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It is not easy to create an essay about Gatsby, I confirm this, and I am going to share my experience with my readers. If you are required to make the great Gatsby essay, this guide will be helpful. I am a student, so I understand you well how you feel: you know about the assignment and cannot understand how to start. Yes, I was in your shoes and you should feel free to use my experience, and I hope that you will spend less time on your work than I did. I recommend reading the book by F. Scott Fitzgerald . Yes, you may say that you watched a movie but I assure you that it is different. It is great if you watched a famous movie about Gatsby with a great actor Leonardo DiCaprio but try to read the book! Believe me, it is a big difference between the book and movie as in the book, you can find much more details and descriptions that are skipped in the movie. Make sure you have received all detailed instructions from your teacher. I didn't think it is so important until I started to work on my essay and got some questions so I spent a lot of time trying to understand what to do. Eventually, I lost my hope, and I accidentally opened the requirements given by my teacher and found answers to all the questions I had. Funny, isn't it?  

How to Start the Great Gatsby Essay?

How to start an essay ? I guess this is the most popular question students have after they get this assignment and as I already mentioned before, your first step is to read the book. I suggest taking a pencil and paper and taking some notes during reading. It will help you to structurize everything better, plus you will be able to find some citations to use in your future essay much easier. At the beginning of your work, you have to make a good plan. Yes, like the most of the students, I hate planning, but they say it is the only way to fulfill the assignment within a deadline. So, count how many days you have, and make your own detailed plan of writing. Needless to say, every student may have their individual plan depending on their skills. It is my own plan:  

• Reading a book (with notes) - 2 days
• Choosing a good topic and brainstorming all my ideas - 1 day
• Writing my work (approximately 1000 word essay ) - 3 days
• Proofreading the finished paper - 1 day.

You can count easily - I spent around a week to create my own document. I spent more days because I lost a lot of time trying to find answers to questions that were just in my hands! It means you will need about 8-10 days to create a great work. I know some students practice writing their academic papers on the last night, and this is a very bad idea. All you can get is just a low grade.

Tips on Selecting the Great Gatsby Essay Topics

It is great when your teacher provides you with a list of interesting themes to write your great Gatsby essay. Sometimes, students have to choose their own topics. I appeared in the second situation, and I had to surf the Internet to find the great Gatsby essay topics. I found around 10 topics that turned my attention, and later selected one. Here is the list:

• Was Gatsby in love with Daisy or he was deeply in love only with an idea of her?
• In what ways Jay Gatsby is great. Does he deserve to be called great?
• Symbolism in F. Scott Fitzgerald's novel “The Great Gatsby”.
• A movie based on the book The Great Gatsby.
• American dream essay in the novel The Great Gatsby.
• How the writer shows the contrast between poor and rich?
• The idea of the American Dream in Fitzgerald's novel.
• Who can be blamed for the death of Gatsby?
• The concept of happiness and wealth in The Great Gatsby.
• Does love mean something in The Great Gatsby?

Hints on Creating a Successful Paper Without a Headache

From my own experience, it is not so hard to structure your work properly; these are the main steps I took:

• I divided my work into three main paragraphs: the introduction, main part, and conclusion;
• I used essay transition words to tie together paragraphs of my paper;
• I wrote a detailed outline of the future document. At the start, it seemed to me just a waste of time, but it was helpful!
• When I have finished the paper, I proofread it thoroughly to find mistakes. If honestly, I am not strong in grammar, so I used Grammarly software to check and correct errors.

How to Find the Great Gatsby Essay Examples?

When you are going to write a paper, reading successful examples can help you to find your own ideas and thoughts on how to create your paper. I spent some time searching the great Gatsby essay examples on the Internet and I did find some good examples that turned my attention. It is a sample I want to share with my readers. F. Scott Fitzgerald in his novel, The Great Gatsby shows us the American dream from different perspectives. We meet Jay Gatsby - a man who follows his dream too hard and is unable to understand his life of riches is false. In the novel, the author shows to us how crazy the desire of power and wealth is, how Jay destroys himself. Jay Gatsby truly believes his money makes him great. The man believes he could get anything he wants with his money. Gatsby even tries to fix his failures from the past with it. Gatsby tries to “buy” the love of Daisy who is obsessed with wealth and power just like him. Gatsby attempts to get anything to satisfy his desires, but he can't find happiness in his money. Gatsby loses the sense of his life. This is true - if a human can't reach happiness, the whole life seems boring and empty. Jay Gatsby's fate eventually was destroyed by money and power he always wished for. This story shows us the Jazz Age period in the United States, and the author portrayed all events and characters with detail and elaboration. Nick Carraway who just moved to New York, becomes neighbors with mysterious and rich Jay Gatsby who grabs readers' attention from the beginning. With Daisy Buchanan character, Fitzgerald shows us people of that time were seeking the American dream. Daisy cheats her husband with rich Gatsby because she loves money and luxury things. This behavior evokes negative emotions in readers and gives a lot of food for thoughts if to try to compare modern Americans and their values with those described in the book. Fitzgerald defines the American dream as a strong desire for imperialism and individualism. Though this dream is distorted, it's like Jay's dream to be with Daisy who betrays her lovely husband just because of her desire for money, luxury, and splendor. With this novel, F. Scott Fitzgerald wanted to create something extraordinary but simple. The book grabs your attention from the beginning and keeps in tension until the end. We don't like Daisy, Gatsby or even Nick but we are deeply involved in the book because the author succeeds to grab readers' attention. He showed us people can be so much empty and lonely that they are unable to find their dream and they even push it away when they finally move to it. Such a short story, but it's full of dreams and desires. I truly hope my experience was helpful. Writing is hard work, and it is worth the result. Feel free to use my advice or delegate this essay to StudyCrumb  to get a high grade!  

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

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The Great Gatsby

October 23, 2020

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The Great Gatsby 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

Call it the greatest American novel or ultimate story of unrequited romance— The Great Gatsby is undoubtedly a stunning snapshot of one of the most American decades that America has ever seen. The 1920s saw significant economic growth after WWI, and what’s more American than material excess, wealth, and prosperity? The stock market was going off, businesses were booming, and people were having a great time.

Well, not everybody—and on the flipside, what’s more American than socio-economic inequality or the ever-quixotic American Dream?

In this blog, we’ll go through the novel in this context, examine some of its key themes, and also have a think about the critiques it raises about American society. We’ll also go through an essay prompt that ties some of these things together.

Life in the Roaring Twenties

This snapshot from the 2013 film adaptation actually tells us a lot about the 1920s. On the one hand, social and cultural norms were shifting—men no longer sported beards, and women were dressing more androgynously and provocatively. On the other hand, the modern, American economy was emerging—people began buying costly consumer goods (like cars, appliances, telephones etc.) using credit rather than cash. This meant that average American families were able to get these things for the first time, while more prosperous families were able to live in extreme excess.

In Fitzgerald’s novel, the Buchanans are one such family. Tom and his wife Daisy have belonged to the 1% for generations, and the 1920s saw them cement their wealth and status. At the same time, the booming economy meant that others (like the narrator Nick) were relocating to cities in pursuit of wealth, and (like Gatsby) making significant financial inroads themselves. 

The Great Gatsby traces how the differences between these characters can be destructive even if they’re all wealthy. Add a drop of Gatsby’s unrequited love for Daisy, and you have a story that ultimately examines how far people go for romance, and what money simply can’t buy. 

The answer to that isn’t so obvious though. Yes, money can’t buy love, but it also can’t buy a lot of other things associated with the lifestyle and the values of established wealth. We’ll get into some of this now.

