatrice imagines having him meet her looking “like an old cuckold with horns on his head” ( 2.1.44 –45). The horn motif continues to sound in the play even after it ostensibly has been silenced by the exposure of Don John’s sexual slander against Hero. Thus Benedick, though converted to love in the person of Beatrice, nonetheless misogynistically urges the play’s remaining eligible bachelor, Don Pedro, to join in the march to the altar in the spirit of accepting a universal, age-old humiliation: “Get thee a wife, get thee a wife. There is no staff more reverend than one tipped with horn” ( 5.4.126 –28). If betrayal is the universal fate of the married, it is no wonder that Beatrice regards marriage as a form of repentance:

 . . . wooing, wedding, and repenting is as a Scotch jig, a

measure, and a cinquepace. The first suit is hot and

hasty like a Scotch jig, and full as fantastical; the

wedding, mannerly modest as a measure, full of

state and ancientry; and then comes repentance,

and with his bad legs falls into the cinquepace faster

and faster till he sink into his grave.

( 2.1.72 –78) 3

As all these quotations suggest, anxiety about sexual betrayal in marriage seems endemic in Messina, sparing neither the old nor the young, neither male nor female. What is clear in the men’s cuckoldry jokes is their willful silence, for the sake of male friendship and preservation of the status quo, about the male betrayer and a contrasting emphasis on his female partner. It is not the desires of other men that Benedick mistrusts but those of womenkind. It is only when they are among themselves that the Men’s Club of Messina—to borrow Harry Berger’s wonderful appellation—allows Balthasar’s song to register an alternative truth: “Sigh no more, ladies, sigh no more, / Men were deceivers ever, / One foot in sea and one on shore, / To one thing constant never” ( 2.3.64 –67). 4

Much Ado is not unusual in its reiterated wordplay on horns, since jokes about the wearing of cuckolds’ horns are commonplace throughout the literature of this period. But, in the drama of the period, there is a marked disparity between the frequency of the jokes and the infrequency of wifely infidelity. Many more wives are falsely accused than are, in fact, guilty. This discrepancy between fears of betrayal and actual guilt suggests that we should focus less on the infidelity itself than on the real source of patriarchal anxiety, which was patriarchy’s inevitable dependence on (and inability to verify) the chastity of wives and mothers. For only such chastity secured a social structure based on legitimate inheritance of lands, wealth, property, rank, and name.

In Much Ado , I want to suggest, this patriarchal anxiety gives cuckoldry jokes a particular, local function. They work to resolve a social contradiction in Elizabethan society, a moment of double bind in the cultural history of marriage in which an authoritarian official tradition collided with an emergent ideal. Sixteenth-century English society had not yet dispensed with forms of overt, virulent misogyny inherited from medieval Catholicism which made marriage, especially for men, a less perfect way of life than celibacy. But it could not readily accommodate these inherited forms of misogyny to a post-Reformation celebration of marriage, particularly in its modern form of companionate, consensual unions in which the emotional satisfaction of both partners assumes new importance. Elizabethan society could not dispense with misogyny because the most general, even ancient function of antifeminist discourse is to justify patriarchy’s unequal distribution of power and property, its subordination of women. But virulent suspicion of wifely chastity—the kind of suspicion that destroys lives and marriages in Othello and The Winter’s Tale , for example—must have seemed incompatible with an emergent theory of marriage focused upon the initial consent of both partners and upon their long-term fulfillment of a set of mutual obligations which were in part material, in part emotional. 5 Even Don Pedro, in seeking to promote the marriage of Hero and Claudio, assumes that winning the consent of Hero comes before anything else: “I will break with her and with her father” ( 1.1.304 ), while Beatrice slyly urges her cousin not to say “Father, as it please you” but rather “Father, as it please me” ( 2.1.53 , 55 –56). If women’s feelings matter, then so, it would seem, do feelings about women: medieval misogyny and post-Reformation marriage theory could not comfortably coexist. From the tension between them, the double plots of Shakespeare’s comedy come into being.

Perhaps such a reading of Much Ado seems obvious. Any reader of the play can see how much of its action is devoted to overcoming, through Don Pedro’s theatrical manipulations, the resistance to love expressed by both Beatrice and Benedick. But to follow this reading to its logical conclusion will require the replacement of a character-based interpretation of the play with one which dissolves boundaries between the text as an autonomous work of art and the culture in which it is produced. Such a reading will attend to the widely dispersed misogyny in Elizabethan culture which speaks in and through Benedick, and to the effects of that misogyny as they register in Beatrice’s resistance. Thus, where I depart from traditional critics is in refusing to accept Beatrice and Benedick’s resistance to marriage as finally psychological in significance, even if it is expressed in psychological form in their language and behavior. I do not wish to explain resistance to marriage as idiosyncratic aspects of the personalities of Beatrice and Benedick, even though such resistance is what most sets them apart from their friends and kinfolk. Nor do I wish to interpret their eventual declarations of mutual affection as the manifestation of a hidden attraction that was there all along. I take their love as the creation of Don Pedro, who would “fain have it a match,” he says, to enliven the time between Claudio’s betrothal and nuptials by accomplishing a difficult thing. And presumably he also wishes to make sure that no person in his lordly jurisdiction escapes from the paradoxical cultural requirement to pair off freely .

But the uncomfortable truth is that, in a misogynistic culture, resistance to marriage is rational, not idiosyncratic, because misogyny—defined as the systematic denigration of women—gives men and women well-founded reasons to suspect one another. Beatrice and Benedick are given the function in this play of wittily enacting for our benefit the conventional postures of mutual antagonism so that their eventual union will seem both to ratify the irrational force of desire (no matter how it is brought into being) and to dissolve the larger social tensions exemplified by their mutual mistrust. Because, even though marriage might appear incompatible with individual peace of mind, it remains the basic form of social organization, the central distribution point in Elizabethan society for the social and sexual goods of adult maturity. This paradox about marriage may serve to explain why Don Pedro, rather than take a laissez-faire position with regard to the wooing and resistance to wooing in his midst, intervenes personally as head of the social order in the double matchmakings of Hero to Claudio, Beatrice to Benedick. Indeed, he has a notable, almost quantifying pragmatism with regard to affection, assuaging Claudio’s fear that his “liking might too sudden seem” with a breezy “What need the bridge much broader than the flood? / The fairest grant is the necessity. / Look what will serve is fit” ( 1.1.311 –13).

It is important for my argument to emphasize that the history of misogyny is also the history of romantic love, that cultivation of antifeminist feeling has, since the early twelfth century in Europe, coexisted with, indeed depended upon, a counterbalancing idealization of woman. As Howard Bloch has argued, “Misogyny and courtly love are coconspiring abstractions of the feminine whose function was from the start, and continues to be, the diversion of women from history by the annihilation of the identity of individual women . . . and thus the transformation of woman into an ideal.” 6 That is to say, the idealism of romantic love and the denigration of antifeminist rhetoric are alike in functioning to erase differences between women in order to make women anonymous and invisible to historical action. Such an erasure of differences in women is precisely what occurs in Benedick’s lines quoted above, where the distinct roles of mother and wife are subsumed into the one undifferentiated category, Woman. In the logic of misogyny, if one woman is treacherous, all women are condemned: “Because I will not do them the wrong to mistrust any, I will do myself the right to trust none.” The point is not only, as Harry Berger has argued, that “the difference between men and women in this respect . . . is that women are responsible for their sins but men are not.” 7 Even more crucial is to recognize the instability between a misogyny which posits all Women-as-the-Same and an idealization which posits Women-as-Different. 8 In the conversations between Claudio and Benedick—as in the similar conversations between Romeo and Mercutio—this instability in the categorization of women is easy to detect: “Can the world buy such a jewel” as Hero, idealist Claudio asks rhetorically. “Yea,” comes the misogynist’s bawdy reply, “and a case [vagina] to put it into” ( 1.1.177 –78).

much ado about nothing gender essay

Indeed, this instability in the way women are categorized would seem to motivate the different rhetorics by which Benedick and Beatrice are each persuaded to love. While Benedick must be led to believe in Beatrice as Different from all other women, Beatrice must be brought to accept herself as just the Same. Hence Benedick is made to overhear a conversation among the men which describes Beatrice as a compendium of virtues—“an excellent sweet lady,” “out of all suspicion . . . virtuous,” “exceeding wise” ( 2.3.166 –68)—except for her dotage on Benedick. Beatrice, by contrast, learns from Hero and Ursula less about Benedick’s virtues than about her own faults, the chief of which is the nonconformity of resistance: “to be so odd and from all fashions / As Beatrice is cannot be commendable” ( 3.1.76 –77). Both resisters are asked to understand the other’s alleged passion as unwilled and uncontrollable—the real thing, in other words. Beatrice and Benedick experience their separate reactions to this surprising news as free and fortuitous. Benedick, on cue, vows to “be horribly in love with her” ( 2.3.237 ). Beatrice, stung by what she has overheard, thereupon commits herself to a course of action she names self-taming, “taming my wild heart to thy loving hand” ( 3.1.118 ). But we have heard Don Pedro gloat, “The sport will be when they hold one an opinion of another’s dotage, and no such matter” ( 2.3.218 –20), and we thus have reason to think otherwise about the relative freedom of their actions. We witness the conspirators glorying in the emotional transformations which, in the guise of “love gods” ( 2.1.377 ), they claim to have achieved; and we note in their language a deterministic vocabulary of contagion and entrapment. Claudio whispers to the Prince that Benedick has “ta’en th’ infection” ( 2.3.129 ); Hero and Ursula congratulate themselves on having “limed,” or trapped, Beatrice ( 3.1.109 ). Thus in the contrast between Beatrice and Benedick’s subjective experience of free choice in love and the undeniable presence of social manipulation in bringing them to imagine that freedom, we can recognize the powerful, because invisible, workings of ideological conditioning to make people act, so they think, naturally: “the world,” as Benedick grandiosely declares, “must be peopled” ( 2.3.244 –45).

much ado about nothing gender essay

But since early modern English patriarchy required both marriage and misogyny, the social inscription that works so hard to create romantic love works equally hard to destabilize it. Thematic links between the two institutions of marriage and misogyny are emphasized because, in the double plot of Much Ado About Nothing , the actions to make and to break nuptials employ the same kinds of theatrical means. Shakespeare assigns the function of destroyer with evident symmetry to Don Pedro’s brother, Don John the Bastard, whose sense of self-expression in trying to abort the nuptials of Claudio and Hero matches Don Pedro’s in bringing them about. If the moral differences between the two brothers seem too insistently coded, that may be—as Jean Howard has argued—because the play is ambivalent about the social and moral function of theatrical practice. 9 By making the Iago-like Don John a bastard who is so determined to avenge his defeat at the hands of Claudio that he does not scruple to scapegoat Hero in the process, Shakespeare defines one kind of theatrical manipulation as evil, that is, as motivated by the urge to destroy. But is the moral character of Don Pedro’s delight in theatrical practices thereby enhanced? The answer to that question cannot be unproblematical, given that Don Pedro’s surrogate wooing of Hero leads to a series of early misapprehensions—that the Prince woos for himself; that Hero or her father might have preferred to accept the Prince’s suit; that love of women breeds mistrust between male friends because, as Claudio says, “beauty is a witch / Against whose charms faith melteth into blood [i.e., sensual appetite]” ( 2.1.177 –78). Nor does Don Pedro’s devotion to theatrical practice give him any advantage in seeing through his brother’s deception: when the Prince and Claudio witness the scene at Hero’s chamber window in which Margaret allows herself to be courted as Hero in Hero’s clothes, they see and hear only what Don John has prepared them to: “Go but with me tonight, you shall see her chamber window entered, even the night before her wedding day” ( 3.2.105 –7). The potential moral hollowness and material harm of theatrical practices are later emblematized, in this play, when Claudio stands before what we know to be an empty tomb to read an epitaph for Hero.

The play takes pains to construct Claudio as inexperienced and to emphasize the superficiality of a love which arises, he says, at a moment of postcombat mental vacancy:

 . . . now I am returned and that war thoughts

Have left their places vacant, in their rooms

Come thronging soft and delicate desires,

All prompting me how fair young Hero is,

Saying I liked her ere I went to wars.

( 1.1.296 –300)

The prolongation of courtship—which seems the goal of Shakespeare’s other conventional lovers such as Orlando in As You Like It , or even Romeo—holds no attraction for the two-dimensional Claudio, nor does Hero use the courtship period as Rosalind does in As You Like It to investigate the quality of her lover’s desire and imagination. The too-compliant Hero accepts the marriage proposal of a man in a mask and then learns to transfer her consent from the wearer of that mask, Don Pedro, to his young favorite. Claudio does not even plan to spend much time getting acquainted with Hero after their marriage and has to be told that his astonishing plan to accompany Don Pedro home to Aragon would be a great “soil in the new gloss of your marriage” ( 3.2.5 –6). (Indeed, the lovers’ activity of courtship as mutual interrogation is taken over in this play by Beatrice and Benedick. Even though this delight in mutual interrogation is one reason why we are conditioned to expect their eventual union, it is also the case that Beatrice and Benedick use the resulting information to bolster resistance to marriage and to improve their jests at each other’s expense.) Shakespeare uses Claudio’s passivity and inexperience as a wooer to rationalize the young count’s readiness to believe Don John’s slander of Hero and to prepare us eventually to forgive the misogynistic brutality with which he shames her before the assembled wedding guests:

O, what authority and show of truth

Can cunning sin cover itself withal!

Comes not that blood as modest evidence

To witness simple virtue? Would you not swear,

All you that see her, that she were a maid,

By these exterior shows? But she is none.

( 4.1.35 –40)

Claudio’s willed commitment to reading Hero’s blush as “guiltiness, not modesty” ( 42 ) suggests that the real problem linking the two plots of the play is the collapse of the tension between women-as-different and women-as-the-same into one incoherent category of woman-as-different-from-herself. The audience then and the audience now are in a position to understand that widespread cultural suspicion of women, surrogate wooing, and Don John’s theatrical illusionism have combined to interrupt the wedding of Hero and Claudio. The audience is also in a position to appreciate the irony of Benedick and Beatrice relinquishing their resistance to marriage and exchanging protestations of love at the very moment when the grounds for mutual suspicion between the sexes seem to have widened. A subtler irony may reside in the complexities of Benedick’s situation as the lapsed misogynist learns of one danger in love he had not foreseen, one other rational reason to remain resistant. That is, even as he gives up misogyny and trusts Beatrice’s word for Hero’s innocence, he finds a new way in which love may be hazardous to one’s health: when he rashly asks Beatrice to “bid me do anything for thee,” she promptly replies, “Kill Claudio” ( 4.1.302 –3). “Ha! Not for the wide world,” comes his automatic reply.

The recuperative necessities of comic closure that will not allow Hero to die or remain dishonored by an unforgiven Claudio also prevent Benedick from having to follow up on the challenge he flings at Claudio and Don Pedro, from having to act irrevocably upon his decision to sacrifice old loyalties to male companions to new loyalties to his future companion in marriage. But the final entrance of the bridal party, with not just the reborn Hero but all the women wearing masks, suggests that the old cultural categories that produce suspicion and slander remain largely untouched by the theatrical manipulations of the Friar and the rapprochement of Beatrice and Benedick. Even the words of Claudio’s question, “Which is the lady I must seize upon?” ( 5.4.54 ) in their traditional suggestions of coercion and violence suggest the social manipulations that are required to separate men and women from the companionship of their own sex and precipitate them into the terrifying private world of heterosexual union for life. Perhaps this is why Benedick insists on ending the play not with a wedding but with the stately, regulated movements of a communal dance in which the couples move not singly, but together, and no man is yet wearing horns.

  • My emphasis. Note here that the original stage directions include the entrance of Leonato’s wife, Innogen, but that editors in this text like others omit her on the plausible ground that she has no words at all, appearing in the text no place but here and in the entrance direction for 2.1. This essay is much indebted to the essays by Carol Cook, Jean E. Howard, and Claire McEachern, which are cited in full in the suggestions for further reading.
  • See Carol Cook, “ ‘The Sign and Semblance of Her Honor’: Reading Gender Difference in Much Ado About Nothing ,” PMLA 101 (1986): 187.
  • For a brilliant application of this speech, see Harry Berger, Jr., “Against the Sink-a-Pace: Sexual and Family Politics in Much Ado About Nothing ,” Shakespeare Quarterly 33 (1982): 302–3.
  • Ibid., p. 308.
  • See Ralph A. Houlbrooke, English Family Life, 1576–1716 (Oxford: Basil Blackwell, 1988), pp. 15–17. For an extended discussion of seventeenth-century discussions of marriage conduct books, see Mary Beth Rose, The Expense of Spirit: Love and Sexuality in English Renaissance Drama (Ithaca: Cornell University Press, 1988), pp. 116–31.
  • Howard Bloch, Medieval Misogyny and the Invention of Western Romantic Love (Chicago: University of Chicago Press, 1991), pp. 196–97.
  • Berger, “Against the Sink-a-Pace,” p. 307.
  • On this categorical instability, see Peter Stallybrass, “Patriarchal Territories: The Body Enclosed,” in Rewriting the Renaissance: The Discourses of Sexual Difference in Early Modern Europe , ed. Margaret W. Ferguson, Maureen Quilligan, and Nancy Vickers (Chicago: University of Chicago Press, 1986), p. 133.
  • Jean E. Howard, “Renaissance antitheatricality and the politics of gender and rank in Much Ado About Nothing ,” in Jean E. Howard and Marion F. O’Connor, eds., Shakespeare Reproduced (London: Methuen, 1987), pp. 172–73.

Stay connected

Find out what’s on, read our latest stories, and learn how you can get involved.

  • International
  • Schools directory
  • Resources Jobs Schools directory News Search

'Much Ado About Nothing' Gender Essay

'Much Ado About Nothing' Gender Essay

Subject: English

Age range: 14-16

Resource type: Worksheet/Activity

FOR THE LOVE OF LITERATURE

Last updated

20 January 2015

  • Share through email
  • Share through twitter
  • Share through linkedin
  • Share through facebook
  • Share through pinterest

pptx, 68.15 KB

Creative Commons "NoDerivatives"

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

excellent context notes. thanks

Empty reply does not make any sense for the end user

Flexible and interesting worksheets on the play. Also very useful essay plans. Thanks!

This looks really useful. Thank you.

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

much ado about nothing gender essay

VCE Study Tips

English Language

much ado about nothing gender essay

Private Tutoring

much ado about nothing gender essay

Only one more step to getting your FREE text response mini-guide!

Simply fill in the form below, and the download will start straight away

English & EAL

Much Ado About Nothing

October 5, 2020

much ado about nothing gender essay

Want insider tips? Sign up here!

Go ahead and tilt your mobile the right way (portrait). the kool kids don't use landscape....

2. Themes/Motifs

4. Character Analysis

5. Quote Analysis

6. Sample Essay Topics

7. A+ Essay Topic Breakdown

Much Ado About Nothing 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 .

Much Ado About Nothing is one of Shakespeare’s classic comedies, and is in fact the most performed of his plays – even more than Hamlet or Romeo and Juliet . While it was also popular in Shakespeare’s time, its themes are still very contemporary. Much Ado About Nothing is a story of mixed-up love, lies and deceit, themes that are still prevalent in current hit movies like To All the Boys I’ve Loved Before , or 10 Things I Hate About You . The banter between Beatrice and Benedick is amusing and ridiculous, and the ensuing drama between Hero and Claudio is probably not far off the modern drama in the relationships of your friends.

Much Ado About Nothing explores themes of love, the ways that we can be opposed to love and relationships, the position of women and necessity of marriage, and the ways we can deceive each other and ourselves. If you’ve ever felt attracted to someone who really pushed your buttons, felt a spark with someone the first time you saw them, experienced your friends’ relationship drama, said you’d never have a relationship because study is too important, or even maybe tried to play matchmaker for two people, this play is for you! Love is a beautiful and yet frustratingly unavoidable part of life, and Shakespeare shows us the many ways in which people can react to this and manipulate this for their own desires. This play uses comedy to reassure us that mistakes and misunderstandings in love are an innate part of humanity, as we struggle to communicate how we feel towards another person. Further, it is a play about how we stage these relationships to one another and questions whether true love needs an audience at all. As you’ll see, it’s very much a play about appearance and reality, and deception and truth – these are the kinds of questions that humanity will always face when dealing with love.

Themes / Motifs

Marriage and its effects on freedom.

Marriage acts as the primary source of the drama that unfolds in the play, and the main factor that drives its romantic plot forward. Much Ado About Nothing explores the paramount importance the Elizabethan society placed upon the notion of marriage, and the threat this often placed upon the free will of many individuals. This is primarily perceivable in the characters of Benedick, who compares the married man to a tame and lifeless animal, and Beatrice, who disparages the idea of saccharin romance and thus ‘mocks all her wooers out of suit’.

Chastity and Family Honour

‍ Much Ado About Nothing also examines the social concept that a woman should act gracefully and stay ‘chaste' until marriage in order to bring honour to her family. Claudio’s public rejection and public humiliation of Hero during their wedding ceremony acts as the climax of the plot and a direct representation of the societal values in the Elizabethan era. Shakespeare assumes an arguably feminist stance in his implied denouncement of this despotic treatment of women, who were expected to lose all social standing if they happened to lose their virginity before marriage. The extent of this cruelty is emphasised by the harsh, obliterative words of Leonato, as in his belief that Hero is unchaste, he proclaims his own daughter as ‘stained’ and ‘fallen into a pit of ink’, having brought dishonour upon his entire family.

