SAMPLE PAGES MEASURE FOR MEASURE VCE ENGLISH: Barry Carozzi. Series Consultant: Anne Mitchell Contributor: Denise Kirton

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2 VCE ENGLISH: MEASURE FOR MEASURE Barry Carozzi Series Consultant: Anne Mitchell Contributor: Denise Kirton

3 CONTENTS PREFACE iv ACKNOWLEDGEMENTS 1 CHARACTER SUMMARIES 2 THE GOVERNMENT: THE RULING CLASS OF VIENNA 2 RELIGIOUS 5 CITIZENS 6 ISSUES, THEMES AND LIKELY QUESTION TOPICS 9 Possible topics 10 GET REVISING 12 Revising for your exams 12 The nature of English 12 About the exam papers 13 Planning a response 16 How you will be assessed 22 Impressing the examiner 23 Practise, practise, practise 24 Top tips for success in Section A 24 A note of advice 26 Now you re prepared 27 MARK IT! 28 MODEL ESSAY 1 29 Deconstruct the question 29 The poet Dryden (who was born about the time that Shakespeare died) dismissed Measure for Measure as being grounded on impossibilities the comedy neither caused your mirth, nor the serious part your concernment. To what extent do you agree with his judgement? 29 Mark it! 30 Marker s comments 38 MODEL ESSAY 2 40 Deconstruct the question 40 The Duke s parting words to Friar Thomas are: Hence shall we see, / If power change purpose, what our seemers be. This confusion between what seems to be the case and what is in fact the case is a recurring theme in Measure for Measure. Discuss, with particular reference to the character of Angelo. 40 Mark it! 41 Marker s comments 49 MODEL ESSAY 3 51 Deconstruct the question 51 By the end of Measure for Measure, the Duke establishes an appropriate balance between crime and punishment: each of the characters receives their just deserts. Discuss. 51 Mark it! 52 Marker s comments 58 WHAT HAVE YOU LEARNED? 60 USEFUL VOCABULARY 61 GLOSSARY iii

4 VCE English: Measure for Measure PREFACE Measure for Measure has been regarded as one of Shakespeare s more controversial plays since it was first performed in 1604, with some of Shakespeare s contemporaries critical in the extreme. The poet Dryden dismissed the play as being grounded on impossibilities the comedy neither caused your mirth, nor the serious part your concernment. Dr Johnson thought the light or comick part natural and pleasing but found the grave part laborious and inelegant, while Coleridge judged Measure for Measure to be the most painful of all Shakespeare s works. Given Shakespeare s reputation as perhaps the greatest writer in the English language, how are we to explain such negative commentary? Was he having an off day when he wrote Measure for Measure? Was he more interested in having the play performed than in ensuring that it was up to standard? Or does the fault lie with his detractors? Were the critics blind to the many positive attributes of the play? On the positive side of the ledger, Measure for Measure contains a number of Shakespeare s most memorable speeches. There is the Duke s counsel to Claudio concerning death: Be absolute for death: either death or life. Shall thereby be the sweeter. Reason thus with life act 3, scene 1 In counterpoint to the Duke s counsel that Claudio accept Death with equanimity and calm, there is Claudio s despairing speech: Ay, but to die, and go we know not where To lie in cold obstruction and to rot, This sensible warm motion to become A kneaded clod act 3, scene 1 The comick parts that Dr Johnson praised are worthy of examination. In the 1770s, the playwright Richard Sheridan created the character Mrs Malaprop, who often misused words. She would say things such as Illiterate him quite from your memory when she meant obliterate and She s as headstrong as an allegory, using allegory instead of alligator. The name of Sheridan s character gave rise to the term malapropism which continues to be used today, but credit for this form of humour must belong to Shakespeare. His character, the zealous but illiterate Elbow, a police constable of limited intelligence but a source of great comic lines, was a master of the malaprop. For example, when Elbow arrives at the Duke s palace with Pompey, he tells Angelo: [My] name is Elbow: I do lean upon justice, sir, and do bring in here before your good honour two notorious benefactors. [He means malefactors.] act 2, scene 1 Much of the criticism of Measure for Measure relates to ambiguities in the characterisation and the reliance on subterfuge and manipulation. At the opening of the play, the Duke seems to be a wise and much-loved ruler, one in need of a break from the heavy demands of his role. He lets it be known iv

