much ado about nothing literary analysis essay

A Summary and Analysis of William Shakespeare’s Much Ado about Nothing

By Dr Oliver Tearle (Loughborough University)

Much Ado about Nothing is one of Shakespeare’s finest and best-loved comedies. With the battle of wits between Beatrice and Benedick and the plot involving young lovers Claudio and Hero, the play touches upon sexual jealousy, trust, and the importance of separating illusion from reality, among other prominent themes. Before we offer some words of analysis of Much Ado about Nothing , it might be worth briefly recapping the plot of the play.

Much Ado about Nothing : plot summary

At the centre of Much Ado about Nothing are two couples: Beatrice and Benedick and their friends, Hero and Claudio. The play takes place in Messina on the Italian island of Sicily.

Don Pedro has defeated his evil brother Don John in battle, but has allowed him to live and has pardoned him. However, Don John is jealous of his brother and his brother’s friends and followers, and seeks to cause trouble. The play opens with Don Pedro being welcomed to Messina by Leonato, the governor of Sicily.

Claudio, a young friend of Don Pedro, takes a shine to a beautiful young woman, Hero. Don Pedro woos Hero for Claudio, and Claudio and Hero arrange to be married. Don John sets about trying to drive division between the happy couple.

While Claudio and Hero are finding love, Claudio’s friend Benedick and Hero’s friend Beatrice are engaged in a battle of wits, insulting each other in public and trying to give the impression that they cannot stand each other. However, their friends see through this and realise – even if Beatrice and Benedick aren’t fully aware of it themselves – that they are only pretending to hate each other because, deep down, they fancy each other.

At a masked ball, Don Pedro, Claudio, and Hero therefore decide to trick Beatrice and Benedick into falling for each other. Meanwhile, Don John hatches a plan to drive a wedge between Claudio and Hero. He gets his henchman Borachio to woo Hero’s gentlewoman, Margaret, on hero’s balcony, with Margaret made up to look like Hero. Don John then makes sure that Claudio witnesses this, so the young lover is convinced his wife-to-be is unfaithful.

At Claudio and Hero’s wedding, Claudio denounces his bride as unfaithful, and she faints in shock at being (falsely) accused. Leonato tells everyone to pretend that Hero is dead. Benedick, having been gulled by his friends into thinking Beatrice secretly loves him, declares his love for her, and she reciprocates. But she tells him to prove his love by killing Claudio, for what he has done to her friend, Hero.

Meanwhile, Borachio’s big mouth gets him into trouble: the local constable of the night watch, Dogberry (whose speech is marked by comical malapropisms), overhears him boasting about Don John’s scheme and arrests him. Dogberry and his sidekick, Verges, reveal Borachio’s – and, by association, Don John’s – guilt, just after Benedick has challenged Claudio to a duel.

Claudio, realising he unjustly denounced the innocent Hero, agrees, as penance, to marry Leonato’s niece (whom conveniently no one has seen before). When she is brought out for the wedding, she is revealed to be Hero, alive and well. They marry, everyone celebrates, Don John is punished, and Beatrice and Benedick appear to be finally overcoming their verbal chafing and will get together.

Much Ado about Nothing : analysis

Let’s begin with the title of Shakespeare’s comedy: Much Ado about Nothing . It’s well-known that ‘nothing’ was Elizabethan slang for the female genitals, so Shakespeare’s title is, on one level, a bawdy pun: the whole play is a load of fuss over sex.

This is certainly true of many Shakespeare comedies, where lust and love uneasily coexist: Claudio’s attraction to Hero is a result of her beauty, rather than anything deeper, and as soon as he suspects her virginity is non-existent (or has been reduced to ‘nothing’) – a suspicion he is suspiciously quick to adopt – he denounces her vehemently in public at what should have been their wedding.

By contrast, Benedick (his own name can perhaps be translated into another dirty pun, i.e. ‘well-dicked’ or well-endowed?) actively seeks to de- sex or unsex Beatrice as a woman, showing how plot and subplot work together, as Shakespeare uses the second, and secondary, romantic couple to offset but also complement the qualities found in the primary couple of Claudio and Hero.

There’s a paradox at work here, though, for in doing his best to undermine Beatrice’s eligibility as wife material, he is actually, unbeknownst to himself (or perhaps only partly beknownst), highlighting or even elevating her suitability as a mate for himself. Her ability to keep up with his witty putdowns confirms that she is easily a match for him, not only as a verbal sparring partner but as a partner in the broader romantic sense.

People don’t go and see revivals of Much Ado about Nothing for Claudio and Hero, but for Beatrice and Benedick and their flyting-as-flirting.

Indeed, the title Much Ado about Nothing is also thought to hide another pun, on the word ‘noting’, which referred to the sort of banter or repartee which Beatrice and Benedick engage in.

Whilst we’re delving into the wordplay and verbal significance of titles and names, it’s worth mentioning that ‘Benedick’ also summons benediction or blessing, while ‘Beatrice’ means ‘blessed’, showing that the two are etymologically as well as literally made for each other. Although since ‘Beatrice’ is sometimes taken to mean ‘one who makes [somebody] blessed’, we might ask, of the two of them, who is the benefactor and who is the beneficiary?

One final twist on that multifaceted, multi-punning title, Much Ado about Nothing . ‘Noting’ also referred to overhearing and ‘noting’ something down, and obviously this is of significance to Shakespeare’s play in several ways.

First, Don John’s malevolent plot hinges on Claudio being made to overhear or witness ‘Hero’ (really Margaret) flirting with another man; second, Don Pedro, Claudio, and Hero’s (much more benevolent) plot to convince Beatrice and Benedick together turns on the two of them being made to overhear the three friends talking about how the other one secretly loves them: so Benedick overhears his friends talking about how much Beatrice admires him, and vice versa.

Third, Borachio is ‘noted’ or overheard bragging about his part in bringing to fruition Don John’s plot, and Dogberry’s subsequent ‘noting’ of the events and clearing up of the mystery.

Much Ado about Nothing is one of Shakespeare’s more straightforward comedies, in which the plot is simple but the fun is to be had in the skirmishes of wit between the secondary couple, who are far more interesting than the play’s nominal hero (no pun intended) and heroine. It’s hardly surprising that, for many readers and theatregoers, its unofficial alternative title is ‘the Beatrice and Benedick show’.

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Much Ado About Nothing

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Welcome to the LitCharts study guide on William Shakespeare's Much Ado About Nothing . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

Much Ado About Nothing: Introduction

Much ado about nothing: plot summary, much ado about nothing: detailed summary & analysis, much ado about nothing: themes, much ado about nothing: quotes, much ado about nothing: characters, much ado about nothing: symbols, much ado about nothing: literary devices, much ado about nothing: quizzes, much ado about nothing: theme wheel, brief biography of william shakespeare.

Historical Context of Much Ado About Nothing

Other books related to much ado about nothing.

• Full Title: Much Ado About Nothing
• When Written: 1598-1599
• Where Written: England
• When Published: 1623
• Literary Period: Elizabethan
• Genre: Comedy
• Setting: Messina, Italy in the 16th Century
• Climax: At the altar, Claudio publicly accuses Hero of unfaithfulness, sending her into a swoon.
• Antagonist: Don John

Extra Credit for Much Ado About Nothing

Masks and Recognition. Masked balls and disguises are common in Shakespeare. During such balls, characters sometimes have trouble recognizing even their closest friends and relatives. Critics who believe in verisimilitude —the idea that a fictional story should be believable—have sometimes criticized Shakespeare because of this. The famous Russian writer Leo Tolstoy, for instance, found it completely ridiculous that characters in Shakespeare fail to recognize even each other’s voices when in disguise.

Bastards. In the Renaissance, children born out of wedlock were often considered to be naturally evil. Sir John Fortescue wrote that “If a bastard be good, that commeth to him by chance… but if hee bee evill, that commethe to hym by nature.” The evil bastard is a common character in Shakespeare and Renaissance Drama in general, and Don John is only one example—Edmund, in Shakespeare’s King Lear , is another.

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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

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

5 Tips for a mic drop worthy essay conclusion

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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 .

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”.

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!

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.

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.

Are you an EAL student worrying about the listening component of the new study design?

Are you worried? If you are, fear not, I am here to help!

Here are some extremely useful tips that I have acquired from completing both Japanese and Chinese listening exams. They are very applicable to the EAL exam and will hopefully make you feel more confident about this new component!

• As EAL students we are allowed to bring bilingual dictionaries into the exam, TAKE ADVANTAGE OF THAT! You will be amazed at how useful your dictionary can be.
• Use your reading time efficiently! Take a close look at your listening tracks’ questions! Search your dictionary for tricky vocabularies that are embedded in the question. Make each second count!
• Look out for the key question words! If you spot “when” and “why” in the question, then you know for sure that you need to listen out for location and time!
• Pay attention to the tone.
• Take note of any adjectives, phrases and words that express the character’s (in the listening track) thoughts, feelings and concerns.
• There is a space in the exam paper for you to take notes, USE THAT SPACE! Write down all the key information you can possibility hear from the track! According to the examiner’s report those students who wrote notes in the space provided tend to score much more higher than those who don't.
• Don't waste time wondering what the track just played! Listen carefully for the next sentence, missing out on one piece of information is better than two!

Misconception

Some of you out there might be thinking “Listening is easy! I just need to write down the correct answer, it's a piece of cake.” Unfortunately, this isn’t the case for EAL listening or any VCE Language listening SAC or exam. The VCAA examiners will look at the accuracy of your answer, grammar and spelling. They even look at how well you phrase your response!

If you are aiming for a perfect listening response you MUST take a look at my breakdown of the examiners’ marking criteria!

Marking Criteria

For the listening component of the exam/SAC the examiners (and your own teachers) will be marking your answers base on TWO main points

• Your ability to understand and convey general and specific parts of the listening track
• Your ability to convey information accurately and appropriately
• Appropriateness of vocabulary
• Accurate use of grammar, spelling and punctuation.

Are you feeling more confident for the VCE EAL Listening section with a couple of handy hints in your pocket? I hope you are! Give it a go, it is not as scary as you think!

Reckoning & The Namesake 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 .

• Inheritance of Trauma 
• Identity and Naming
• Memory and Retrospect

Magda Szubanski’s memoir, Reckoning, and Jhumpa Lahiri’s bildungsroman, The Namesake, follow misguided protagonists as they attempt to reconcile and ‘reckon’ with complicated family histories. Magda is burdened by her father’s legacy, whilst Ashoke’s distressing train accident lays the foundation for Gogol’s uncertainty, exposing the inescapable and often inscrutable marks that trauma leaves on the identities of later generations. With a large focus on inherited trauma , identity and memory , we’ll be breaking down some crucial quotes from each of these texts to better understand these key themes. 

For a deeper look into some of the themes in Reckoning and The Namesake , check out this earlier post . And, if you need a refresher on how to properly embed quotes in your writing, take a look at How To Embed Quotes in Your Essay Like a Boss . 

1. Inheritance of Trauma

Whether it be the hardships of war or the adversity of misfortune, both texts observe family timelines steeped in history and trauma. Magda and Gogol are inadvertently burdened by their parents’ experiences, which remain obscure and confusing to the two protagonists and only complicate their identities. 

We were tugboats in the river of history, my father and I, pulling in opposite directions. He needed to forget. I need to remember. For him, only the present moment would set him free. For me, the key lies buried in the past. The only way forward is back. (p. 13)

This quote is intrinsic to the authorial intent behind Szubanski writing her cathartic memoir. The experiences of Magda’s father in war-torn Poland are, as Magda expresses, ‘passed on genetically’. Yet, with Zbigniew’s instinct to ‘[clamp] down tight on all feeling’, his trauma remains unrevealed and unexamined during much of Magda’s life. This impenetrable history impresses onto Magda as intergenerational trauma, which leaves her an ‘unregulated mess’, constantly  ‘ricocheting between feeling nothing and feeling everything’. 

As Magda accurately describes, both she and her father are metaphorical ‘tugboats in the river of history’, drawn in completely opposite directions to resolve their traumas. For her, digging into the ‘buried’ past is vital to understanding her father and herself. As she puts it, ‘the only way forward is back’. This is entirely the opposite for Zbigniew, who is unwilling and unable to articulate his trauma in anything other than ‘incoherent…jottings’ and ‘fragments’. Burdened by his past, Zbigniew prefers living in the present moment where he can suppress and avoid the past. However, this difference in how the two approach trauma leads to a strained father-daughter relationship founded upon a lifetime of misunderstandings and secrecy that only deepen their inability to understand one another. 