Much of the play’s plot is driven by both accidental and deliberate deception, of which almost every character is a victim. False language in Much Ado About Nothing is so prevalent that it obliterates the truth and forms an alternate kind of society, in which characters assume the very roles chosen for them by the lies spread about them by others. For example, the rumours that Benedick and Beatrice are in love lead to their marriage, and Hero is treated as a whore by her own father due to Claudio’s denunciation of her as ‘every man’s Hero’. Despite this, Shakespeare examines both the positive and detrimental effects of such deceit; just as the duping of Claudio and Don Pedro culminates in Hero’s social demise, her faked death also allows her to reconcile with Claudio and attain her public redemption. 

Perception and Reality

The defining characteristic of Much Ado About Nothing is that nothing of material actually happens in the plot, other than marriage. There are no real fights, deaths, trials, illnesses or sexual encounters - the only perceivable change in the play is the perception of various events and characters, such as whether Hero is a virgin, or whether Claudio and Benedick will fight - hence its name, ‘ Much Ado About Nothing’.

Used to represent the idea of perception in the play, eyes are often utilised by Shakespeare when characters’ perceptions are distorted by the deceptive actions of others. Much like Claudio’s rhetorical question, ‘Are our eyes our own?’, the play questions the extent to which others affect an individual’s way of thought. 

Beards act as a complex emblem of masculinity in Much Ado About Nothing. Benedick’s autonomous bachelorhood is symbolised by his full, rugged beard, whereas Claudio’s clean, shaven face is a token of his ‘softness’ and emotional vulnerability. In tandem with this, Beatrice’s aversion to beards represents her scorn for men in general. It is important to note that the action of shaving one’s beard is a symbol that accompanies the act of getting married - Benedick’s first action as a married man is to shave his beard, and by doing such, allowing himself to be as vulnerable with Beatrice as ‘Lord Lack-beard’ Claudio is with Hero.

The Savage Bull

Don Pedro’s taunting of Benedick that “In time the savage bull doth bear the yoke,” symbolises the act of a free-willed man succumbing to the attractive comfort of marriage. The notion that marriage can be a kind of prison to men is repeatedly alluded to in the play through the symbol of the ‘savage bull’; just as the bull is tamed by humans’ training, the free bachelor is tamed by responsibility when he is married. However, the image of marriage shifts in the play along with a transformed imagery of the bull, as Claudio assures Benedick that his horns will be ‘tipped with gold’ and love through his marriage. This suggests that while it may seem like an intimidating and suffocating prospect, marriage can also provide infinite warmth and comfort to those who embrace it. 

Character Analysis

  • Niece of Leonato and cousin of Hero.
  • Although kind to her loved ones and described as ‘pleasant-spirited’, she is extremely witty and cynical, particularly towards Benedick, whom she once loved but now engages in constant bickering with.
  • Shakespeare’s symbol of early feminism, as she is a character of justice and female autonomy, vowing at the beginning of the play that she will never marry a man in order to keep her freedom.
  • A lord, recently returned from fighting in the wars.
  • Just like Beatrice, he also vows that he will never marry and stay a liberal bachelor.
  • Although he often retorts Beatrice’s snide remarks and sarcastic wit with insulting retort, his observant friends perceive an underlying affection for her beneath his facade of apathy. 
  • The main character through which Shakespeare explores the theme of deception and performance; as a natural entertainer, it is difficult for the audience to comprehend whether he is merely pretending to be in love with Beatrice, or genuinely in love with her. 
  • The beautiful, gentle and graceful daughter of Leonato.
  • The quintessential and ideal woman of the Elizabethan era, as she is obedient to her father and cherished for her perceived pureness and chastity. 
  • A young, handsome and widely appraised soldier who has attained great public acclaim through his noble fighting under Don Pedro’s command. 
  • Falls in love with Hero immediately upon his return to Messina.
  • Although depicted as the ideal male Elizabethan hero, his suspicious and doubtful nature results in his downfall, as he is quick to fall for deliberate lies and wicked rumours, even about those closest to him.
  • Sometimes referred to as ‘the Prince’, Don Pedro is an established nobleman from Aragon and longtime friend of Leonato.
  • A character with two faces; although socially adept and courteous in his public actions, he is, like Claudio, quick to fall for rumours and takes hasty revenge on those who fail his expectations. Through this characteristic of Don Pedro, Shakespeare condemns the hypocrisy of societal expectations, presenting the idea that propriety can often cover devious intent. 
  • Also referred to as ‘the Bastard’, Don John is the illegitimate brother of Don Pedro. 
  • Perpetually melancholy and dispirited due to his social standing as an outcast, he devises a treacherous plan to ruin the happy courtship between Hero and Claudio. 
  • Despite Shakespeare’s depiction of Don John as the villain of the play, many of his characteristics suggest  rather that he is merely an individual driven to commit evil deeds due to his inherent inferiority to his brother, and constant rejection by a prejudiced society. 

Quote analysis

“He that hath a beard is more than a youth, and he that hath no beard is less than a man; and he that is more than a youth is not for me; and he that is less than a man, I am not for him.”
  • This quote by Beatrice represents her aversion to the idea of marriage and her belief that no man will ever be able to satisfy her. 
  • As it was widely believed that the beard of a man symbolised his manliness and maturity, this conundrum suggests that Beatrice believes that no man, whether a man without a beard or a boy with one, will be able to win her love or admiration. 
“The savage bull may, but if ever the sensible Benedick bear it, pluck off the bull’s horns and set them in my forehead, and let me be vilely painted, and in such great letters as they write ‘Here is good horse to hire’ let them signify under my sign ‘Here you may see Benedick, the married man.”
  • This quote is Benedick’s mocking, sarcastic reply to Don Pedro’s adage about how all men, even the wildest of them,  eventually settle down to become married. 
  • The ‘sensible Benedick’ here refers to a Benedick who is too clever and pragmatic to yield to the fleeting attractions of true love, as he knows that he will be disappointed by it soon enough. His imaginative scene of himself with ‘bull’s horns’ on his head symbolise the Renaissance belief that cuckolds, or men whose wives committed adultery, grew horns on their heads due to their futility. Thus, Benedick here is implying that part of his disinclination towards marriage stems from his fear that his wife will be unfaithful to him. 
“But now I am returned and that war thoughts have left their places vacant, in their rooms come thronging soft and delicate desires, all prompting me how fair young Hero is, saying I liked her ere I went to wars.”
  • Claudio here describes his swift transformation from a war hero to a passionate lover of Hero. The change that occurred in Claudio is so rapid that it is more of a passive event that occurred to him, rather than something that he chose of his own volition. 
  • As such, Shakespeare uses this quote to emphasise his volatile character and foreshadow the swiftness with which Claudio later disowns his feelings for Hero and humiliates her.

Sample Essay Topics

Quote-based essay prompt.

1. "I am a plain dealing villain." Don John is the only honest character. Discuss

How-Based Essay Prompt

2. How does Shakespeare use music and poetry to convey love and the intricacies of communication?

Metalanguage-Based Essay Prompt

3. Discuss Shakespeare's use of symbols throughout the play and how they relate to the concepts of appearance and reality.

Note: You’ll notice that each essay (or prompt, as we like to use interchangeably), has been labelled a particular type of prompt (theme-based, character-based, etc.). While we won’t go into detail with the types of prompts in this blog, in LSG’s How To Write A Killer Text Response , we explore the five different types of essay prompts. By identifying the type of essay prompt, you’ll immediately understand how you should answer the essay prompt so that you satisfy the VCAA criteria for your SACs and exams. This approach to essays is incredibly valuable as it saves you precious time during assessments, while ensuring you don’t go off topic.

Essay Topic Breakdowns

Character-based essay prompt  .

Much Ado About Nothing is primarily Shakespeare’s strong argument for feminism and female autonomy.

1. Shakespeare in Much Ado About Nothing utilises the character of Beatrice as the quintessential strong female hero, and thus encourages female autonomy. 

  • Beatrice’ strong, independent spirit and fierce wit defines her as the most powerful female character in the play. Her desire to remain a ‘maid’, uncommon in the times as every woman was expected to aspire to marriage, is a striking emblem of feminism, as her self-governance and liberated spirit is depicted.
  • Beatrice is also perceivably masculine - she even expresses her desire to have been born a man in her patriarchal society, stating, ’I cannot be a man with wishing, therefore I will die a woman with grieving.’ As such, Shakespeare advocates that society should accept a more diverse range of women, including those with more masculine characteristics. 

2. In tandem with this, the character of Hero is employed as an instrument through which Shakespeare condemns the harsh societal expectations of women. 

  • The public humiliation of Hero as ‘unchaste’, or sexually loose, results in her rejection both from society and her own family, including her previously doting father, Leonato. 
  • As such, Hero’s devastating plight reminds the audience that being a woman in the Renaissance meant that one was constantly vulnerable to inferior treatment compared to men, and their harsh judgments - even from male relatives or close ones.

3. Ultimately, the repeatedly negative connotations of marriage expressed by female characters highlights the lack of autonomy women possessed in the Shakespearean era.

  • Beatrice’s extreme aversion to marriage, as she ‘cannot endure to hear tell of a husband’, suggests that it was not all women’s choice to marry but rather a heavy societal burden placed over their heads.
  • Hero is perceived to have almost no agency or self-determination when choosing a life partner, perceivable by Leonato’s reminder to her, 'Daughter, remember what I told you. If the Prince do solicit you in that kind, you know your answer.’ As Hero expresses that her heart is ‘exceedingly heavy’ on her wedding day, the audience is positioned to question the extent of power that fathers held over their daughter’s fates in the Elizabethan era.

Theme-based essay prompt

In Much Ado About Nothing, Shakespeare argues that deception always results in negative consequences. 

1. Deception is portrayed as a negative tool in Much Ado About Nothing , as trickery leads to tragic events, as Don John’s lies directly results in Hero’s social demise and the destruction of her relationship with Claudio. 

  • Don John’s deceitful words to Claudio before their wedding, “I came hither to tell you, and, circumstances shortened—for[Hero] has been too long a-talking of—the lady is disloyal,” lead to Claudio’s public humiliation of Hero as every man’s Hero’ - an unfaithful woman.
  • The catastrophic outcome of this highlights the negative power of deception and the danger of being swayed by mere hearsay, as Hero is not only scorned by all of society, but also disowned by her own father, who wishes death upon himself and his ‘stained’ daughter.

2. Despite this, deception is not always detrimental in Much Ado About Nothing , in which deliberate trickery leads to the resolution of the main romantic conflict between Beatrice and Benedick. 

  • The act of deceiving Benedick and Beatrice that the other is in love with them eventually leads to their marriage - the resolution of the main conflict of the play. 
  • Although Benedick is firmly against the idea of being contained by marriage in the beginning of the play, he becomes a passionate lover as soon as he hears the false words, “Did you know Beatrice is madly in love with Benedick?”, declaring that he ‘will be horribly in love with her’ thenceforth. 
  • Similarly, Beatrice is also positively influenced by deceptive words, as the audience can discern her transformation from a ‘flighty maid’ to a woman full of genuine affection of Benedick - perceivable by the end of the play, in which she delivers the lines, ‘Benedick, love on, I will requite thee, taming my wild heart to thy loving hand,’ as if releasing the very last fragment of her stubborn heart to him. 

3.  In a similar vein, Hero’s staged and thus deceptive death results in her social and familial redemption, as well as the saving of her marriage with Claudio. 

  • In order to punish Claudio for his mistakes, Leonato’s household publicly ‘publishes’ that Hero has died. 
  • The idea of Hero’s death brings so much guilt to Claudio that he begins to remember all of her benevolent qualities in a fit of misery, delivering the lines, ‘Sweet Hero, now thy image doth appear / In the rare semblance that I loved it first.’ 
  • Leonato asks Claudio to marry his niece (Hero in disguise) instead of the ‘dead’ Hero, and as Claudio tearfully agrees, the redemptive masquerade through which Hero and Claudio reconcile symbolises the positive factors of deception. 

Now it's your turn! Give these essay topics a go. If you're you’d like to read completed A+ essays based off the two essay topics above, as well as the ones listed below,  complete with annotations on HOW and WHY the essays achieved A+ so you can emulate this same success, then I would highly recommend checking out LSG's Killer Text Guide: Much Ado About Nothing . In it, we also cover themes, characters, views and values, metalanguage and have 4 other sample A+ essays completely annotated so you can smash your next SAC or exam! Check it out here.

‍ Extra Resources

The Ultimate Guide to VCE Text Response

How To Write A Killer Text Response Study Guide

How to embed quotes in your essay like a boss

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

5 Tips for a mic drop worthy essay conclusion

Get our FREE VCE English Text Response mini-guide

Now quite sure how to nail your text response essays? Then download our free mini-guide, where we break down the art of writing the perfect text-response essay into three comprehensive steps. Click below to get your own copy today!

much ado about nothing gender essay

Access a FREE sample of our Much Ado About Nothing study guide

  • Learn how to brainstorm ANY essay topic and plan your essay so you answer the topic accurately (no more going off-topic!)
  • Apply LSG's THINK and EXECUTE strategy across annotated sample A+ essays
  • Think like a 50 study scorer through advanced discussions like structural feature analysis, and author's views and values - all broken down into easy-to-understand concepts that students of any level can replicate

much ado about nothing gender essay

Whether you’re studying english, literature or even language it’s hard to avoid Shakespeare. So, we’re going to take a broad look at: Shakespeare’s historical context, his language, and of course, what this means for interpreting his plays. Since Shakespeare has so many plays chances are your text will be excluded. Instead I’m going to use Othello as a case study.

Before you start reading, LSG's Ultimate Guide to VCE Text Response is a must-read for anybody studying VCE English.

Othello follows the Moorish general Othello and his relationship with his wife, Desdemona. The antagonist Iago is jealous that Cassio was made Lieutenant instead of him, and seeks vengeance on Othello. Iago attempts to destroy Othello’s reputation, and uses the rich but foolish Roderigo to fund his revenge plot. Through careful manipulation of his Wife Emilia, Roderigo, Cassio, and Othello, Iago convinces Othello that Desdemona is unfaithful, sending him into an obsessive jealousy. When Emilia steals Desdemona’s handkerchief, a token of Othello’s love, and Desdemona cannot produce it, Othello believes he has all the information necessary to condemn Desdemona. He smothers her to death, before Emilia reveals Iago’s involvement. Othello, struck by regret, stabs himself, declaring that he “loved not wisely but too well”

So who is this Shakespeare guy? And more importantly, what kind of a world did he live in?

Shakespeare was born in England in 1564, in the middle of the Renaissance Period. This period of “rebirth” was categorised by the increasing reliance on ancient classical authors for information about the world. This is why Shakespeare plots are famously reinterpretations of Ancient histories and Roman plays. Changes in education resulted in the Elizabethan moral and social customs being questioned. This included the Divine Right of Kings, and notions of gender and identity.

Religion is also significant in this period, and the Protestant Reformation is a subject often alluded to by Shakespeare. It is necessary to contextualise Shakespeare within the Renaissance period, because as you will see, themes, words, and references that make very little sense to us were common knowledge in Shakespeare’s time, and understanding them boosts our appreciation of his work.

The context and intent of the author are important considerations when studying VCE English or Literature. For more on this, read Context and Authorial Intention in VCE English .

The Language

Now that we understand when Shakespeare was writing, let’s look at how.

Starting as broadly as possible, Shakespeare’s difficult-to-read language is actually Early-Modern English, and so many words Shakespeare used are either lost or unused in modern English. Any good copy of Shakespeare will have definitions of these words in the margin or opposite page.

Moving in closer, we have the two types of plays, Tragedy and Comedy.

Comedy is tonally more light-hearted, and has an apparently happy-ending. These are Twelfth Night , Much Ado About Nothing, or As You Like It among others. Despite being made to entertain, they are rarely unsophisticated, and the genre may mask something more sinister. For example, the character of Malvolio in Twelfth Night is entertaining and presented as self-obsessed, but could be used as an example of Shakespeare critiquing masculinity in Elizabethan society, as Malvolio feels entitled to Olivia’s affections.

Tragedies cannot be defined by their tone, however. They are defined by a tragic hero, who has a fatal flaw or Hamartia that results in their downfall. This may be Othello’s Jealousy, Macbeth’s ambition, or Brutus’ naivety in Julius Caesar . These traits all cause the tragic heroes’ demise, as their hamartia leads them to make bad decisions or fail to address the real evil. Tragedies will usually end in the unnecessary loss of lives and an unhappy ending for all involved. Most of Shakespeare’s plays fit into tragedy, including most of those based on historical figures. An analysis considering the conventions of Tragedy--like hamartia and tragic heroes--is a great way to stand out when discussing Shakespeare, and so when interpreting a tragedy you should consider what about it is tragic. For example, is Othello a tragedy because Iago is able to manipulate Othello, or is Othello’s jealousy and mistrust ever-present? Either of these options reveals Othello to be a tragedy, however they both say different things about the characters and plot. If Iago manipulates Othello, the tragedy is because a fundamental good person is corrupted. However if Othello was always mistrusting, the play becomes tragic as the audience must watch an unloving marriage slowly dissolve.

Next, we have the two ways Shakespeare formats his dialogue. Students will often focus on what the characters say without considering how it is said. Knowing the difference between Verse and Prose and how they are used is an easy way to stand out in an essay.

Verse is essentially poetry, where one line follows another. It can rhyme, but often doesn’t. What Shakespeare verse will ALWAYS do, however, is follow the Iambic Pentameter. This is a line of poetry with 10 syllables where every second syllable is stressed. This creates a kind of bounce or flow like a heartbeat. The easiest way to recognise this is to count the syllables in each line: thus / do / i / ev / er / make / my / fool / my / purse. Pay attention to when it is not followed, or when characters are interrupted during the pentameter. When the pentameter is interrupted by another character, look at who is interrupting it. It is likely to reveal a power dynamic between the two characters. Alternatively, a character finishing the pentameter, literally finishing their sentence, could be a symbol of love or affection between them. Using linguistic devices like the iambic pentameter as evidence shows an understanding of the text beyond the words spoken

The alternative format is prose . It’s used quite sparingly so look out for it. Is the way we speak normally in conversation, or how a normal novel is written. You can tell a character is speaking in prose as it’s usually just a big chunk of text. Shakespeare’s prose can reveal different things, so it depends on the context and the character using it. In act 1 scene 3 of Othello, Iago speaks to Roderigo in prose and then transitions to verse once Roderigo leaves. This displays Iago’s ability to code-switch and manipulate those around him with words. Prose is considered more simplistic, so in order to control Roderigo, who is presented as quite dumb, Iago relies on simple language, bringing himself to Roderigo’s level. This is directly contrasted with Iago’s use of the complex verse form, which he uses at all other times.

Interpreting Shakespeare

We’ve now covered Shakespeare’s historical context, his play styles, and his dialogue, but what should we look for when reading Shakespeare that allows us to use this information in a text response or close passage analysis. I’ve already given some examples of how Shakespeare’s language is relevant to his themes, but I’m going to give a rough guide of what themes are common in Shakespeare’s plays, and how they are shown in the language.

Fate versus free-will

This is a theme that can lead to a long discussion and gives you the opportunity to express your own opinion. Are the characters acting with free-will, or is some other force impacting their fate? This isn’t really in Othello, so let’s look quickly at Macbeth; if we consider fate versus free-will with the characteristics of a tragedy in mind, then the tragic hero must act freely even though his ‘fatal flaw’ will lead to his demise. However, the inclusion of the witches in Macbeth subverts the tragic structure and implies Macbeth is being toyed with. Even though Macbeth believes he is in control his fate is met, so is it a coincidence that his decisions fulfill his fate, or was the Witches’ prophecy real?

Appearance versus reality

The different uses of verse and prose are a good way to show when characters are genuine or performing for others. I have already mentioned how Iago ‘code-switches’ by using prose to speak to Roderigo, appearing simple and ‘laid-back,’ but his revelatory soliloquy in verse displays his true nature, both in the content of the speech, and the way it is presented.

Order and disorder

In Othello, disorder could be represented by Iago, destabilising the lives of those around him through his use of rhetoric and manipulation. Order is then returned when Iago is revealed and Othello takes his life, recognising himself as tragically misused. Analysing the theme of order and disorder would support the interpretation that Othello is a good man controlled and abused by disorder and manipulation.

So, hopefully this very brief introduction helps you get into Shakespeare! Even if I didn’t cover your text, the use of tragic heroes, prose, verse, and iambic pentameter are things evident in all Shakespeare plays, so you just have to make it relevant to your text. And remember that in order to read Shakespeare, one must first read Shakespeare. It may take several readings or viewings to grasp what is happening in the play, only after that can you start to analyse in the way I have today.

Measure for Measure is currently studied in VCE English under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

INTRODUCTION ‍

Ahh William Shakespeare. That guy. You’re probably thinking, “Great. More fancy language. Hasn’t he been dead for centuries? Why does he keep popping up in our English curriculum?”

At least, that’s how I reacted.

Shakespeare is actually a huge figure in the history of the English language, and really no high school English curriculum is complete without a mandatory dose of him. In fact, the current VCAA study design demands that one of his texts must be on the text list. What a legend.

Shakespeare doesn’t only influence our world in the classroom. The Bard coined many words and phrases that we use today. We can thank this playwright for “be -all, end-all”, “good riddance”, and my personal favourite, “swagger”.

much ado about nothing gender essay

The Bard’s play “Measure for Measure” was first performed in 1604; over 400 years ago. So why do we still study his works today? In fact, the ideas and themes that are evoked in his plays are universal and timeless; pertinent to his contemporary counterparts, as well as today’s audience. Shakespeare’s plays are like soup (bear with me, this is going somewhere). One could say the playwright is a master chef; he mixes tales of the human condition and experience and asks us to question people and ideas. Everyone, regardless of their time, will gobble up the story.

So, what is this soup- I mean ‘Measure for Measure’ about? The play is known as a “problem play” and/or “tragicomedy”. That’s right, it’s both a tragedy and a comedy. Dire trials and tribulations are intertwined with humorous gags and jokesters. I guess Shakespeare couldn’t choose just one.  