5 VCE English: Measure for Measure CHARACTER SUMMARIES THE GOVERNMENT: THE RULING CLASS OF VIENNA THE DUKE, VINCENTIO At the beginning of the play, the Duke of Vienna takes leave of absence and hands over the reins of government to Angelo, his deputy, along with Escalus. The Duke leaves in haste, and without any public display of affection. He explains to Angelo and Escalus that he has important business to attend to: I love the people But do not like to stage me to their eyes: Though it do well, I do not relish well Their loud applause and aves vehement act 1, scene 1 It seems, from these comments, that the Duke has grown weary of public approbation. He explains his intentions to one man alone: Friar Thomas. The Duke tells him that, over a 14-year period, permissiveness has become rife in Vienna and that the law has lost its bite. In addition, he feels helpless to reverse this trend hence the appointment of Angelo. However, it is the Duke s intention not to leave at all, but to remain in Vienna in disguise. He will disguise himself as a friar, and asks Friar Thomas to instruct him in how he might bear himself as a true friar. His conversation with Thomas ends, though, with the Duke expressing some doubt about Angelo: Hence shall we see If power change purpose, what our seemers be. act 1, scene 4 Throughout the play, until the very end, it is only Friar Thomas and the audience who are in on the subterfuge. Hence, the Duke in the guise of a friar intervenes in all of the key events in the play

6 Character summaries KEY QUOTES In our remove be thou at full ourself: / Mortality and mercy in Vienna / Live in thy tongue and heart. act 1, scene 1 Believe not that the dribbling dart of love / Can pierce a complete bosom. act 1, scene 4 Hence shall we see, / If power change purpose, what our seemers be. act 1, scene 4 Be absolute for death: either death or life Shall thereby be the sweeter. Reason thus with life: If I do lose thee, I do lose a thing That none but fools would keep. act 3, scene 1 Sir, your company is fairer than honest. Rest you well. act 4, scene 3 What s mine is yours, and what is yours is mine. act 5, scene 1 Thou art the first knave that e er mad st a Duke. act 5, scene 1 ANGELO Prior to appointing Angelo, his deputy, as his replacement, the Duke discusses his intentions with his other deputy, the older and more experienced Escalus. Escalus is in no doubt that the Duke has made an excellent choice. Angelo s reputation is unstained. The Duke describes him as follows: Lord Angelo is precise, Stands at a guard with envy, scarce confesses That his blood flows, or that his appetite Is more to bread than stone. act 1, scene 4 The Duke passes on all of his powers to Angelo and charges him: In our remove be thou at full ourself: Mortality and mercy in Vienna Live in thy tongue and heart. act 1, scene 1 At first, Angelo seems overwhelmed, and entreats the Duke: Let there be some more test made of my mettle, Before so noble and so great a figure Be stamped upon it. act 1, scene

7 Issues, themes and likely question topics ISSUES, THEMES AND LIKELY QUESTION TOPICS Measure for Measure explores a wide range of human issues. This is one of the things about literary texts: they set so many different ideas abuzz in our minds. From the point of view of a general reader, this is all to the good. It gives us so much to think about. For you as a VCE student, it means the examiners have a wide range of possible topics they could set you. This may seem daunting, but as long as you are really familiar with the text you will be able to react and respond appropriately. Figure 1 is a map of possible themes that you may be asked to analyse. It is by no means exhaustive if you think of another branch, add it. FREEDOM V RESTRAINT RESPONSIBILITY V AVOIDANCE CHASTITY V INDULGENCE SEEMING and BEING PUNISHMENT V MERCY The Role and Nature of GOVERNMENT The place of HUMOUR The BALANCE of OPPOSITES MEASURE FOR MEASURE IDEAS and THEMES The SCALES of JUSTICE CHARACTERS ATTITUDES TO ASPECTS of SHAKESPEARE'S LANGUAGE The Duke / the Friar DEATH CHASTITY Angelo Claudio Isabella Escalus Lucio Pompey Puns Innuendo Iambic pentameter diagram? Figure 1 A map of the key elements of Measure for Measure. Can you add any more branches to this Imagery

8 VCE English: Measure for Measure POSSIBLE TOPICS While you are revising for your exam, consider the points listed below. How would you handle them if they were presented to you as an exam question? What evidence from the text would you use to support your argument? If you have considered in advance a wide range of perspectives and ideas relating to the text, you are more likely to be able to think on your feet on the day. Read through the points below and make notes on: what your position is in relation to the statement or quote. Do you agree? Disagree? Can you see both sides? evidence from the play that supports your position. THE BALANCING OF OPPOSITES In Measure for Measure, Shakespeare explores the tension between restraint and liberty in society. Discuss. The central concern of Shakespeare s Measure for Measure is the difficulty of finding the appropriate balance between the rule of law and the expression of mercy and compassion. Discuss. What is the significance of the title Measure for Measure? In what ways is this title appropriate to the play? THE ROLE AND NATURE OF GOVERNMENT Of government the properties to unfold What does Measure for Measure suggest about the nature of government and how does it do this? CHARACTERS THE DUKE/FRIAR The old fantastical duke of dark corners. To what extent is this a fair description of the Duke in Measure for Measure?