Wealth and class

Fitzgerald explores tensions between three socio-economic classes—the establishment, the ‘nouveau riche’ and the working class.

Tom and Daisy belong to the ‘old money’ establishment, where wealth is generational and inherited . This means they were born into already wealthy families, which affects their upbringing and ultimately defines them, from the way they speak (Tom’s “paternal contempt” and Daisy’s voice, “full of money”) to their major life decisions (including marriage, symbolised through the “string of pearls” he buys for her—which, fun fact, is estimated to be worth millions of dollars today). It also affects their values, as we’ll see in the following section.  For now, consider this image of their home (and those ponies on the left, which they also own), described as follows:

“The lawn started at the beach and ran toward the front door for [400 metres], jumping over sun-dials and brick walls and burning gardens—finally when it reached the house drifting up the side in bright vines as though from the momentum of its run.”

Nick Carraway also comes from a similar (though not as extravagant) background—his family had been rich by Midwestern standards for “three generations” before he came to New York.

Conversely, Gatsby belongs to the ‘ nouveau riche ’, or new money. Unlike the Buchanans, Gatsby was born into a poor family, only coming to wealth in the 1920s boom. Specifically, he inherited money from Dan Cody after running away from home at 17.

Although they are all rich, there are significant cultural differences between old and new money. Old money have their own culture of feigned politeness which Gatsby doesn’t quite get. When Tom and the Sloanes invite Nick and Gatsby to supper in chapter six, Gatsby naively accepts, to which Tom would respond behind his back, “Doesn’t he know [Mrs. Sloane] doesn’t want him?” Even though Gatsby is financially their equal, his newfound wealth can’t buy his way into their (nasty, horrible) lifestyle.

Finally, this is contrasted with the working class, particularly George and Myrtle Wilson who we meet in chapter two. They live in a grey “valley of ashes”, the detritus of a prosperous society whose wealth is limited to the 1%. Fitzgerald even calls it a “solemn dumping ground”, suggesting that life is precarious and difficult here. Consider what separates George—“blond, spiritless… and faintly handsome”—from Tom (hint: $$).

Myrtle is described differently, however—she is a “faintly stout” woman with “perceptible vitality”. This may be less of a description of her and more of a commentary on Tom’s sexuality, and what attracts him to her such that he cheats on Daisy with her. Still, Myrtle’s relative poverty is evident in her expressions of desire throughout their meeting—“I want to get one of those dogs,” she says, and Tom just hands her the money.

Ultimately, looking at the novel through the lens of class, we see a society where upward social mobility and making a living for yourself is possible, just not for everybody. Even when you get rich, it doesn’t guarantee that you’ll suddenly, seamlessly integrate into the lives of old money. 

Morality and values

Added to this story of social stratification is a moral dimension, where Fitzgerald can be a little more critical. 

Firstly, old money is portrayed as shallow . Daisy’s marriage to Tom and the Sloanes’ insincerity are elements of this, but another good example is Gatsby’s party guests. Many aren’t actually invited—they invite themselves, and “they came and went without having met Gatsby at all.” Their vacuous relationship to Gatsby is exposed when he dies, and they completely abandon him. Klipspringer, “the boarder”, basically lived in Gatsby’s house, and even then he still wouldn’t come to the funeral, only calling up to get a “pair of shoes” back. 

The rich are also depicted as cruel and inconsiderate, insulated from repercussions by their wealth. Nick’s description of Tom’s “cruel body” is repeatedly realised, as he breaks Myrtle’s nose in chapter two and condescends Gatsby with “magnanimous scorn” in chapter seven. After Myrtle dies, Nick spots the Buchanans “conspiring” and describes them as “smash[ing] up things and creatures and then retreat[ing] back into their money or their vast carelessness”—he sees them as fundamentally selfish.

Gatsby is portrayed more sympathetically though, which may come from his humble upbringing and his desire to be liked. This is probably the key question of the novel—is he a hero, or a villain? The moral of the story, or a warning? Consumed by love, or corrupted by wealth?

I’m going to leave most of those for the next section, but I’ll finish here with one last snippet: Lucille, a guest at his parties, tears her dress and Gatsby immediately sends her a “new evening gown”. Weird flex, but at least he’s being selfless…

That said, a major part of Gatsby’s character is his dishonesty, which complicates his moral identity. 

For starters, he fabricates a new identity and deals in shady business just to reignite his five-year-old romance with Daisy. We see this through the emergence of Meyer Wolfsheim, with whom he has unclear business “gonnegtions”, and the resultant wealth he now enjoys. 

In chapter three, Owl Eyes describes Gatsby as a “regular Belasco”, comparing him to a film director who was well-known for the realism of his sets. This is a really lucid analysis of Gatsby, who is in many ways just like a film director constructing a whole fantasy world.

It’s also unclear if he loves Daisy for who she is, or just the idea of Daisy and the wealth she represents. Indeed, he doesn’t seem to treat her as a person, but more like something that he can pursue (like wealth). This is a good read, so I won’t really get into it here—just consider how much things have changed since Gatsby first met Daisy (like her marriage and her children), and how Gatsby ignores the way her life has changed in favour of his still, stationary memory of who she used to be.

Love, desire and hope

All of this makes it tricky to distil what the novel’s message actually is. 

Is it that Gatsby is a good person, especially cast against the corrupt old money?  

This analysis isn’t wrong, and it actually works well with a lot of textual evidence. Where Nick resents the Buchanans, he feels sympathy for Gatsby. He explicitly says, “they’re a rotten crowd…you’re worth the whole damn bunch put together.” Maybe love was an honourable goal compared to money, which ostensibly makes you “cruel” and “careless”. 

I wouldn’t say he was cruel, but this reading is complicated by how he can be careless, choosing not to care about Daisy’s agency, and letting his desires overtake these considerations. 

Is it that Gatsby and his desire for Daisy were corrupted by wealth despite his good intentions? 

There’s also evidence to suggest wealth corrupts—Nick describes it as “foul dust” that “preyed” on Gatsby, eroding his good character and leaving behind someone who resembles the vacuous elite. Although love might’ve been an honourable goal, it got diluted by money. 

Gatsby’s paradigm for understanding the world becomes driven by materialism, and he objectifies Daisy. He starts trying to buy something that he originally didn’t need to buy—Daisy’s love. She certainly didn’t fall in love with this man who owned a mansion and a closet full of “beautiful shirts.” Thus, Gatsby is a sympathetic product of a system that was always stacked against him (a poor boy from North Dakota). Capitalism, right?

Is it that capitalist America provides nothing for people to pursue except for wealth, and therefore little reason for people to feel hope?

Past the basics: structural economic tension and the doomed American Dream

Now we want to start thinking beyond the characters (e.g. if Gatsby is a good person or not) and also factor in their social, historical, political and economic context (e.g. if he was doomed to begin with by a society driven by money). This subheading does sound a bit much, but we’ll break it down here. 

A key part of this novel is the American Dream, the idea that America is a land of freedom and equal opportunity, that anyone can ‘make it’ if they truly try. Value is placed on upward social mobility (moving up from a working-class background) and economic prosperity (making $$), which defined much of the Roaring 20s…

…for some. 

For many others, there was significant tension between these lofty values and their lived reality of life on the ground. As much as society around them was prospering, they just couldn’t get a piece of the pie, and this is what makes it structural—as hard as George Wilson might work, he just can’t get himself out of the Valley of Ashes and into wealth. Indeed, you can’t achieve the Dream without cheating (as Gatsby did). 