‘Measure for Measure’ is also a problem play. Critic W.W Lawrence defined a problem play as one in which "a perplexing and distressing complication in human life is presented in a spirit of high seriousness ... the theme is handled so as to arouse not merely interest or excitement, or pity or amusement, but to probe the complicated interrelations of character and action, in a situation admitting of different ethical interpretations".

Ok, crazy, but he also said that "the 'problem' is not like one in mathematics, to which there is a single true solution, but is one of conduct, as to which there are no fixed and immutable laws. Often it cannot be reduced to any formula, any one question, since human life is too complex to be so neatly simplified.”

In short, a problem play presents lots of complications and issues that are open to different ethical interpretations. As in “Measure for Measure”, the “problem(s)” is/are not always solved.

So, what actually happens in this play that is problematic? What are our ingredients in this problem soup?

‍ P(L)OT SUMMARY

Get it? Cause soup is cooked in a pot. Sorry.

The Duke of Vienna appoints his deputy, Angelo, as the temporary leader. This Duke then pretends to leave town but instead dresses up as a friar to observe what happens in his absence. Angelo, strict and unwavering in his dedication to following the rules, decides to rid Vienna of all the unlawful sexual activity; including shutting down the brothels. Prostitutes like Mistress Overdone (pun alert) and her pimp Pompey are poised to lose their livelihoods. Laws against this activity exist, but they’ve gotten lax over the years. Angelo, a stickler for the rules, has Claudio arrested because young Claudio has gotten his engaged wife-to-be (Juliet) pregnant before they were officially married. Claudio is to be executed.

The virtuous Isabella, Claudio’s sister, is poised to enter a nunnery. Upon hearing of her brother’s arrest and sentence, she goes to Angelo to beg him for mercy. He hypocritically, in an absolutely dog move, propositions her, saying he’ll pardon her brother if she sleeps with him (with Angelo, not Claudio). She immediately refuses, being the religious and chaste woman that she is. At first Claudio is upset because he wants to live, but then he calms down and accepts death.

Luckily, the Duke (secretly dressed as a friar) helps in their sticky situation. He brews up a plan; Angelo’s former flame Mariana was engaged to him, but he broke off their engagement after she lost her dowry in a shipwreck. The Friar (Duke) plans to have Isabella agree to sleep with Angelo, but then send Mariana in her place. In theory, Angelo would pardon Claudio and be forced to marry Mariana by law.

The old switcheroo goes off without a hitch. But come morning, Angelo refuses to pardon Claudio, fearing he will seek revenge. The Duke, in collaboration with the Provost, send Angelo the head of a dead pirate (Ragozine) who died of natural causes. They claim that it’s Claudio’s head, and Angelo is satisfied, thinking him to be dead. Isabella is also told that her brother is dead and is encouraged by the Friar (Duke) to complain about Angelo to the Duke, who is returning home.  

The Duke makes a grand return to Vienna, saying he will hear any complaints immediately. Isabella tells her story, and the Duke feigns disbelief, despite having orchestrated the plan himself. In an act filled with more twists and turns than a Marvel movie, everything comes out; the Duke reveals he was a friar all along, Angelo is forced to confess, and Claudio is pardoned amongst other things. To top it all off, the Duke proposes to Isabella. Crazy!

HISTORICAL CONTEXT

It’s important to acknowledge what was going on in the world during the writing of a text. This may help give insight into why the author has included (or not included) some aspect of their work.

The Divine Right of Kings

This holy mandate states that a monarch derives his right to rule from the will of God and is not subject to earthly authority. The “king” or monarch is hence practically divine, and questioning his orders is also questioning god; blasphemy.

The Great Chain of Being/Class divides

This chain is a hierarchy of all life forms and matter in the following order:

  • Kings & Royalty
  • Commoners (Gentry, Merchants, Yeoman, Laborers)
  • Non-living things

Hence, alongside The Divine Right of Kings, this ideal gave monarchs huge power over their subjects.

In early 1600s England, there was a defined social hierarchy and class system. Everyone had a place in the hierarchy, and there was little movement between the classes. Within each class, men were considered superior to women.

Shakespeare encourages us to ask a few questions of our supposedly holy leader and his actions. According to the Divine Right of Kings, the Duke is god’s right-hand man, and thus all his decisions are holy and backed by heaven. However, the Duke is pretty shady when he plots his bed-trick plan with Isabella and Mariana. Is this deceptive behavior still holy? Furthermore, is it not sacrilege to pretend to be a holy friar when one is not truly a holy man?

Moreover, when the Duke assigns Angelo as his deputy, would this transform Angelo into a divine ruler too? Could he be divine, considering his cruel rule and despicable request to Isabella?

Women were considered subservient, lower class citizens then men. Alliances were forged between powerful families through arranged marriages of daughters. These girls may have received an education through tutors attending their homes (there were no schools for girls), but their endgame would be marriage, children and maintaining the home. Women and girls of a lower class did not receive any formal education but would have learned how to govern a household and become skilled in all housewifely duties. Impoverished and desperate women (Mistress Overdone) would turn to prostitution to stay alive.

Shakespeare perhaps highlights the struggle of women in his female characters; Isabella, Mistress Overdone, Juliet, and Kate Keepdown. Their futures appear bleak; Isabella is poised to enter a nunnery, Juliet’s husband (her only source of income and protection) is to be executed, while the brothels that facilitate Mistress Overdone and Kate Keepdown’s livelihoods are being closed down by Angelo.

Jacobean Audience

It was a tumultuous time when Shakespeare penned ‘Measure for Measure’ in 1604. A year earlier came the end of the 45 year long Elizabethan era and began the Jacobean era under the rule of King James. Since the late Queen Elizabeth had no direct heirs, King James of Scotland (a relative) took to the throne. Little was known by the English people of this foreign king.

Perhaps, as Shakespeare portrays the ruler in ‘Measure for Measure’ as clever and good-hearted, the Bard sought to appease the king by calming the people and encouraging them to trust in their new monarch.

The playwright characterizes the Duke as loving his people, but not enjoying being before their eyes and in the spotlight; much like King James, a quiet ruler who relished studying privately in his great library.

‍ Playhouses and Brothels

The general public (commoners) paid a penny (could buy you a loaf of bread back in the day) to see Shakespeare’s plays, standing in the “yard”; on the ground, at eye-level of the stage. The rich (gentry) paid 2 pennies for seating in the galleries, often using cushions. The really rich (nobles) could watch the play from a chair set on the side of the stage itself. Shakespeare’s plays were performed at the Globe Theatre. Playhouses in Shakespeare's time were often close to brothels, both in terms of their physical locations in the suburbs and the way they were viewed by some of polite society. Thus, Shakespeare's relatively sympathetic portrayal of sexual deviance in ‘Measure for Measure’ may also constitute a defence of other suburban entertainment—his plays—and a way to humanize lower classes who patronized them.

WRITING ABOUT 'MEASURE FOR MEASURE'

If you’re lucky enough to study this interesting piece, the study design requires you to prepare “sustained analytical interpretations…discussing how features of the text create meaning and using textual evidence to support (your) reasons”. Basically, you’ll be given a topic; this topic could surround themes, characters, etc., and you must write analytically.

While you may choose to structure paragraphs around themes, ideas or characters, make sure to embed some historical context in there; that’ll show the examiner that you’ve done your research and have a thorough and deeper understanding of why Shakespeare put this or that in. Talking about authorial intent in your analytical essay leads to a more in-depth analysis.

“Shakespeare portrays characters that are flawed as a result of pre-destined circumstances. These characters, such as bawd Pompey and prostitute Mistress Overdone, lived in a time when there existed strong class divides, and movement within the social hierarchy was rare. As per the “Great Chain of Being”, a contemporary religious dogma, there was a hierarchy of all living things and matter, from lofty God and his angels down through the ranks of men and finally to animals and non-living things. In some cases, attempting to move up the social ranks was even considered a blasphemous rejection of the fate chosen by God.”

- embedding historical context (The Great Chain of Being) into a paragraph that discusses characters being flawed because of their circumstances

“Shakespeare offers characters such as Isabella and The Duke who strive for self-improvement through understanding and temperance. Perhaps the playwright suggests that perfection is very difficult if not impossible to attain, even for a ruler like the Duke and a pure soul like Isabella. However, he posits that it can be strived for and that perhaps this attempt to become better is what truly matters.”

- talking about authorial intent - what is Shakespeare trying to tell us?

Think of it as an opportunity to make your very own soup! Add some themes, stir in character analysis, sprinkle in some quotes and serve with historical context and authorial intent. Just like with a soup, there’s got be a good balance of all your ingredients; test out different structures during the year to find what works for you. (Just try not to overcook it, like I have done with this soup metaphor). If you need more help, How To Write a Standout Measure for Measure by William Shakespeare Essay is for you!

much ado about nothing gender essay

So, you see, there’s more to Shakespeare and ‘Measure for Measure’ than just fancy old language and iambic pentameter (What’s that? Well...). Keep on reading this blog post, where we’ll delve into themes, characters and symbols/motifs. In the meantime, let’s have a break. Grab a snack, a drink, and enjoy this tasty Shakespeare meme.

...Aaaaand we’re back!

Are you ready for part 2 of the Shakespeare train? Hop on board as we explore themes, characters and symbols/motifs. ‍ ‍

These are the major themes in ‘Measure for Measure’.

As you can see, the themes are interconnected. (Do you like the diagram? Made it myself :)) Why does this matter? Well, if you get an essay topic about Justice, for instance, you can also link it to Sexual and Gender Politics as well as Social Decay/Cohesion.

So, why is any one theme an important theme?

Which moments and characters are these themes related to?

Is there a link to historical context?

What are some key quotes?

What could be Shakespeare’s potential message? (Keep in mind that depending which pieces of evidence you look at, the Bard could be saying something different. In this piece, we’ll only discuss one or two authorial messages. The beauty of Shakespeare is that much is open to interpretation. You can interpret characters and ideas in so many different ways!)

Those are some great questions. Let’s explore some of the biggest themes...

Power and Authority

Power not only dictates the Viennese society, but we see it is a basis for moral corruption (I’m looking at you, Angelo!). The Duke is the leader of Vienna, ordained by God. He hands this power to his deputy Angelo, who misuses it in his request of Isabella. Now consider Isabella - she has power too, but a different kind… Also consider characters who have little to no power - Mistress Overdone, Pompey etc.

This theme could be linked to the Divine Right of Kings, the Great Chain of Being and Women.

  • “O, it is excellent to have a giant’s strength, but it is tyrannous to use it like a giant” - Isabella when she pleads to Angelo to not kill her brother (Act 2, Scene 2, Line 130-132)
  • “He who the sword of heaven will bear should be as holy as severe” - The Friar (Duke) to himself, not happy with Angelo’s dog move (Act 3, Scene 1, 538-539)
  • “When maidens sue, men give like gods” - Lucio to Isabella, encouraging her to convince Angelo not to kill Claudio (Act 2, Scene 1, Line 87-88)
  • "Hence we shall see, if power change purpose, what our seemers be.” - The Duke lowkey suggesting that once Angelo gets power, he’ll change into something evil (Act 1, Scene 4, Line 57)
  • “Some rise by sin, and some by virtue fall.” - Escalus is sneakily hating on Angelo. This quote shows that power and authority often involve corruption (Act 2, Scene 1, Line 41)

Perhaps Shakespeare is suggesting that power is a dangerous weapon and that in the wrong hands, it could be deadly.

Morality and Sin

This is an interesting theme. What defines sin? For instance, if Isabella sleeps with Angelo she’s sinning before God. But if she doesn’t, then she’s letting her brother die, which is not good either. Bit of a pickle that one. Some characters to consider include Isabella, Angelo, The Duke, Claudio, Lucio, the Provost…. jeez just about everyone! So many of the characters take part in questionable deeds. Was it immoral for the Duke to pretend to be a holy friar? Is Claudio’s sin of impregnating Juliet really punishable by death if both parties were willing, and no one else has been punished for the same “crime”? Are Pompey and Mistress Overdone being immoral in being in the prostitution business, if it’s the only way to survive?

Deep stuff man. This can be linked back to class divides, women and the contemporary playhouses/brothels.

  • “What sin you do to save a brother’s life, nature dispenses with the deed so far that it becomes a virtue” - Claudio begs his sister to sleep with Angelo (immoral, especially since she’s poised to enter a nunnery), saying that it’s for a good cause, and will actually be a virtue/good deed (Act 3, Scene 1, Line 146-148)
  • “Might there not be a charity in sin to save this brother’s life?” - Angelo asking Isabella to sleep with him and trying to paint the act as a charitable deed (Act 2, Scene 4, Line 65-66)
  • “I am a kind of burr, I shall stick” - Lucio, who represents sin and immorality in Vienna (we’ll talk more about this later in symbols/motifs) (Act 4, Scene 3, Line 182)
  • “To bring you thus together ‘tis no sin, sith that the justice of your title to him doth flourish the deceit.” - The Friar (Duke), encouraging Isabella and Mariana to do the dodgy bed-trick and trick Angelo (Act 4, Scene 1, Line 79-81)

Perhaps Shakespeare tries to tell us that there is a fine line between something moral and something sinful. Maybe he’s asking, “who are we to judge?”, since we all do questionable things sometimes. Everyone from the almighty Duke to a lowly prostitute has committed potentially immoral acts. Perhaps audiences are encouraged to be more understanding of others, and their reasons for these deeds.

Mmm, this theme ties in nicely with just about all of the others. How does one define justice? The play explores this idea; does justice mean punishment? Or mercy? How do we balance the two to deliver the right punishment/lack thereof? Characters that dispense justice include The Duke, Angelo (although they have differing ideas of justice) and Isabella. Since Vienna is a religious place, consider the divine justice system (ie. a perfect, flawless system meted out by God) and the earthly one (ie. the flawed, human justice system). Laws exist in an attempt to ensure justice. But does it always work? Consider also the Old and New Testament ways of thinking - the former strict and punitive, while the latter is more measured and merciful (see symbols/motifs below for more info).

This theme can be linked to the Divine Right of Kings, Great Chain of Being, Women, and Jacobean Audience.

  • “Justice, justice, justice, justice!” - (Wait, are you sure this quote is about justice?) Isabella pleads for (you guessed it) justice to the Duke (no longer dressed as a friar), thinking Angelo has, in fact, killed her brother (Act 5, Scene 1, Line 26)
  • “The very mercy of the law cried out… ‘An Angelo for Claudio, death for death!’ Haste still pays haste, and leisure answers leisure, like doth quit like, and measure still for measure” - The Duke, explaining that it’s only fair that Angelo die for “killing” Claudio. (Act 5, Scene 1, Line 437-441)
  • “liberty plucks justice by the nose” - The Duke tells Friar Thomas that the laws have slipped over the years, and the citizens of Vienna are not being punished for immoral deeds (prostitution, sex before marriage etc)

Perhaps Shakespeare says that since we humans are inevitably flawed, that any justice system created by us will too be imperfect. Who are we to decide the fates of our fellow man? Furthermore, the Bard may be encouraging us to be kind when dispensing justice, leaning more to mercy than punishment.

Sexual and Gender Politics

Who run the world? Gir- no it’s a bunch of men. This theme contributes to why ‘Measure for Measure’ is a problem play. The exploration of the female characters in this play are very interesting, and kind of sad. Of 20 named characters, only 5 are women. Together, their lines make up only 18% of the play. Yikes! There is a lot to unpack here. Our female characters are Isabella, Mariana, Mistress Overdone, Juliet, Francisca (a nun who speaks twice) and Kate Keepdown (who we never meet). Their situations: a maiden poised to enter a nunnery, a prostitute, a pregnant girl about to lose her husband, a nun, and another prostitute. Quite gloomy, isn't it? Meanwhile, the men are leaders (The Duke, deputy Angelo, and ancient lord Escalus) and gentlemen (Lucio, Claudio, and Froth). Over the course of the play, our female characters are put into worse situations by men. Their experiences are dictated by men. Consider taking a “feminist perspective” and exploring ‘Measure for Measure’ from a female point of view.

This theme links to the Great Chain of Being, Women and Playhouses/Brothels.

  • “see how he goes about to abuse me!” - These are the last words we hear from Mistress Overdone, as she calls out Lucio for betraying her even though she kept secrets for him. All this happens while she’s being carted off to prison in only Act 3! What do you think Shakespeare is saying to us? (Act 3, Scene 1, Line 481)
  • “Then was your sin of heavier kind than his” - The Friar (Duke) says to Juliet that she sinned more than Claudio, even though their sin was “mutually committed”. Even though they were both consenting, the woman is blamed more. Consider what would become of Juliet if Claudio was executed. She’d probably end up like Mistress Overdone... (Act 2, Scene 3, Line 31)
  • “Who will believe thee, Isabel?” - Angelo says this after Isabella threatens to reveal his disgusting request. Ouch. It really goes to show how untrustworthy women are deemed.  (Act 2, Scene 4, Line 163)
  • “Why, you are nothing then: neither maid, widow, nor wife?” - The Duke says this to Mariana. Basically, he says a woman can only be those 3 things. Jeez. (Act 5, Scene 1, Line 196-197)
  • “When maidens sue, men give like gods” - Lucio to Isabella, encouraging her to convince Angelo not to kill Claudio. So, perhaps women do have some power. But, it’s due to their sexuality; something evaluated by men. Peachy. (Act 2, Scene 1, Line 87-88)

Perhaps Shakespeare suggests that women are treated unfairly in society. Maybe he posits that women are afforded so few opportunities in a man’s world. The Bard potentially says that such sexual and gender politics do not create a cohesive and just society.

This theme, again, connects to many others. It can link to all groups of people (The wealthy, the poor, women, criminals etc). Most of the mercy is dispensed at the end of the play when the Duke does his grand reveal. Characters who choose to mete out mercy over punishment include The Duke and Isabella. Also consider Angelo, who instead of choosing to spare Claudio, decides to kill him to uphold a law that hasn’t seen anyone punished for the same deed. We might think this is harsh, but it a legal and lawful decision.

Connect this idea with historical context, specifically Jacobean audience and playhouses/brothels.

  • “I find an apt remission in myself” - Apt remission = ready forgiveness. The Duke says this after pardoning Angelo (Act 5, Scene 1, Line 539)
  • “pray thee take this mercy to provide for better times to come” - The Duke pardons murderer Barnadine, asking him to use it to do better. How lovely!  (Act 5, Scene 1, Line 525-526)
  • “let us be keen (shrewd/sharp), and rather cut a little than fall and bruise to death” - Escalus says this to Angelo, who wants to enact all strict laws immediately. The ever-reliable Escalus advises Angelo to be lenient and merciful. (Act 2, Scene 1, Line 6-7)
  • “Mercy is not itself that oft looks so, pardon is still the nurse of second woe” - Escalus says this, defending Angelo’s decision to punish Claudio. He suggests that sometimes being merciful can encourage further wrongdoing. (Act 2, Scene 1, Line 282-283”)
  • “I show it (pity) most of all when I show justice” - Angelo says to Isabella that he is showing Claudio pity/mercy by punishing him. A firm believer in the law, Angelo thinks he’s doing the right thing and teaching Claudio a lesson by punishing him.  (Act 2, Scene 2, Line 123)

Perhaps Shakespeare encourages us to look at mercy and punishment from different perspectives. Angelo believes he is punishing Claudio for his own good, and cleaning up Vienna of lechery too. Maybe we ought to be merciful in our opinion of the deputy. Nonetheless, the Bard shows that in the case of young Claudio, mercy and forgiveness is the right path to choose. Finally, consider why Shakespeare may have portrayed a merciful leader to his Jacobean audience. Maybe if he were to portray a leader as fair and merciful, the Jacobean audience would trust that their new king (a man similar in character to the Duke) could be kind and merciful too. Earning the favour of the king and writing a killer play? He’s killed two birds with one stone.

Human Frailty & Fallibility

I’ve encountered many essay topics about how humans are flawed and imperfect. It’s a pretty big theme in many texts, not just in our friend William Shakespeare’s. Human fallibility is to blame for a lot of the going-ons in ‘Measure for Measure’. Angelo takes the law too seriously, he gets heart eyes for Isabella and kills Claudio even though he thinks he’s slept with Isabella. Why? He wants to save his own ass, fearing Claudio will seek vengeance. The Duke is flawed too. He’s a leader, but he just avoids his problems, leaving Angelo in charge to deal with them. Then he plans to swoop in and look like a hero. Kinda dodgy. Consider Claudio and Juliet too. They, like Angelo, succumbed to lust and slept together before they were officially married. (Sigh, humans just can’t get it right.) It’s also worth thinking about the “low-lives” and poorer characters. Are the poor frail in a different way? For example, Mistress Overdone keeps Lucio’s secrets for him. In that way she is virtuous. However, she sells her body to survive. Perhaps she is not prone to desire like Angelo, but serves another desire - a desire to survive?

In terms of historical context, consider the Divine Right of Kings, the Great Chain of Being and Playhouses/Brothels.