9 VCE English: Measure for Measure GET REVISING REVISING FOR YOUR EXAMS The VCE English course introduces you to a wealth of stimulating, exciting literature, and will open your eyes to new ways of viewing the world around you. Hopefully, you will enjoy reading the books and discussing the characters and the ideas they explore. Come the end of the year, though, there are the exams to contend with. Preparing for any exam can be stressful, whether you like the subject or find it difficult. Most students undertake five VCE subjects in Year 12, and preparing for five exams is a big task. There are many demands on your time. You therefore need to be sure that you re using your time wisely and being as effective as you can in your revision. Good organisation is the key. Being organised enables you to prepare well for the exams. There are several things you can do to make sure you feel confident when it s time for the exam, and to help you to achieve your full potential. One of the first things you should do is to familiarise yourself with the structure of the VCE English examination papers. Knowing what to expect in the exam is the first step towards knowing how to prepare. THE NATURE OF ENGLISH Before we look more closely at what the exams require, it s important to consider the difference between English and other subjects. Some people find English a difficult subject to study because it does not centre on a set of facts or content to be learned, and the exam does not rely on how well you recall information. While the tasks set for VCE English will draw on your knowledge of texts, you cannot predict what the topics will be, and you will need to be able to think on your feet. The exam will expect you to demonstrate your capacity to write clearly, fluently, insightfully, coherently and in an organised manner in response to a topic that you have not seen before. NO RIGHT ANSWER? There is no single right answer for the kinds of questions asked in Section A of a VCE English examination. VCE English is about thinking, and about the interpretation of texts. It is about reading and responding to texts, thinking about ideas and developing an interpretation or exploring possible

10 Get revising C Analysing argument This section of the English exam paper is the part that requires the most reading. Usually there will be both written and visual texts. Read through the material. As soon as you are told that you can start writing, quickly annotate the material in this section; identify the main contention, tone, key arguments, persuasive strategies, rhetorical devices and appeals of various kinds. DECONSTRUCTING THE TASK You will be asked to demonstrate a wide variety of skills by responding to the prescribed texts in different ways. Below is a discussion of some of the verbs commonly used in Section A Analytical response to text, with explanations of what each is asking you to do. This list is designed to help you quickly comprehend how the question wants you to respond, so that you can get straight down to composing a response that demonstrates what you know. By interpreting these topics correctly, you can be confident that you re answering the question appropriately and giving the examiner what they are looking for. TOPIC VERBS Discuss You may undertake the tasks in whichever order you choose. Finishing each section of the exam is vital to scoring well. This means that you must stick to the timing plan. Poor time management is one of the biggest factors affecting student success, so make sure you do plenty of practice under exam conditions. This means that you need to identify an issue or issues and then provide supporting evidence in favour of your view of the issue. Of the verbs used in framing essay questions in VCE English examinations, discuss is the most common. Of the 40 Text response questions in the 2015 English examination, 29 questions required students to discuss an idea or statement. Below is an example of a discuss task. Notice that it calls for a wideranging consideration (i.e. discussion) of the themes and issues raised in the quote. It is an invitation to explore your knowledge, understanding and interpretation of the novel, focusing on the ideas included in the prompt. In Measure for Measure, Shakespeare explores the tension between restraint and liberty in society. Discuss. The central theme or issue raised in this topic is the question of finding a balance between the restraint that law seeks to impose and liberty: the freedom of citizens to do as they choose. You will first need to establish some clarity concerning these two key terms: restraint and liberty. You will then need to draw on the text, and identify examples of restraint and liberty in the text. It is likely that the discussion that this topic evokes can be quite wide-ranging. You might consider the following ideas:

11 VCE English: Measure for Measure PRACTISE, PRACTISE, PRACTISE The best way to be prepared for all the question types is to practise, practise, practise! Regular practice of your skills in responding to questions under exam-style conditions is the best possible preparation for the VCE English examination. If you commit to a regular routine of practice each week, you will give yourself the very best chance of walking into your English exam feeling confident and thoroughly prepared to achieve your full potential. Here are four things you can start doing immediately to get yourself into a routine of regular revision and practice: 1. Know the rubrics and the exam expectations for each section of the paper. 2. Collect and work through a set of practice questions for each section. 3. Organise a study timetable that allocates a specific time or times each week between now and your exam to complete exam practice under timed conditions. 4. Find a suitable space to do your exam practice. This may be a quiet room at home, at school, at a local library, or anywhere where you can be confident that you are not likely to be disturbed for the duration of the allocated writing time. Give the practice question your full concentration; that s what you will have to do in the exam itself. Reduce the number of potential distractions turn off your phone and don t be tempted to listen to music while you are writing a practice exam answer. Once you have completed these four steps, you are ready to start practising. Why not do it right now? There s no time like the present! Did we mention how important it is to PRACTISE, PRACTISE, PRACTISE? TOP TIPS FOR SUCCESS IN SECTION A PRIOR TO THE EXAM Practise writing essays under timed conditions to get your planning and drafting down to a fine art. The list of possible topics on pages will help get you started. 1. It s important that you have a clear understanding of the rubric for each section of the exam paper. You should be referring to the wording of the rubrics, as well as synonyms of these words, in your response. This will indicate to the marker that you are engaging fully with the question, demonstrating knowledge of the concept, and using language appropriate to the audience and purpose. In other words, you will be speaking the language of your examiner!