‘ Even at that young age,’ Mum told me, ‘I knew, I knew I had done something wrong.’ When she told me this her face caved in, stricken with remorse. Actors can never replicate this look. Meg didn’t punish her, but ‘Oh! The look of disappointment on my poor mother’s face.’ Now, today, more than eighty years later, my mother still feels the stinging sense of guilt.  History repeats. That story of how, when I was six, I got blood on my best dress before a trip to take Dad to hospital. Mum slapped my leg in hasty anger. I understand now, of course, that it was herself she was slapping. Her life-loving, disobedient six-year-old self. We are bookends, she and I. (p. 346)

Intergenerational trauma surfaces as ‘patterns’ within the Szubanski family, where regret and resentment are passed down as ‘hand-me-down trinkets of family and trauma’. Magda uses the metaphor of ‘bookends’ to describe her and her mother’s remarkably similar experiences dealing with familial trauma. In other words, both Magda and Margaret are mirror images of each other, both having a shared experience of supporting and living with ill fathers. When Magda gets ‘blood on [her] best dress’ before another trip to the hospital, Margaret ‘slap[s her] leg’. Although Magda initially mistakes this reaction as ‘hasty anger’, hindsight allows her to understand that Margaret was preoccupied with a ‘stinging sense of guilt’, and was reprimanding herself - the ‘disobedient six-year-old self’ who had similarly ruined her own ‘special dress’. This realisation suggests that even though trauma ‘repeats [like]…history’, there is a generational difference in the way individuals are able to process and respond to situations of grief, poverty and war. 

‍ The Namesake

And suddenly the sound of his pet name, uttered by his father as he has been accustomed to hearing it all his life, means something completely new, bound up with a catastrophe he has unwittingly embodied for years. "Is that what you think of when you think of me?" Gogol asks him. "Do I remind you of that night?" "Not at all," his father says eventually, one hand going to his ribs, a habitual gesture that has baffled Gogol until now. "You remind me of everything that followed." (p. 124)

Just as Magda inherits Zbigniew’s harrowing war experience, Ashoke’s own ‘persistent fear’ from the train derailment that cripples him lives on through his son’s name. His chance rescue whilst ‘clutching a single page of ‘The Overcoat’’ is meaningful and life-altering. For Ashoke, naming his child after the ‘Russian writer who had saved his life’ emphasises his profound appreciation for surviving the accident. His son Gogol is a comforting reminder of ‘everything that followed’. In this way, Gogol acts as a symbol of both redemption and hope, representing Ashoke’s optimistic appraisal of his accident and his determination to make the most of his miraculous rescue. 

But for Gogol, the memory of his father’s accident is entirely foreign and lacks any real meaning for him. His childhood pet name ‘Gogol’ - which he has always resented for making him feel out of place around other kids - suddenly becomes ‘something completely new’ when he discovers the truth about Ashoke’s accident. Gogol feels enormous pressure to live up to his father’s expectations as he represents a ‘catastrophe he has unwittingly embodied for years’. This is the source of much of Gogol’s guilt, confusion and resentment (towards his name, father, family and entire culture) and gradually erodes his sense of self. However, this inscrutability of the past only deepens Ashoke’s and Gogol’s similarity, whilst complicating and straining their father-son dynamic. Ashoke is unable to recognise the burden he has placed on his child, whilst Gogol alternatively cannot appreciate or truly understand being a miracle and source of salvation for Ashoke. Like with Magda and Zbigniew, here, father and child are unable to understand each other, creating a schism in their relationship which they are never able to reconcile. In any case, Lahiri conveys that the actions of enduring and processing trauma are intertwined and often leave permanent traces across future generations.

But Gogol is attached to them. For reasons he cannot explain or necessarily understand, these ancient Puritan spirits, these very first immigrants to America, these bearers of unthinkable, obsolete names, have spoken to him, so much so that in spite of his mother’s disgust he refuses to throw the rubbings away. He rolls them up, takes them upstairs, and puts them in his room, behind his chest of drawers, where he knows his mother will never bother to look, and where they will remain, ignored but protected, gathering dust for years to come. (p. 71)

Lahiri also indicates generational similarities in how individuals relate to trauma. As a second-generation migrant who has always felt displaced from his culture, Gogol’s graveyard field trip allows him to experience a semblance of belonging in Massachusetts for the first time and relate to America’s ‘very first immigrants’. While Ashoke profoundly connects to the Russian writer Nikolai Gogol, his son Gogol refuses to get rid of the etchings of archaic names. These ‘ancient Puritan spirits’ with similarly ‘unthinkable, obsolete names’ like his own provide Gogol with a source of relief and offer proof that he is not alone in his differences. He feels protective of them - conveying his own desires to defend himself against childhood bullies, and also providing a way to preserve this first true moment of belonging. 

Just as ‘The Overcoat’ resonates with Ashoke, Gogol feels connected to the etchings and conceals this single page from his mother Ashima, who is resentful of the peculiar American school excursion. Similarly, Ashoke struggles to convey the deep significance behind his own liberating ‘single page’ from the Russian book. In this way, both pages remain ‘ignored but protected’ and, for both father and son, symbolise the power of literature and storytelling to salvage their profoundly intimate and life-altering moments that are unfathomable to others. 

2. Identity and Naming

Both Reckoning and The Namesake suggest that hasty personal reinventions can only temporarily suppress, rather than truly resolve, trauma. The ‘self-made man’ Gogol strives to be, and the ‘mostly-self created…Little Englishman’ identity that Zbigniew carves for himself, are simply ‘bandaids plastered over’ unresolved grief and hardships. Cut off from family and history, these facades only worsen their inner discontent and complicate identities. 

For my father Australia was love at first sight. The moment we landed he knew he had done the right thing. The blast-furnace heat invigorated him. Only mad dogs and my father would go out in the midday Australian sun. He wouldn’t just go out in it…he would mow the lawn in it. We had a big, bumpy, untamed backyard and when the mercury hit 103 degrees Fahrenheit he’d be out there dragging the lawnmower across every inch of it. Wearing Bombay bloomers and a terry-towelling hat, singing Polish songs over the din of the mower. (p. 44)

Escaping battle-scarred Poland and the origins of his trauma, Zbigniew is a migrant who ‘could not shed his Polishness fast enough’. He ‘crosse[s] the world to get away’ from his destroyed and tarnished home. Zbigniew begins a ‘second life’ as Peter, and like the Polish amber Magda’s cousin gifts her, Zbigniew is ‘transformed by pressure’ (a metaphor for the natural formation of amber) into the ‘Little Englishman’. This persona is a role he takes with grave determination - an echo of the ‘killer instincts’ he suppressed from his abandoned life as a Polish assassin. Bewildering the rest of his family, Zbigniew relishes the ‘invigorat[ing]…blast-furnace heat’ of Australia, and acts the part of a true Aussie in his ‘Bombay bloomers’ and ‘terry-towelling hat’. This characteristically Australian ensemble essentially functions as another battle armour he equips himself with to protect his blemished soul, tainted by a history so ‘bizarrely awful’ that his only way to survive is by ‘clamping down tight’ through an ironclad persona. 

Magda recalls him ‘forever trying to tame th[e] lumpen block’ of ‘untamed’ and ‘unpredictable’ soil in their yard, ‘dragging the lawnmower across every inch’. This crystallises the truth of his life: no matter how committed Zbigniew is to perfecting any project, simply plastering order (trying to tame the lawns by mowing them) over chaos (heat + lumpen, untamed, unpredictable soil) leaves the trauma unresolved.

The rest of it went smoothly and before too long I had my entire sharpie uniform. Only one thing was missing—a Conti. This smart striped cardigan, worn high and tight, was the centrepiece of the ensemble, the definitive wardrobe item of the sharpie. But none was available, not in Croydon anyway. We had to settle for a plain cardie, rolled up at the bottom until it sat under my boobs. I never did get a Conti. I think it was a sign. (p. 126)

Like her father, Magda toys with personas herself. Identity is fluid and inconstant for Magda, often fluctuating between a form Zbigniew would be proud of, one she hopes would trigger any emotional reaction from him, and one desperate to fit within the social climate of Croydon. She cultivates a variety of comic personalities and, like her father, pursues her own ‘tennis madness’ by becoming madly obsessed with the sport and playing competitively. Magda also attempts to embrace the dutiful Catholic ‘good girl’ personality she believes would satisfy her father, but she rebels when he continues to ‘display [no] emotion at all’ and embraces the Sharpie youth gang uprising in her neighbourhood. However, Magda ruefully mocks the contradictory nature of her Sharpie persona, describing her conversion as a hybrid - a ‘convent-school Sharpie’ - rather than the ‘true Sharpie chick’ she aspires to be. But, while all of these personas attempt to unite the ‘disparate, confusing parts’ of her identity, they just suppress the ‘real girl’ behind the mask and leave her more dissociated from herself than ever before. 

Magda goes to great lengths to ‘smoothly’ acquire the perfect Sharpie disguise, but even with the ‘entire Sharpie uniform’, her facade is flawed; she lacks the Conti cardigan, which is the ‘definitive wardrobe item of the sharpie’. Her Sharpie identity becomes a parody of the authentic Australian youth gang. The flaws behind her imitation persona are worsened when Magda tries to replace the Conti ‘centrepiece’ with a simple ‘plain cardie, rolled up at the bottom’. Magda only realises this when she barely avoids a ‘beating’ by a ‘predatory Sharpie’ whilst vulnerable, dressed in her convent-school uniform, and unrecognisable as a fellow gang member. Here, she is finally able to concede that she has only been ‘playing at being a bad girl’ and laments, ‘I never did get a Conti. I think it was a sign’ - wryly foreshadowing the inevitable dissatisfaction of teenage facades. 

The Namesake

"I'm Nikhil now," Gogol says, suddenly depressed by how many more times he will have to say this, asking people to remember, reminding them to forget, feeling as if an errata slip were perpetually pinned to his chest. (p. 119)

Gogol’s place in the world as an ‘American Born Confused Deshi’ (ABCD) is his own ‘awkward [truth]’. Like his own name which he scornfully labels a ‘scratchy tag’, his status as an ‘ABCD’ is another brand he is ‘forced permanently to wear’. He is both ashamed and resentful toward his second-generation migrant identity and feels ‘neither Indian nor American’ whilst mocked for his nickname that is ‘of all things Russian’. Indeed, Gogol’s entire adolescent experience is eclipsed by his confusion about ‘who he is’ as he struggles to obtain any stable foundation for his identity. 

Unlike the costumes and disguises that Magda and Zbigniew embrace, Gogol takes action by solemnly changing his name to Nikhil, the ‘one that should have been’ given to him all those years ago. But even Gogol is acutely aware that this ‘scant’ persona leaves him having to repeatedly reinforce and assure others (and himself) of his identity. Gogol actually rejects the name ‘Nikhil’ on his first day of preschool, foreshadowing the inward dissociation he experiences later in life. He is again ‘afraid to be Nikhil, someone he doesn’t know.’

Similarly, the flask Gogol’s sister Sonia gives to him for his thirtieth birthday, inscribed with his new initials NG, becomes a symbol of his inability to ‘break from that mismatched name’. Lahiri indeed suggests that identities are unavoidably ‘engraved’ with the layered ‘randomness’ of their lives and cannot be easily dissolved. 

And then he returned to New York, to the apartment they’d inhabited together that was now all his. A year later, the shock has worn off, but a sense of failure and shame persists, deep and abiding. There are nights he still falls asleep on the sofa, without deliberation, waking up at three A.M. with the television still on. It is as if a building he’d been responsible for designing has collapsed for all to see. And yet he can’t really blame her. They had both acted on the same impulse, that was their mistake. They had both sought comfort in each other, and in their shared world, perhaps for the sake of novelty, or out of the fear that that world was slowly dying. Still, he wonders how he’s arrived at all this: that he is thirty-two years old, and already married and divorced. His time with her seems like a permanent part of him that no longer has any relevance, or currency. As if that time were a name he’d ceased to use. (pp. 283-284)

For the majority of his life, Gogol alternates between feeling irritation and resentment for his Bengali heritage, and profoundly longing to be truly Indian. Gogol has several failed relationships and romantic encounters: Kim, with whom he introduces himself as Nikhil ‘for the first time in his life’, then Maxine, who attracted him with the ‘gift of accepting her life’. But, like his indulgence of and immersion in the Ratliff’s self-satisfied American life, the interactions with these women feel like a ‘betrayal of his own’ culture, family and identity. 