  • “They say best men are moulded out of faults, and for the most become much more the better for being a little bad” - Mariana pleads to Isabella to support her in begging the Duke to pardon (her new husband) Angelo. She is optimistic for man, believing our bad deeds can lead to self-improvement. (Act 5, Scene 5, Line 473-475)
  • “Why, all the souls that were were forfeit once” - Isabella pleads to Angelo to pardon Claudio. She states that all souls were flawed before Christ offered redemption. (Act 2, Scene 2, Line 93)
  • “I speak not as desiring more, but rather wishing a more strict restraint” - Isabella is speaking to a nun as she is poised to enter the ranks of the nunnery. We usually think of a nun as living a very strict life, but Isabella wants it even stricter! Here we see her flaw is that her thinking is too singular and blinkered. (Act 1, Scene 5, Line 3-4)
  • “Lord Angelo is precise, stands at guard with envy, scarce confesses that his blood flows, or that his appetite is more to bread than stone.” - The Duke talks about how unhuman Angelo is. The deputy follows rules very closely, almost to the point where he’s like a machine. His nature is too strict.  (Act 1, Scene 5, Line 53-56)
  • “I love the people, but do not like to stage me to their eyes” - The Duke says this to Angelo and Escalus as he hands over power to his deputy. Even the Duke is not perfect, in that he does not like being before crowds of his people (Act 1, Scene 2, Line 72-73)

Perhaps Shakespeare suggests that no one is truly perfect, not even a leader supposedly ordained by God, a law-abiding deputy, or a maiden who is poised to enter a nunnery. Yet while Angelo is overcome by his lust and emotion, the Duke and Isabella attempt to better themselves by showing mercy and temperance. Maybe Shakespeare suggests trying to improve one’s flawed self is most important.

God, Religion and Spirituality

Phew, we’re at our last theme. So, society in Vienna is very much religious. Their beliefs dictate actions and laws within the city. Some very religious characters include Isabella and Angelo. However, our novice nun, who is obsessed with virtue and chastity, agrees to and takes part in the bed-trick, a deception that is not particularly Christian. Our lusty deputy also succumbs, hellishly propositioning a maiden to sleep with him in exchange for her brother’s life. Even The Duke, supposedly semi-divine, makes some dubious choices. He spends most of the play posed as a holy man, even though he is not. He plans the bed-trick to deceive Angelo and lets poor Isabella think her poor brother is dead, instead of saving her so much pain. Furthermore, the title of the tale, ‘Measure for Measure’, comes from the Gospel of Matthew. (See symbols/motifs for more deets). The question of how much we should let religion dictate us is another reason this piece is a problem play.

The theme of God and Religion can link to historical context such as the Divine Right of Kings.

  • “more than our brother is our chastity” - (Act 3, Scene 1, Line 194) and “Better it were a brother died at once, than that a sister by redeeming him should die forever” - (Act 2, Scene 4, Line 111-113) show that Isabella values her chastity and virtue over her brother!! Damn girl!
  • “Ay, but to die, and go we know not where, to lie in cold obstruction and to rot” - Claudio tells Isabella that he fears the uncertainty of death. Perhaps his belief in a heaven has left him in the wake of his impending death? (Act 3, Scene 1, Line 129-130)
  • “Let’s write good angel on the devil’s horns - ‘tis not the devil's crest” - Angelo is talking to himself about his lust for Isabella. It’s an appearance vs reality (ooh another theme!) kind of idea, where you can try to pretend something is something else (ie. Angelo doesn't lust after Isabella), but it doesn't change the thing (ie. he’s still keen). The deputy is comparing his emotions to these religious extremes. (Act 2, Scene 4, Line 16-17)

Perhaps Shakespeare criticises religious extremism in his portrayal of characters like Isabella and Angelo. Or maybe he just wants us to remain open-minded about ideas and our spirituality.

Yikes, there are so many themes in this play! Let’s move it along, and talk a little bit about characters.

Each character can be viewed in different lights, even more so than themes can be. We’re going to discuss characters very briefly because it’s up to you how you want to read them.

Here are the characters, in order of how much they speak in the play. To keep things short, let’s pretend these are all tinder bios. Who would you swipe right on? (Hint: not Lucio)

  • super chill (the benevolent ruler of Vienna who’s let the laws slip a little)
  • loves dressing up (actually spends most of the play disguised as a friar)
  • clever/cunning (secretly counteracts the injustices decreed by Angelo)
  • strong morals (would rather her brother die than she lives in shame)
  • can get wild (conspires with the Duke to complete the bed-trick)
  • holy gal (poised to enter a nunnery)
  • a gentleman (well, his title is. He’s rude about the Duke and abandoned a prostitute that he got pregnant, so maybe he’s not that kind of gentleman)
  • loves attention (legit! He’s a minor character but he has the third most lines of them all! Lucio loves to stir the pot!)
  • loves some symbolism (Lucio represents all the bad stuff in Vienna…..see symbols/motifs)
  • plays by the rules (a little too much)
  • hypocrite (Sentences Claudio to death for sex before marriage, while asking the same thing of Isabella…. wow we’ve found our antagonist)
  • Deep (Angelo is a bit of a complex character. He seems aware of his misdeeds and struggles to deal with these desires. It’s hard not to pity him at times)
  • reliable (consistently counsels Angelo against acting too harshly)
  • virtuous (he’s merciful, lets Pompey go with a warning in Act 2 Scene 1)
  • loyal (trusts in the Duke)
  • hard worker (he’s a prison ward)
  • virtuous (does what’s right by him, disobeying Angelo’s orders to behead Claudio)
  • magician (not really, but he makes Angelo believe that pirate Ragozine’s head is Claudio’s)
  • clever (philosophically debates whether prostitution is worse than murder)
  • funny (his character is the clown, and he’s got some sassy comebacks)
  • poor (Pompey is a bawd employed by Mistress Overdone. Not the best dating bio)
  • down for a good time ;) (impregnates Juliet before they are officially married)
  • cool family (he’s Isabella’s brother)
  • good hearted (initially is horrified at Angelo’s request of Isabella, saying she shouldn’t do it. Unfortunately, his fear of death get’s to him. After he’s calmed down, he’s accepting of death)
  • a man in uniform (a policeman)
  • a little dumb (he speaks a lot of malapropisms - hilariously using similar but incorrect words)
  • not like Pompey (Pompey is a clever poor man, while Elbow is a policeman who’s a little bit all over the place)
  • dedicated (still in love with Angelo even though he called off their engagement because her dowry was lost)
  • a willing accomplice (participates in the bed-trick)

Mistress Overdone

  • poor (she’s a prostitute, who fears for her livelihood when Angelo announces he’s destroying all the brothels)
  • good hearted (kept Lucio’s secret. What secret? Read on…)
  • works for the Duke (as an executioner…. there’s no way to make that sound nice)
  • doesn't have a great name (c’mon it’s true)
  • also likes to have a good time ;) (pregnant before official marriage)
  • dependent (if Claudio dies she will probably end up as a prostitute to survive)
  • can sing (Mariana asks him to sing a sad song about how she lost her beloved Angelo)
  • holy gal (she is a nun)

Kate Keepdown (we never actually meet this character)

  • a colleague of Mistress Overdone (a prostitute)
  • single mum (Lucio got her pregnant and then ran away. He thinks marrying a prostitute is akin to whipping and hanging)

Ragozine (we never actually meet this character)

  • dies (legit that’s all he does)

SYMBOLS & MOTIFS

These are people, objects, words etc that represent a theme or idea. For instance, the fact that I’ve used a bad soup metaphor AND a tinder reference means I need to go outside more. But let’s move on…

The title, “Measure for Measure” draws from the gospel of Matthew. The idea of heavenly justice vs earthly justice is prominent throughout the text. Moreover, it’s worth exploring the Old Testament ways of “an eye for an eye” and “measure for measure” in comparison to the New Testament teachings which lean towards forgiveness and mercy. Now, where do the Duke’s actions fit in? Is he harsh and equalising? Is he just and sympathetic?  

New Testament vs. Old Testament

When the Duke sentences Angelo to death, he makes a fancy speech which includes the play’s title.

“‘An Angelo for Claudio, death for death!
Haste still pays haste, and leisure answers leisure.
Like doth quit like, and measure still for measure.”

Act 5, Scene 1, Line 439-441

This mimics the Old Testament views, which famously states “eye for eye, tooth for tooth” (Exodus 21:24). These ideals teach that the person who committed a misdeed shall have the same misdeed done unto them. (For example, if you don’t like my new Facebook profile picture, I’m not liking yours…..but way more severe.)

In comparison, the New Testament states that we “Be merciful, just as your Father is merciful. Do not judge, and you will not be judged. Do not condemn, and you will not be condemned. Forgive, and you will be forgiven.” (Luke 6:36-37)

So, when sentencing Angelo the Duke employs the words of the Old Testament. However, he doesn’t go through with Angelo’s execution, instead showing the mercy encouraged by the New Testament. He’s not really following either way. Perhaps he’s instead choosing a middle road; one of temperance and justice.

Wait, who? We haven’t mentioned the “gentleman” Lucio much in the plot and in this blog post. That’s because he doesn’t really do that much other than buzz around and annoy everyone. Maybe that’s why his name rhymes with mosquito….

Regardless, we do see enough of Lucio’s character to learn that he’s not a very nice person. He treats Mistress Overdone and Pompey poorly, makes visits to the brothel, doesn’t take responsibility for his actions (getting Kate Keepdown pregnant) and bad-mouths the Duke. So yeah, we don’t like Lucio, what’s the big deal? Well, in Act 4, Scene 4 Line 182, Lucio says something very intriguing.

“I am a kind of burr, I shall stick.”

Burr - those little brown prickly things that get stuck to you.

We can think of Lucio as representing all the sins and misdeeds in Vienna - lechery, immorality, lack of justice, selfishness etc. Hence, Lucio is saying that these shortcomings and flaws will always be present to people and in Vienna, sticking to the city like a nasty burr. Damn, that’s deep.

Prose/Verse

The metre of the verse (ie. the classic Shakespeare writing) in ‘‘Measure for Measure”  is iambic pentameter. This means that each line is divided into 5 feet. Within each foot, there is one unstressed syllable followed by a stressed one.

I’ll TELL him YET of ANgelO’S reQUEST, And FIT his MIND to DEATH, for HIS soul’s REST. (Act 2, Scene 4, Line 195-196)

Verse does not have to rhyme, as the above lines do. Shakespeare often employs a rhyming couplet to close a scene and add some drama.

Verse is usually reserved for the higher class citizens, with those who are less fortunate speaking in prose.

Prose is language in its ordinary form, with no metre.

Certain characters, such as Lucio, switch between verse and prose depending on who they are speaking to. This could allude to Lucio’s duplicity, or perhaps a deep understanding of class divides in Vienna.

Names: Escalus and Angelo

Escalus is the ever reasonable and loyal lord and close confidant of the Duke. His name gives connotations of scales and balance - characteristic of the rational man.

Angelo’s name has connotations of “angel”. If we judge him only by his name, he should be a pure and heavenly being. Bah! That’s so fake! We can see that appearance is very different from reality. Isabella notices this too, stating that “this outward-sainted deputy...is yet a devil” (Act 3, Scene 1, Line 95-98).

Angelo’s Words/Actions

There is so much to unpack about this douchebag. Let us briefly consider 2 ideas. When he propositions Isabella to sleep with him, he requests that she “lay down the treasures of (her) body” (Act 2, Scene 4, Line 100).

Firstly, that’s weird. Perhaps Angelo can be seen as someone who is obsessed with the physical - Isabella’s body and treasure. Maybe this obsession leads to his immorality and poor leadership.

Secondly, Angelo struggles to directly say, “hey, let’s sleep together”. He weaves his way around the request, propositioning Isabella so indirectly that at first, she does not even seem to understand his request! However, once she threatens to tell everyone about his vile demand, he speaks bluntly; “Who will believe thee, Isabel?” (Act 2, Scene 4, Line 163). Perhaps this shows Angelo is self-aware that he’s being an ass. Or maybe this scene is yet more evidence of a patriarchal society, with the men knowing very well the power they hold.

We never actually meet this fellow. Ragozine is a pirate who dies in jail while “Measure for Measure” unfolds. His head is used in place of Claudio’s to convince Angelo of the former’s execution. Fascinatingly, Ragozine is the only person who dies in the entire play. ALSO, he dies of natural causes. Interesting. It feels like the play is full of death, grief and many heads on the chopping block. But curiously, there is only one death, of a minor character, of natural causes. Perhaps this says something about fate and justice or offers some commentary on life and hope.

Elbow vs. Pompey

Elbow is a silly policeman who speaks in malapropisms (using a similar but incorrect word for humorous effect). Pompey is a clever pimp who seems to have a deep understanding of justice and the Viennese people. The comparison of these characters, fortunate and dumb to unfortunate and clever, perhaps serves to show that the law is not always apt and that sometimes those who break the law are more clever than it.

Mistress Overdone (or lack thereof)

Mistress Overdone is a pitiable prostitute. She worries for her survival when Angelo begins pulling down the brothels, and she keeps Lucio’s bastard child a secret, only for him to throw her under the bus to save his own skin. The last we see of Mistress Overdone is her getting carted off to prison, crying “See how he goes about to abuse me!” (Act 3, Scene 1, Line 481) Yes, the last we witness of one of five speaking female characters is of her imminent incarceration. Furthermore, this happens in Act 3 of 5, around halfway through the play! The audience never hears from Mistress Overdone again, and her future is left uncertain. Even Barnadine, a convicted murderer, is given freedom and a happy ending.

Consider writing a few sentences of your essay from a feminist’s perspective. Think about the events of the play from the female characters’ points of view. What is Shakespeare saying by portraying Mistress Overdone (and other women) in such a way? Perhaps he is pointing out the injustices of the patriarchal system, or how uncertain a woman’s life was in his contemporary time.

“Measure for Measure” truly is an incredible text. This blog post is by no means an exhaustive list of all its quirks and complexities. This play’s relevance has survived centuries, and I believe it will continue to be pertinent to audiences well into the future. You are very lucky to be studying a text with such universal themes and ideas that you can carry with you even after high school.

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

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

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

Historical Context 

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

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

  • Measure for Measure is often regarded as an anti-Puritan satire. Although Shakespeare’s religion has been a subject of much debate and research, with many theories about his faith being brought forward, many believe that he was a secret Catholic. He is believed to be a ‘ secret’ Catholic, as he lived during the rise of the Puritans - those who wished to reform the Church of England and create more of a focus on Protestant teachings, as opposed to Catholic teachings. It was often difficult for Catholics to practice their faith at this time. 
  • Angelo and Isabella - particularly Angelo, are believed to embody puritanism, as shown through their excessive piety. By revealing Angelo to be “yet a devil,” though “angel on the outward side,” Shakespeare critiques Puritans, perhaps branding them as hypocritical or even unhuman; those “not born of man and woman.” Thus, we can assume that Shakespeare would take a similar stance to most of us - that Angelo wasn’t the greatest guy and that his excessive, unnatural and puritanical nature was more of a flaw than a virtue. 

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

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

1. Taking Note of Stage Directions and Structure of Speech

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

  • For example, in his monologue, I would often reference how Angelo is alone on stage, appearing at his most uninhibited, with his self-interrogation revealing his internal struggle over his newfound lust for Isabella. I would also reference how Shakespeare’s choice of syntax and structure of speech reveal Angelo’s moral turmoil as he repetitively asks himself “what’s this?” indicating his confusion and disgust for his feelings which “unshapes” him. 
  • Isabella is shown to “[kneel]” by Mariana at the conclusion of the play, in order to ask for Angelo’s forgiveness. This detail is one that is easily missed, but it is an important one, as it is an obvious reference to Christianity, and symbolises Isabella’s return to her “gentle and fair” and “saint” like nature. 

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

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

  • A favourite pair of mine to analyse together was Angelo and Isabella. Although at first glance they seem quite different, when you read into the text a little deeper you can find many similarities. For example, while Angelo lives alone in his garden, “succumbed by brick,” requiring “two keys” to enter, “nun,” Isabella, wishes to join the nuns of Saint Clare where she “must not speak with men” or “show [her] face.” Shakespeare’s depiction of the two, stresses their seclusion, piety and restriction from the “vice” plaguing Vienna. What’s important about this point is that you can alter your wording of it to fit various points that you may make. For example, you could use this example to prove to your assessor how Isabella’s alignment with Angelo signals Shakespeare’s condemnation of her excessive puritanical nature (as I did in my body paragraph below) or, you could use these same points to argue how Angelo was once indeed a virtuous man who was similar to the “saint” Isabella, and that it was the power that corrupted him (as you could argue in the 2019 prompt). 
  • Another great pair is the Duke and Angelo. Although they certainly are different in many ways, an interesting argument that I used frequently, was that they both were selfish characters who abused their power as men and as leaders in a patriarchal society. It is obvious where Angelo did this - through his cruel bribery of Isabella to “lay down the treasures of [her] body,” however the Duke’s behaviour is more subtle. The Duke’s proposal to Isabella at the conclusion of the play, as he asks her to “give [him her] hand,” in marriage, coincides with the revelation that Claudio is indeed alive. It appears that the Duke has orchestrated the timing of his proposal to most forcefully secure Isabella and in this sense, his abuse of power can be likened to Angelo’s “devilish” bribery. This is as, through Shakespeare’s depiction of Isabella, it is evident that she has little interest in marriage; she simply wishes to join a convent where she “must not speak with men,” as she lives a life of “strict restraint.” The Duke is aware of this, yet he demands Isabella to “be [his]”-  wishing to take her from her true desire and Shakespeare is able to elucidate Isabella’s distaste through her response to this: silence. By contrasting Isabella’s once powerful voice - her “speechless dialect” that can “move men” - with her silence in response to the Duke’s proposal, Shakespeare is able to convey the depth of the Duke’s selfishness and thus his similarity to Angelo.

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

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

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

How To Kick Start Your Essay with a Smashing Introduction

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

For example, for the prompt...

“...women are frail too.” 

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

...my topic sentences were...

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

...and my introduction was: 

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

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

Body Paragraphs 

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

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

Conclude Your Essay by Dazzling Your Assessor!  

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

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

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

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.

‍ This blog was updated on 23/10/2020.

2. Historical Context

3. Character Analysis

5. Symbols and Motifs

6. Quote Analysis

7. Sample Essay Topics

8. Essay Topic Breakdown

The Crucible 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 .

The Crucible , Arthur Miller’s 1953 realist play, is based on the historical events of the 1692 Salem witch hunts. Although partially fictionalised, it depicts the very real consequences of false accusations based on blind religious faith , as Miller displays the dangers of such baseless rumours. However, the play was written during another type of witch hunt: McCarthyism in 1950s America. This was a political movement in which Senator Joseph McCarthy attempted to control the spread of Communism by placing any Communist sympathisers on a blacklist. This resulted in a widespread fear of Communist influences, and a political hunt similar to the Salem witch trials began, as civilians attempted to escape their own charges by accusing other innocent individuals of treason. Thus, given the historical context of the time, Miller uses The Crucible as an allegorical warning for the audience against the dangers of McCarthyism in 1950s America. 

These concepts will be fully unpacked later, but it is important to keep these key notions of hysteria, accusation and blind faith in mind as you study the text. These are the fundamental ideas that the play is based upon, and also the elements which make The Crucible hugely relevant in our society today. One could even say that the development of technology has made it easier for false allegations and social rumours to spread - leading to drastic consequences specific to the 21st century, such as the leaking of critical government information and cyberbullying. Not to mention, the anonymity of technology has enabled individuals to start modern-day witch hunts as a nameless, faceless user behind the comfort and security of their screens!

Historical Context

In varying degrees, every work of literature reflects its historical context , or the social and political conditions that shaped its time period. The Crucible is a four-act play, which presents a dramatised and partially fictionalised depiction of the 1692 Salem witch trials. It was also published in 1953, at the height of the Second Red Scare, or the heightened fear of Communist influences in America. As such, the play is not merely a play based on historically accurate events, but also an allegory of the disastrous consequences of McCarthyism.

John Proctor

Proctor is a strong and hardworking farmer, respected by those in Salem for his power and independence. Possessing a “sharp and biting way with hypocrites”, Proctor is the symbol of autonomous leadership in the play, acting as another source of social authority to the theocratic leaders of the Puritan Church. He is the protagonist of the play, but a flawed individual - while he has great strength of character, he is also presented in The Crucible as an adulterous husband, who is openly defiant of his church. As such, he is described by Miller as a kind of “sinner” - one who experiences an internal moral conflict within himself. Proctor undergoes much personal growth during the plot of the play, redeeming his name and obtaining “goodness” by choosing moral honesty over freedom. This ultimate act of courage symbolises the importance of integrity and honour , and represents the “shred of goodness” in his character. 

Elizabeth Proctor

Although described by Abigail as a “bitter woman”, Elizabeth is the quiet yet resilient wife of Proctor. Her husband’s affair with Abigail renders her resentful towards the former and jealous of the latter, resulting in a wounded and fragile marriage. Her humility is made evident as she blames herself for Proctor’s infidelity, believing she erred in keeping a “cold house”. In tandem with this icy imagery , Miller utilises Elizabeth as a symbol of honesty and strict moral justice , despite it often being mistaken as “coldness” by others - Proctor asserts that Elizabeth’s justice “would freeze beer”. Despite this, Elizabeth proves herself to be a caring source of support for her persecuted husband, believing him to be “a good man”, and ultimately breaking her characteristic honesty in the hopes of his freedom. Her extreme courage is ultimately made evident by her willingness to lose Proctor to the hangman’s noose, rather than for him to lose his moral virtue by signing his name to lies. 

Abigail Williams

Described as “a wild thing”, Abigail is a beautiful, yet manipulative and deceptive adolescent with “an endless capacity for dissembling”. Still in love with Proctor after their brief affair, she lies to the court and condemns Elizabeth as a witch, in a desperate, jealous attempt to win him back and take Elizabeth’s place as his wife. Abigail is the ringleader of the girls, and the progenitor of the false rumours that spiral into the witch hunt. Thus, she embodies falsehood , in a stark contrast to Elizabeth, who is a symbol of truth. Her violent nature is made evident in the play, as she threatens the girls with physical violence and “smashes Betty across the face” in an effort to silence her. Despite this, Miller makes clear that Abigail is a victim of psychological trauma , as she is revealed to have borne witness to the violent death of her parents - partly explaining her disturbed and devious nature. 