So, there’s this tension, this irreconcilable gap between economic goals and actual means. Through this lens, the tragedy of The Great Gatsby multiplies. It’s no longer just about someone who can’t buy love with money—it’s about how nobody’s dreams are really attainable. Not everyone can get money, and money can only get you so far. Everyone is stuck, and the American Dream is basically just a myth. 

Thus, the novel could be interpreted as a takedown of capitalist America, which convinced people like Gatsby that the answer to everything was money, and he bolted after the “green light” allure of cold, hard cash only to find out that it wasn’t enough, that it wasn’t the answer in the end.  (.

Consider what kind of message that sends to people like the Wilsons—if money can’t actually buy happiness, what good is it really to chase it? And remember that Gatsby had to cheat to get rich in the first place. 

Is [the novel’s message] that capitalist America provides nothing for people to pursue except for wealth, and therefore little reason for people to feel hope?

You tell me.

Prompt: what does Fitzgerald suggest about social stratification in the 1920s?

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

Let’s try applying this to a prompt. I’ll italicise the key points that have been brought up throughout this post. 

Firstly, social stratification clearly divided society along economic lines . This could be paragraph one, exploring how class separated the Buchanans and Wilsons of the world, and how their lifestyles were so completely different even though they all lived in the prosperity of the Roaring 20s . George Wilson was “worn-out” from work, but he still couldn’t generate upward social mobility for his family, stuck in the Valley of Ashes. Conversely, Tom Buchanan is born into a rich family with his beach-facing mansion and polo ponies . Colour is an important symbol here—the Valley is grey, while East Egg is filled with colour (a green light here, a “blue coupe” there…).

The next paragraph might look at the cultural dimension , exploring how you just can’t buy a way of life. This might involve analysing Gatsby’s wealth as deluding him into thinking he can “repeat the past” by buying into the life(style) of old money . This is where Fitzgerald disillusions us about the American Dream —he presents a reality where it isn’t possible for anyone to ‘make it’, where the Buchanans still treat you with scorn even if you’re just as wealthy. Gatsby’s dishonesty is ultimately a shallow one—try as he might, he just cannot fit in and win Daisy back.

Finally, we should consider the moral dimension —even though the wealthier socioeconomic classes enjoyed more lavish, luxurious lifestyles, Fitzgerald also argued that they were the most morally bankrupt. Money corrupted the wealthy to the point where they simply did not care about the lives of the poor, as seen in the Buchanans’ response to Myrtle’s death. Even Gatsby had to compromise his integrity and deal in shady business in order to get rich—he isn’t perfect either. Social stratification may look ostentatious and shiny on the outside, but the rich are actually portrayed as shallow and corrupt. 

A good essay on this novel will typically combine some of these dimensions and build a multilayered analysis. Stratification, love, wealth, morality—all of these big ideas can be broken down in terms of social, economic, cultural circumstances, so make sure to consider all angles when you write. 

Have a go at these prompts!

1. Nick is biased in his assessment of Gatsby—both of them are no better than the corrupt, wealthy Buchanans. Do you agree?

2. In The Great Gatsby , money is a stronger motivating factor than love. Do you agree?

3. Daisy Buchanan is more innocent than guilty—explore this statement with reference to at least 2 other characters. 

4. What does Fitzgerald say about happiness in The Great Gatsby ?

5. Is money the true antagonist of The Great Gatsby ?

6. The women of The Great Gatsby are all victims of a patriarchal society. To what extent do you agree? (Hint: are they all equally victimised?)

Challenge: According to Fitzgerald, what really lays underneath the façade of the Roaring 20s? Make reference to at least 2 symbols in The Great Gatsby . (Hint: façade = “an outward appearance that conceals a less pleasant reality” – think about things like colours, clothes, buildings etc.)

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Struggling to answer the essay topic?

Has your teacher ever told you:

"You're not answering the prompt"

"You're going off topic"

Then you're not alone! If you struggle to understand and stay on topic, learn how to answer the prompt every time with our How To Write A Killer Text Response study guide.

Most people only think about EXECUTING their essay - the writing. Whether that be essay structure, memorising quotes or how to avoid repeating yourself in the dreaded conclusion. However, my strategy places emphasis on the THINK. 

THINK is the brainstorm, exploration, and development of ideas. Get this right, and you'll come up with ideas and a response that pushes you ahead of your peers. The EXECUTION comes next, only strengthening your lead to the finish line.

So what does THINK actually involve? 🤔

You need to consider aspects of an essay topic that most students gloss over, including:

💭What's the essay topic type ?

Knowing the essay topic type will change your essay structure. While you might wish for a one-size-fits-all essay structure, this is a limited viewpoint that stops you from reaching your potential. Different essay types include:

• Theme-based prompts
• Character-based prompts
• Author's message-based prompts
• Metalanguage-based prompts

By understand what's required in each one of these essay topic types, you'll have a template you can follow to ensure that you answer the prompt (no more complaints from your teacher complaining that you're going off topic!).

💭 What are the question tags ?

Never heard of this term previously? That's because majority of teachers don't teach you to change your Text Response according to the question tag. A ' do you agree?' essay topic expects a different response from a 'discuss' essay topic.

💭 How do I ensure I respond to each keyword ?

This is important so you don't go off topic (we've all at least experienced this once in our high school writing careers 😥). Sometimes, one missed keyword is all it takes to derail your entire essay. No matter how well you've written your essay, an essay that doesn't answer the prompt won't fare well.

For example, have a think about which keywords can be found in this essay topic "Jeff's attempt to pursue justice are entirely without honour. To what extent is this true?".

For me, the keywords include:

- 'Attempt'

- 'Pursue justice'

- 'Entirely'

- 'Honour'

- 'To what extent is this true?'

Even though I've labelled almost every word in the essay topic, individually, each of these keywords will shape my response. Majority of students will pick up the necessity to discuss the keyword 'entirely' in their essays. They will potentially argue that Jeff's attempt isn't entirely without honour, and mention instances where honour was shown. However, a less obvious keyword that needs further exploration is 'justice'. Most students will take this word for granted, and won't really explore what the word 'justice' means in this sentence. A more advanced student will understand that 'justice' in this essay topic is viewed from Jeff's perspective, meaning that what Jeff deems to be 'justice', might not be the same 'justice' for a viewer. These are the nuances in an essay topic that I'd like you to be very confident in.

Knowing how to THINK will ensure that you EXECUTE your essay writing most effectively, optimising your potential to nail that A+. If I went from average to consistent A+s in Year 11 and Year 12, I have no doubt you can do it too. That's why I created the How To Write a Killer Text Response ebook.

I know that you are probably like I was, searching for a clear, simple way to get better at English without just relying on my teacher (despite the fact that I had a great teacher!). I've compiled my 10 years of tutoring English, refining this strategy year after year. With this knowledge, many of my students achieved a study score they thought was impossible (one student Ruby, wanted a study score of 30 to get into her university course, and ultimately achieved a 40 study score! WOW! 😮).

If you're interested, How To Write a Killer Text Response ebook shows you the inner workings of my brain 💭- what I think when I see an essay topic, how I tackle it, and how I turn these thoughts into a high-scoring essay. The ebook includes:

‍ - 50-pages teaching you how to respond to ANY essay topic

- Examples from 15+ popular VCE English texts

- Know exactly what to  THINK  about so you can formulate the best possible essay response

- Plus a bonus 20-pages of high vs low scoring essays , fully annotated (what works and what doesn't) so you know exactly what you need to do and what not to do

Click here to access the FULL version now!