It is ‘familiarity’ that draws him to Moushumi, a childhood Bengali family friend with whom he ’s[eeks] comfort’ in their shared culture. For Gogol, his relationship with Moushumi represents the possibility of salvaging a childhood he spent disliking, but for Moushumi it’s a betrayal of her principles of independence. She has ‘turn[ed] her back’ her Indian and American ties to embrace a third culture in France, a country with ‘no claim’ on her and none of the cultural pressures of her heritage. 

Gogol longs - ironically - for stability and ‘fall[s] in love with Gothic architecture’; he equates his failed marriage with Moushumi to a ‘building he’d been responsible for designing’. This is essentially Gogol’s way of dealing with the trauma of his divorce, translated into a form he can understand and process. And yet, even a year after their separation, a ‘sense of failure and shame persists, deep and abiding’ - Lahiri suggests that trauma, grief and heartbreak are embedded into our identities and we don’t require a set length of time to accept them. 

Both Moushumi and Gogol come to realise that they were sustained merely by ‘the same impulse’ to erase discomfort, their marriage ‘collaps[ing] for all to see’. Their relationship becomes meaningless and their time together dissolves like a ‘name [Gogol had] ceased to use’. Lahiri conveys that re-entering and recreating a life once discarded (as harshly as Gogol discards his own name) is impossible, even irrational. 

3. Memory and Retrospect

It is no surprise that retrospect and remembrance emerge as central themes in both Reckoning and The Namesake . Gogol’s resented ‘namesake’ itself is a conduit for redemptive memory, whilst Magda ascertains the value of history to ‘salvage’ the present.

I wanted to know; I didn’t want to know. Without realising it I plotted a course somewhere between the two. My father, unable to get any further with his own attempts at a reckoning, had simply closed the door on the past. And now I was about to open that door. (p. 290)

Retrospect specifically becomes a vital motif in Reckoning as Szubanski uses her memoir to ‘join up the dots of [her]self’ and gain perspective on her father’s ‘unresolved and unexamined feelings’. Through her adult perspective, she reflects on her early doubts as she is finally able to appreciate and understand her heritage, reading ‘ Dni Powstania ’ and ‘Exodus’ on the Poles’ shame. Although Magda and Zbigniew ‘[pull] in opposite directions’ for most of her life, only by becoming the ‘collector of [Zbigniew’s]…stories’ and taping his ‘confession’ are the two brought to some level of understanding. Magda is finally able to ‘ rozumiesz ’ (to understand) that her father had ‘never helped the Nazis’, and on some level, ‘feel the feelings [her] father could not allow himself’. Perhaps more importantly, Zbigniew is able to share the paradoxical nature of his guilt - ‘what he had done in the name of good’ - feeling neither ‘ashamed’ nor ‘proud’ of his past. His reflection through the outlook of a ‘half old, half young’ version of himself mirrors Magda’s own introspection - in this sense, the ways in which Magda and Zbigniew are resolving (or at least learning to accept) trauma are ‘repeat[ing like]…history’ in their family. 

I was never told anything much about Luke. But my mother’s eyes—beneath the humour—were haunted by a deep, fretting sadness. Behind the querulous hypervigilance, the nitpicking, the irritability, there cowered a terrified child. A child full of panicky uncertainty about everything. I wanted to reach back and grab her hand and pull her through time and…what? I wanted to hug my mother when she was a child, to tell her everything was all right. (p. 336)

Szubanski observes how generations of poverty and war have shaped her mother’s ‘flinty’, unyielding determination to ‘just…get on with it’ and move on from adversity. Her ‘deep, fretting sadness’ hidden ‘beneath [her] humour’ is compassion and grief for her father, Luke, who ‘woke every night screaming’ after the war. This resonates strongly with Magda because her own father’s war experience mirrors Luke’s. The two families (Magda’s family, and her mother’s family) are forced to ‘[walk] on eggshells for fear of detonating [them]’. 

However, Magda is able to understand that her mother’s capricious tendency to ‘cling like a python then turn and snap like a crocodile’ is a product of her trauma, which allows Magda to understand Margaret’s character on a more intimate and genuine level. Magda, as a neglected and ‘terrified child’ with ‘panicky uncertainty’ herself, empathising with Margaret’s own troubled childhood allows Magda to offer her mother the comfort and support she craved when struggling alone beneath Zbigniew’s ‘exacting…standards’. Through this, Szubanski seems to suggest that although the legacy of trauma is an ongoing and deeply complex process, ‘reach[ing] back’ to process unresolved traumas together becomes a precious and vital way to ‘salvage’ bruised relationships. 

There is no question of skipping this meal; on the contrary, for ten evenings the three of them are strangely hungry, eager to taste the blandness on their plates. It is the one thing that structures their days: the sound of the food being warmed in the microwave, three plates lowered from the cupboard, three glasses filled. The rest of it—the calls, the flowers that are everywhere, the visitors, the hours they spend sitting together in the living room unable to say a word, mean nothing. Without articulating it to one another, they draw comfort from the fact that it is the only time in the day that they are alone, isolated, as a family; even if there are visitors lingering in the house, only the three of them partake of this meal. And only for its duration is their grief slightly abated, the enforced absence of certain foods on their plates conjuring his father's presence somehow. (pp. 180-181)

Even in death, Ashoke’s spirit is able to heal his fractured, grief-ridden family - truly and ultimately ‘transcend[ing] grief’, fulfilling the destiny his name’s meaning set out for him. Surrounded by meaningless condolences and forced sympathy - the ‘calls’, the ‘flowers’ and the ‘visitors’ - the Ganguli family is left ‘unable to say a word’ or process their loss in a safe and judgement-free space. The ‘mourner’s diet’ that sustains them, even in all its ‘blandness’, is able to ‘slightly [abate]’ their grief; it ‘conjur[es Ashoke’s] presence’ and unites the ‘isolated’ Gangulis ‘as a family’. Ironically, these cultural traditions that young Gogol so adamantly refused become the ‘only thing that seems to make sense’. Preserving and honouring Ashoke’s memory, this forsaken custom becomes an unanticipated lifeline for a family torn apart by cultural expectations, irreconcilable differences and shared tragedy. 

"Try to remember it always," he said once Gogol had reached him, leading him slowly back across the breakwater, to where his mother and Sonia stood waiting. "Remember that you and I made this journey, that we went together to a place where there was nowhere left to go." (p. 187)

Unlike Magda and Zbigniew who are able to reconnect in life, Gogol’s own poignant flashbacks with his father are cherished only after his death. However, it is only with this hindsight that Gogol is truly able to appreciate these initially resented, perhaps forgotten, moments as meaningful connections to his family. Gogol’s relationship with his father is tragically underpinned by a lifetime of misinterpretations and misunderstood trauma, the two unable to understand each other’s disparate outlooks on life and culture. However, when they visit Cape Cod both Gogol and Ashoke are, if only momentarily, pioneers. They are exposed to the world, just as Ashoke had been when he migrated to America; the two travelling ‘together to a place where there was nowhere left to go’. 

Gogol indeed grapples with a desire for stability and meaning throughout his entire life, bewildered by the ‘unintended’ series of ‘defining and distressing’ events. However, family indeed becomes the source of true security for Gogol. ‘Remember[ing]…always’, he preserves the memory of his father, and resistant to time and change, it remains a comforting constant amidst the ‘randomness’ that characterises and complicates his family’s life.

• What Is The Creative Response?
• What Are You Expected To Cover? (Creative Writing Criteria)
• Literary Elements (Characterisation, Themes, Language, Symbolism, Imagery)
• LSG's unique REPLICATE and IMAGINE strategy
• Sample A+ Creative Response
• Writing The Written Explanation
• Resources To Help You Prepare For Your Creative Response

1. What Is The Creative Response?

The Creative Response, which forms part of the ‘Reading and creating texts’ component of the study design, is part of the 1st Area of Study (AoS 1) - meaning that the majority of students will tackle the Creative Response in Term 1. Unlike the analytical text response, in the Creative Response you will be asked to write your own imaginative piece in response to a selected text. 

You are expected to read and understand the selected text, analyse its key features, and write a creative piece which demonstrates your comprehension of the text.

2. What Are You Expected To Cover? (Creative Writing Criteria)

The creative writing task assesses your ability to combine features of an existing text with your own original ideas. The key intention here is to demonstrate your understanding of the world of the text. You can achieve this by exploring and applying selected elements from the text, such as context, themes, literary devices like symbols, and/or characters. You should also consider the values embedded within the text - this includes explicit values (which can be seen on the surface of the text) and implied values (values we uncover through analysis of the text’s deeper meaning). Try to reflect these values within your writing. 

Your piece will be a creative response, after all, so you should apply the conventions of this style of writing. Firstly, your creative should follow the structure of a beginning, middle, and end. We can also think of this as rising tension, climax, and resolution. Secondly, you should develop an authentic use of language, voice and style to make your writing more engaging and sophisticated. Thirdly, you can use literary devices to build meaning and depth within your piece. As always, your writing should be consistent with the rules of spelling, punctuation, and syntax (that is, written expression) in Standard Australian English.

Part of this assessment is the Written Explanation, which is a chance for you to explain and justify your creative writing choices. Within the Written Explanation, you should reflect on your writing process and analyse your own work. The primary goal here is to explain the links you’ve made to the original text, by considering features like purpose, context, and language. 

Ultimately, to put it simply, you are expected to understand the selected text and demonstrate this in your creative piece. If you're looking to quickly increase your creative skills, watch our incredibly popular video below:

3. Literary Elements (Characterisation, Themes, Language, Symbolism, Imagery)

Literary elements are different parts of the creative writing equation that ensure your piece is consistent with the expected features of this type of writing. When selecting which literary elements to include in your piece, remember to consider the original text and ensure that your work, while creative, also demonstrates your ability to replicate some of its elements.

Characterisation

As we know, characters are fictionalised people within the world of a creative text. Almost an entire century ago, the English writer E. M. Forster famously introduced the concept of flat and round characters in his 1927 book, ‘Aspects of the Novel’. According to Forster, flat characters can be defined by a single characteristic; in other words, they are two-dimensional. For example, the characters of The Simpsons could arguably all be defined as flat characters; Homer is characterised as a slob, Flanders is defined by his Christian faith, Lisa is stereotyped as the ‘teacher’s pet’, and Bart is portrayed as rebellious. We can define all of these characters as flat because they are labelled to the audience in these two-dimensional ways.

In contrast to this, round characters have multiple characteristics, which brings them closer to seeming like real, human figures. The personality of these characters extends beyond a single attribute. In Harry Potter , Harry himself is a round character because of how much we learn about him over the course of the series. For example, we find out about Harry’s difficult childhood, his personal challenges, his love interests, and we see his personality grow from book to book. 

Whether the characters of your creative are flat or round will depend on their involvement within, and importance to, the storyline of your piece. Generally speaking, however, you should aim for the central character(s) to be round, while any minor characters are likely to be flat. Developing round major characters will ensure that they are realistic and believable. In turn, you’ll be able to better demonstrate your imaginative skills and understanding of the text through these characters. 

Themes are the key ideas and issues that are relevant to the storyline of a fictional text. We can identify themes by labelling the main areas of meaning within a text and thinking about the messages that emerge throughout the text. To build your understanding of themes within a particular text and to evaluate the themes of your own creative, consider the following questions:

• What is the text really about, beyond superficial elements like plot and character?
• What is the text saying to its reader?
• What are the core idea(s) or issue(s) within the text?
• What idea(s) or issue(s) do the message(s) of the text correspond with?