Mary Warren 

Mary Warren is a sullen, sensitive and easily manipulated servant of the Proctor household. Her volatile nature makes her an easy target for Abigail, who manipulates her into betraying the Proctors by planting a poppet in Elizabeth’s room, which ultimately becomes the leading evidence in her sentencing. Mary is a symbol of mass hysteria , as her easily exploitable nature and weakness in spirit represent the irrationality of those who are quick to believe rumours, such as the persecutors of the Salem witch hunts, as well as the accusers of the McCarthy era. 

Susanna Walcott, Mercy Lewis, Betty Parris

Referred to as “the girls” throughout the play, these young individuals are manipulated by Abigail to falsely convict Elizabeth and numerous others as practicers of witchcraft. All of these girls possess a common fear of Abigail, and carry out her orders in an attempt to evade their own punishment at her hands. Thus, Miller uses them to emphasise his allegory of the McCarthy trials , in which numerous people accused others of Communism based on their own fear of being charged by the Court. 

Mass Hysteria

Mass hysteria is one of the most significant themes of the play, as Miller depicts the entire town of Salem engulfed by the superstition of witchcraft and devil-worship. The community-wide fear of consorting with the devil is shown to overwhelm any kind of rational thought . As one rumour created by Abigail and the girls leads to dozens of incarcerations and executions in a matter of days, The Crucible depicts the “perverse manifestation of panic” that can occur from unsubstantiated fear . Miller uses this illustration of hysteria to show the effects of a strictly repressive Puritan society . Although some residents of Salem manipulate the witch hunt for their own benefit, such as Abigail, the majority of the townspeople are launched into the terror-fuelled “fever” by their genuine belief that the devil is running amok in Salem. The strict theocracy of the town thus exacerbates the crisis, as joining the accusatory crowd becomes a religious necessity ; a virtuous “plane of heavenly combat between Lucifer and the Lord”. As such, the play demonstrates how uncontrolled religious fervour can lead to the collective indoctrination of “black mischief”, where panic clouds all reason. 

Judgement in The Crucible encompasses three meanings; the legal, personal, and spiritual . The legal judgement in the play is depicted as superficial - mainly illustrated through the characters of Hathorne and Danforth, the theocratical Salem court does not carry out real justice due to its dogmatic focus on its reputation . This is depicted by Danforth’s stubborn refusal to free the innocents accused, due to his belief that it would lead to a tainted esteem of the court. Thus, Miller suggests that the more important judgement is personal - exemplified by the character of Proctor. Believing himself to be a “sinner” against his own “version of moral conduct”, Proctor throughout the play shows limitless remorse and self-hatred for the hurt he has caused Elizabeth by his affair with Abigail. Miller shows the importance of forgiveness through self-judgement , as Elizabeth assures Proctor that there is “no higher judge under Heaven” than Proctor himself, and he ultimately is able to forgive himself and see the “shred of goodness” within him by the end of the play. Furthermore, The Crucible depicts the town of Salem overcome by the fear of God’s judgement, or what Proctor calls “God’s icy wind” . The events of the play unfold due to the town’s collective fear of the higher power of an “Almighty God”. As Hale proclaims, “Before the laws of God we are as swine!”, Miller showcases the extent of the fearsome “power of theocracy” in circumstances of confusion and hysteria .

The events of the Salem witch trials detail various types of accusation. Although all are disguised as the dispelling of witchcraft, the false allegations depicted in the play are carried out with a range of different motives . For example, Abigail’s accusation of Elizabeth as a witch is described to derive from a “whore’s vengeance” due to her passionate jealousy of Elizabeth’s position as Proctor’s wife, and Abigail’s wish to take her place. Similarly, Rebecca Nurse’s charge of “murdering Goody Putnam’s babies” is due to the Putnams’ resentment and jealousy of her numerous children, while they themselves have lost babies “before they could be baptised”.  In contrast to this, the accusation of Martha Corey, Giles' wife, of witchcraft is motivated by Walcott’s desire for revenge , as he resents her for the unhealthy “pig he bought from her five years ago”. Thus, his actions are calculative rather than passionate - a cruel attempt to get “his money back”. In his employment of the play as a historical allegory , this depiction of the blind following of rampant accusations depicted in The Crucible represents the similarly irrational proceedings of the McCarthy trials, many of which were carried out without substantial evidence. 

Honour and Integrity

Honour is one of the most prominent themes in the play, as the majority of the characters strive to maintain their reputations in society . Miller depicts a community in which private and public characters are one and the same, and the consequences of the obsessive desire to uphold the esteem of their name. For example, although Proctor has the chance to undermine the girls’ accusations by revealing Abigail as a ‘whore’, he does not do so in order to protect his good name from being tarnished . Likewise, Parris at the beginning of the play threatens Abigail and the girls due to his fear that hints of witchcraft will threaten his already precarious reputation in the church and banish him from the pulpit. Furthermore, the judges of Salem do not accept any evidence that could free the innocent accused, as they uphold a false reputation to honour the Puritan church. Despite this, Miller shows the importance of prioritising personal honour over public reputation through the character of Proctor. As he ultimately makes the valiant decision in Act IV to refrain from “signing lies” and thus uphold his name, he is able to redeem himself from his previous sins and is able to die with righteousness.

By the way, to download a PDF version of this blog for printing or offline use, click here !

Symbols and Motifs

The crucible.

A crucible is a ceramic or metal container in which metals, chemicals or other substances may be melted or subjected to very high temperatures. As such, Miller in the play employs the violent imagery of a crucible to symbolise the severe and challenging test of the Salem witch hunts . As spoken by Danforth in Act III, “We burn a hot fire in here; it melts down all concealment”, the motif of the crucible represents the merciless nature of both the Salem and McCarthy court proceedings , and their dogged determination to convict, despite the lack of substantial evidence. Crucibles are often used for the chemical process of calcination, during which particles are heated to high temperatures in order to purify them - removing any volatile substances from the compound. As such, Miller also suggests that societal challenges such as those depicted in the play can lead to situations in which the good can be separated from the evil ; as the town is split into those who are “with this court or…against it”, the witch hunts illustrate the distinction between the individuals who possesses moral integrity and those who manipulate the situation for their selfish pursuits . 

In Act III, Abigail and the girls plant a poppet, or doll, in Elizabeth’s house, in an attempt to frame her as an individual guilty of witchcraft. As Abigail stabs the doll with a needle in its stomach before leaving it on Elizabeth’s shelf, she is able to pretend that her own stomach is injured from Elizabeth’s practice of voodoo with it. The poppet is a symbol of childhood and girlhood , and the play’s depiction of it as a tool for malicious revenge represents the loss of innocence and pretence that arises out of the witch hunts . Miller illustrates the danger of mass hysteria , as he depicts the young group of girls, led by Abigail, become manipulated into condemning innocent townspeople to death; thereby losing their innocence and moral virtue . The poppet is also employed as a symbol of deception , as it emphasises the fact that the Salem persecutions are based on lies and falsehood . As the court ignores Elizabeth’s outraged protests that she has not kept a poppet since she was a little girl, Miller chastises a justice system which values convenient deceit over the cumbersome truth . 

Although traditionally associated with knowledge and truth, the motif of paper in the play symbolises morality and individualism . Paper first appears in the play as the judicial list naming the condemned, then as a document of proof outlining Proctor’s alleged crimes as a practicer of witchcraft and agent of the devil. As such, paper initially symbolises the false accusations that run rampant in Salem , and the destructive consequences of such on the lives of the accused innocents. This idea is furthered by Miller’s depiction of the signed, “seventy-two death warrants” of innocents, illustrating paper as a symbol of the unjust punishment and corruption within the Salem court . It is only when Proctor refuses to sign the testimony or have his false confession “posted on the church door”, that the symbol of paper begins to serve as a motif of heroism . As Proctor ultimately refuses to “sign [his] name to lies”, then “tears the paper and crumples” the document denouncing him as a devil-consorter in Act IV, Miller portrays paper as a mode for personal redemption in the face of blind injustice . This advocating for personal salvation is supported by the character of Hale, who undergoes a similar transformation. Although initially described as an intellectual whose paper “books are weighted with authority”, this religious authority loses its value throughout the tragic events of the play, as the injustices of the court lead him to lose his “great faith” in God. Ultimately, like Proctor, Hale is only able to gain personal redemption through his realisation of the immoral nature of the court and his attempts (albeit unrealised) to save the remaining incarcerated innocents from the fate of the gallows.

Quote Analysis

"There are wheels within wheels in this village, and fires within fires!”

Ann Putnam speaks this line when she admits to interrogating Tituba about the possibility of witchcraft having caused the early deaths of her seven infants. The audience can perceive her hysteria , as she begins to fear that the rumours of devil worship in Salem may be true, and that she may also lose her last surviving child, Ruth. Her sense of paranoia works to foreshadow the mass hysteria that is to overwhelm the town. This quote is also a direct reference to the prophet Ezekiel in the Bible , who compares his vision of God in his chariot to a gyroscope - an instrument of stability and balance. As such, Mrs. Putnam’s allusion to God is a direct reference to the rigidity of the Puritan value s in Salem, disguised as a creed of “unity” , when in reality it’s the root cause of social paranoia and resentment . The quote also illustrates that she believes that there are more complex and intricate forces present in Salem - the “deep and darkling forces” as described by Miller - which work to determine the fates of the townspeople. Combined with its fire imagery , this quote effectively foreshadows the drama that will unfold in the Salem court, in which Abigail and the girls will invent invisible spiritual forces to accuse innocents, in a court of “hot fire”, acting to “melt down all concealment”. 

“We cannot look to superstition in this. The Devil is precise; the marks of his presence are as definite as stone.” 

Hale says this to Parris when he first arrives in Salem from Beverley, after he is asked to inspect Betty for signs of witchcraft or possession by the devil. Although Parris is already convinced by the rampant rumours in the town of the existence of the devil and its effect on his daughter, Hale (being a professional “investigator of witchcraft”) is more meticulous in his examination of such a “strange crisis”. By calling the devil “precise”, Hale depicts his true and unflinching belief in its existence, representing the inflexible Puritan mindset . This quote is integral to understanding Hale as a character, and thus the nature of his disillusionment later in the play, as it reveals that Hale does not believe in witchcraft due to the mass hysteria and paranoia of the town, but because he possesses genuine and resolute faith in every word of the Bible . As this faith is shown to “bring blood” later in the play, Miller displays the dangerous “power of theocracy” , as the audience perceives Hale becoming radically disillusioned in his religion and world view. 

1. “For twenty week he preach nothin’ but golden candlesticks til he had them!” Are the leaders of the community misguided in The Crucible ? Discuss.

2. Miller uses fire and ice imagery in The Crucible to denounce the nature of humanity. Discuss.

3. ‘In The Crucible , the characters make decisions based solely on their emotions’. Do you agree?

Now it's your turn! Give these essay topics a go. For more sample essay topics, head over to our The Crucible Study Guide t o practice writing essays using the analysis you've learnt in this blog!

Essay Topic Breakdown

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

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

Step 1: A nalyse

Step 2: B rainstorm

Step 3: C reate a Plan

Theme-Based Essay Prompt: In a theocracy, law and religion are bound together. What are the benefits and challenges of this depicted in The Crucible ? 

Step 1: analyse .

Here, we are asked to examine the benefits and challenges of a theocratic system , as depicted in The Crucible . Thus, we must consider both the positive and negative aspects of the binding of law and religion . It is a good idea to delegate two paragraphs to the challenges and one to the benefits , due to the fact that Miller wrote the play with the authorial intention of denouncing the repressive rigidity of its government - this means it is easier to think of negatives rather than positives. 

Step 2: Brainstorm

Let’s break down the term ‘ theocracy ’, as this is the focus of this essay topic. The play shows us various effects of such a system, but what does it actually mean? A theocracy is a form of government in which a religion (in this case, Puritanism) is recognised as the supreme ruling authority . Thus, as mentioned in the essay question, in a theocracy the rules of religion are treated as the law . Now, think of some of the words , phrases or key ideas you think of when you conjure up Salem’s version of theocracy. This may include:

  • Strictness of Puritan values
  • Unity vs. individualism
  • Exploitation of the name of the church for personal gains 
  • Societal repression
  • Superfluous power given to the court
  • Opportunity for individuals to reform 
  • Social vs. individual redemption
  • Disillusionment

Step 3: Create a Plan

When planning an essay, it is easy to let yourself go off track, discussing another point that is not quite relevant to the topic given. To prevent this from happening, always keep the topic firmly in your mind - glance at it periodically throughout your planning if needed, and check that every body paragraph that you are planning directly relates back to the topic and answers what it is asking . So, keeping the topic and its focus on theocracy firmly in mind, I chose to approach this essay with the following structured plan: 

Paragraph 1 : The Salem theocracy leads to the unjust exercise of power , resulting in a tragedy . 

  • Here, our focus is on the overarching injustices that the theocratic nature of the government allows to occur . 
  • Focus on the fact that it is because religion is the law , that the crime of witchcraft (believed to be a crime against God) is so severely punished (by death!). 
  • Also discuss that it is due to the rigidity of the theocracy that any slight divergence from a complete adherence to Puritanism is perceived as a crime . 
  • Examples of this include the witch hunt itself, and the victimisation of innocents who are condemned to be executed for crimes that they did not commit. 

Paragraph 2: The town’s theocratic belief in God is exploited by individuals who use it for their own personal gain .

  • Our job here is to highlight the selfish natures of certain individuals, who take advantage of the townspeople’s theocratic mindsets to utilise the town’s mass hysteria for their own motives . 
  • Examples of such characters include Abigail and Parris , who participate in the witch hunt out of vengeance and fear respectively.

Paragraph 3: However, the theocratic nature of the government allows opportunity for reform, and the ability to distinguish between morality and immorality.

  • Here we are discussing the benefit that arises out of the theocracy, namely the idea that the tragedy that results from such allow certain individuals to be enlightened and reformed .
  • Emphasise the fact that the theocracy does lead to disastrous effects , but it is from this hardship that we are able to distinguish the characters of good from the characters of evil. 
  • An example of a character who undergoes reform is Hale , who becomes simultaneously disillusioned and enlightened by the tragedy of the Salem persecution.
  • An example of an individual revealed by the events of the play to be ultimately immoral is Danforth , who refuses to change and reform , despite realising the injustice and cruelty of his actions. 

If you find this essay breakdown helpful, then you might want to check out our The Crucible Study Guide where we cover 5 A+ sample essays with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so you reach your English goals! Let's get started.

Download a PDF version of this blog for printing or offline use

The Erratics is usually studied in the Australian curriculum as a Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

Within the intimate Albertan landscape of her memoir, The Erratics , author Vicki Laveau-Harvie guides her readers through the inhospitable terrain that marked her family environment. Laveau-Harvie’s memoir is complex, showcasing the complicated dynamics that arise within her dysfunctional family. Understanding the ideas and values that underpin these family tensions is crucial to scoring well in The Erratics , which is why this blog will break down the key themes and quotes to help you analyse the memoir. 

Family & Trauma

Truth & perspective, choice & agency.

Family lies at the heart of The Erratics . Both sisters spent their childhoods navigating the hostile familial setting fostered by their mother’s turbulent behaviour, resulting in a profound trauma that manifests itself in their present lives. The ways in which they manage this trauma, whilst reestablishing a connection with their family, is a core aspect of Laveau-Harvie’s memoir. 

‍ ‘We’ve been disowned and disinherited…When something bad happens to them, we’ll know soon enough and we’ll deal with it together. I don’t realise at the time, but when I say that, I imply care. I imply there may be something to salvage. I misspeak. But I’m flying there anyhow. So is my sister. Blood calls to blood. What can I tell you?’ (p. 17) 

From the outset, Laveau-Harvie asserts the underlying tension of her memoir. Having established her mother to be as ‘mad as a meat-axe’ in the first chapter, the reader may find Laveau-Harvie’s decision to return to Canada bizarre, to say the least. However, for Vicki the choice makes sense, having promised her sister that she will return to support her when ‘something bad happens’. 

Laveau-Harvie suggests that people cannot completely separate themselves from their blood relations, and that most importantly, a moral obligation to one’s family and self-preservation are not mutually exclusive. Rather, she suggests that there exists a ‘precarious balance’ between these commitments and that one’s family cannot be ignored in times of need, because, ultimately, ‘blood calls to blood’. 

‍ ‘...everybody knows a family Christmas will always go badly, that even the most extremely lowered family expectations will not be met. Magazines publish the same articles…year after year, on why we harbour these wildly unrealistic expectations of family unity.’ (p. 54)

Laveau-Harvie challenges the ‘wildly unrealistic expectations’ of familial culture depicted in countless generations of Canadian magazines. She uses the imagery of a ‘family Christmas…go[ing] badly’ to dismantle the idea of a traditionally wholesome festive season, suggesting that such compassion is inaccessible in the presence of her mother’s ‘mercurial’ personality.

Additionally, Laveau-Harvie’s insistence that ‘everybody knows a family Christmas will always go badly’ is immediately juxtaposed by the gracious dinner she shares with her friends. Laveau-Harvie appreciates how they ‘light up their properties in such joyous fashion’ relative to the ‘Hotel California’ her parents reside in. Thus, Laveau-Harvie invites her readers to reflect upon the value she places on this fulfilment of familial duty; how all it takes is an act of selfless humanity to restore (to some extent) the vision that ‘family unity’ is not ‘unrealistic’, but rather, completely possible. 

‍ '...the giant Douglas fir…It has prospered, cutting off the view of the Rockies…even though it should have never flourished…The tree is full of tiny birds, red-breasted nuthatches who live in it year-round…' (p. 42)

Laveau-Harvie uses the Douglas fir as a symbol of survival, emblematic of the extraordinary circumstances under which she was able to 'flourish'. Laveau-Harvie recounts her numerous travels throughout the memoir – Canada, Australia and Hong Kong – her decision to 'opt for geography' acting as a means of self-preservation, placing distance between herself and her family (in particular, her mother). It is made clear from the prologue that the Okotoks Erratic foothills, also called the Rockies, are a motif for the indomitable presence of the mother ( see here for more on setting in The Erratics ) from which Laveau-Harvie escapes.

Hence when the Douglas fir is described to have '[cut] off the view of the Rockies' it conveys Laveau-Harvie’s success in physically removing herself from the hostile family setting she was trapped in. However, note that Laveau-Harvie’s geographical location does not relieve her of her trauma – she openly explains how she 'walk[s] like an invalid through life'. Regardless of this, Laveau-Harvie 'prosper[s]…even though [she] should have never flourished', parenting kind and compassionate children ('tiny birds') of her own despite the immeasurable anguish she endured during her own childhood. Thus, Laveau-Harvie demonstrates the capacity to break a vicious cycle of trauma created by her mother, instead using her own 'principle of pre-emptive karma' to limit passing on her grief.

A reflection of a specific six-year period of her life, Laveau-Harvie uses her memoir to explore the multifaceted nature of truth, how a shared experience can give rise to varying perspectives and responses. An intimate piece of storytelling in its own right, The Erratics is a platform from which Laveau-Harvie urges the reader to discover their own truth, whilst cherishing a balanced view of reality 

‍ 'This is not untrue. My sister feels differently. She has her truth and I have mine but she isn’t the one doing the talking right now.' (p. 12)

Consistently throughout The Erratics , Laveau-Harvie emphasises the differences between the sisters, and the varying extents to which their past trauma has affected and damaged them. She suggests that despite a shared upbringing, with the same malignant presence of their mother, one’s perspective is unique to the individual. It also raises discussion about the truth the reader is presented in the memoir. As the author, Laveau-Harvie guides her readership through events as they pertain to her memory - the subjectivity of her memoir is something Laveau-Harvie openly admits to her readers. 

Regardless, there are clear distinctions between how the sisters respond to their trauma. The sister struggles to 'negate a past that haunts her', feeling 'the blows of the past continuously in her present'. Conversely, Laveau-Harvie’s past 'is not merely faded…it’s not there', with many of her memories repressed to help her survive her anguish. Thus, Laveau-Harvie affirms how one’s response to trauma is dependent on the individual, how one’s truth is often adapted to their needs in order to survive. 

‍ 'The aurora borealis are fading. Well, he says, show’s over. Gotta see a man about a dog. You should move on too. You’ll have more scope now, for the good stuff. He waves his arm. Wider view, he says. Farther reach. But only for the good stuff.' (p. 217)

Bookending her memoir with the geological construction and spiritual origins of the Okotoks Erratic foothills, Laveau-Harvie ultimately uses her memoir as a reflective process that helps her find 'closure' towards her mother’s legacy. Initially conveying her mother’s menace through the 'danger' of the Rockies, Laveau-Harvie’s connection with the Albertan landscape helps her see hope within the 'landscape of uncommon beauty'. Her mother’s life 'tainted' by mental illness, Laveau-Harvie comes to an understanding that her behaviour, much like the harshness of the Canadian winter, was 'nothing personal'. Thus, upon her mother’s death, Laveau-Harvie crafts an intimate interaction between her mother and Napi the Trickster, closing her memoir with the hopeful wish that her mother now lives a life with 'wider view…farther reach…but only for the good stuff'. Hence, in a final act of forgiveness, Laveau-Harvie honours the life of her mother, whose potential was tarnished by mental illness. 

‍ 'My sister says her suburb is working-class; she also tells me that she considers herself working-class…I try to make her see that we have sprung desperately from a violently aspirational upper-middle-class background, and that I see that as part of the greater malaise we live with.' (p. 186)

Laveau-Harvie continues to emphasise the differences between her and her sister, with one focus being how their values have developed in response to their trauma. There is a clear difference between the sisters when they discuss their definitions of ‘working-class’; the sister argues that she and her suburb are working-class, defined by 'having a job'. Contrastingly, Laveau-Harvie 'tr[ies] to make her see that [they] have sprung…from a violently aspirational upper-middle-class background', and expresses some concern towards her societal status being 'part of the greater malaise [they] live with'. 