Last updated 20/10/19

Planning is an essential part of any successful text response essay. It helps you ensure that you’re answering the prompt, utilising enough quotes and writing the most unique and perceptive analysis possible! The hard part of this is that you only have about FIVE MINUTES to plan each essay in the Year 12 English exam… (more info on the best way to tackle that challenge in this video !)

So, I developed the FIVE TYPES of essay prompts to help students streamline their planning process and maximise every minute of their SACs and exams.

By identifying the type of prompt you’re being challenged with immediately, a number of parameters or guidelines are already set in place. For a specific type of prompt, you have specific criteria to meet – for example, in a metalanguage-based prompt , you immediately know that any evidence you brainstorm in your planning stage should be based around the literary techniques used in your given text.

If you’d like the full picture on our best FREE advice on Text Response, check out our Ultimate Guide to VCE Text Response here .

1. Theme-based prompt

‘Ambition in the play Macbeth leads to success.’ Discuss. ( Macbeth )

When you’re presented with a theme-based prompt, you can automatically shift your brainstorming and planning towards the themes mentioned in the prompt along with any others that you can link to the core theme in some way.

In regard to this Macbeth prompt, for example, you could explore the different ways the theme of ambition is presented in the text. Additionally, the themes of guilt and power are intimately related to ambition in the text, so you can use those other ideas to aid your brainstorming and get you a step ahead of the rest of the state come exam day.

2. Character-based prompt

‘Frankenstein’s hubris is what punishes him.’ Discuss. ( Frankenstein )

These prompts are pretty easy to spot – if you see a character’s name in the prompt, there you have it; you have a character-based prompt on your hands.

Once you know this, you can assume that each example you brainstorm has to be relevant to the specific character named in the prompt in some way. Also, you can explore how the actions of characters don’t occur in isolation – they’re almost always interrelated. Remember, however, that the actions of characters are always connected to the themes and ideas the author is trying to convey.

This type of prompt also grants you some freedoms that other types don’t give. For example, unlike a Theme-based prompt, a character-based prompt means that it’s perfectly fine to write about characters in the topic sentences of your body paragraphs.

3. How-based prompt

‘How does Grenville showcase Rooke’s inner conflict in The Lieutenant ?’ ( The Lieutenant )

Unlike other prompts, the ‘How’ positions you to focus more on the author’s writing intentions. This can be achieved by discussing metalanguage – language that describes language (read my blog post about it here ). These prompts tell you immediately that you need to be thinking about the literary techniques explored in the text and explain how they affect the narrative.

Rather than using specific techniques to frame your specific arguments, it’s best to use them as evidence to support arguments that attack the main themes/ideas mentioned in the prompt.

4. Metalanguage or film-technique-based prompt

‘Hitchcock’s use of film techniques offers an unnerving viewing experience’. Discuss. ( Rear Window )

This type of prompt is very similar to How-based prompts, specifically in the fact that the discussion of literary techniques is essential.

For this type of prompt specifically, however, the actual techniques used can form more of a basis for your arguments, unlike in How-based prompts .

5. Quote-based prompt

“Out, damned spot!” How does Shakespeare explore the burden of a guilty conscience in Macbeth ? ( Macbeth )

Countless students ask me every year, “What do I do when there’s a quote in the prompt?!” My reply to these questions is actually fairly straightforward!

There are two main things that you should do when presented with this type of prompt. Firstly, contextualise the quote in your essay and try to use it in your analysis in some way. Secondly, interpret the themes and issues addressed in the quote and implement these into your discussion. The best place to do both of these is in a body paragraph – it weaves in seamlessly and allows for a good amount of analysis, among other reasons!

When faced with unknown prompts in a SAC or your exam, it's reassuring to have a formulaic breakdown of the prompt so that your brain immediately starts categorising the prompt - which of the 5 types of prompts does this one in front of me fall into? To learn more about brainstorming, planning, essay structures for Text Response, read our Ultimate Guide to VCE Text Response .

Regardless of whether you’re writing a Text Response , Comparative , or even an Argument Analysis essay, it is easy to see the introduction as something inconsequential, that won’t change your overall mark. And as a result, far too many students view the intro as a mere convention of writing that simply needs to ‘tick off’ certain criteria before they get into the ‘meat’ of the essay. But, from my experiences in VCE English, I’ve found taking some time to write a concise, yet original, considered, and insightful intro (with a bit of flair when appropriate) can be hugely beneficial. 

Why Your Teacher Says You Can’t Earn Any Marks in an Introduction

‍ Everyone has heard it before:

You can’t win/lose marks in an introduction or conclusion

I’ll be the first to admit that in some ways, this is true. The purpose of a Text Response essay is to show an understanding of a text through analysis. So, it is natural that your essay is marked based on the quality of your analysis of the text. And, because very little of this analysis occurs in the introduction, it’s easy to think that an intro can’t influence or change your final mark. While this may be true in theory, the reality is that your introduction serves as a foundation for your analysis...and just like a house, without a solid foundation coming first the rest of your essay is more liable to be weak and fragile. In my mind, the introduction provides a basis for everything that you’re going to analyse in your body-paragraphs which can build upon the assertions you have made regarding the topic in your intro. In other words, the introduction sets the direction for your essay, which overall acts as a backbone allowing for a cogent argument to be presented in your piece.

How an Introduction Can Help You

‍ Now that we have established how an introduction helps contribute to the overall cohesiveness of an essay, let’s have a look at how an intro can help you while you’re writing. Especially when writing under timed conditions, it can be difficult to produce a detailed plan which lays out the structure of an essay. Here's where your intro can be of great help. When considered carefully, your introduction can set the parameters within which your essay will be contained. In other words, your intro can define the scope of your essay, outlining which themes and characters you are going to explore, and most importantly what arguments you are going to posit throughout your script. This means that if you get lost, or go blank trying to figure out what you should write next you can refer back to your intro to find a sense of direction and regain a foothold in your essay and. In this way, the intro not only acts as a foundation for your body-paragraphs but also provides a blueprint for them which can guide you from point to point. 

At the same time, although an introduction cannot explicitly earn you marks, I would argue that a quality introduction can help position your assessor to immediately categorise your essay as belonging in a higher mark bracket. At the end of the year, exam assessors have hundreds of scripts to mark. And the truth is, they will not dedicate more than a couple of minutes to read your essay. As such, if you can impress your assessor with a powerful opening, they are more likely to see your piece as one that should earn a high mark. The reality is that assessors can often tell a lot about an essay based on the quality of its introduction. Therefore, if you can write a 9-10/10 introduction, your assessor will already be leaning towards awarding you a mark in that range without even having read your body-paragraphs yet. 

So, How Can You Write an Original Introduction That Doesn’t Sound Like Everyone Else's?

If there’s one thing English teachers and assessors hate, it’s reading essays that have been memorised and recited (though, if you absolutely insist, then here's a middle-ground option where you could use' templates' ). What is crucial, then, is that from the very first line of your introduction you are responding directly and unswervingly to the topic. I would suggest trying to avoid starting with a cliche contextual statement in favour of a bold response to the topic. 

For example, in response to the topic ‘Shakespeare’s Vienna is a world devoid of balance.’ I would try to avoid starting my introduction with a vague and easily memorisable statement such as... 

‘ Shakespeare’s Jacobean tragicomedy Measure for Measure explores the concept of balance in his extremest characters.’ 

Instead, a bold opening statement is preferable... 