To return to our example of The Simpsons , we could say that the themes within this sitcom include love and family, neighbourliness, and social class. From episode to episode, The Simpsons comments on these different issues. For example, Marge and Homer’s relationship, with its domestic setting and marital ups and downs, is a core aspect of the Simpsons household. Likewise, family is a major component of not only the Simpsons themselves, but also the broader Springfield community. The interactions between parents and children is evident on Evergreen Terrace with the Simpsons and the Flanders families, as well as in other settings such as Springfield Elementary School (where even an adult Principal Skinner is seen through his relationship with his elderly mother). These broad areas can be identified as the key thematic concerns of the series because each episode centres around these ideas.

Language refers to the way in which a piece of writing is expressed. We can define this as the ‘style’, or ‘tone’, of a text. The words and phrasing chosen by a writer determine how ideas are communicated. Effective language will be appropriate for the world of the text and contribute to the narrative in a meaningful way. There are a number of ways in which a piece of writing can be articulated and you should consider the nature of your piece and the language of the original text when deciding what type of language is most appropriate for your creative.

Dialogue, on the other hand, is an exchange of conversation between characters. Dialogue is often used to provide context to a text, develop its storyline, or offer direct insight into a character’s thoughts, feelings and personality. ‍

A symbol can be defined as a thing that represents something else. Symbols are typically material objects that hold abstract meaning. For example, in Harry Potter , Harry’s scar is a symbol of his difficult childhood. Because Harry’s scar causes him pain in Voldemort’s presence, it can also be said that the scar is symbolic of the connection forged between Harry and Voldemort when his attempt to kill Harry failed. As this example suggests, symbols are often associated with the text’s themes - in this case, Harry’s scar relates to the themes of childhood and death. 

The key with symbolism is to connect a particular theme or idea to a physical object. For example, the theme of grief could be portrayed through a photo of someone who has died. Likewise, the theme of change might be represented by a ticking clock, while a character’s clothing could be a symbol of their wealth or status.

For more literary elements, also known as metalanguage, check out our lists:

Part 1 – Metalanguage Word Bank For Books

Part 2 – Metalanguage Word Bank For Films With Examples

And if that's not enough, you'll also want to check out our How To Write A Killer Creative Study Guide where we unpack these elements in more detail AND analyse imagery, foreshadowing, flash-backs and flash-forwards! 

4. LSG's unique REPLICATE and IMAGINE Strategy

If we think about the criteria of creative writing, we’ll see that much of this task involves demonstrating your understanding of the text. For this reason, being able to replicate the world of the text will enable you to showcase your understanding and, in turn, to meet the criteria your teacher will be looking for. Let’s consider how you can strengthen your creative by taking the time to understand the text on a meaningful level and reflect this within your writing.

Step 1: Read

Writing a strong creative piece begins with reading. Reading the text (or watching, in the case of a film) is essential to developing an informed creative response. The more closely you read, the more confidently you’ll be able to engage with the important ideas and textual elements necessary to take your creative from good to great. 

While reading the text for the first time, focus on developing your understanding and clarifying any uncertainty. I would recommend taking the time to read a plot summary before beginning on the text - this will allow you to go in with a reasonable idea of what to expect, and also provide a security net to minimise your likelihood of misunderstanding the plot. 

While reading the text once is sufficient, you will benefit from reading it twice. A second reading enables you to take the time to annotate key sections of the text and to further your initial understanding. If you choose to read the text a second time, pay extra attention to the themes and inner-workings of the text. This means reading between the lines and starting to form an analytical understanding of what the text is about, beyond surface ideas like plot and character. 

Annotating the text (or note-taking, in the case of a film) is an important aspect of any academic reading. The key intention is to ensure your annotation approach is as convenient and accessible as possible. To achieve this, I suggest listing the key themes, allocating a different coloured highlighter to each, and colour-coding sections of the text which you think relate to each specific theme. This will give your annotating process more direction compared to the common approach of simply leaving notes in the margin, which may be time-consuming to read over later. 

I would also recommend making the most of coloured tabs - these enable you to immediately see the key sections of the text, rather than flicking through aimlessly. If you can colour-code these tabs according to the same key as your highlighters, you’ll be able to instantly spot which sections correspond with which theme (and trust me, this will come in handy if you decide to replicate these themes in your own creative).

Aside from annotating the text itself, try to ensure that the notes you write are concise - not only will this save you time, but it’ll mean you focus on condensing the key information. In turn, you’ll have less material to sift through later on, giving you the ability to jump straight into planning and drafting your own piece. This video, How to effectively annotate your books for school! and this blog post, How to effectively annotate your texts in VCE will provide you with more helpful strategies to get the most out of annotating. ‍

Step 2: Understand the World of the Text

‍ Regardless of how many times you read the text, your understanding will be strengthened by seeking out resources to help you think about the text on a deeper level. A good starting point for this is to have a look for LSG blog posts and videos that are about your specific text.

Watching or reading interviews with the author of the text is a fantastic way to hear directly about their intention in writing the text - after all, they are the single most authoritative source on the text. The goal here is to understand the author’s intent (something we’ll expand on in Chapter 8: Strengthening Your Creative ) so that you can reflect this within your own writing. Focus on how the author explains certain aspects of their text, as well as any points they make about its context and background. 

Additionally, peer discussions and asking questions in class will help you to further develop your understanding of the text and clarify any uncertainty. Seeing the text from another’s perspective will develop your knowledge beyond a superficial understanding of the text and introduce ideas you may not have otherwise considered.

Remember to take notes as you go - these will be useful to reflect on later. ‍

Step 3: Implement Your Understanding ‍

Okay, so you’ve taken the time to read and annotate the text, and you’ve sought out external resources to further develop your comprehension. Now we want to apply this understanding within a creative context. Reflect on what you know about the text. Think closely: What have you learnt about its context, characters, and themes? What elements of the text stand out? The goal here is to draw inspiration from the text and begin to think about which aspects of the text you might like to replicate within your creative piece. Begin to put together a shortlist to keep track of your ideas. The aim here is to develop a picture of the parts of the text you might decide to replicate in your own writing. 

Although understanding and replicating the text is important, if we were to only do this, your piece wouldn’t have much creative flair or originality. Here, we’ve taught you the ‘ Replicate ’ component of this strategy . If you’d like additional information about how to elevate this to an A+ standard AND a comprehensive explanation of the ‘ Imagine ’ component, check out our How to Write A Killer Creative study guide ! ‍

5. Sample A+ Creative Response

Here's a sample excerpt from a creative piece written by Taylah Russell, LSG tutor and 47 study scorer, in response to the short story 'Waiting' in Cate Kennedy's anthology, Like a House on Fire :

"The clinician presses forcefully into my lower abdomen, refusing to stop and accept my reality. The poor thing, deprived of such hopelessness as I, seems to honestly believe that the longer he agonises over finding something, the more likely it is that some form of life will appear. That those horoscopes in those grimy magazines, written by journalists who’ve probably been fired from their former reputable jobs, may actually hold some validity. I place my hands over my eyes, tentatively pressing against my eyelids, turning my surroundings a dark black and blocking the stream of water that has readied itself to spill when the time comes, when that young boy finally gives up and realises that his degree holds no value in providing me with happiness."

As we can see in this paragraph, the writer is replicating certain themes from the original text, such as grief. Additionally, this piece is written from the perspective of the original protagonist, which means that its characters and context are also directly inspired by Kennedy. Ultimately, by carrying across these text elements of theme, character, and context, the writer is able to clearly demonstrate an extensive knowledge of the text , while also showcasing their creativity. To see more of this creative piece as well as another A+ example, check out the How to Write A Killer Creative study guide !

6. Writing The Written Explanation ‍

For a detailed overview of the Written Explanation, check out our Written Explanation Explained blog post. ‍

7. Resources To Help You Prepare For Your Creative Response

Youtube videos ‍.

We create general creative writing videos where I explain the method behind this task: ‍

We also create videos that outline ways you can set yourself apart in this assessment:

‍ ‍ Check out our entire YouTube channel (and don't forget to subscribe for regular new videos!). ‍

Blog Posts ‍

Our awesome team of English high-achievers have written a number of blog posts about creative writing to help you elevate the standard of your work! ‍

5-Step Recipe for Creative Writing   ‍

How to achieve A+ in creative writing (Reading and Creating) ‍

"Creative Response to Text" Ideas ‍

Written Explanation - Explained ‍

Reading My 10/10 Marked CREATIVE GAT essay ‍

VCE Creative Response to Runaway by Alice Munro

Study Guide ‍

And if that isn't enough, I'd highly recommend our How To Write A Killer Creative study guide .

In this study guide, we teach you the unique REPLICATE and IMAGINE strategy, a straightforward and methodical approach to creative writing. The study guide also covers our step-by-step method to guide you through every phase of creative writing (no more not knowing where to start!) AND includes excerpts from multiple A+ creative pieces. Find out more and download a free preview here . 

We've curated essay prompts based off our The Golden Age Study Guide which explores themes, characters, and quotes.

Before getting started on your own essay writing using our essay topics, feel free to watch the video below where Lisa brainstorms and breaks down the topic:

"The Golden Age is primarily a tragic tale of isolation. Discuss"

If you're looking for more support, including a sample The Golden Age essay, Vindhya (English study score of 46) offers her take on how to write an essay in Dissecting an A+ Essay .

LSG-curated The Golden Age essay topics

1.     “Being close made them stronger.” In The Golden Age , adversities are tempered by camaraderie. Do you agree?

2.     Despite the grim context, The Golden Age highlights and celebrates the potential of life. Discuss.

3.     Memories of past successes and failures have significant lingering effects on characters in The Golden Age . Is this an accurate assessment?

4.     “[I would be] a fox, following a Palomino.” How do animals such as these contribute symbolically to The Golden Age ?

5.     It is largely loneliness which defines the struggles of the children in The Golden Age . Discuss.

6.     In what ways is The Golden Age a novel of displacement?

7.     Fear of the unknown is something which permeates The Golden Age . Is this true?

8.     What is the role of family in Joan London’s The Golden Age ?

9.     Isolation in The Golden Age exists in many oppressive forms. Discuss.

10.  Throughout The Golden Age , London draws attention to beauty rather than to suffering. Discuss.

11.  In spite of their youth, it is the children of The Golden Age who understand best what it means to be an individual in the world. Do you agree?

12.  How do characters from The Golden Age learn, grow and mature as the novel takes its course?

13.  Due to the range of different onset stories, each of the children and their families in The Golden Age face a different struggle with their identity. Discuss.

14.  “Home. She hadn’t called Hungary that for years.” In spite of all their struggle, the Golds never truly feel any sense of belonging in Australia. To what extent do you agree?

15.  Explore the factors which drive Joan London’s characters to persevere.

The Golden Age 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 Complete Maus by Art Spiegelman is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

• Introduction
• Analysing Techniques in Visual Texts

1. Introduction

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

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

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

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

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

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

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

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

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

Intergenerational Gap

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

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

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

3. Analysing Techniques in Visual Texts

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

Focus on the Depiction of Characters

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

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

Look at the Background in Each Panel

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

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

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

Size of Panels

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

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

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

When Lisa suggested that I blog about what teachers want in their students my immediate response was “Don’t we all want the same things!” We want our students to exhibit the insight and dedication that signals a top class learner. Additionally, it is obvious that teachers want students who are interested in the subject. Interested students make interesting lessons.

However, in my pondering on this question I have realised that for me students who are willing to engage with the text and commit to the task are always preferable.

Especially in English your teachers are looking for your willingness to explore your own ideas rather than rehash what others think. Your fresh perspective is welcome in a world where it’s all been said before… (and again!)

Another thing I like to find in a student is a unique style. There’s something sincere and credible about writing that speaks with its own distinct timbre, its individual structure and its authentic voice. This is the sort of writing that has you wanting to read on rather than doggedly plodding along to the end wishing that they had stuck to the lower word limit.

I can be a touch (*ahem*) pedantic and traditional in my views. I mean I love a page that is neatly written in a legible well-formed hand. There’s no chance of missing your meaning when your teacher can see what you’re saying. And something I instil in my students if they have not come to me already equipped with it is the ability to write on alternate lines only – I need a place to comment. You need a place to edit and this layout guards against sensory overload for your marker. Being willing to pay attention to apparently trivial details like this is the difference between a good student and a top student.

10 popular questions from VCE students answered by a VCE teacher

1. My teacher says I have problems with my expression. What can I do to fix this?

Lisa has already posted one of the best ways to fix your expression: that is to read it aloud. The natural rhythms of your expression will be clearer to you and you will find that your ‘mouth’ often makes corrections as you articulate your prose.