The sister chooses to identify as 'working-class', thereby highlighting how her parent’s obsession with the accumulation of material wealth has influenced her perception of class and privilege. Amassing an 'impressive wall of properties', the sister parallels her father’s 'pride…at the sight of watching his wife spend big'. On the other hand, Laveau-Harvie openly acknowledges her family’s privilege but instead perceives it as a 'malaise' and chooses to separate herself from any degree of avarice. Thus, the reader is invited to reflect upon the differences between the sisters’ perspectives, how the sister may still be in thrall to her parent’s values, whereas Laveau-Harvie’s sense of self is inextricably linked to the natural landscape over material possessions. 

Many characters that feature in Laveau-Harvie’s memoir are elderly, and experience a unique set of challenges that only comes with the ageing process. The mother and the father, for example, both endure deteriorating health conditions that compromise their independence and autonomy. As such, Laveau-Harvie offers an interesting insight into what it’s like to observe and deal with ageing parents who struggle to accept the limits of their age. 

‍ 'My father is looking far away, back in a moment when life was excitement and danger and possibilities…’ (p. 91)

Laveau-Harvie’s father often finds himself reminiscing over his past, reflecting on war-time memories or the wealth he accumulated from his work in the oil industry. Although, Laveau-Harvie does suggest to her readers that these stories become more exaggerated each time they are told, highlighting the difficulty the father has in coping with his ageing body. Laveau-Harvie illustrates how the ageing process inevitably incurs a loss of independence and autonomy, and uses the characterisation of her father to emphasise the challenge of reconciling with this isolating experience. 

By 'looking far away, back in a moment when life was excitement and danger and possibilities', Vicki’s father uses his memories to retain the feeling that 'he’s twenty and bullet-proof'. Reminiscing over his act of heroism during the war, the father commends himself for the 'precise calculations' that enabled him and his copilot to perform a 'remarkable manoeuvre'. Thus Laveau-Harvue uses this hyperbolic description of her father’s story to reveal how elderly people must often depend upon their past memories to maintain a sense of autonomy in the present. 

Laveau-Harvie suggests that elderly individuals such as her father must 'confront the real' in accepting that the ageing process will physically hinder their independence, leaving them to feel rejected by their own bodies. Hence, Laveau-Harvie exposes her readers to how the ageing process can be an inherently challenging experience for elderly individuals to accept. 

‍ 'It happens, they say. With older people They come to, and a whole married life of disappointment and bitterness slips out, like an organ escaping an incision, like a balloon filled with acid. It bursts on impact, burning holes in their spouses’ clothing and leaving little round scars on their flesh that never heal completely.' (p. 19)

There are many marriages and long-term relationships mentioned throughout the memoir: the mother and the father, the aunt and the uncle and the sister and her partner. Even Laveau-Harvie herself is divorced from 'the father of [her] children'. Laveau-Harvie acknowledges the difficulty in maintaining these types of relationships; how they are often marked by histories that invariably include events that are never resolved or forgiven. Laveau-Harvie explores this notion through her use of metaphor, likening the 'bitterness' of unresolved conflict to 'a balloon filled with acid…burst[ing] on impact'. Here, she asserts the importance of forgiveness in a long-term relationship, affirming its capacity to maintain and restore compassion, love and empathy. 

Moreover, Laveau-Harvie suggests that in the absence of forgiveness, marital conflicts are left to foster 'disappointment and bitterness' that is released when people enter elderly life. Laveau-Harvie conveys how the 'burning holes' in a long-term relationship can compromise its stability, leaving 'little round scars…that never heal completely' - thereby reinforcing the feelings of isolation and despondency endured by The Erratic ’s elderly characters. Thus, Laveau-Harvie reinforces the value of forgiveness, how a willingness to empathise with a partner, especially early in a relationship, can minimise the 'bitterness' experienced when one ages. 

‍ 'We’re like the king and the queen, my uncle says, every time we see any of them, whenever they visit. Like the king and the queen. They smile at the fullness of their life: love and problems, success and loss, pride and a hefty measure of grief. A well-worn life fully lived, perspectives widening with each new baby, blossoming like one of those paper flower buds that unfold into unexpected beauty when you plunge them into water. ' (p. 86) 

With Laveau-Harvie’s parents at the forefront of the memoir, it seemingly appears that she depicts only a grim image of old age. Whilst she does offer these insights, Laveau-Harvie also portrays the emotionally rich and satisfying life lived by her ageing aunt and uncle. 'Smil[ing] at the fullness of their life', the aunt and the uncle 'peer endearingly' over their extended family. Their 'perspectives widening with each new baby', Laveau-Harvie also uses the virtuous imagery of her aunt and uncle to emphasise the value of an emotionally rich elderly life. 

Metaphorically referred to as 'the king and the queen', Laveau-Harvie uses the connotations of royalty imbued in this metaphor to emphasise the richness of a life spent in a nurturing family environment, where widening perspectives help ageing individuals find a 'fullness' in their life despite the 'hefty measure of grief' endured. Thus, Laveau-Harvie juxtaposes her aunt and uncle’s willingness to engage with family against her parent’s 'disown[ment] and disinherit[ment]' of their daughters. 

Throughout their lives, the sisters have suffered immeasurable trauma at the hands of their parent’s decisions. Yet, despite this, the two daughters demonstrate that they possess a strength of character capable of making the most difficult of decisions. Laveau-Harvie explores the significance of employing one’s agency in reconnecting with, and restoring, familial relationships. 

‍ 'It means always try to do the decent thing, the rational thing, the selfless thing, the boring thing, because then you won’t have to beat yourself up with guilt until your early stress-induced death…Do nothing you know you will live to regret.' (p. 80)

'Tattoo[ed]' 'on the corner of [her] soul', the philosophy to live without regret is permanently engrained as part of Laveau-Harvie’s character, a testament to the integrity she holds that allows her to make the difficult decision to return to Canada and reconcile with her trauma. Laveau-Harvie fully understands the challenges, and even dangers, she would be facing upon her return. Despite having been disinherited two decades prior, and entirely aware of her mother’s volatility, Laveau-Harvie ultimately chooses to use her agency and confront, reconcile and heal from her past.

Interestingly, Laveau-Harvie’s sister also exhibits similar behaviour. When her mother is hospitalised, the sister also returns to Alberta; she takes upon herself several responsibilities involving the cleaning and organising of her parent’s house (which ultimately risks her life as she triggers an angioedema attack). This therefore invites the reader to reflect upon the sister’s willingness to do 'the selfless thing[s]' necessary to help her family; and perhaps suggests that to live with no regrets is a philosophy shared by two sisters 'petrified by grief'. 

‍ 'I reminded her that Dad went along with my mother in disinheriting us, removing any right we had to help him in his old age; that, most hurtfully of all, he believed everything she told him about us, even though he now holds other views. It is as a result of his own inability to act that he now barely has a connection with us and has none whatsoever with his grandchildren.' (p. 187)

When the reader is first introduced to the father, they are met with the imagery of a frail old man suffering from a starvation diet enforced by his cruel and narcissistic wife. However, as the memoir progresses, Laveau-Harvie limits the reader’s sympathy towards her father, who she instead affirms is a victim of his own design. Laveau-Harvie holds her father accountable for the passiveness that perpetuated the mother’s unpredictable behaviour. Illustrating how her father 'went along with [the] mother in disinheriting' herself and her sister, Laveau-Harvie challenges the extent to which her father’s intervention could have mitigated the devastating 'swathe of misery' cast by the mother. Therefore, Laveau-Harvie asserts the power of one’s voice, suggesting that had her father employed his agency then perhaps the extent of his daughters’ trauma could have been minimised. 

‍ 'There are the dangers and difficulties you summon up the courage to deal with physically, every day, in the lab or the forest, and then there are the blows that fall from the air, unseen, unpredictable, but nonetheless brutal and crippling. Confronting the real makes you a person of substance; fending off the invisible light that always blindsides you makes you Chicken Little, hoping to absorb a little warmth from the lights on the tree.' (p. 65)

'Confronting the real', Laveau-Harvie demonstrates that to begin the healing process and reconcile with the past, one must make the difficult choice to 'summon up the courage to deal with…the blow that fall from the air'. Upon her return to Canada, Laveau-Harvie faces the 'unseen' and 'unpredictable' challenges her mother has imposed. She deals with the web of lies spun by her mother, the bureaucracy of the hospital workers and her starved father’s declining health. However, despite the overwhelming trauma of her past and the challenge of being reunited with her parents, Laveau-Harvie ultimately chooses to use her agency and 'confront the real', enduring the 'brutal and crippling' blows along the way. 

Want to dive deeper into this text? Check out our blog post on Understanding the Symbolic Nature of Setting in The Erratics. 

Updated 19/01/2021

Ah, language analysis. It’s that time of year again, which sees us trade our novels and films for newspapers and blog articles, and our knowledge of characters and themes for the never-ending list of persuasive language devices which we will soon begin to scour our texts in search of.

Once again we must put ourselves in the mind of an author, only this time it’s a little different. No longer are we searching for hidden meanings within the text, instead we search for techniques and appeals to emotions which our daring author uses to persuade us to stand in solidarity with their view. My, how times change. Just when we think we’re getting the hang of something, VCE English throws us a curveball. Typical VCAA.

There's a lot that goes into a strong Analysing Argument response and it can be difficult to know where to start, so here's a specific breakdown of an A+ essay to help you elevate the quality of your own writing! Just before we get started, if you'd like to find out more about Language Analysis, head here for a comprehensive overview of this area of study.

Alright, let's get into it!

The following post refers to two articles, ‘ Australia’s offshore detention regime is a brutal and obscene piece of self-delusion ,’ by Ben Doherty and Helen Davidson, and ‘ Stand in solidarity with people seeking asylum this holiday season, ’ by Kon Karapanagiotidis.

Step 1: Planning Your Essay

Now, before you get too deep into this step - and I know how eager you must be to dive into that juicy analysis – you first need to decide on a structure. In this particular case of Language Analysis, we are comparing two articles, meaning we have a couple of different structures to choose from. That is, we now need to decide whether we will be separating the analysis of each article into its own individual paragraph, or rather, integrating the analysis and drawing on similar ideas from each of the texts to compare them within one paragraph. Tough decisions, eh?

While most examiners prefer integrated paragraphs, as it shows a higher level of understanding of the texts, sometimes the articles make implementing this structure a little difficult. For example, maybe one article focuses more on emotional appeals, while the other uses factual evidence such as statistics to persuade the reader. What do we do then? If none of the arguments are similar, but we still want to use that amazing integration technique, what can we do?

Well first of all, remember that we are comparing two articles. Comparisons don’t always have to be about similar things, in fact, the true spirit of comparison should take into account the articles’ differences too. So what does this mean for us? We can still integrate our paragraphs, however, we will be focusing on how two contrasting techniques seek to achieve the same result of persuading the audience.

Next, now that we’ve got structure out of the way, we can work on the actual analysis part of planning. That is, scouring through the articles for those various language devices the author has used to turn this article from an exposition to a persuasive text, and then deciding on how we shall be using this in our essay.

I absolutely cannot stress this enough, but: PLAN YOUR ESSAYS! Yes, I happened to be one of those students who never planned anything and preferred to jump straight into the introduction, hoping all my thoughts would fall into place along the way. Allow me to let you in on a little secret: that was a notoriously bad idea. My essays always turned out as garbled, barely legible messes and I always managed to talk myself into circles. Trust me, planning is crucial to an A+ essay.

It is also crucial that you know what exactly should be going into the planning process. There are two main aspects of planning that you need to focus on for a Language Analysis essay: analysis and implementation . I know that might not make much sense right now, but allow me to explain:

This includes reading through your articles and picking out all the pieces that seem like persuasive techniques. For example, you might find a paragraph using inclusive language such as "our problem” to convince the reader that this is an issue that they need to be directly concerned about, or perhaps you may find a sentence describing the “excess of funds” being poured into the initiative that demonstrates to the audience how big of a problem it is. This step typically includes underlining areas of interest in the articles, making arrows between similar arguments which you think should be linked and doodling in the margins of the paper with all your immediate thoughts so you don’t forget them later. This part is the lengthiest and it may take you some time to fully understand all of the article.

Next, comes implementation.

Implementation

This is the part where we make ourselves an actual essay plan, in which we decide how to implement all the new information we’ve collected. That is, deciding which arguments or language devices we will analyse in paragraph 1, paragraph 2 and so on. This part is largely up to you and the way in which you prefer to link various ideas.

Below is an example of how you might choose to plan your introduction and body paragraph. It may seem a bit wordy, but this is the recommended thought process you should consider when mapping out your essay, as explained in the following sections of this blog post. You may want to skip ahead and read those first so you know what we’re talking about when you see CCTAP (explained in Step 2: Introduction ) or TEEL (explained in Step 3: Body Paragraphs ), but otherwise it’s pretty straight forward. With enough practice you may even be able to remember some of these elements in your head, rather than writing it out in detail during each SAC or exam (it might be a little time consuming).

Sample Introduction Plan

Note: Sentences in quotation marks ('') represent where the information has been implemented in the actual introduction.

Article 1 (by Ben Doherty and Helen Davidson) :

Context : Detention of Asylum Seekers is currently a popular topic of discussion, 'issue regarding the treatment and management of asylum seekers'.

Contention : Methods must be revaluated, 'better solution must be sought'.

Tone : Accusatory, 'accusatory tone'.

Audience : Regular readers, 'regular readers of the popular news publication site'.

Purpose : Incite critical conversation, 'persuade readers to be similarly critical of the initiative'.

Article 2 (by Kon Karapanagiotidis) :

Context: Detention of Asylum Seekers is currently a popular topic of discussion, 'issue regarding the treatment and management of asylum seekers'.

Contention: Detention of Asylum Seekers is wrong, 'detention as a whole is inhumane'.

Tone: Conviction, 'tone of conviction'.

Audience: Those in favour of Asylum Seekers, 'supporters of his resource centre'.

Purpose: Allow Asylum Seekers into the country, '[barring them from entering the country]…should be ceased immediately'.

Sample Body Paragraph Plan

Topic: Inhumanity of detention

Evidence : Article 1’s Emotive Language

          Example : 'harsh', 'brutal regime', 'needlessly cruel' to invoke discomfort.

Evidence : Article 1’s Expert Opinions

          Example : Amnesty International, UN, etc. 'repeatedly criticised'.

Evidence : Article 1’s Humanisation of Asylum Seekers

          Example : Depicts as individuals who’ve been 'arbitrarily punished'.

Evidence : Article 2’s Invitation to Empathise

          Example : Writes he 'cannot imagine the horrors', inviting readers to try too.

Evidence : Article 2’s Emotive Language

          Example : 'pain', 'suffering', 'deprivation of hope' to invoke sympathy.

Evidence : Article 2’s Placing of Blame

          Example : Blames Australian Government for the 'suffering inflicted'.

Link: Restate topic sentence in relation to entire essay

Step 2: Introduction

Now that you’ve got all the planning out of the way, next comes beginning the essay and writing up your introduction. Having a top notch introduction not only sets the standard for the rest of your language analysis, but it gives you a chance to set yourself apart from the crowd. Your teacher or examiner will be reading heaps of these kinds of essays within a short period of time and no doubt it’ll begin to bore them. Thus, having a punchy introduction is bound to catch their attention.

In addition to having a solid beginning, there are a few other things you need to include in your intro, namely, CCTAP. What does CCTAP stand for and why is it so important, you may ask? Well, the nifty little acronym stands for C ontext, C ontention, T one, A udience and P urpose, which are the five key pieces of information you need to include about both of your articles within your introduction. In addition to all the various language devices we collected during planning, you will need to scan through the articles to find this information in order to give the reader of your essay the brief gist of your articles without ever having read them.  

For an example on how you would accomplish this all in one paragraph, here’s my introduction:

In recent years, the issue regarding the treatment and management of asylum seekers has become a topic of interest for many Australian citizens, with the debate focusing centrally on the ethics of their indefinite detention, and the reliability of this initiative as a working solution. Many articles intending to weigh-in on the debate depict the Australian Government’s favoured solution in various tones, with two pieces, written by news source, The Guardian, by authors Ben Doherty and Helen Davidson, and activist Kon Karapanagiotidis, respectively, asserting that the initiative is the wrong approach to a growing problem. In their piece, 'Australia’s offshore detention regime is a brutal and obscene piece of self destruction', the former of the authors speaks with an accusatory tone to their audience of regular readers of the popular news publication site and debates the practicality of the 'arbitra[y]' detention of these asylum seekers, as well as calls into question the humanity of the act and assesses whether it is an effective use of Australia’s wealth, intending to persuade readers to be similarly critical of the initiative. Likewise, the author of the open letter, 'Stand in solidarity with people seeking asylum this holiday season', writes to supporters of his resource centre in a tone of conviction, asserting that asylum seekers deserve the safety of asylum within Australia, that detaining or barring them from entering the country is inhumane and the root of much suffering, and that overall, it is morally wrong, and thus should be ceased immediately. Both articles contend that Australia’s current solution to the growing issue is incorrect, with Doherty and Davidson specifically believing that there is a better solution that must be sought, and Karapanagiotidis believing that detention as a whole is inhumane and should not be further employed by the government. ‍

‍ Step 3: Body Paragraphs ‍

And now we reach the meat of your essay - the body paragraphs. A typical essay should have at least three of these, no less, although some people might feel the need to write four or five. While this may seem like a good idea to earn those extra marks, you should never feel pressured to do so if you already have three good paragraphs planned out. You have limited time to write your essay and getting as many words on the page as possible won’t always improve your score, especially if you traded quality for quantity. What your teachers and examiners are really looking for is a comprehensive understanding of the texts and the way in which you organise your ideas into paragraphs. So sure, writing an extra paragraph may be useful if you have the time and technique, but never feel pressured to expend the effort on one if it costs you time to the point where you’re turning in an unfinished essay. You can achieve an A+ essay with only three paragraphs, so don’t stress.

Now, onto writing the actual paragraphs. There are various little acronyms to help you through this process, such as TEEL, PEEL or MEAT. Some of these you may have already heard of before and you might even have a preference as to which one you will use. But regardless of what you choose, it is important that you add all the correct elements, as leaving any of them out may cost you vital marks. Make sure you include a T opic sentence, E vidence, E xample and L ink (TEEL). Once you have the structure down pat, there’s one other thing you need to consider during a Language Analysis essay: don’t forget to analyse the picture.

Seriously, it’s pretty crucial. A requirement of this kind of essay is to analyse imagery, whether it be the newspaper’s header, a cartoon or an actual photograph. This step may involve analysing the image for what it is, or linking the imagery with an already existing argument within the article. Whatever you deduce it to mean, just make sure you slip it into one of the paragraphs in your essay. [Note: an analysis of imagery is not included in following paragraph].

Here is an example of an integrated paragraph ( learn more about integrated vs. bridge vs. block structures here ):

While both articles make very different arguments on the same topic, in one particular case they give voice to the same issue, namely, the inhumanity of detaining refugees, in which both articles become advocates for the abolition of offshore detention. Authors for The Guardian write that it is 'needlessly cruel', 'harsh', and a 'brutal regime', using emotive language to give weight to their argument and invoke a sense of discomfort within their readers, particularly towards the government’s chosen solution. They call on the opinions of a number of other sources who have 'repeatedly criticised', the operation, such as the United Nations, Amnesty International and Human Rights Watch, among other similar experts on the matter. The authors depict Asylum Seekers as individuals who are 'arbitrarily punished offshore', and who 'have been accused of no crime', and are therefore, by the judgement of the authors, being treated immorally. In agreement, Karapanagiotidis writes of the abuse endured by asylum seekers in detention, including their separation from loved ones, their arbitrary incarceration, and stating that he, himself, 'cannot begin to imagine the personal toll detention has had on [them]', implying further damage has been done and inviting his audience to similarly place themselves into the figurative shoes of an asylum seeker. The author writes that the offshore detention of asylum seekers causes 'pain', and 'suffering', as well as the 'depriv[ation] of [their] hope', using emotive language to invoke sympathy and understanding within his readers. Karapanagiotidis hands the blame for such 'suffering inflicted', on the Australian government, a similar tactic which The Guardian employed throughout their piece. Overall, both articles use a range of language devices and expert sources to agree that the act of detention is inhumane, and the root of much suffering. ‍ ‍

If you'd like to see more sample A+ body paragraphs and essays, all with annotations to see exactly what makes them high-scoring, check out our How To Write A Killer Language Analysis ebook for an in-depth guide to nailing your Language Analysis.

Step 4: Conclusion

You’ll be glad to know that this is the final part of your essay, hooray! And some might argue it is in fact the easiest, because now all you need to do is summarise all of those body paragraphs into a concise little one. Simple right?

Conclusions typically don’t even have to be all that long, I mean, you’re only restating what you’ve already written down, so there’s no new thinking involved. Under no circumstances should you be using your conclusion to add in any new information, so just make sure you give a brief description of your previous arguments and you should be good to go!

And one more thing: never start your conclusions with 'In conclusion'. Seriously, that may have worked in Year 8, but we’re writing for a whole different standard these days and starting your conclusions off like that just isn’t going to cut it. Be sure to check out 5 Tips for a Mic-Drop Worthy Essay Conclusion if conclusions are something you struggle with.