‘Whether it is in Vienna’s abject lasciviousness, Angelo’s ascetic self-governance, or even Isabella’s hyper-rectitude, Shakespeare’s conception of Vienna in Measure for Measure is one laced with problematic extremism.’ 

Consider opening with a quote which captures your take on the topic. In the Comparative task, most definitely try to avoid staring with the word ‘Both’, and instead consider shedding light on a theme or concept common to both texts. 

For example, in response to the topic ‘ Both Invictus and Ransom suggest empathy is key to creating unity.’... 

Whether it is between African and Afrikaner or Trojan and Achaean, the capacity for human understanding is upheld as paramount to overcome societal fissures.  After you have put forward a broad response to the topic in your opening sentence, your introduction can then proceed to ‘zoom in’ and offer more specific arguments. These specific ideas should essentially signpost the distinct arguments you are going to present in each of your body paragraphs.

And, as suggested in the 2019 VCAA Exam Report : 

‘ One characteristic of high-scoring essays was recognition of the ways in which the ideas the student intended to discuss were connected.’ 

This means that the ideas you flag for discussion in your intro, should be logically connected to both the prompt and each other, and you should aim to outline these connections.

The specific ideas which you offer set the parameters for the rest of your essay, so it is a good idea to ensure that these insights take into consideration the implications of the key-terms of the topic, and attempt to take the topic further. This allows you to consider the text in a sophisticated and conceptual way while maintaining rock-solid links to the topic.

After you have ‘zoomed into’ the specific arguments you will be mounting in your essay, the final step is to ‘zoom back out’ and offer an incisive, and powerful overall contention which responds explicitly to the terms of the topic. We talk about this 'zoom in' and 'zoom out' technique in How To Write A Killer Text Response .

Ultimately, the introduction provides you with a great opportunity to show off to your assessors that you can write incisively, fluently, and with confidence.

How To Write an A+ Language Analysis Introduction

Introductions for EAL Language Analysis, To Write or Not To Write?

VCE Literature Close Analysis: Introduction

5 Tips For A Mic-Drop Worthy Essay Conclusion

The Ultimate Guide to VCE Comparative

The Ultimate Guide to VCE Language Analysis ‍

The Ultimate Guide to VCE Literature

The Ultimate Guide to VCE EAL

Let’s briefly discuss the background of the article before we dive into the analysis…

• So, the background information tells us that “Biodiversity is the term used to describe life on Earth — the variety of living things, the places they inhibit and the interactions between them.”
• The article at hand is a transcript of a speech given by Professor Chris Lee at the International Biodiversity Conference 2010.
• The purpose of this conference is to review the progress made towards achieving the target and to look beyond 2010.

Now, let’s analyse the opening of the speech. Take a second to read through Lee’s speech opener...

Firstly, we can analyse the way in which Lee addresses his audience. Rather than using a phrase like "Hi everyone" or a similar greeting, he actually refers to his audience as his "fellow delegates" which allows him to speak in a particularly candid and honest manner. He wants to be transparent about the reality of the situation with his peers, rather than trying to impress an audience or something similar.

Overall, this anecdote appeals to the emotions of the audience and plays on an apparent devotion/commitment presumably made to the environment by the delegates of a Biodiversity conference. Lee uniquely seeks to persuade his audience by using the information he knows about them – their past commitments.

More specifically, we can dive into the pejorative mood of the adjectives he uses to describe the second scene, which is one of destruction, especially compare to the images he presents first. The "lush jungle" with a variety of "interesting flora and fauna" on the banks of a "clear river" appears particularly idyllic in juxtaposition with the images of the "scorched earth", "gooey mudslide", "sepia tinge" and "barren sticks hopelessly groping for life."

In the last sentence, the repetition of the word "gone" reminds Lee's "fellow delegates" of what will be lost if action on biodiversity is not taken.

Now, we know that in any given Language Analysis article, there are so many things to analyse, which I’ve demonstrated with all of the things we managed to focus on in that single paragraph.

Often, students will be able to identify lots of techniques and as such, lots of elements to analyse, but they struggle to choose between these techniques when it comes to writing their responses.

I’d highly recommend that you download a free sample of my eBook, How To Write A Killer Language Analysis which talks about techniques you can use to pick what to write about in your essays. We won’t have enough time to talk about those techniques today, so we’ve written them down for you in the eBook.

Now that we’ve looked at how Lee has started his speech, let’s skip forward to a later section of the article. Take a second to read through the section.

One of the first things that may jump out at you is this repetition of inclusive language; "we are", "we have". However, this is way too obvious! For an upper level response, we want to steer clear of the cliche techniques and analyse ones that have more value and show off our own perspective of the article.

Utilising the statements, "everyone in the lecture theatre knows this" and "clearly, it is our lack of unity", Lee includes the audience and holds all of the delegates accountable through declaring the reasons for failure as simple matters of fact.

Here, Lee trivializes the actions of the organisation in creating "glossy brochures" with "wonderful words" as marketing tools to create the impression that meaningful action is being taken. Lee exposes such actions as deceitful and calls for "real action", seeking to persuade his audience into putting their effort into actual gains in the biodiversity fight.

Want to know more? I'd highly recommend checking out LSG's FREE Ultimate Guide to VCE Language Analysis for more great tips, resources and advice.

And that’s it! I hope this has been helpful in showing how to analyse a speech as a Language Analysis prompt.

Be sure to check out the free sample of my eBook below for more!

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

1. Introduction to William Wordsworth and Romanticism

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

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

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

William Wordsworth: Poems Selected by Seamus Heaney is usually studied in the Australian curriculum under Area of Study 1 - Text Response. For a detailed guide on Text Response, check out our Ultimate Guide to VCE Text Response .

2. Key Features of Romantic Poetry

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

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

Emotionalism 

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

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

Rebellion and Individualism

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

The Sublime

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

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

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

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

3. Poetic Analysis Examples 

Example passage 1.

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

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

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

Thematic Analysis

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

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

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

Stylistic Analysis

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

Example Passage 2

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

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

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

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

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

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

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

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

‍ This blog was updated on 23/10/2020.

2. Historical Context

3. Character Analysis

5. Symbols and Motifs

6. Quote Analysis

7. Sample Essay Topics

8. Essay Topic Breakdown

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

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

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

Historical Context

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

• Character Analysis

John Proctor

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

Elizabeth Proctor

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

Abigail Williams

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

Mary Warren 

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

Susanna Walcott, Mercy Lewis, Betty Parris

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

Mass Hysteria

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

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

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

Honour and Integrity

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

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Symbols and Motifs

The crucible.

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

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

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

Quote Analysis

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

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

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

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

Sample Essay Topics

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

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

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

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

• Essay Topic Breakdown

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

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

Step 1: A nalyse

Step 2: B rainstorm

Step 3: C reate a Plan

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

Step 1: analyse .

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

Step 2: Brainstorm

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

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

Step 3: Create a Plan

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

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

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

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

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

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

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

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

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English is tough. Whether it be memorising quotes or writing under timed conditions, everybody has something that they need to work on — some missing link that may make the difference between grades.

The fun yet exasperating part of English is that there’s always some way to improve. Even the best of the best can struggle with differentiating themselves from the pack, irrespective of how many quotes they know or how well they understand the subject matter. Often, students can feel shackled by the formulaic “topic sentence plus explanation plus evidence plus analysis plus concluding statement”, leaving great ideas in the mud as they scramble to fit their essay into restrictive boxes.