Another excellent way to find your voice is to read quality writing. Make it a habit to read a few pages every day. You can use the books on the VCE reading lists, you can go to your local library, find classics online and look at the opinion columns in the city newspapers. The more you read the better you will be at phrasing your ideas succinctly.

2. Teachers often say, “you need to develop your essay more”. What does this really mean?

This means that you look beyond what the topic statement or prompt demands that you address and explore what it invites you to consider.

Too many students are content to skim along the surface of the text. Take a deep breath and dive right into the depths of the ideas and points of views that are proposed in each text.

Formulate your own ideas and then develop them: explain and elaborate. Pick a thematic concern in one of your texts and follow its progress through the text; that way you will understand it with greater awareness of the author’s intentions.

3. In regards to Text Response, should students be ready to write on both their texts for the exam?

I would encourage students to be prepared for both texts. Apart from the extra analysis practice you get by preparing for both texts, you can never be 100% sure that you have adequately covered all options for the type of reading and responding topic you may face.

However, if you know your text intimately, if you have explored its nuances thoroughly and are so familiar with its narrative that it’s like your best friend then, yes, going into the exam with the plan of responding to one text will be possible.

4. Is it important to make my essay ‘sound’ good by using ‘sophisticated’ language?

One of the criteria for a successful response and a regularly commented upon aspect of a successful essay is your ability to show “strong language skills”.

Having a broad vocabulary base – a word bank – will enable you to express your ideas fluently and with eloquence. Additionally, used appropriately (no Malapropisms please like the student who wrote that “parents these days pamper to their children’s every desire”) some sophisticated words will add gloss to your piece. Think of BIG words as the seasoning of your essay – there to enhance, to titillate your reader to continue, not to overpower her. This is definitely a case where  “less is more”. A little advanced vocabulary adds depth and interest; too much and meaning is sacrificed to effect.

5. In regards to Writing in Context, which is the easiest form to score well in? (for example: short story, essay, poem, speech etc.)

Note: This question is no longer relevant to the current English study design.

No one form is easier than another – it depends on the strength of the individual student. Find your strengths and cater to them. Perhaps you are skilled at taking a stance and validating that position with reasoned and logical rhetoric. If so then you should consider a form of the persuasive genre. If you are an adept storyteller with a flair for creating believable characters then opt for a type of creative response.

The way to excel is more about your authenticity as a writer rather than the type of text you produce.  

6.In regards to Writing in Context, would it be best to stick to a conventional essay structure or write  in the form of a hybrid? (for example, merging creative with expository writing.)

This reminds me of how subjective the marking process can be. I’m not a fan of hybrids, although according to the assessors’ comments there have been some successful results by students who choose to take this approach.

I think the hybrid type of response is better suited to the practiced, confident and polished writers amongst you.

Again, your score won’t depend on the form in which you decide to write your piece but on the degree to which you satisfy the criteria.

7. How should I prepare for the exam?

You should prepare for the exam by reading and rereading, watching and watching again, thinking and challenging those thoughts. You should do this until you come to a point where you know the text so thoroughly that you are equipped with enough knowledge about the text to enable you to respond to any topic with finesse.

You should discuss the texts with your friends, your fellow students, your teachers and your tutors.

You should look at study guides and compare your ideas to those you find in the many guides available.

You should brainstorm topics and write some full-length essays under exam conditions.

8. During the exam, ideally which essays should be approached first, second and last, and why?

There’s no set way of doing the exam. Some students like to attack the part of the exam that they are most confident about first – that can save valuable time for the more challenging section. Do it the way that you feel more comfortable with.

Others find it more useful to do the hardest first and get it out of the way. One successful student I know wrote half of each essay in order and then went back and finished each. Only attempt this approach if you are super confident about your voice and your capability for each section.

9. How can I avoid ‘retelling the plot’?

Only tell the story when it is essential for explanation and elaboration. A great tip was passed on to me by a student who attends one of the bigger boys schools: to test if you are telling the story see how many of your sentences express an opinion – the key word here is opinion, obviously.

Assume that your teachers and markers know the text and use the events from your selected novels, plays or films to validate your ideas. You are required to make relevant textual reference in your discussion as a means of evidencing your thoughts, so you cannot omit all elements of the narrative – just be fussy about what you include.

10. How can I make my conclusions more interesting?

A conclusion should be just what its name implies – it should show the position that you have reached having explored the topic (question, statement, media text). One of the most tedious ways to conclude is the one in which you summarise what you have already written. Another no-no is the restatement of your introduction.

You should make your conclusion show what you have deduced after your exploration of the required task. It is appropriate and useful to comment on authorial message in the conclusion. Just this one amendment from the tired old approach will raise your score.

This guide was written by a past VCE teacher who wishes to remain anonymous. Thank you ‘VF’ for your expert advice!

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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).

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).

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.

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• Much Ado About Nothing

William Shakespeare

• Literature Notes
• Language and Literary Style of Much Ado About Nothing
• Play Summary
• About Much Ado About Nothing
• Character List
• Summary and Analysis
• Act I: Scene 1
• Act I: Scene 2
• Act I: Scene 3
• Act II: Scene 1
• Act II: Scene 2
• Act II: Scene 3
• Act III: Scene 1
• Act III: Scene 2
• Act III: Scene 3
• Act III: Scene 4
• Act III: Scene 5
• Act IV: Scene 1
• Act IV: Scene 2
• Act V: Scene 1
• Act V: Scene 2
• Act V: Scene 3
• Act V: Scene 4
• Character Analysis
• William Shakespeare Biography
• Critical Essays
• About Nothing""
• Introduction to the 1993 Film Much Ado About Nothing
• Essay Questions
• Cite this Literature Note

Critical Essays Language and Literary Style of Much Ado About Nothing

Introduction

It's remarkable to realize that Much Ado About Nothing was written four centuries ago in the England of Queen Elizabeth I. Across the Atlantic, the first English colony at Roanoke Island had disappeared several years earlier, and the first permanent English colony at Jamestown was still several years ahead. So, near the end of the fifteenth century, England itself was the English-speaking world. The language of the play is the Elizabethan English of its day. Shakespeare's frequent similes, metaphors, allusions, analogies, and other figures of speech are often based on ideas, events, and people familiar to most English playgoers of the time.

Shakespeare's gift for words and phrases and his skill at wordplay are extraordinary, one reason why he is still quoted more frequently than any other writer in the English language. Ironically, these qualities in a man of limited education have often given rise to the theories that Shakespeare did not write Shakespeare.

Elizabethan audiences were especially fond of certain kinds of humor, especially humor that played on words. In her 1993 book, The Friendly Shakespeare, Norrie Epstein identifies four types of Shakespearean humor:

Puns : The epitome of wordplay. A pun may be based on different meanings of the same word (as in "noting") or on different words pronounced the same ("whys" and "wise"; "Londonderry Air" and "London derriere"). An example from Act I, Scene 1:

Messenger: [speaking about Benedick to Beatrice] And a good soldier too, lady. Beatrice: And a good soldier to a lady, but what is he to a lord?

Many puns must be seen in writing to get the joke.

Running gags : An amusing or derogatory jest that recurs many times, usually with variations. For example, a frequent running gag in Shakespeare is of a cuckold : a man whose wife is unfaithful. The word refers to a cuckoo, a bird that lays its eggs in other birds' nests. The cuckold was said to grow horns on his head, invisible to him, obvious to everyone else. Thus, words and symbols suggesting cuckolding include horns, rams, and bulls. In Much Ado, the preoccupation with cuckolding begins early in Act I, Scene 1:

Don Pedro : . . . I think this is your daughter? Leonato : Her mother hath many times told me so. Benedick : Were you in doubt, sir, that you asked her? Leonato : Signor Benedick, no, for then you were a child.

This same scene includes three more indirect references by Benedick to cuckolding, suggesting that his attitude toward women and marriage is probably shaped by his preoccupation with being cuckolded.

Quibbles : Wordplays that squeeze as many meanings as possible out of one word or phrase. Pronunciation may be important, just as it is in puns. A conspicuous quibble in Much Ado is the banter between Don Pedro and Balthasar about notes and noting/nothing in Act II, Scene 3:

Don Pedro : . . . Do it in notes. Balthasar : Note this before my notes; There's not a note of mine that's worth the noting. Don Pedro : Why, these are very crotchets that he speaks. Note notes, forsooth, and nothing!

The use of "crotchets" here is another kind of wordplay within the larger quibble on notes and noting, since the word means quarter notes as well as whimsical ideas. Still another form of quibble is the exaggerated use of a metaphor. For example, when Beatrice learns that Benedick is the close companion to Claudio, she says:

Lord, he will hang upon him like a disease: he is sooner caught than the pestilence, and the taker runs presently mad. God help the noble Claudio, if he hath caught the Benedick. It will cost him a thousand pound ere a be cured.

Topical humor : This kind of humor is the most difficult to decipher without more information about typical knowledge and attitudes of the time. For example, in Act II, Scene 1, Benedick asks Don Pedro to find him a mission that will allow him to escape from Beatrice. In his suggestions he includes:

I will . . . bring you the length of Prester John's foot: fetch you a hair off the Great Cham's beard: do you embassage to the Pygmies.

We must rely on the editor's footnotes on Prester John, Great Cham, and the Pygmies to appreciate this humor fully. However, we understand the gist of it even without knowing what these refer to. On the other hand, some humor is easily missed without such historical information. For example, Beatrice's first line asks about "Signor Mountanto." Footnotes explain that "mountanto" is an upward thrust movement in fencing, which Elizabethan playgoers would understand as a kind of slang for either reaching upward socially beyond his level (social climbing) or sexually thrusting upward. Some actors today pronounce the word as "mount on to," making the sexual reference obvious to today's audiences.

It's not essential that today's playgoer understand the underlying references to every humorous remark because the actors can often make the humor clear from their manner of delivering the lines as well as from the context. The reader of the play, however, has the advantage of the footnotes for a richer understanding of Shakespeare's remarkable wordplay.

Structure and Repetition

Shakespeare also excels at other forms of wordplay. For example, Leonato comments on the good news of the messenger in Act I, Scene 1: "How much better is it to weep at joy, than to joy at weeping" — one of those quotable lines of Shakespearean philosophy. In Act II, Scene 3, Benedick has a marvelous monologue illustrating several structural variations of repeated words and phrases: his description of the change in Claudio around the repeated phrase "I have known when" and the symmetry of what he looks for in a woman: ". . . one woman is fair, yet I am well; another is wise, yet I am well; another virtuous, yet I am well" and "rich shall she be, that's certain: wise, or I'll none; virtuous, or I'll never cheapen her; fair, or I'll never look on her; mild, or come not near me; noble, or not I for an angel."

In Dogberry's outrage at being called "an ass" by Conrade, Dogberry has a monologue with wonderful repetitions. The sexton, who was recording the interrogation, has left, so Dogberry regrets, "Oh, that he were here to write me down an ass!" In the middle of his complaint, he raves, "remember that I am an ass, though it not be written down, yet forget not that I am an ass," and he ends with "oh that I had been writ down an ass!" And in his self-justification, he reminds everyone of his good qualities with simple symmetry and repetition of phrase:

I am a wise fellow, and which is more, an officer, and which is more, a householder, and which is more, as pretty a piece of flesh as any is in Messina, and one that knows the law, go to, and a rich fellow enough, go to, and a fellow that hath had losses, and one that hath two gowns, and everything handsome about him.

Verse and Prose

Many readers come to Shakespeare with the preconception that the plays are all written in verse, specifically in blank verse of iambic pentameter. In actuality, Shakespeare uses both prose and verse. Most of Much Ado is written in prose, and thus the segments in verse stand out on the printed page.

The first occurrence of verse is in the Act I, Scene 1, conversation between Claudio and Don Pedro, the first step of Claudio's wooing of Hero. The second use of verse is in Act II, Scene 1, when Claudio bemoans what he thinks is the loss of Hero to Don Pedro. Verse appears next in Act II, Scene 3, as Claudio, Don Pedro, and Balthasar prepare for the deception of Benedick, who is hiding in the arbor. Even in the denunciation scene at the church, Claudio is inclined to speak in verse, and the rest of the cast follows suit until Beatrice and Benedick are left alone. In all their exchanges, excepting the final one before they marry, Beatrice and Benedick speak in prose.