12 MARK IT! In this section you ll find model essays answering Section A exam-style questions on Measure for Measure. For each essay you will: 1. See how to deconstruct the question, and read the tips on getting started with a response. 2. Read the model essay and answer questions based around the marking criteria. Essentially you are being the examiner! Mark the essay by writing in the spaces provided or by highlighting/ underlining the essay as required. 3. Read the marker s comments and compare them with your own marking. When you ve finished you could try your hand at writing your own response to the questions. These three essays encompass the much broader range of aspects of writing that teachers and examiners use when assessing your writing. The MARK IT! exercise will help you get to grips with what your examiners are looking for, see what makes a strong essay response and, most importantly, understand how to really make your mark when it comes to your exam.

13 Model essay 1 MODEL ESSAY 1 DECONSTRUCT THE QUESTION Note that this question is carefully worded and you must look at each part. The inclusion of this particular element raises an additional point for you to consider. Is Measure for Measure of its time, meaning that by the time Dryden came to experience it, his reading was different from that of the audience Shakespeare wrote it for? The poet Dryden (who h was born about the time that Shakespeare died) dismissed Measure for Measure as being grounded on impossibilities the comedy neither caused your mirth, nor the serious part your concernment. To what extent do you agree with his judgement? Dryden s criticism of the play focuses on three areas: it is far-fetched, unfunny, and its serious parts don t cause enough concern. Your response will need to address all three of Dryden s criticisms. When you are asked to what extent, you are being asked to evaluate how accurate or true the statement is in relation to the text. You need to make a judgement based upon criteria that you must establish yourself. Evaluating Dryden s judgement will involve analysing the plot of the play, the characterisation, the comedic elements and the more serious themes that the play raises in order for you to decide how far they work or don t work

14 VCE English: Measure for Measure GETTING STARTED Make sure you have read the Planning a response section on p. 16. Now that you re ready to start, you may find it helpful to ask yourself these questions: To what extent do you agree with Dryden? Do you think the play is grounded on impossibilities? Do you find the comedy amusing? Do you find yourself engaged by the characters and wanting things to turn out well for them, or are you unmoved by the serious themes of the play? Let s see how the model essay tackles the question. As you read, make notes or highlight/underline elements of the essay that demonstrate strong writing technique or salient points. The questions alongside the essay should get you thinking about how the essay addresses the topic and follows the rubric. MARK IT! The poet Dryden (who was born about the time that Shakespeare died) dismissed Measure for Measure as being grounded on impossibilities the comedy neither caused your mirth, nor the serious part your concernment. To what extent do you agree with his judgement? John Dryden clearly found little to commend Shakespeare s Measure for Measure. His criticisms were damning, finding the play grounded on impossibilities. Perhaps he found the characters stereotypical and the plot unbelievable. To quote Shakespeare s Julius Caesar, perhaps it was Dryden s opinion that if it were so, it were a grievous fault. Closer analysis does reveal certain flaws, yet readers and theatre-goers understand that the play is not presenting realism, but rather characters and situations designed to raise deeper issues, as well as enjoyment. The responder understands that, to properly engage, they must suspend their disbelief. 1. In this essay, the student takes two paragraphs to develop their thesis and write their introduction. What aspect of the question is dealt with in the first paragraph?

15 Useful vocabulary USEFUL VOCABULARY CONJUNCTIVE ADVERBS AND TRANSITIONAL PHRASES The primary purpose of any essay is to convince the reader of the validity of the writer s argument. To do this successfully, the reader must be able to move easily from one point to another. This is why making use of conjunctive adverbs and transitional phrases is so important! These parts of speech allow you to create complex relationships between ideas so that you can produce a clear, coherent and cohesive argument. As you write your practice essays, be sure to pick appropriate conjunctive adverbs and transitional phrases to connect your ideas together. This way you end up successfully walking the marker through your argument. Purpose To add to/strengthen your argument To sequence ideas or evidence To compare texts, characters or situations To contrast texts, characters or situations Conjunctive adverbs/transitional phrases Furthermore Additionally Also Particularly This is furthered Similarly In a similar way Likewise By contrast Conversely However Moreover In addition Notably In particular Subsequently Similar to Like This is analogous to Contrastingly On the other hand Nonetheless To introduce evidence For example The example of For instance This is established in First This is evident in