Sometimes, the conventional structure of an English essay can weigh a student down, which is why bending those rules is a skill that, eventually, can prove the key to truly going above and beyond .

Walk before you run

Before you move past your structure, though, you’ve got to know it.

Every essay paragraph needs to hit on a few key points: a main argument, evidence, and analysis of that evidence relating back to the prompt. For example…

In Station Eleven, forgetting is more important than remembering. Do you agree?

Planning is crucial irrespective of your writing style. The texts you study are meant to be thought-provoking, so thought needs to go into what you’re going to say even before you start saying it. My more flexible, relaxed essays always resulted in plans that looked identical to more conventional responses, as seen below.

• Forgetting is important as a coping mechanism to the post-modern world -> older people who “lost more” e.g. Jeevan, Dieter, Clark’s demands to “[not] think about it”
• Nevertheless, remembering is important in forging paths to the future -> the Travelling Symphony
• When they are both embraced, both forgetting and remembering can create the new and honour the old -> the Museum of Civilisation and the electric town

Once you have this understanding of structure, you can begin to move past it.

What exactly does an essay “beyond structure” mean? The way English is currently taught results in a lot of essays more or less looking the same, with a topic sentence dutifully followed by explanation of that point, and evidence not being introduced until about halfway through the paragraph.

Essays beyond structure don’t ignore those points, but rather, they shuffle them around a little. Evidence can be introduced right after the topic sentence, for example.

The shock of the Georgia Flu is catastrophic, entirely subverting the technological interconnectedness of the 21st century… The “divide between a before and an after” that the Georgia Flu marks is so devastating and uncompromising that it is little wonder, then, that forgetting should become such a crucial tool for reconciling oneself with the radical new world order.

Growing out of "crutch" phrases

In structured essays, transitions between points are obvious. When we want to introduce a quote, we say something like “In Mandel’s Station Eleven… ”, and when we want to analyse that quote we say “Here, the author…”.

Of course, there’s nothing wrong with using phrases like these! They can be very helpful in showing your assessor where you are addressing the task and the text. But addressing “crutch” phrases in your writing, which are often overused and underdeveloped, is a fairly straightforward way of forcing yourself to write differently.

Some “crutches” that I always used include:

• This exemplifies… – introduction to analysis
• Indeed… – transition to another point
• Ultimately/In conclusion… – concluding

It is important not to mistake signposting for these crutch phrases, such as “Furthermore” or “Conversely”. Signposting helps assessors determine when you are building on or deviating from previous points, which is highly useful when they’ve read a hundred essays on the same prompt as yours. Crutch phrases, on the other hand, make you feel better about your essay, when in actuality they contribute very little and could be rewritten to be something of greater value.

The following statement follows the typical English pattern of evidence to analysis.

In Emily St John Mandel’s Station Eleven, Dieter “longs for the sound of an electric guitar”. This exemplifies the wider loss of technology, and even identity, suffered by humanity after the Georgia Flu, and indeed is further highlighted by the “incomplete list” of Chapter 6.

There’s nothing wrong with the analysis above, and it makes a good point about the text. But removing “This exemplifies” forces a writer to try something daring and new…

Dieter, an otherwise well-adjusted member of the Travelling Symphony, “longs for the sound of an electric guitar” – his desire echoes Chapter 6’s list, and the omnipresent lack of electricity to a species once defined by it.

Shorter quotes are your friend

A great way to keep up the momentum of such an essay is to let points bleed into each other. There is no rule in English that says the first two sentences of your paragraph can’t include evidence, nor any regulations stipulating that the end of a paragraph has to be a rewritten version of the topic sentence.

Evidence, I have found, is the best way to bridge gaps between discrete points of structure. Not only does using evidence show understanding of the text, but it doesn’t have to be an entire sentence all on its own. Sometimes, two or three words are enough to marry two points – and, at the end of the day, shorter quotes are easier to memorise!

Mandel’s narrator mourns fundamental modern aspects of survival, such as “pharmaceuticals” and “fire departments… police”, in the same space that she pays homage to “concert stages” and “social media”. The resulting impression is not one of traditional cutthroat dystopia… Rather, Mandel’s quiet remembrance of the … modern innovations of technology that brought the 21st century together … highlights the emotional consequences of such ease of communication being lost.

Reading is fundamental

If you’re feeling a little overwhelmed about moving beyond structure, don’t worry – there’s something quick and easy that you can do right now to help push your writing, and it doesn’t even involve any writing of your own.

If you get the opportunity to, I would encourage you to read other people’s essays. Obviously, higher-grade essays are always valuable, but they can also be intimidating, even demoralising. I’ve found that reading essays at my grade level, or even lower, have been fantastic for learning new phrases and picking up different bits of evidence.

The best thing about English, in my opinion, is the same thing that brings it the most criticism – that there is no right answer. It can never hurt your understanding of a text (or your potential grade) if your discussion is informed about more perspectives.

Practice makes... progress!

At the end of the day, any and all good English essays have their roots in the fundamentals. Even as you play around with structure and move past formula, it is always crucial to remember the basics, and to return to them if you feel like you’re getting lost.

Always remember to link back to the prompt! It’s something so basic and obvious that students of all grades overlook. The prompt is the backbone of your essay – make sure that you keep it centre stage.

Get feedback as often as you can, whether it be from teachers, tutors or other students that you trust. English is a game of constant tweaking and refinement, and the more feedback you get the better your essays will be for it.

Finally, practice. Writing, like any skill, can only be honed and improved if one puts effort into honing and improving it. Writing beyond structure often comes as a massive learning curve, and it is diligence and a willingness to learn – not natural talent – that will allow you to become better and better at it.

To conclude

English is tough, and because almost everybody does it, it can be hard to stand out from the masses. Being different takes courage, and in VCE it certainly takes a lot of work, but I have found that writing beyond structure has the potential to elevate not only your understanding of a text or your performance in SACs and the exam, but your enjoyment of writing for English as a whole.

We've curated essay prompts based off our The Crucible and Year of Wonders Study Guide which explores themes, characters, and quotes.

• Compare how the conflict between illusion and reality is explored in these texts. ‍
• 'Uncertainty breeds fear, and fear breeds further uncertainty.' Compare how this idea is demonstrated in The Crucible and Year of Wonders . ‍
• Compare how secrets and superstition affect the characters in both texts. ‍
• Compare how The Crucible and Year of Wonders explore issues of human fallibility and deception. ‍
• Compare the ways these texts examine the preservation of morality amidst accusation and condemnation. ‍
• 'Humans are ultimately inclined towards evil rather than good.' Compare how the two texts explore this inclination. ‍
• Compare how The Crucible and Year of Wonders examines the strength of one's faith during hardship and conflict. ‍
• “How little we know, I thought, of the people we live amongst.” ( Year of Wonders ) Compare what the two texts say about community and one's understanding of reality. ‍
• "Here we are, alive, and you and I will have to make it what we can.” ( Year of Wonders) 'It is only possible to discover what it means to live when faced with death.' Compare the ways these texts explore this possibility. ‍
• “It is the essence of power that it accrues to those with the ability to determine the nature of the real.” ( The Crucible ) Compare the ways the two texts demonstrate the connection between power and controlling the truth. ‍
• Compare how truths and falsehoods shape the lives and societies in The Crucible and Year of Wonders . ‍
• Compare how The Crucible and Year of Wonders shows that conflict can cause both regression and strengthening of integrity and humanity. ‍
• Compare how women are perceived in both The Crucible and Year of Wonders . ‍
• Compare the ways morality is examined and determined in these texts. ‍
• "Man, remember, until an hour before the Devil fell, God thought him beautiful in heaven?" ( The Crucible ) Compare how the two texts explore the repercussions of disillusionment.