"Thee" and "You"

Another subtlety of Shakespeare's language is easily missed by today's listeners and readers. "You" is the polite form of the second person singular pronoun with strangers, for formal situations, and for general usage. "Thee" and its relatives ("thou," "thy," "thine") may be used between good friends or lovers, between a parent and child, and sometimes in a derogatory way.

In the play, the use of "thee" and "thou" comes more easily to the lips of some characters than to others. For example, in Act I, Scene 1, when Claudio and Benedick are alone together, Claudio readily slips into the familiar form, but Benedick does not. When Don Pedro joins them, he begins using the familiar form, but in speaking to Don Pedro, Claudio now uses the more formal "you" as a term of respect toward his superior officer. Benedick uses "you" for everyone. Only in his most loving words to Beatrice after the denunciation scene in the church and at the end of the play does Benedick slip into "thee" and "thine." Beatrice never succumbs to using the most personal form.

As expressed above, today's playgoer need not understand all the subtleties that characterize Shakespeare's rich language. The actors' performances should convey much of the intended meaning of a particular word or phrase. On the other hand, the reader who takes time to examine the explanatory notes and to reread lines will appreciate more the vitality of the characters and will experience more of the emotional impact of their words and actions in the play.

Previous William Shakespeare Biography

Next About Nothing""

“Much Ado About Nothing” by Shakespeare Essay

Introduction, works cited.

Much Ado About Nothing is a Shakespearean comedy written around 1598. The content of living joy, rich philosophy. The story’s main themes are masks, disguises, or games, while the characters explore self-awareness, honesty, and respect in relationships.

The character Benedict raises the theme of the cuckold in the tension of the whole play. At the beginning of the play, Benedict appears as an aristocratic soldier, witty and intelligent. Benedik’s unusual self-portrait about his relationships with women is readily amenable to psychoanalytic reading. Moving nonstop from conception to upbringing and cuckolds, he merges his relationship with his mother and wife into one, destroying past and future, memories and fears. He said: “ 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” (Shakespeare, p. 153). What seems to unite all these stages of a man’s life is the humiliating dependence on a woman, starting with the support of the infant on the maternal woman in terms of energy and upbringing (Fonagy, p. 45). However, this early dependence, instead of being outgrown, is considered a forerunner of later sexual humiliations of an adult man.

In psychoanalytic concepts of male suppression, the absence of the mother’s phallus is an alarming image for the child — an image of his fear of castration and subordination to another man (Barry, p. 102). Nevertheless, for Benedict, a returning soldier, this fear of women seems not so much general as personal: the horns of the cuckold, which he imagines as his future headdress, are precisely the horns of a defeated soldier who lost his horn because of another soldier (Barry, p. 111). However, in the drama of that period, there is a noticeable discrepancy between the frequency of jokes and the rarity of adultery. There are far more falsely accused wives than guilty ones.

Thus, this discrepancy between natural guilt and fear of betrayal suggests that we should focus not so much on the infidelity itself but on the natural source of patriarchal anxiety, which was the patriarchy’s inevitable dependence on an inability to verify the virtue of wives and mothers.

Barry, Peter. “Psychoanalytic Criticism.” Beginning Theory (fourth edition) . Manchester University Press, 2020, pp. 97-122.

Fonagy, Peter, et al. “Reconciling Psychoanalytic Ideas with Attachment Theory.” Guilford Press, 2018.

Shakespeare, William. “Much Ado About Nothing.” One-Hour Shakespeare . Routledge, 2019, pp. 147-206.

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• Much Ado About Nothing

Background of the Play

Much Ado About Nothing is a comedy of manners, authored by William Shakespeare, the most the most famous playwright of all times. It was first performed in 1598. Though it is a comedy that features some slapstick scenes and surface gaiety, still it has serious and profound implications.

It very well dramatizes the human psychology and the follies that human beings commit. It is one of the most celebrated comedies of manners. In the title used of the archaic word, ‘nothing’ signifies today’s counterpart ‘noting’, which elucidates the play’s purpose. This word also carries connotations of hearing or eavesdropping. 

This play has enjoyed popularity since Shakespeare’s day and has attracted the audience throughout since then. Scholarly researches show that it was influenced by Ariosto’s Orlando Furioso (1516), which is considered as its principal source. Another source that the author utilized was Matteo Bandello’s  La Prima Parte de la Novela (1554). If its language is considered, it’s one of the simplest and easily comprehensible Shakespearean plays which can be read by a modern reader. To this inference, Dogberry is an exception, whose language was not understandable even then. 

An interesting fact about this play is an entry in an official register which prevents this play from being published. This order is interpreted differently by scholarly critics. Some believe that it was done to protect it from piracy; others are of the view that it was done under puritan pressure. Its survival and attraction of the audience affirm the fact that its value can’t be demeaned by time or restrictions.

The reason behind Shakespeare’s success is his understanding of human psychology, which makes his works immortal. Like other comedies of Shakespeare in this play, there are mistaken identities, the war of genders, wrongly comprehended communications, eavesdropping, and tangled plots. Male rivalries is another recurring motif in Shakespeare and are successfully employed in this play. Like other comedies, it ends happily in the untangling and marriage of couples.

Much Ado About Nothing Summary

Much Ado is a five-act play. In the first and second acts, there are three scenes each. While the third act includes five scenes. The fourth act is the shortest, where there are only two scenes. The last act is concluded in the fourth scene. A scene-wise summary is given as follows.

Act I Summary

The first scene in the opening act opens at Messina’s governor Leonato’s house. He is with his daughter Hero and niece Beatrice. A messenger brings news that his old friend Don Pedro, Prince of Aragon is about to arrive.

Pedro has fought a war with his half-brother Don John. He is accompanied by a young lord from Florence, Claudio, Benedick of Padua and other attendants. Beatrice asks the messenger about Benedick, apparently contemptuously, and mocks the news regarding him. Hero stays silent throughout the scene, except for one dialogue.

A little while later, Don Pedro and his company arrive. They are followed by Don John, Prince’s rival brother. When they arrive, they are greeted by the governor. Benedick and Beatrice engage in a war of words, mercilessly barbing each other. Claudio confesses his love for Hero to Benedick when they are alone. Don Pedro comes to know about it and tells him that he would talk to her father and Hero about it.

Antonio’s servant overhears Benedick and Claudio talking. He misunderstands their conversation and reports Antonio wrong information. He tells his brother, Leonato, all that he has come to know. He tells him that Don Pedro is in love with Hero and will approach her and Leonato in the evening. Leonato asks him to tell this to Hero, or he will ask her to prepare for what is to come.

Borachio, Don John’s companion enters and tells him that he has overheard the conversation between Don Pedro and Claudio. He tells him that Pedro would woo Hero for himself, and if succeeded will give her to Claudio. John is already not on good terms with his brother. He decides to wreak havoc on him by plotting a conspiracy against him. He plans this all with Conrade and Borachio to avenge his humiliation caused by Claudio.

Act II Summary

Leonato has arranged a supper for his guests. He consults Hero to listen to what Pedro tells her carefully. Masks create confusion. Though the characters meet and talk to each other, they can’t recognize each other. Beatrice enters the banquet area. She ends up with Benedick, and they dance with each other. She couldn’t recognize him and tells him that Benedick is a fool. He is offended but doesn’t unmask himself and disclose his identity.

Meanwhile, Pedro approaches Hero and both of them talking leave the scene. Don John at seeing all this, reports it to Claudio. He tells him that Pedro is in love with Hero and he has confessed it to him. Hearing this infuriates Claudio, but he doesn’t express it. Beatrice finds and brings him to Pedro, who tells him that Hero and her father have agreed to the marriage. He is happy with this news and forgets what Don John has told him. Pedro, after this, tries to woo Beatrice, but she refuses to accept it because she is in a lower rank than him. Pedro asks Leonato and Hero to help him join Beatrice and Benedick.

Don John is anxious because his first plot has failed, and Pedro is reconciled with Claudio. Borachio tells him that he has a better plan which can disrupt their peace. He has an affair with Margret who is one of Hero’s attending ladies. He will conspire with Margaret to assure Pedro and Claudio that Hero is unfaithful. For this purpose, he and Margaret will embrace each other in the window, while John will bring Pedro and Claudio. This will work effectively, and Claudio will lose his faith in Hero.

Benedick thinks that Claudio has changed since he has won Hero. He muses over this fact sadly when he sees Pedro, Leonato and Claudio coming. He tries to hide because he can’t stand Claudio’s talk about love. But it’s of no use now because they have seen him. He hides, and they come. He says aside that he will never have anything to do with marriage. As they have seen him, they ask the troubadour to sing a love song. This annoys him, and he asserts his displeasure in an aside. Now, Pedro, Claudio and Leonato start to discuss Beatrice’s love for Benedick. Initially, he doesn’t believe it. But then he is flattered and starts believing it, falling to the trap. They leave and send Beatrice to ask him to join them at dinner.

Act III Summary

Benedick has changed, and for this time he doesn’t argue and exchange barbs with Beatrice. He has decided that he will love her, regardless of her negligent behavior. Now Hero, plots with her attendants, Ursula and Margaret, to trick Beatrice. Margret goes and tells Beatrice that Hero and Ursula are talking about Benedick’s love for her and asks her to eavesdrop on them. When she hides, Hero speaks of Benedick’s love. She tells Ursula that Pedro and Claudio have told her about it. But Benedick can’t express it to Beatrice because she will blow it in ridicule and disdain. They discuss his good qualities, and she is flattered. She decides to requite his love and be kind to him.

Don Pedro announces that he will leave after Claudio and Hero’s marriage, and will take Benedick along with him.  Benedick has changed much, and when asked, he says he has a toothache. He now focuses on his appearance. His face is shaved, wears perfume, and his hair is tidy. His friends start to tease him, and he is tired of their treatment.

Don John comes and tells Pedro, Claudio that he has come to know that Hero is unfaithful. They can’t believe it. John says he can prove it if they can join him in the evening at her window.

Dogberry, the constable, appears and orders his watchmen to be careful. He gives them nonsense orders, none of which is comprehensible. He leaves two watchmen at Leonato’s house. He tells them to be careful because a ‘big marriage’ is to take place there.

The watchmen guard the door, there Borachio and Conrade are seen. They aren’t aware of guards but are in eavesdropping distance of the guards. They discuss how they planned to deceive Pedro and Claudio regarding Hero and how it was a success. They even refer to Don John’s reward for this successful plot and sabotage of Claudio’s relationship. The guards overhear them and arrest them.

It’s Hero’s wedding day. Hero, Ursula and Margret prepare themselves.  Margret tries to criticize Hero’s dress, but she scolds her. They tease Beatrice by telling her about Benedick, and she responds by saying that she is not feeling well. Ursula comes and tells Hero that men are waiting to take her to church.

Dogberry and his deputy Verges stop Leonato, who is on the way to attend the wedding. Dogberry tells him that they have arrested two scoundrels, and Leonato asks about their crime. Dogberry is not clear about it and speaks nonsense. An attendant comes and asks Leonato to join others in the church. Leonato asks Dogberry to record their statements and the accusations against them.

Act IV Summary

Claudio and Hero appear in Church where Leonato asks Friar Francis to marry them. When Claudio is asked for his consent to be wed to Hero, he responds negative. This shocks all and Leonato thinks that he is joking and asks the question differently. Hero is asked the same question, and she replies in affirmative.

Next, the friar asks about impediments that if there is any reason that they shouldn’t be married to each other. Claudio asks Hero the same question. Leonato is nervous and tries to make the ceremony move smoothly but Claudio bursts. He uses different names for Hero. He calls her a rotten orange, wanton and many other names. Leonato asks Don Pedro for help, but he instead joins Claudio in condemnations. Claudio furiously asks Hero, that who was it with whom she was in her room, the night before the wedding ceremony. 

She denies any such accusation and faints, while Claudio and Pedro leave in anger. Leonato believes all the allegations and swears that if Hero didn’t die of shame, he would kill her with his own hands.

All leave, except Beatrice and Benedick. He confesses his love for her and she responds that she will accept it if he kills Claudio. He refuses to do so, and she exclaims that if she were a man, she would have avenged it. In the end, he agrees that he will kill Claudio for her.