Here’s mine:

The two articles, in their discussion of Australia’s offshore detention initiative, bring light to several key points. Authors for The Guardian use various appeals, emotive phrases and evidence of reported monetary statistics to sway the reader to share their opinion, as well as arguments regarding the lack of reliability the initiative provides in its ability to deter boats, the sheer cost of the program, and the morality of the issue. Similarly, Karapanagiotidis, the author of the open letter, uses a humanising image, appeals to the values of the readers, and employs phrases with pre-existing connotations known to the audience, to assert main contentions: that asylum seekers deserve asylum, that barring them from settling in the country is the root of much suffering, and that their indefinite detention is not only inhumane, but morally wrong.  

Good luck with your own essays!

The following is a snippet from my study guide, How To Write A Killer Oral Presentation . It's filled with unique advice that takes you from start to finish in mimicking the techniques used by a perfect-scorer VCE Year 12 student. You may want to start off reading Our Ultimate Guide to Oral Presentations and come back to this blog if you haven't already!

This blog covers the first step within Pillar 2: Writing The ‘This Is-Going-To-Blow-You-Away’ Speech. Once you've chosen an interesting topic and have researched all of its different viewpoints, it's time to formulate your contention. Often, creating a killer contention is about avoiding some common traps that will make your overall presentation boring, bland and just like the rest of your cohorts'.

So, I like to avoid: ‍

Broad, overarching statements

If you think your contention is, ‘abortion in Australia’ then you’re wrong. This is simply not a contention! A contention is an opinion. The example, ‘abortion in Australia’ offers no insight into your opinion on the issue at all. Instead, ‘We need to consider women’s mental health when judging their decision on abortion’ is an opinion. ‍

A contention that is just plain obvious

Let’s say we use the issue of ‘homelessness in Australia’. Arguing ‘homelessness in Australia is a problem’ or ‘we need to fix the homelessness issue in Australia’ just isn’t going to cut it because you’d never argue the opposite, ‘homelessness is great’. There are no differing viewpoints against your contention which means that you have nothing to argue against.

You need to be more specific with your issue - that’s why you looked up all those viewpoints in your research. For example, you could contend, ‘We need to fix the problems in homes in order to fix Australia’s homeless issue.’ This does has varied viewpoints because someone else’s solution could be to give homeless people greater access to help.

TEST: Before you move on to writing structure, ask yourself, can people argue against my contention? If yes, proceed ahead! If no, you’ll need to revise your contention again. Do this over and over until you can confidently answer ‘yes’ to the above question.

Avoid a contention that is generally accepted as true in today’s age ‍

When climate change first came onto the radar, the main debate was whether it was a real or a conspiracy theory. These discussions were in full force over 5+ years ago. These days (with the exception of climate change skeptics of course), discussion on climate change revolves more heavily around the slow pace of policy implementation, intergenerational effects of climate change, and mental health surrounding climate change.

Rather than arguing, ‘Climate change is real?’ (which your teacher has probably listened to a dozen times), you’re better suited to argue ‘Young people, not governments, should lead the fight against climate change’. Not only does this tie into the LSG belief that you should be more specific with your issue, it’ll also mean that your contention is relevant to today.

Now it's your turn. Give it a go! You might need to take a few tries to get your contention right, and that's absolutely OK.

If even after that you’re still unsure about your contention, make it a priority to speak to your teacher about it. Ask them if they could review your proposed contention and offer you any constructive feedback. Heck, even if you are confident with your contention, I’d ask your teacher anyway for any insight you mightn’t have thought of.

Wondering where to go from here? Well, luckily, my eBook, How To Write A Killer Oral Presentation, details my exact step-by-step process so you can get that A+ in your SAC this year.

much ado about nothing gender essay

  • Access a step-by-step guide on how to write your Oral Presentation with simple, easy-to-follow advice
  • Read and analyse sample A+ Oral Presentations with EVERY speech annotated and broken down on HOW and WHY students achieved A+ so you reach your goal
  • Learn how to stand out from other students with advice on your speech delivery

Sounds like something that'd help you? I think so too! Access the full eBook by clicking here !

Photograph 51 & The Penelopiad are studied as part of VCE English's Comparative. For one of our most popular posts on Comparative (also known as Reading and Comparing), check out our Ultimate Guide to VCE Comparative .

We've explored themes, characters and literary devices amongst other things over on our Comparing The Penelopiad and Photograph 51 blog post. If you need a quick refresher or you’re new to studying this text pair, I highly recommend checking it out!

Here, we’ll be breaking down a Photograph 51 and The Penelopiad comparative essay topic using LSG’s THINK and EXECUTE strategy , a technique to help you write better VCE essays. If you’re unfamiliar with this strategy, you can learn about it in our How To Write A Killer Text Response study guide.

Without further ado, let’s get into it!

The Prompt:

‘You heard what you wanted to hear.’ ( Photograph 51 ) 

‘Now that all the others have run out of air, it’s my turn to do a little story-making.’ ( The Penelopiad ) 

Compare the ways in which both texts suggest there is power in storytelling. 

Step 1: Analyse

The first step is to deduce what type(s) the essay question is (for a refresher on the 5 types of essay prompts, check out this blog ). I usually find that a process of elimination is the easiest way to determine this. The prompt doesn’t explicitly include the keyword ‘How’, so it isn’t how-based. There are also no characters mentioned in the prompt, so we can rule out character-based. There’s no metalanguage included, so it isn’t metalanguage-based either. However, the prompt does mention the themes of ‘power’ and ‘storytelling’, so yes, it is theme-based. There are also two quotes (one from each text) included as part of the prompt, so it’s also quote-based.

Now that we’ve determined what types of essay prompt are relevant here, the next step is to identify its keywords: ‘the ways’ , ‘both texts ’, ‘power ’ and ‘storytelling’ . 

The inclusion of ‘the ways’ tells us that we must consider different examples from ‘both texts’ where Ziegler and Atwood show us there is ‘power in storytelling’ . The thematic words ‘power ’ and ‘storytelling’ are especially important in your selection of evidence and also your three distinct paragraph ideas, as singling out the thematic keywords will make sure you do not go off-topic. 

Let’s look at the common themes of ‘power’ and ‘storytelling’ that are central to the essay topic, and more specifically, how there is power WITHIN storytelling. In the case of Photograph 51 and The Penelopiad , a common representation of storytelling that is present in both texts is that truthful storytelling is subjective. This means that both Atwood and Ziegler posit that those in power throughout history have been afforded the ability to shape the historical narrative to best fit their interests. Both texts are also set within patriarchal societies - 1950s Britain and Ancient Greece. Therefore, our overall contention in response to this topic can be: 

Both texts suggest that the ability to control the subjective nature of storytelling is a power that has predominantly been afforded to men throughout history .

This opening line addresses ‘power in storytelling’ in a specific way that brings in the contexts of both texts. Each of your paragraphs should fall somewhere under this umbrella of thought - exploring the dynamics of the patriarchal systems within both texts in relation to storytelling. Who tells the story? How does it benefit them? Why not others? 

It is now time to develop the three main ideas that will form your essay structure. It is important to remember that each paragraph should include a discussion of converging and diverging ideas. Try to only use one or two examples from each text in a paragraph, as this way, you will have more time and space in your paragraphs to analyse your literary techniques and quotes. As the old saying goes, show don’t tell! 

P1: Both texts give women a voice through the retelling of their stories from a different perspective. 

Convergent Ideas: 

  • Photograph 51 serves as a correction to the history of the discovery of the helix structure. 
  • The Penelopiad inserts the female perspective into the famous myth of The Odyssey , giving reasoning and depth to the female voice.

Divergent Ideas: 

  • Rosalind’s story is primarily told by the male scientists as the play retells the events, injected with commentary from the male scientists.
  • The Penelopiad is a first-person recount from Penelope herself, therefore she is given more agency and control of the narrative.

P2: However, women still lack authority in the shaping of their own narratives as their subjective truth and perspective is often undermined.

Convergent Ideas:

  • Predominantly, the narration is told from the male perspective as male scientists narrate Rosalind’s life. Her story is still subject to male opinion.
  • The Maids interrupt Penelope’s first-person narrative through the 10 interludes from the maids’ perspective. In doing so, they cast doubt on Penelope’s retelling of the narrative and offer a more truthful perspective.
  • Rosalind’s story is often interrupted by other male scientists, therefore more directly illustrating that men have more control over the subjective truth. Despite Rosalind’s story being central to the novel, Ziegler still demonstrates the difficulty women face in being believed and accredited for their contribution to history.
  • Penelope’s story is not interrupted by men like Rosalind’s is. Therefore, there is a lack of male dominance in this aspect of the tale. However, the theme of patriarchal dominance is instead illustrated through the lack of authority that the maids have. Despite their account of the events in the tale being the most accurate, their low social status limits the power of their voice in a patriarchal society.

P3: In patriarchal societies, the men ultimately control their own narrative and how they are remembered, amplifying their own greatness by omitting the potential blemishes on their character.

  • The male scientists deflect the blame for discrediting Rosalind by instead blaming her cold personality instead of their own deception and inability to cooperate with a woman.
  • The execution of the maids is dismissed in the trial of Odysseus as Odysseus’ actions are justified in the patriarchal society of Ancient Greece.

Divergent Ideas:

  • The male scientists’ reputations remain untarnished at the conclusion of the narrative, aside from personal guilt and shame. They achieved the scientific success they set out to achieve and were remembered as heroes.
  • Unlike the untarnished reputation of the male scientists, the maids curse Odysseus at the conclusion of the narrative.

The ability to control the subjective nature of storytelling is a power that has predominantly been afforded to men throughout the retelling of history (1) . This is a result of the dominance of patriarchal systems, which inherently give men more agency in society to dictate the narrative for the next generations to remember (2) . Both Atwood’s The Penelopiad and Ziegler’s Photograph 51 criticise this power imbalance in historical storytelling and deliver the female perspective in two different eras of history. Each text recognises that the lack of voice women are granted in society undermines and suppresses their contribution to history (3) . Ultimately, both authors question the objectivity of the legacies that men have left behind, casting doubt on the narratives that they have shaped by introducing the underrepresented female perspective (4).

Annotations (1) A ‘universal truth’ or broad thematic statement is a great way to start an essay. This is your overall contention that does not mention the specifics of the texts - it purely deals with the themes of the topic. 

(2) As seen here, your second sentence can be used to back up the universal truth in a way that is more specific to the texts and the ideas you’re going to discuss. In my second sentence, I’ve included more information about the societal power structures that are present within the texts and how men have more power to dictate historical narratives. 

(3) Then, you signpost the three ideas that you’re going to discuss within your essay in a clear, precise and summarised way. Here is where you can mention textual details such as the titles, authors, forms and setting (i.e. 1950s Britain and Ancient Greece).

(4) I have finished off my introduction with an ‘Ultimately’ sentence that discusses the authorial intent of both authors. This offers a broader in-depth look at the topic as a whole, as it acknowledges the author’s intentional decisions about the text. 

By writing narratives that focus on the female perspective in history, both texts afford the female protagonists power through the representation of their voice. Atwood and Ziegler address the imbalance of female input in history and aim to rectify that through representing the contributions women made in both narratives. Photograph 51 , through the form of a play that retrospectively reenacts the events leading up to the discovery of the helix structure, cements Rosalind Franklin as the true genius behind the 'secret of life'. This honour has been credited to Watson and Crick solely throughout history, with them being given recognition of the 'Nobel' and having their names 'in textbooks'. Ziegler firmly details how the key to their success is the 'photograph she took of B', which Watson exploits to eventually win the race to construct the model. Similarly, The Penelopiad is also a societal correction to the lack of female representation in the narratives presented (4) . Written as a first-person narration, Penelope’s aim as a narrator is to be given the opportunity 'to do a little story-making' in this retrospective novel, inserting her perspective into the well-known myth of Odysseus and The Odyssey (5) . The characterisation of Penelope is subverted in Penelope’s retelling, as the generalisation of her character being only recognised for her 'smart[s]', '[her] weaving', and '[her] devotion to [her] husband' is challenged. Atwood contends that Penelope is also determined, self-sufficient and tactile through the narrative voice she grants Penelope as the main protagonist of the text. Rosalind in Photograph 51 is not the narrator of her story, which limits her agency in the telling of her truth in comparison to Penelope, who is able to shape her story the way she wishes (6). Underpinning both of these texts is Atwood and Ziegler’s authorial intention to contend that there is an underrepresentation of female contribution to history, and therefore utilise their texts to give power to female characters in patriarchal systems (7) .

Annotations (4) The transitional sentence between texts can be less jarring and clunky if you introduce your example from Text B in a similar vein to the discussion of Text A. As seen here, I have used my discussion of how Ziegler represents Rosalind in a manner that is seen as a historical correction to then transition into how Penelope also serves the same purpose.

(5) The explicit stating of the first-person narration style in The Penelopiad directly addresses the keywords of 'the ways' from the essay question. By incorporating different textual examples like narration and characterisation (as seen in the following sentence), I’m able to analyse multiple ways that the authors suggest there is power in storytelling.

(6) It makes it easier to discuss your divergent idea if it is directly linked to the converging ideas you’ve already mentioned, just as I have here in pointing out the difference in protagonists and narration. This means you don’t have to waste time re-explaining things from the texts!

(7) I conclude with a more broad statement that references the authors’ intentions in order to finish with a more in-depth exploration, just like the end of the introduction.

Women still lack authority in the shaping of their own narratives as their version of the truth is often undermined. Despite the main motivator for the texts being to empower the women by giving them a voice, both texts also recognise the limitations of a patriarchal society by illustrating the challenges the protagonists face in having their voices heard. By viewing the past through a retrospective lens in The Penelopiad , Penelope is finally able to deliver her perspective, encapsulated in the opening line of 'now that I’m dead I know everything'. (8) The notion that Penelope had to be dead and free of the restraints placed on her voice whilst she was alive in patriarchal Ancient Greece demonstrates the complete lack of authority the voices of women have in establishing themselves in history. This is echoed in the same retrospective retelling of Rosalind’s story in Photograph 51 , as the play begins with Rosalind stating that 'this is what it was like', establishing that the events that follow this initial line are a snapshot into the limitations she had to face as a woman in the male-dominated scientific field. It also references that the interjections of the male scientists as they commentate on her life were 'what it was like', as male opinion majorly shaped the suppression of Rosalind’s success throughout the play. On the contrary, (9) Penelope’s recount of the story is less interrupted by interjections of other characters, specifically those from men. However, the maids deliver ten interludes throughout The Penelopiad . These interludes are another example of female voice being represented in the text, but often being dismissed due to their crudeness or sarcastic nature in their casting of doubt over both Penelope and Odysseus, as they taunt Penelope’s decision to 'blame it on the [...] poxy little sluts!' and blemish Odysseus’ name by characterising him as the 'artfullest dodger' or 'blithe lodger', in reference to his infidelity. Despite the maids being the most authoritative in terms of true Greek theatre, (10) as they deliver the truest and most objective judgement of events, they are 'forgotten' and are not served true justice as a result of their low social status and gender that limits their voice in a patriarchal society. The female perspectives in the texts are truer representations of history in both contexts, yet because of limitations regarding their gender in the two patriarchal systems, they are overshadowed by the male recounts of history.

Annotations (8) To strengthen your essay, it is important to also use evidence that is not strictly dialogue or themes from inside the text. In this line, I use a literary device - retrospective storytelling - to back up the analysis I am talking about.

(9) Starting your discussion of the divergent ideas is easy with the use of phrases such as ‘on the contrary’, ‘unlike this…’ and ‘however’. You don’t want to spend unnecessary time on filler sentences. Be efficient!

(10) By further strengthening my analysis with a range of examples (e.g. mentioning the historical importance of genre, such as Greek theatre in this instance), I’m able to demonstrate a deeper knowledge of not only the texts and their context . 

In patriarchal societies, the men ultimately have more control over their own narratives and shape them for their own personal glorification of character. The omission of immorality and emphasis on male achievement by the men narrating the story is a clear indication that despite the selfish choices they make, men are still able to shape their legacies in their favour. Watson and Crick in Photograph 51 are depicted as 'arrogant' and duplicitous as they extort their 'old friend[ship]' with Wilkins for personal gain, pressuring him into 'talking about his work' to further progress towards notoriety. The conclusion of the play, with Watson and Crick accepting the honour of the Nobel Prize and claiming it as the 'finest moment' of their lives, illustrates that the motivation of personal success justifies the immoral actions of men as they are remembered fondly as scientific heroes without the blemishes of their characters. Similarly in The Penelopiad , Odysseus is revered as a hero through the intertextual reference of The Odyssey, a myth detailing the legend of Odysseus and his 'cleverness'. Penelope’s recounting of the 'myth of Penelope and Odysseus' sheds light on her ingenuity in the tales of Odysseus, showing that she 'set the whole thing up on purpose', referring to the deceiving plan that Odysseus had been awarded all the credit for in the original retelling of their story. Additionally, in the 'trial of Odysseus', Odysseus’ character is evaluated in the setting of a court, as the maids have demanded justice for Odysseus’ unjust execution of them. However, the judge overturns this decision as it would serve as a 'blot on an otherwise exceedingly distinguished career', encapsulating the idea that men in a patriarchal society will omit personal errors in favour of presenting themselves and other men as heroes of their narratives. However, unlike the untarnished male success of Photograph 51 , the maids curse Odysseus so he would 'never be at rest' in the conclusion of the narrative, as Atwood makes the final statement that men throughout history should be held accountable for the immoral actions they make (11) .

‍ Annotations (11) By concluding with a specific reference to the authorial intent of this specific idea explored throughout the paragraph, you ‘zoom’ back out and show your reader the bigger picture. 

At the end of each text it is evident that, regardless of the representation and voice that is given to the female characters, the deeply entrenched patriarchal systems in both timelines negate this power in favour of the male voice (12) . Ziegler’s play asserts that Rosalind’s 'groundbreaking work' should 'cement her place in history', and aims to give her recognition from a relatively more progressive, feminist society. Atwood’s conclusion also is representative of giving women more recognition for their achievements, like giving credit for Penelope’s 'intelligence' as an esteemed character trait in contemporary society. Both characters cast doubt over the previously revered male heroes in both texts, and further criticise the lack of female representation in those heroic stories. In conveying both Penelope and Rosalind’s stories, the authors call for a further critique of past and future accounts of human achievement. 

‍ Annotations (12) In this conclusion, I have chosen to focus on comparing the authorial intentions of Atwood and Ziegler in relation to the topic. In doing so, it can summarise my contention that I introduced earlier in the essay. By starting my conclusion with an overall statement regarding the ending of the two texts, I draw on the readers’ preexisting ideas of how they felt at the end of each narrative.

If you’re studying Photograph 51 and My Brilliant Career, check out our Killer Comparative Guide to learn everything you need to know to ace this assessment.

Get exclusive weekly advice from Lisa, only available via email.

Power-up your learning with free essay topics, downloadable word banks, and updates on the latest VCE strategies.

latest articles

Check out our latest thought leadership on enterprise innovation., breaking down themes & key quotes in the erratics by vicki laveau-harvie.

much ado about nothing gender essay

Developing Interpretations SAC Guide: Interpreting Alias Grace

Why Genre Matters in VCE Literature: An Analysis of Dracula

much ado about nothing gender essay

Keep in touch

Have questions? Get in touch with us here - we usually reply in 24 business hours.

Unfortunately, we won't be able to answer any emails here requesting personal help with your study or homework here!

much ado about nothing gender essay

Copyright © Lisa's Study Guides. All Rights Reserved. The VCAA does not endorse and is not affiliated with Lisa's Study Guides or vcestudyguides.com. The VCAA provides the only official, up to date versions of VCAA publications and information about courses including the VCE. VCE® is a registered trademark of the VCAA.

03 9028 5603 Call us: Monday to Friday between 3pm - 6pm or leave us a message and we'll call you back! Address: Level 2 Little Collins St Melbourne 3000 VIC

Home — Essay Samples — Literature — Plays — Much Ado About Nothing

one px

Essays on Much Ado About Nothing

Prompt examples for "much ado about nothing" essays, deception and miscommunication.

Discuss the theme of deception and miscommunication in "Much Ado About Nothing." How do misunderstandings and false appearances drive the plot, and what are the consequences of these deceptions?

Love and Relationships

Analyze the various relationships and forms of love in the play. How do characters like Beatrice and Benedick, Hero and Claudio, and others experience and express love, and how do their relationships evolve?

Gender Roles and Stereotypes

Examine the portrayal of gender roles and stereotypes in "Much Ado About Nothing." How do characters conform to or challenge traditional gender norms, and what commentary does the play offer on gender dynamics?

Humor and Wit

Discuss the use of humor and wit in the play. How do characters employ clever wordplay, puns, and humor to engage and entertain the audience, and what is the significance of humor in the story?

Conflict and Resolution

Analyze the conflicts that arise in the play and how they are ultimately resolved. What role does forgiveness and reconciliation play in the resolution of misunderstandings and disputes?

Themes of Honor and Reputation

Explore the themes of honor and reputation in "Much Ado About Nothing." How do characters' actions and choices affect their social standing and reputation, and what does the play convey about the value placed on honor in society?

Conventional and Unconventional Relationships in Much Ado About Nothing

Benedick and beatrice relationship: a modern view, made-to-order essay as fast as you need it.

Each essay is customized to cater to your unique preferences

+ experts online

Trickery and Deception in Much Ado About Nothing

Female heroines in the much ado about nothing, research on much ado about nothing, 'man is a giddy thing': reason and emotion in much ado about nothing, let us write you an essay from scratch.

  • 450+ experts on 30 subjects ready to help
  • Custom essay delivered in as few as 3 hours

Interpretation of The Title in Much Ado About Nothing

Antagonistic relations between benedick and beatrice in much ado about nothing, the apparent versus the real in much ado about nothing, the character of dogberry in william shakespeare’s play "much ado about nothing", get a personalized essay in under 3 hours.