The Crucible and Year of Wonders is usually studied in the Australian curriculum under Comparative (also known as Reading and Comparing). For a detailed guide on Comparative , check out our Ultimate Guide to VCE Comparative .

Updated on 15/12/2020.

• Summary: A Brief Snapshot
• Stage Directions
• Essay Topics

Extinction 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 .

1. Summary: A Brief Snapshot

At the heart of innovative technology and products lies exceptional human creativity. Our brains are practically wired to create and innovate newness. Naturally, the influx of products entering the market creates a consumer frenzy. Suddenly, everything is a commodified entity with a dollar-sign attached to it. Its inherent value lies in how much consumers covet the item. 

Let’s take the iPhone for example! An idea of a communication device - both sleek in its functionality and aesthetic - is mass produced, consumed by millions and the cycle perpetuates itself. It is an item so coveted and desired, a 17-year-old boy from China sold a kidney to buy the iPad and iPhone. This phenomenon of consumerism is symptomatic of a contemporary world’s obsession with vanity and aesthetic. Our fixation on the surface-level and glossy facades is similarly echoed by Extinction ’s main protagonist, Professor Heather Dixon-Brown, who criticises the ‘charismatic fauna push’ where we are ‘making celebrities out of pandas and polar bears’. While those campaigns are successful in raising better awareness and positivity in the realm of conservation, they do not change the ways in which we live and consume.

How we live today is inflicting a deep ecological impact on planet earth. Furthermore, as urban landscapes inevitably expand, we continue to encroach on the territory of the natural world.

These are the kind of thoughts that popped into my mind after reading Extinction . Hannie Rayson’s provocative play delves deep into the central question of what it means to uphold a personal conviction in the face of self-interest and necessity. Casual flings, extinguishing of life and the friction between ‘ideological purity’ and functionality threatens to unhinge even seemingly robust characters such as Heather Dixon-Brown, an ecologist who preaches that she ‘uses her head, not her heart’. Rayson’s literary work endeavours to capture how the human character is, in fact, multidimensional and never static! As the passionate environmentalists and pragmatic ecologists are entangled in ethical quandaries, the playwright also illustrates how divorcing your mindset from emotion is a universal struggle. Furthermore, she explores how moral conviction is consistently at odds with the demands of the personal and professional domains we inhabit.

Throughout the drama encapsulating mining magnates, environmentalists and ecologists, Rayson combines their fictional voices to echo a cautionary tale of how self-interest and misconception about ‘the other’ may distort rationality. When the CEO of Powerhouse mining, Harry Jewell, bursts into a wildlife rescue centre in Cape Otway, holding a critically injured and endangered tiger quoll, he inadvertently catalyses a conflict that will draw out the prejudices withheld by the trio of environmentalists.

I encourage you to think about the lessons embedded in the play. What are the take-home messages YOU have discovered?

Guiding Questions:

• What is the message the playwright is attempting to deliver to her audiences?
• When you finished the play, what feelings were you left with?
• Which characters did you find likeable? Who aggravated you the most? And most importantly, provide evidence for why you felt that way! Was it because of their problematic ways of dealing with an ideological crisis? Or their fierce passion towards upholding moral conviction?

2. Character Analysis

Let's take a look at these deeply flawed human beings:

Professor Heather Dixon-Brown ‍

• Director of the CAPE institute 
• Interested in only saving species that are ‘statistically saveable'.
• Bureaucrat with the realism to match.

'I am an ecologist, not an environmentalist. I use my head, not my heart.'

'Species are like commodities…I just don’t approve of this ‘charismatic fauna’ push - making celebrities out of pandas and polar bears.' (p. 99) 

'You want me to close the CAPE. Is that what you want? Then we can bask in ideological purity…' (p. 120)

The never-ending struggle between heart and mind is central theme in the play.

Harry Jewell

• An idealist with the knack for alluring women to fall for him.

'You don’t serve your cause by being indifferent to the interest of working people.' 

'I know his type: the kind of greenie who’s always saying no. No dams. No mines. No roads.' (p. 114)

'I am not some multinational corporation devouring the Amazon. I’m just a bloke who’s come back home.' (p. 114)

Piper Ross ‍

• Zoologist from San Diego Zoo (temporarily transferred) 
• Andy Dixon’s girlfriend 
• Gets entangled in a romp with Harry Jewell aka Mr. Evil

'They are all 'worth saving''. (p. 83)

• A vet who is extremely pragmatic in his mindset towards his work and personal life
• Slight aversion to technology
• The inevitability of technology supplanting certain occupations 
• Technological evolution? (Is it the kind of evolution we want?)

'…the great advocate for our native flora and fauna… ' (p. 118)

'You should see this dairy farm. It’s all computerised. They’ve got one bloke managing a thousand cows. No human supervision of the milking. No-one to check the udders. I’m just there, doing the rounds. Like a robot.' (p. 82)

Logic vs. Emotion (Pragmatism vs. Ideological Purity)

To divorce your emotions from affecting your decision-making capacity is a universal struggle aptly captured by Rayson’s depiction of Dixon-Brown’s gradual inclination towards the tiger quoll project funded by a coal company. In this case, we can argue that her objectivity and ‘her head’ is seemingly beguiled by the charms of Harry Jewell. 

Early in the play, Professor Dixon-Brown is anchored to her desk, filing applications and paperwork instead of ‘getting back to her own research’. This prospect changes when Harry - big coal - offers 'two million dollars on the table' to fund the tiger quoll campaign. Nonetheless, we see the two unexpected collaborators setting a dangerous precedent where one can simply equate a species’ livelihood to ‘commodities’ and ‘a good return’ of profit.

What is compelling about Harry’s character is that he combines both pragmatism and ideological purity. Firstly, Harry has the means and business acuity to manoeuvre a board of directors bent on exploring coal ‘right on the edge of the national park’. However, ‘Mr Evil’ is also inspired by nostalgia and sentimentality over a childhood memory where a tiger quoll steals his drumstick.

Conversely, Andy Dixon-Brown’s stance against the mining industry and automated dairy farms is admirable considering how technology has become a central cornerstone of modern-day life. His partner Piper Ross, a zoologist, echoes similar distaste for mining companies, however, her passion for ‘saving’ all animals eclipses her own presumptions towards ‘Mr Evil’. She is eventually persuaded to head the tiger quoll project.

Whereas, Professor Dixon-Brown enjoys the uncomplicatedness of numbers and statistics. However, her carefully crafted algorithm fails to differentiate between the diversity of animals within the ecosphere. Instead, it filters out populations of 5000 and above to collate only the ‘statistically saveable’.

In this respect, Harry’s actions showcase how a striking a balance between pragmatism and emotion is important.

Unity in a Socially Divisive World

In this play, the ‘us vs. them’ mentality pervades the minds of the protagonists. Through the heated dialogue between environmentalists, ecologists and mining moguls, Hannie Rayson delivers the message that as a society we should not be so reliant on simplifying individuals based on age-old presumptions and surface-level characteristics. Harry Jewell echoes a similar sentiment as he discusses his company’s plans to Piper: 'Who’s this ‘we’? You don’t serve your cause by being indifferent to the interests of the working people.' (p. 92)

Zooming in: Andy & Harry: Let's explore the volatile dynamic between the two males

Andy’s indignant stance against collaborating with the mining industry showcases his resilience in sticking to his moral code. One can argue that his immediate demonisation of Harry Jewell, as evidenced by the nickname ‘Mr. Evil’, is a symptom of Andy’s oversimplified thinking. It is through Andy’s inflammatory and infantile language towards the Mining CEO that Rayson articulates how the politics of conservation is in shades of grey. Conversely, Harry’s admits that he knew Andy was ‘the type of greenie who’s always saying no [from the moment he came through that door]’. In highlighting the binary oppositions of the two men working in different fields, the play acknowledges how prejudice inhibits potential collaborations.