In this brief scene, Dogberry and his men are shown investigating Conrade and Borachio before town sexton. Dogberry is still not clear and bumbles, while Seacoal, the watchman relates the whole incident to the sexton, which is confirmed through a confession. Don John has fled, and the accused are told that Hero has died. Dogberry and his men are told by the sexton to bring the accused to Leonato’s court. In the end, Conrade tries to insult Dogberry by calling him an ass, which infuriates him and is offended.

Act V Summary

Leonato is sitting in his house, grieving slanders on her daughter and her death.  Antonio tries to console, but Leonato responds by saying that it can’t be understood by those who are not experiencing it. When Pedro and Claudio are about to leave, Leonato sees them and challenges Claudio to a duel for slandering his daughter. Then Benedick challenges Claudio to a duel because he is responsible for the death of an innocent person, Hero. He tells Pedro that he will no longer accompany him, while repeats that challenge to Claudio. He tells them that Don John has run away.

Dogberry and Verges appear with prisoners and watchmen. Borachio and Conrade confess their crime and tell them that all this was planned by Don John, while they executed it. Pedro and Claudio at hearing this seek pardon from Leonato for the wrong they have committed to Hero. Leonato responds that he will forgive them if Claudio announces an apology and speaks of Hero’s innocence going throughout the city. Along with that, he asks him to write a poem for Hero and sing it at her grave. Claudio accedes to his demands, and Leonato responds that he will get his niece wed to him, who is a mirror image of Hero.

Benedick is seen trying to write poetry, but in the end, he admits that he can’t do it. Margaret comes, with whom he exchanges comments carrying sexual connotations. When she leaves, Beatrice comes, and they flirt with each other. They sit and talk with each other, Ursula comes and informs Beatrice about the plot that Don John had devised and its discovery.

Claudio and Pedro sit at Hero’s tomb. A poem is read regarding her innocence, and a song of mourning follows. Claudio promises at the tomb that he will visit it each year. Then they leave for the villa where preparations are made for his marriage to Leonato’s niece.

In the final scene, friar appears to affirm Hero’s innocence. Leonato forgives Pedro and Claudio for their mistake. He asks Hero, Beatrice, Ursula and Margaret to prepare themselves and come backmasked. Claudio and Pedro come to Leonato’s home and affirms to marry his daughter. The veiled ladies come, and when one lifts her mask, Claudio is amazed, it’s Hero. He expresses his love for her.

Now Benedick asks which of the veiled ladies is Beatrice and expresses his love for her. But she responds coldly by saying that she only loves him as a friend. This annoys him and returns the response rudely. At this, poems, which both of them tried to write for each other, are produced. Ultimately, they accept each other’s love and agree to get married to each other.

A messenger arrives bringing news of Don John’s arrest. Benedick interrupts and says that he should be kept until the next day and he will invent a punishment for him.

Much Ado About Nothing Characters Analysis

Antonio is governor Leonato’s brother. We come to know about him in the first act when his servant eavesdrops on Pedro and Claudio. He doesn’t play a prominent role in the play except when Leonato confronts Pedro and Claudio at the wedding scene.  He tells his brother that he will support him whatever step he takes, showing him as a type character. After the pretended death of Hero, Leonato tells Claudio that Antonio has a daughter whom he will marry. Thus there are two or three instances when he is given a role or discussed.

Balthasar is an attendant to Leonato and is a troubadour. He writes and sings poetry to entertain him. His role is not of much consequence except when he parts with Leonato, Claudio, and Pedro to trick Benedick in Act II, Scene III.

Beatrice is Leonato’s niece and Hero’s cousin. She is a beautiful and intelligent woman who engages in barbs with Benedick. Though she refuses to believe in love, she accepts Benedick’s love and agrees to get married. She is a strong-willed person who never backs off.

In comparison to Hero’s naivete, she is an experienced and cunning person. She is a confident woman, who fights till the end until Benedick is on knees. She is a careless woman not having any regard for decorum. An instance of it is her remarks regarding Benedick before the messenger. She has strong feelings, but she doesn’t express, unlike Hero. She tests Benedick’s love and asks him to prove it by killing Claudio, who has slandered her cousin. In the last scene, she doesn’t give in until Benedick has confessed his love publicly.

Benedick of Padua

Benedick of Padua is Pedro’s companion and a young lord. He is a witty, brisk person who engages with Beatrice in disdainful comments. He expresses his contempt for marriage in the first scenes but evolves fastly. He is tricked into Beatrice’s love. After being trapped successfully, he is dragged into an affair like a schoolboy with Beatrice. He believes in friendship and is saddened by his abrupt break of relations with Claudio. He is a brave person who challenges Claudio for slandering Hero. He is a naïve person and is easily trapped by romantic talk. He can’t hide his feelings and is easily known to others. In the end, he marries Beatrice.

Borachio and Conrade

Borachio and Conrade are Don John’s companions and plot against Hero to defame her. Borachio has an affair with Margaret and uses it to carry out his plan. The watchmen overhear Conrade and Borachio’s talk, and thus their plan is intercepted. Both of them are arrested at the end for collaborating with Don John.

Count Claudio

Count Claudio is one of the major protagonists of the play and is Pedro’s companion. He is a brave young man and falls in love with Hero. He has valiantly fought against Don John and has helped defeat him. He is a foil for Benedick. He shows conventionality, immaturity, and compliant behavior.

He falls in love with Hero at first sight and easily loses faith in her when they are tricked by Don John. He is an open-minded person. He easily agrees to apologize for the slander, when he comes to know it was a conspiracy against Hero.  He doesn’t change much throughout the play. He is a shy person and can’t talk to Hero in person.

In some matters, he shows the typical mentality of men; an instance of it is when he calls Hero names when they are tricked. He seems somewhat out of place in a lively place of Messina because he is an unimaginative, unemotional, and impressionable person, unlike the rest of the characters. He is often described as the least likable hero of  Shakespeare.

Dogberry and Verges

Dogberry is a constable from Messina, while Verges is his inept deputy. Dogberry is a nonsense person and can’t be easily understood. He is in charge of the watchmen. He confuses Leonato when he approaches him. He comes to tell that his men have intercepted persons, plotting against his daughter, and is himself confused.

He is shooed at this, but later, he returns to them with all the necessary details regarding the convicts. He is an object of ridicule from the start until the end of the play. Their role is for the sake of comic relief in the play. He doesn’t change throughout the play and remains the simpleton that he is at the start. Verges hasn’t much role in the play more than being his companion, adding few dialogues with Dogberry.

Don Pedro is the Prince of Aragon and has recently fought against his half brother Don John. He seems to be the most prominent role in the play in the opening scenes but later plays the godfather’s role for Claudio and Benedick. He is Leonato’s friend and is the reason behind the plot’s smooth movement. He is a friendly person and stands by Claudio when they are deceived regarding Hero. He is not on good terms with his brother, but still believes him, which shows that he is gullible.

He is a bachelor and remains so until the end of the play. Though in the end, he is pressed by Benedick to get himself a wife. He has changed to a certain extent, recognizing his fallibility and vulnerability.

Friar Francis

Friar Francis is a typical clerical role believing in people’s essential goodness. He represents the church and is the official who is responsible for the religious declaration of this marriage. He suggests mildly that Hero is not dead.

Hero is one of the major female protagonists and is a passive person. She is a shy, innocent, and beautiful young girl. She is Leonato’s daughter. She is a foil for Beatrice. She becomes the prey of a merciless plot and is abused verbally by Pedro and Claudio. She represents a typical simple woman. She is faithful to Claudio even though he accuses her and refuses to marry her.

Her role is submissive and often criticized by feminists. She is a weak person if compared to Beatrice and wants to get married. Her love seems shallow and thin. She seems more of a type than a round character. She doesn’t change throughout the play and doesn’t play any active role.  She is seen as a compromising person, always in conformity with norms.

Leonato is an Italian count and governor of Messina. He is Don Pedro’s friend, and at his house, most of the play takes place. He loves his daughter and niece and is careful regarding their protection from any mischief. He is one of the characters who undergo subtle changes. Initially, he is taken by the accusers’ charges, and he sides them.  But later, when he thinks about it, he changes his mind and wants to investigate this matter. He challenges Pedro and Claudio to a duel, but when the plot is discovered, he forgives them.

The messenger brings a message from Don Pedro regarding his arrival and remains unnamed. He is not much witty person but has more information than a typical messenger. In the last scene, he informs Leonato about the accused’s confession.

Sexton has a minor role in the play. His original role is that of a caretaker at church, but here confessions of the accused are recorded before him. He plays the role of an inquisitor.

Ursula and Margaret

Ursula and Margaret are Hero’s followers and work as her maids. Margaret is in a secret affair with Borachio and is used by him against Hero. While Ursula’s role is that of a typical maid. Ursula plays the main role in making Beatrice believe that Benedick is in love with her.

Watchmen are the persons who are assigned responsibility to watch the whereabouts of Leonato’s house. They are under Dogberry’s command and report him the details regarding the persons they have arrested. They are not very intelligent persons but still are able to arrest Borachio and Conrade.

Themes in Much Ado About Nothing

Appearance versus reality.

Appearance is often deceptive, as is very well proved in this play. In this play, we can see that every major character deceives or is deceived. At two instances, there are masked scenes, one in which Benedick is masked, and Beatrice speaks ill about him.

In another scene, four ladies are masked, and Claudio is asked to choose veiled Hero. Schemes also represent deception, we can see it in the scene when Borachio and Margaret are in the room, but Don John tells that it’s Hero and her lover.

In the first act, John deceives Claudio by saying that Pedro is wooing Hero for himself. There is deception in Don John, which Pedro and his companions fail to notice. Friar and Hero step into deception when he makes her pretend that she is dead.

Thus, the key to play is to ‘note’ as evident from its title Much Ado about Nothing (noting, observation, eavesdropping).

Love and Marriage

Like the rest of the comedies, love and marriage are prominent motifs in this play. There is a lot of talk about love and marriage.

In the opening scenes, Benedick and Claudio fall in love, and there are plots to sabotage their relationships, but who can stand love! They succeed in the end and get married. Benedick initially denies getting married and advises Claudio not to get married and refers to it as ‘a yoke.’

In the same manner, Beatrice is against love or marriage. She disdains Benedick, but a plan is contrived to make her believe that Benedick is in love with her. She is entrapped and falls in love. It isn’t that they don’t can’t love, but it takes time to accept it.

When they fall in love, they pretend to be ill.  Each waits for the other to confess, and when it happens, they take it normal.

War of Sexes

In the actual world, we frequently see a war of words going on between people of different sexes. Each of them tries to dominate the other gender. This is the theme of various screenplays, telefilms, and silver screen movies. 

Shakespeare, in this play, has employed the same topic where often  Beatrice and Benedick engage in barbs. There are misunderstandings, mistreatments, love, repelling, which are skillfully used in this play. This conflict is never-ending and has different endings, sometimes in love, otherwise in hatred. In this play, this conflict comes to an end with the marriage of Benedick and Beatrice.

This war is incessant, even if couples get married, as we see when both of them confess their love for each other. This happens when the problem between Hero and Claudio arises.  It also shows that gentlemen these days couldn’t tolerate sexual relations outside marriage.

Villainy is a necessity to create conflict, but in this play, it is not elaborate as other plays. Don John and his company don’t play the role of an ideal villain party. Shakespeare has created much better villains; an example of it is Lago. John’s role is not that ideal; rather, it’s thin.

The reasons for the wrongs he commits are not elaborated; they can only be speculated. These may be his being illegitimate, not being able to ascend the throne, hatred for legitimate relationships, and hatred for his brother Don Pedro. He doesn’t exhibit any extraordinary villainous skills except pulling wool on Pedro and Claudio’s eyes. It is not a well-developed character, rather stays on supports.

Familial/Personal Conflicts

Familial conflicts lead to a lot of problems in society; this motif is very well expressed in Much Ado . Don John has certain grievances with Don Pedro, and for this reason, he sabotages his friend’s relationship. In the same manner, we can see he is biased towards Claudio because he has defeated him; for this reason, he harms him. This motif plays a central role in the development of the plot and leads to conflict.