Expert-written essays crafted with your exact needs in mind

Exploring 'Subtext' in "The Crucible" and "Much Ado About Nothing"

Don pedro's character as a leading figure in much ado about nothing, homosociality in much ado about nothing and the merchant of venice, character portrayal of don john in much ado about nothing, tragic hero in much ado about nothing, the problem of male maturity in much ado about nothing, claudio as an unsympathetic character in much ado about nothing, the construction of heroines in shakespeare's comedy plays, born villain or made villain: bastardy theme in shakespeare's plays, don john's antithesis figure in much ado about nothing, love and marriage theme in shakespeare's comedies, deception: exploring its role in "much ado about nothing", honor and gender roles in much ado about nothing, gender roles in much ado about nothing.

1598-1599, William Shakespeare

The play revolves around two romantic pairings that emerge when a group of soldiers arrive in the town. The first, between Claudio and Hero, is nearly altered by the accusations of the villain, Don John. The second romance, between Claudio's friend Benedick and Hero's cousin Beatrice, takes centre stage as the play goes on, with both characters' wit and banter providing much of the humour. Through "noting" (sounding like "nothing", and meaning gossip, rumour, overhearing), Benedick and Beatrice are tricked into confessing their love for each other, and Claudio is tricked into believing that Hero is not a maiden (virgin).

The play takes an ancient theme — that of a woman falsely accused of unfaithfulness — to brilliant comedic heights. Other important themes include gender roles, infidelity, deception, masks and mistaken identity, "nothing",

Benedick, Beatrice, Don Pedro, Don John, Claudio, Leonato, Antonio, Balthasar, Borachio, Conrade, Innogen, Hero, Margaret, Ursula, Dogberry, Verges, Friar Francis

Shakespeare used as his main source for the Claudio-Hero plot a story from Matteo Bandello’s Novelle (1554–73); he also may have consulted Ludovico Ariosto’s Orlando furioso and Edmund Spenser’s The Faerie Queene. The Beatrice-Benedick plot is essentially Shakespeare’s own, though he must have had in mind his own story of wife taming in The Taming of the Shrew.

“I had rather hear my dog bark at a crow, than a man swear he loves me.” “Let me be that I am and seek not to alter me.” “Some Cupid kills with arrows, some with traps.” “For which of my bad parts didst thou first fall in love with me?”

1. Shakespeare, W. (2019). Much ado about nothing. In One-Hour Shakespeare (pp. 147-206). Routledge. (https://www.taylorfrancis.com/chapters/edit/10.4324/9780429262630-9/much-ado-nothing-william-shakespeare) 2. Jorgensen, P. A. (1954). Much ado about nothing. Shakespeare Quarterly, 5(3), 287-295. (https://www.jstor.org/stable/2866334) 3. Straznicky, M. (1994). Shakespeare and the Government of Comedy:" Much Ado About Nothing". Shakespeare Studies, 22, 141. (https://www.proquest.com/docview/1297960936?pq-origsite=gscholar&fromopenview=true) 4. Cairncross, A. S. (1976). Shakespeare and Ariosto: Much Ado About Nothing, King Lear, and Othello. Renaissance Quarterly, 29(2), 178-182. (https://www.cambridge.org/core/journals/renaissance-quarterly/article/abs/shakespeare-and-ariosto-much-ado-about-nothing-king-lear-and-othello/25484DAC0A82A83B0092952411F3A7AF) 5. Suzuki, M. (2016). Gender, Class, and the Ideology of Comic Form: Much Ado About Nothing and Twelfth Night. A Feminist Companion to Shakespeare, 137-161. (https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118501221.ch7) 6. Clegg, C. S. (2007). Truth, Lies, and the Law of Slander in Much Ado About Nothing. The Law in Shakespeare, 167-188. (https://link.springer.com/chapter/10.1057/9780230626348_10) 7. Mueller, M. (1994). Shakespeare's Sleeping Beauties: The Sources of" Much Ado about Nothing" and the Play of Their Repetitions. Modern philology, 91(3), 288-311. (https://www.journals.uchicago.edu/doi/abs/10.1086/392169?journalCode=mp) 8. Wright, N. E. (2006). Legal Interpretation of Defamation in Shakespeare’s Much Ado About Nothing. Ben Jonson Journal, 13(1), 93-108. (https://www.euppublishing.com/doi/abs/10.3366/bjj.2006.13.1.9?journalCode=bjj)

Relevant topics

  • Macbeth Ambition
  • A Raisin in The Sun
  • Romeo and Juliet
  • Death of a Salesman
  • The Duchess of Malfi

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

  • Instructions Followed To The Letter
  • Deadlines Met At Every Stage
  • Unique And Plagiarism Free

much ado about nothing gender essay

81 Much Ado About Nothing Essay Topic Ideas & Examples

🏆 best much ado about nothing topic ideas & essay examples, 📌 most interesting much ado about nothing topics to write about, 👍 good research topics about much ado about nothing, ❓ much ado about nothing essay questions.

  • Much Ado About Nothing By focusing on relationships, the author of the play highlights the impact of deception to unity, love and happiness. Due to the constant practice of deceit among the characters, Claudio believes that Don Pedro is […]
  • Much Ado About Nothing by Shakespeare Claudio is desperate and agrees to marry a woman who is supposed to look like Hero and is the daughter of Leonato’s brother. Hero and Claudio’s storyline is also dedicated to the theme of love. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
  • World of Love in Shakespeare’s “Much Ado About Nothing” This is seen when every person celebrates the marriages of the two couples, Benedick and Beatrice, and Claudio and Hero, as the play ends. The scene in which Hero is accused of sleeping with a […]
  • “Much Ado About Nothing” by William Shakespeare In the comedy, a woman was falsely accused of infidelity, and the role of the “unfaithful woman” was represented by Hero.
  • “Much Ado About Nothing” and “The Book of Ruth” The difference between the two women appears to be that while Ruth is an active maker and creator of her destiny, Hero more passively suffers her misfortunes and allows other people to devise schemes that […]
  • Beatrice From Shakespeare’s “Much Ado About Nothing” Even though the main plot of the story is centered on challenges threatening to sabotage the union Hero and Claudio, Beatrice along with Benedick with their constant verbal jousting finds itself quite an interesting counter-plot.
  • “Much Ado About Nothing” the Film by Kenneth Branagh Benedick is an in depth character and he plays a key role in the movie in a variety of ways. Benedick was unmasked when he overheard Leonato, Don Pedro and Claudio in the garden talking […]
  • True Comedy: Shakespeare’s “Much Ado About Nothing” One of the features of comedy of identity is the existent of a plot that is based on dialogue and not actions.
  • Shakespeare’s Use of Multiple Plot Lines in Much Ado About Nothing The final trial of their love is when Benedick and Beatrice have to confess in public that they have fallen in love and buried their long-standing hatred.
  • A Minor Character in “Much Ado About Nothing” by Shakespeare The first couple is Claudio, a lord and close friend of Prince of Aragon Don Pedro, and Hero, daughter of Leonato, governor of Messina. Don John, the brother of Don Pedro, plays a prominent role […]
  • The Themes of Appearance Versus True Love in William Shakespeare’s “Much Ado About Nothing”
  • Trickery and Deception in “Much Ado About Nothing”
  • Uses of Pairs in “Much Ado About Nothing” and “The Taming of the Shrew” by William Shakespeare
  • Using the Plays “Much Ado About Nothing” and “The Rover”
  • The Violence of Language in “Much Ado About Nothing” by William Shakespeare
  • The Masked Dance in “Much Ado About Nothing” by William Shakespeare
  • The Numeraire Problem in General Equilibrium Models With Market Power: “Much Ado About Nothing”
  • The Themes of Noting and Deception in “Much Ado About Nothing”
  • The Nature of Shakespearean Gossip in “Much Ado About Nothing”
  • To What Extent Is “Much Ado About Nothing” Seen as a Satire
  • William Shakespeare’s Presentation of the Two Pairs of Lovers in “Much Ado About Nothing”
  • The Role of Romantic Love in the Plot of Shakespeare’s “Much Ado About Nothing”
  • The Slandering of Hero in “Much Ado About Nothing” by William Shakespeare
  • The Literary Devices and Techniques in “Much Ado About Nothing”
  • The Recurring Theme of Conflict in Relationships Throughout “Much Ado About Nothing,” “Wuthering Heights,” and “A Streetcar Named Desire”
  • The Issue of Status in “Much Ado About Nothing” by William Shakespeare
  • The Use of Eavesdropping in William Shakespeare’s “Much Ado About Nothing”
  • The Relationship of Beatrice and Benedick in “Much Ado About Nothing”
  • The Similarities Between the Characters Katharina and Beatrice in “Much Ado About Nothing”
  • Similarities and Differences in “The Merchant of Venice,” “Much Ado About Nothing,” “The Taming of the Shrew”
  • The Styles of Remembering and Deceptiveness in “Much Ado About Nothing”
  • The Succes of Shakespeare’s “Much Ado About Nothing”
  • William Shakespeare’s “Much Ado About Nothing,” “The Taming of the Shrew” and Women’s Social Status
  • The Story of Love in Shakespeare’s Comedy “Much Ado About Nothing”
  • The Transformation of Benedict in “Much Ado About Nothing”
  • The Similar Characters of Katharina in “The Taming of the Shrew” and Beatrice in “Much Ado About Nothing”
  • The Presents Love and Romance in “Much Ado About Nothing”
  • Viola and Beatrice in “Twelfth Night” and “Much Ado About Nothing”
  • The Presentation of the Relationship Between Beatrice and Benedick in Shakespeare’s “Much Ado About Nothing”
  • “Much Ado About Nothing” and “Lysistrata” on the Societies
  • The Schemes and Tricks in “Much Ado About Nothing” by William Shakespeare
  • Women and the Patriarchal Society in “Much Ado About Nothing”
  • The Presentation of the Characters Beatrice and Hero in “Much Ado About Nothing”
  • Villains in “Much Ado About Nothing” and “Othello”
  • The Most Appealing Romantic Relationship in “Much Ado About Nothing” by William Shakespeare
  • The Message in “Much Ado About Nothing” by William Shakespeare
  • Pride, Deception and Fear as the Obstacle for Love in “Much Ado About Nothing”
  • The Theme of Betrayal in “Much Ado About Nothing” by William Shakespeare
  • The Theme of Deception in “Much Ado About Nothing” by William Shakespeare
  • Women in “Much Ado About Nothing” and “The Taming of the Shrew” by William Shakespeare
  • The Masterful Use of Deception in “Much Ado About Nothing” by William Shakespeare
  • What Makes “Much Ado About Nothing” a Timeless Piece of Literature?
  • How Does Shakespeare Present Claudio’s Character in “Much Ado About Nothing”?
  • What Act Is the Climax in “Much Ado About Nothing”?
  • How Does Shakespeare Present Relationship Difficulties in “Much Ado About Nothing”?
  • How Effectively Are Women Presented in “Much Ado About Nothing”?
  • How Does Shakespeare Maintain the Balance Between Seriousness and Comedy in the Play “Much Ado About Nothing”?
  • What Do Horns Represent in “Much Ado About Nothing”?
  • How Does Shakespeare Present Marriage in “Much Ado About Nothing”?
  • What Is the Central Message of “Much Ado About Nothing”?
  • How Shakespeare Dramatically Presents Power and Authority in the Relationship Between Men and Women in “Much Ado About Nothing”?
  • How Does Shakespeare Explore the Theme of Love in “Much Ado About Nothing”?
  • Why Is Don John Jealous of Don Pedro in “Much Ado About Nothing”?
  • How Does Shakespeare Portray Women in “Much Ado About Nothing”?
  • How Are the Negative and Positive Impacts of Love Explored Using Various Main Characters in “Much Ado About Nothing”?
  • What Is Shakespeare’s Play “Much Ado About Nothing” About?
  • How Shakespeare Presents Women in “Macbeth” and “Much Ado About Nothing”?
  • What Does “Much Ado About Nothing” Teach?
  • What Does “Much Ado About Nothing” Reveal to?
  • Why Does Shakespeare Require Two Pairs of Lovers in “Much Ado About Nothing”?
  • What Play Is “Much Ado About Nothing” Based on?
  • How Does Shakespeare Represent Same-Sex and Opposite-Sex Relationships in “Much Ado About Nothing” and “Twelfth Night”?
  • How Does “Much Ado About Nothing” Uses the Comic Genre?
  • Why Was Branagh’s “Much Ado About Nothing” Not an Accurate Text Representation?
  • How Is “Much Ado About Nothing” Tragic?
  • How Did Shakespeare Creates the Character of Benedick in “Much Ado About Nothing”?
  • What Is the Conflict in “Much Ado About Nothing”?
  • How Does Shakespeare Use Deception to Structure the Plot in “Much Ado About Nothing”?
  • Is Marriage More Important Than Love in “Much Ado About Nothing”?
  • How Shakespeare Develops the Relationship Between Benedick and Beatrice in “Much Ado About Nothing”?
  • What Is the Most Critical Scene in “Much Ado About Nothing”?
  • Chicago (A-D)
  • Chicago (N-B)

IvyPanda. (2023, December 8). 81 Much Ado About Nothing Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/much-ado-about-nothing-essay-examples/

"81 Much Ado About Nothing Essay Topic Ideas & Examples." IvyPanda , 8 Dec. 2023, ivypanda.com/essays/topic/much-ado-about-nothing-essay-examples/.

IvyPanda . (2023) '81 Much Ado About Nothing Essay Topic Ideas & Examples'. 8 December.

IvyPanda . 2023. "81 Much Ado About Nothing Essay Topic Ideas & Examples." December 8, 2023. https://ivypanda.com/essays/topic/much-ado-about-nothing-essay-examples/.

1. IvyPanda . "81 Much Ado About Nothing Essay Topic Ideas & Examples." December 8, 2023. https://ivypanda.com/essays/topic/much-ado-about-nothing-essay-examples/.

Bibliography

IvyPanda . "81 Much Ado About Nothing Essay Topic Ideas & Examples." December 8, 2023. https://ivypanda.com/essays/topic/much-ado-about-nothing-essay-examples/.

  • A Midsummer Night’s Dream Titles
  • Hamlet Essay Ideas
  • The Merchant Of Venice Paper Topics
  • Julius Caesar Research Topics
  • Romeo and Juliet Research Topics
  • King Lear Research Ideas
  • Macbeth Ideas
  • Taming of the Shrew Topics
  • Othello Titles
  • The Tempest Essay Ideas
  • A Streetcar Named Desire Titles
  • Death of a Salesman Ideas
  • The Glass Menagerie Paper Topics
  • Beowulf Titles
  • Paradise Lost Ideas

IMAGES

  1. 'Much Ado About Nothing' Gender Essay

    much ado about nothing gender essay

  2. Gender Roles in Much Ado About Nothing Essay Example

    much ado about nothing gender essay

  3. 'Much Ado About Nothing' Gender Essay

    much ado about nothing gender essay

  4. 'Much Ado About Nothing' Gender Essay

    much ado about nothing gender essay

  5. 'Much Ado About Nothing' Gender Essay

    much ado about nothing gender essay

  6. 'Much Ado About Nothing' gender essay

    much ado about nothing gender essay

VIDEO

  1. Daily Vlog || Gender Reveal নিয়ে কিছু কথা যা বলা উচিত না || Pregnancy Vlog

  2. How To Manage A Narcissistic Spouse When You Don't Want To Leave Him/Her.Part 2-Ecclesiastic 4 v 9

  3. OCBF Celebrates Black History Month

  4. Gender Equality is Nothing #shorts

  5. Gender Equality 10 lines essay in English by Smile Please World

  6. Much Ado About Nothing 2024 Presentation Evening

COMMENTS

  1. Themes Gender Much Ado About Nothing: Advanced

    Although Much Ado may lack a female exemplar of moral virtue, it almost champions sexual equality and female liberation. It is the least feminine of the comedies; the conventional heroine remains silent and the unconventional refuses to cry Heigh for a husband (II.1.242-3).

  2. A Modern Perspective: Much Ado About Nothing

    ( 1.1.234 -40) Benedick's extraordinary self-portrait of his relations with women yields readily to a psychoanalytic reading.

  3. What are the gender roles in Much Ado About Nothing?

    Expert Answers Jane Bloomingdale | Certified Educator Share Cite The gender roles play an important part of the theme of much ado about nothing. At the very start of the play we hear, ""You...

  4. Gender Roles in Much Ado About Nothing

    Introduction Theme of gender is one of the central themes in the play, highlighting the complexities of gender roles in Much Ado About Nothing. Shakespeare challenges the conventional role of women in a patriarchal society in which men must be dominant whereas women are the oppressed ones.

  5. PDF The Problems of Patriarchy in Much Ado About Nothing

    for much of the play to occupy a relatively respectable place within the male hierarchy of Messina (4.1.187). Another problematic aspect of male honor within Elizabethan society that is showcased in Much Ado is its dependence upon female chastity. Since, within the early modern patriarchal societal structure,

  6. Gender in Much Ado About Nothing: Roles & Expectations

    43K views The Renaissance Even though Much Ado About Nothing is set in Sicily, between the 12th and 16th century, the Renaissance context applies here, since Renaissance thinking started in Italy...

  7. 6

    > Gender wars: love and conflict in Much Ado About Nothing; Emotions, the Social Bond, and Human Reality. Part/Whole Analysis. Buy print or eBook [Opens in a new window] ... Even his lighthearted treatment of this theme in Much Ado about Nothing suggests that love between a man and a woman involves unending tension and conflict, ...

  8. 'Much Ado About Nothing' Gender Essay

    All these resources build to writing an essay: 'How are Beatrice, Benedick, Claudio and Hero presented to the audience in 'Much Ado About Nothing', up to Act 2, Scene 1?'. We looked at Elizabethan expectations of gender first, and how characters conform/rebel..then onto analysis.

  9. Honor and Gender Roles in Much Ado About Nothing

    During the play, it delves into the complex interplay of gender roles in Much Ado About Nothing, discussing the differences in social classes, and what one man, or woman is capable of, while also witnessing the true meaning of love, and how far jealousy will take someone.

  10. Much Ado About Nothing Gender Roles Essay

    Much Ado About Nothing Gender Roles Essay 1287 Words6 Pages Extracurricular Reading II Much Ado About Nothing analyzes how traditional gender roles shape behavior and actions in society.

  11. Much Ado About Contemporary Women: Gender Adapted in Contemporary Settings

    Much Ado About Nothing. has drawn a significant amount of attention. While Lanier reports that the 1990s saw a boost in Shakespeare being brought to contemporary a context, that the trend mostly died out; however, Much Ado About Nothing. is one of the plays that breaks from said trend. Of interest to my thesis are the adaptations of

  12. Much Ado About Nothing: Sample A+ Essay: The Comic Subplot of Doberry

    With the comic subplot of Doberry and Verges, Shakespeare exposes human beings' tendency to misinterpret one another—a theme that runs throughout the play. Beatrice and Benedick, for example, delay resolving the problems in their relationship by continuously making errors in "notation," or ways of perceiving and describing the world.

  13. Much Ado About Nothing

    A+ Essay Topic Breakdown. Much Ado About Nothing is usually studied in the Australian curriculum under Area of Study 1 - Text Response. ... This included the Divine Right of Kings, and notions of gender and identity. Religion is also significant in this period, and the Protestant Reformation is a subject often alluded to by Shakespeare. ...

  14. Essays on Much Ado About Nothing

    2 pages / 1116 words "Though those that are betrayed Do feel the treason sharply, yet the traitor Stands in worse case of woe" (Cymbeline, III.iv). Shakespeare's carefully crafted world of deception and trickery within Much Ado About Nothing thrives on deceitful characters-both malicious and virtuous-whose manipulation of information affords...

  15. Much Ado About Nothing

    Summary of Much Ado About Nothing. Much Ado About Nothing follows two romantic relationships in Messina after winning a war. The central relationship is between Hero and Claudio; the couple mirrors Elizabethan gender conventions. The second relationship is between Beatrice and Benedick, both of them are witty characters who swore against ...

  16. Much Ado About Nothing: Suggested Essay Topics

    1. Much Ado About Nothing is supposedly a comedy: Beatrice and Benedick trade insults for professions of love, and Claudio and Hero fall in love, out of love, and back in love again. But the play contains many darker, more tragic elements than a typical comedy. In what ways is this play tragic? 2.

  17. Much ado about nothing

    Much Ado About Nothing Essay Exclusively available on IvyPanda Updated: Nov 28th, 2023 Much ado about nothing is a romantic intriguing comedy written by William Shakespeare. By focusing on relationships, the author of the play highlights the impact of deception to unity, love and happiness.

  18. Much Ado About Nothing: Mini Essays

    Much Ado About Nothing features one of Shakespeare's most admired and well-loved heroines, Beatrice. Her strength of spirit, sense of independence, and fierce wit place her among the most powerful female characters Shakespeare ever created. But her self-sufficiency does not prevent her from accepting love. Although both she and Benedick have ...

  19. Much Ado About Nothing Critical Essays

    2. Claudio seeks a wooing intermediary and Benedick woos directly. 3. Claudio and Hero rely on knowledge, and Benedick and Beatrice rely on their intuition. 4. After professing their love, Claudio ...

  20. Gender Roles In Much Ado About Nothing Essay

    1445 Cite View Full Essay Gender Roles in Much Ado About Nothing and Trifles Today, gender roles have become far more flexible than as recently as 50 years ago. Women today can enter management positions, have focused careers, and expect salaries on the same level as those of men.

  21. 81 Much Ado About Nothing Essay Topic Ideas & Examples

    The Recurring Theme of Conflict in Relationships Throughout "Much Ado About Nothing," "Wuthering Heights," and "A Streetcar Named Desire". The Issue of Status in "Much Ado About Nothing" by William Shakespeare. The Use of Eavesdropping in William Shakespeare's "Much Ado About Nothing". The Relationship of Beatrice and ...