Loss of Honor

In the then society, gentlewomen were supposed to stay modest and chaste. No sexual relationships were allowed outside the only legal relationship, which was marriage. If any woman committed any such offense, it would result in loss of “honor” and she would be murdered for this crime.

We can see it when Hero is accused, and her father swears to kill her if she didn’t die. Loss of virginity was a crime that had many grave consequences than murder. While in the case of men, there was absolute freedom, they could visit brothels as we can see in some of his dialogues where he refers to it.

In the character of Beatrice, we can see a modern woman, who no longer needs a man to complete her life, rather she wants a husband who can treat her equally. Honor and such abstract concepts that represent dual standards are very well represented in this play.

Much Ado About Nothing Analysis

Being a comedy of manners this play very well uses figurative language, like puns, quibbles and imagery to describe the common follies. These make the reader/audience realize the mistakes commonly committed. The reader, through the tragicomic genre, is made aware of the dual standards in the society, where men and women are differently treated.

The use of verse and prose according to the need tells the reader about the sophistication of character. Plot and subplot are not much clear because the reader is confused whether Hero and Claudio are major protagonists or Beatrice and Benedick. 

Historical context elucidates the then standards of society and expected behavior. Linguistic competition using wit is used to portray the war between sexes that never comes to an end. Using deceptive appearance, the playwright discloses the ugliness hidden under the guise of a beautiful appearance.

In the opening, Shakespeare’s approach towards the characters is not compassionate; rather, it is dismissive and sharply critical. The darker sides of characters and their ills are portrayed while the beautiful shades are not paid much attention.

For example, Benedick shows disdain for marriage, and like some other plays’ protagonists show contempt for women. In the same way, Claudio shows his real self when Hero is slandered, and he refuses to marry her. Ultimately, the tone is changed, and the writer is compassionate towards the characters except for Don John.

Language (Puns, quibbles, wordplay, animal imagery)

Shakespeare employs puns, quibbles and other figurative uses of language in his plays successfully. His puns often carry sexual connotations. His wordplay makes the audience laugh. It cleverly changes the meaning through small changes in the original sentence, said by an earlier character.

Tragicomedy

If compared with other Shakespearean comedies, it carries all the characteristics of tragicomedy. It has ladies who move from virginal state to matrimony. All this happens in a rough manner. At least one female protagonist faces obstacles created by her family or other antagonists. As there is pretence of Hero’s death, some scholars call it comedy where death takes place, though a sham. This way, tension and depth are added to the comedy. An act of revenge also takes place, Beatrice asks Benedick to prove his love for her when Hero is blamed.

Animal Imagery

Animal imagery is successfully used to describe the character and his/her actions. For example, when the messenger refers to Claudio as ” doing in the figure of a lamb the feats of a lion.” This clearly puts forth the psychology, character and actions of a person. It describes how good a follower and a meek person he is in normal situations while acts fiercely in a war. This works because everyone knows the traits of animals and it lets them understand the character.

Verse and Prose

In the majority of Shakespearean plays blank verse is used but in this play majority of the dialogues are in prose. There are no grand speeches in this play like Henry V, Julius Caesar, so commonplace language is used for normal conversation. Though there are instances of poetry by the troubadour, it is rare.

Use of Symbols

In this play, symbols like clothing, cuckold’s horns and noting are used as symbols, and they add much to the nuances of the meanings. The dress is used as a symbol for social status, where different characters try to prove that they belong to the upper class. In the case of Benedick, this symbol is more evident, when he is untidy, other characters come to know that he is in love. Dogberry tries to prove himself a gentleman by saying that he has two gowns. Clothing carries different connotations relevant to gentleman culture.

Cuckold’s horns are a symbol used throughout the play; they represent marriage. They also represent the misery in the life of those men who are married to unfaithful wives.

Noting is another symbol, which represents wrong observations and their wrong interpretation. Throughout the play, characters wrongly note each other and as a result, cause misery to others.

Historical Context

This play is set in the Italian city of Messina; the temporal setting is the sixteenth century. Majority of the scenes take place in Leonato’s house. The characters and incidence were the same as in England, but the significance may lie in the audience’s alienation. The playwright makes the audience laugh using the follies of people from another culture. He doesn’t make them realize that the same happens in their country as well. The audience doesn’t become self-conscious and defensive.

Plot and Subplot

It is unclear in this play which is plot and subplot. There is no proper difference between the two couples, and often it seems that Beatrice and Benedick are the main couple. This is because their dialogues are wittier and more interesting. In contrast, Hero and Claudio’s dialogues are dull.

For this reason, in the initial days of its performance, this play was named Beatrice and Benedick. But if seen from another perspective, it is Hero and Claudio who move the plot. This makes the plot and subplot hard to discern. Thus both are of the same importance because if Beatrice and Benedick are removed from play, it will disintegrate. Claudio and Hero are not that much funny which is the requirement of comedy; this brings Beatrice and Benedick to prominence. For this reason, they need to be given the leverage of being the primary protagonist couple.

Linguistic Competition using wit

Beatrice is a witty Shakespearean female protagonist who engages in word fight with Benedick. It happened in the sophisticated class in Elizabethan England. Both of them do their best to outwit the other. This use of witty talk is used to show their intelligence, as well as the disguise for their feelings. It was used to claim victory against the friendly rival as shown in this play. In the last scene, Benedick outwits Beatrice and earns victor’s title.

Several allusions from the Bible and Greek antiquity and later tales are used in this play. Some of these are Adam from the Bible, Troilus from the story of Troilus and Cressida, Europa and Jove, Venus, Diana etc.

More From William Shakespeare

• A Midsummer Night’s Dream
• The Merchant of Venice
• Twelfth Night
• The Taming of the Shrew
• As You Like It
• The Comedy of Errors

Literary Analysis Essay Much Ado About Nothing

In the play Much Ado About Nothing, William Shakespeare explores the concept of how someone’s gender can affect their actions and the repercussion of them. Shakespeare demonstrates this by using foils to compare women’s views on their roles regarding the symbol of marriage. He further explores this concept by showing how someone’s gender can affect their theme of honour. He finally shows this idea by differing expectations of chastity between men and women. Therefore, Shakespeare demonstrates the differences of how gender can impact a person’s life.

Firstly, In Much Ado About Nothing, Shakespeare uses Foils to represent the symbol of marriage as women throughout the play to compare the two points of view. Shakespeare shows this comparison through the characterisation of Beatrice who is portrayed as an independent woman. In the orientation, she claims she will only marry in a ‘hot January’. Using this paradox (as it is winter in January for Europe) it highlights her beliefs that the likelihood of her getting married is impossible (this also shows irony for when she marries Benedick in the resolution). Shakespeare then shows the opposite personality of Beatrice- her obedient, quiet cousin Hero. He shows how she is the ideal woman in a patriarchal society and how she is ‘ruled’ by men in her life, therefore a ‘well worthy’ lady. Therefore, Hero’s belief to obey father and be the ideal women for marriage contrasts with Beatrices idea of freedom.  This demonstrates the foil characters Hero and Beatrice on their points of views the symbol of marriage as women to show independents in addition to being obedient.

Furthermore, Shakespeare uses the theme of honour to demonstrate how gender influences actions through the methods available to restore one’s reputation. Shakespeare’s explores this concept with Hero who is characterised as innocent before her reputation is quickly changed to being a ‘rotten orange’ by accusations of being disloyal and having an affair on Claudio. Because of her gender, Hero was unable to defend herself as it was a male’s word against hers. Unlike Hero, Shakespeare uses Don John to demonstrate how easily forgiven men are. Although Don John lost in a war against his brother, he was able to go back to Messina with Don Pedro and was ‘welcome’ into Leonato’s home all because Don Pedro ‘reconciled’ with him.  Shakespeare also uses Beatrice’s soliloquy to represent how someone can decide to change. After she overhears Hero’s and Ursula’s conversation, Beatrice vows that she will ‘tame [her] wild heart’ using this metaphor to show how she is willing to change herself and her honour to the ideal women for Benedicks ‘loving hand’.  DO LS

Finally, Shakespeare demonstrates the effect of gender on actions through differing expectations of chastity between men and women. Shakespeare shows this by using the theme of the role of women through the protagonist Hero whom characteristics are known as the perfect woman for men. Hero Cousin mocks the idea of this and claims that her cousin’s role is to ‘curtsy’ and ‘please’ her father or the male figure in her life. This parodying shows how Beatrice believes living for a man is absurd and that hero should say ‘father as it pleases me’ instead. Shakespeare continues this idea by showing how men are expected to be the one in charge of the relationship. He demonstrates this by using the protagonist Benedick arc and his beard to represent masculinity. During the orientation, Benedick vows that he ‘love[s] none’ and will die a ‘bachelor’. This demonstrates how men can also rebel against the idea of the norm of marrying. However, after overhearing the staged conversation Benedicks soliloquy shows how he declares his ‘love’ for Beatrice. He loves her so much he shaved of his beard which is a symbol for masculinity. Thus shows how even the most stubborn of people can fall in love and renegade their past beliefs. DO LS

In conclusion, Shakespeare play Much Ado About Nothing explores the idea of how gender influences someone’s actions. Shakespeare explores this concept by firstly using foils to compare the views of a women role in society. Additionally, he shows how the theme of honour is affect by one’s gender. He finally shows this idea by differing expectations of chastity between men and women. Therefore, Shakespeare demonstrates the differences of how gender can impact a person’s life.

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Much Ado About Nothing

By william shakespeare, much ado about nothing imagery.

Animal imagery abounds in the play. It is usually used as a figurative depiction of taming, subservience, and power, with characters making frequent reference to the "yoke" that wild animals where when they have become domesticated. These references suggest that the characters in the play are wary of the changes that marriage will bring to their sense of power dynamics and autonomy.

Throughout the play, references to clothing, apparel, and fashion trends appear as both markers of one's social status and as commentary on the precarious nature of love. The play suggests that love among the characters operates much like a trendy article of clothing – able to be put on and taken off quickly and without much consideration.

While the play begins with the arrival of several soldiers and references to war, the majority of martial imagery that appears is figurative, standing in for the "battle" of courtship and romantic pursuit. Characters describe their experiences in love as violent fights, a hyperbolic comparison that reveals the immaturity and self-importance of the young lovers.

Death and Resurrection

At the end of the play, the restoration of Hero's reputation is described with language or rebirth or resurrection, despite the fact that she never actually died (as Claudio thought). In this way, the play emphasizes how, for the characters in this world, one's reputation is as important as their physical body.

Much Ado About Nothing Questions and Answers

The Question and Answer section for Much Ado About Nothing is a great resource to ask questions, find answers, and discuss the novel.

When Don Pedro talks with Hero, are we certain he woos her for Claudio, and not himself

The audience is meant to consider this but when Don Pedro comes in along with Hero and Leonato, Benedick learns that Don Pedro has been true to his word: he has courted and won Hero for Claudio, not for himself, just as he promised.

What is Don John's current plan? (Act i, scene iii)

Borachio, another friend of Don John, arrives and informs Don John that he has overheard his brother and Claudio plotting a marriage with Hero. He hid behind a wall hanging and listened to them discuss how Don Pedro would woo Hero and then give...

What important contrast is made at the beginning of this scene?

Beatrice is one of the most pleasant characters because of her wit and sharp tongue. However, the audience soon realizes that she is so witty because she is on track to be a true spinster. While her wit should be a sought after trait, men find her...

Study Guide for Much Ado About Nothing

Much Ado About Nothing study guide contains a biography of William Shakespeare, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About Much Ado About Nothing
• Much Ado About Nothing Summary
• Much Ado About Nothing Video
• Character List

Essays for Much Ado About Nothing

Much Ado About Nothing literature essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Much Ado About Nothing.

• Shakespeare and Homosociality: Defying Elizabethan Comformity
• Note Notes, Forsooth, And Nothing: Themes in Much Ado About Nothing
• Man Is a Giddy Thing
• Don John as a Threat to Comedy in Much Ado About Nothing
• To Be and Not To Seem in Much Ado About Nothing

Lesson Plan for Much Ado About Nothing

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Much Ado About Nothing
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Much Ado About Nothing Bibliography

E-Text of Much Ado About Nothing

Much Ado About Nothing E-Text contains the full text of Much Ado About Nothing

• List of Characters

Wikipedia Entries for Much Ado About Nothing

• Introduction
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