Harry and Andy showcase how our own misconceptions about ‘the other’ detract from our own moral causes - such as in this case, saving the forest. Both men are committed to the same cause. However, Andy’s antagonistic approach towards Harry undercuts his own integrity as he willingly allows prejudice to cloud his thinking simply because it is the more convenient thing to do, as opposed to collaborating and accommodating each other’s interests.

Categorising strangers into convenient stereotypes is pure laziness.

• Andy: 'Hope he didn’t damage that cruise missile he’s got out there?' (p. 73)
• Harry: 'I know the type - knew him the moment he came through that door. He’s the kind of greenie who’s always saying no. No dams. No mines. No roads.' (p. 114)

Romanticism vs. Reality

Against the backdrop of familial arguments and budding romances, Extinction ’s Professor Dixon-Brown’s blunt dialogue about conservation reveals its politicised nature. Her heated dialogue with Piper echoes her frustration at ‘writing [Stuart Decker’s] applications so he can get ‘a sun tan’ conducting research on The Great Barrier Reef and win accolades for it'. Furthermore, she satirically exclaims that ‘[the institute] needs to defend its territory’. Her mocking of the vice-chancellor who acted like they were in a ‘White House Situation Room’ implicitly demonstrates her growing disdain towards the tenuous politics of her workplace. Essentially, Heather’s realist approach exposes what lies beneath the glossy exterior of conservation efforts.

I’ve seen quite a few videos of baby pandas circulating on my Facebook feed, most of them are part of a conservation effort or campaign. The comment section of these videos is like a medley of heart-eyes and exclamations of ‘How cute!!’ This relatively harmless sentiment is dismissed by Professor Dixon-Brown when she states that she is completely disengaged with ‘charismatic fauna’ (p. 99) push - making celebrities out of pandas and polar bears’. Our overwhelmingly positive reactions towards such campaigns is based on a societal gravitation towards the aesthetically pleasing which bleeds into the next thematic idea revolving around our fixation on appearance (surface-level).

Essentially, in the context of this play, the preferential treatment of endangered animals reflects our own biased thinking.

Vanity and Our Obsession With Appearance

The idea of vanity also pervades the sub-consciousness of both male and female protagonists. Against the backdrop of environmental conservation dilemmas, Hannie Rayson manages to entwine a secondary story strand which captures the insecurities peppering the female experience in this contemporary age. The audience learns that Heather Dixon-Brown spends $267 on hair removal every five weeks. Interestingly, her brother, ‘a screaming heterosexual’ (p. 95), likens the hair removal process to ‘getting a tree lopped’. The destructive and almost violent imagery of chopping down a tree echoes the crippling pressure for Heather to ‘sculpt’ herself into a particular ideal of femininity.

It is in this way that Rayson articulates a broader thematic idea that womanhood is still being defined in terms of attractiveness and perseveration of youth. Heather’s internalised insecurities resurface in her heated confrontation with Harry. She accuses him of ‘prefer[ing] a younger woman’ and having ‘never been with a woman with pubic hair’. Both of which Harry indignantly refutes. Through this heated dialogue, audiences gain an insight into Heather’s vulnerability as a divorcee-to-be and interestingly, we are exposed to her assertiveness as she questions 'can’t [you] stomach a woman who stands up to you?'

Her conflicting ideologies on womanhood are best exemplified through Harry who almost admonishes her for embodying ‘some nineteen-fifties idea of relationships’ where ‘sex with someone’ does not necessarily entail ‘a lifelong commitment’. This is also the central conflict faced by all the characters who engage in seemingly non-committal relationships and false expectation. It is through these failed trysts that Rayson disapproves of uninhibited sexual impulses and by extension, criticises the increasing promiscuity in contemporary times. Essentially, Rayson’s fixation on causal sexual relationships mirrors her own opinion that there has been a paradigm shift in how we govern our sexuality and bodies since the 1950s.

Conservation in a World of Destruction

You can define conservation in terms of ‘preservation of… ’, ‘sustaining…’.

In the personal domain, Piper maintains that she and Harry ‘slept in separate tents’ to her boss Professor Dixon-Brown who also doubles as her potential sister-in-law. Conversely, Professor Dixon-Brown is forced to make an ethical compromise to prevent a career besmirching orchestrated by a mass-email insinuating a sordid romance between her and her newest collaborator, Harry Jewell. Her reputation as CAPE’s director is nearly tarnished by the vengeful force of a fling’s ex-wife.

Do I preserve my moral compass or my professional reputation?

Other thematic ideas that relate to this umbrella phrase include: misuse of authority and ethics of the digital world.  

Deleting emails is tantamount to rewording/reworking history. Professor Dixon-Brown’s attempt at salvaging/restoring her pristine moral code of ‘using her head, not her heart’ is encapsulated in her desperate dash to the IT servers at 1am in the morning to delete the incriminating email detailing her illicit relationship with Harry Jewell. This, undoubtedly, compromises both of their careers as professionals. Furthermore, their intimate fling casts Dixon-brown as a seducer/a woman who is easily compromised, which is untrue. However, it is the facades that count in the play.

4. Symbolism

Euthanising the female tiger quoll.

In this case, by virtue of being female, we can assume the tiger quoll ‘with a crushed spine’ has reproductive capabilities. The injured tiger quoll was a life-giving entity. Technically, if she recovered fully, the tiger quoll could be the solution to its endangered status. 

Andy’s swift decision to euthanise the animal in great pain could be in reference to his own desire to ‘make [his life] over’. He has inadvertently projected his own fears and anxieties over his GSS diagnosis onto the critically injured creature. Essentially, in the moment of mutual pain, Andy could resonate with the tiger quoll. 

One-Night Stands/Casual Sex/Non-Committed Relationships

My theory is that the images of casual sex serve as an ironic layer to a play titled Extinction . Both Piper and Heather unwittingly develop sexual relations with Jewell on a casual basis which symbolises how intercourse is no longer purely valued as a means for continuing the species. These ‘efforts’ for reproduction are fruitless. 

1. They show how mankind is centred on pleasure and instant gratification, prioritising the self above all matters. 

2. They demonstrate how modern living expectations, consumerism and the perpetuation of gluttony have led to a plateau in human evolution.

Real-life Amanda -> Tutor comment translation:

As I was reading the text, a recurring question kept nagging at me: Why are there intimate scenes sandwiched between the layers of ideological conflict and tension?

Tutor -> real-life Amanda translation:

Oh my goodness, are these characters THAT sexually frustrated? Someone’s heart is going to get broken and then we will have to analyse that in our essays. Ughhhhhh.

5. Stage Directions

Weather transitions.

1. The opening scene showcases how vets and environmentalists alike are surprised by the first sighting of a tiger quoll in a decade. Their surprise at this unprecedented occurrence is reinforced by the ‘wet and windy’ conditions. Typically, stormy weather is symbolic of chaos and unpredictability. 

2. During a particularly heated exchange between Andy and Piper, the interjection of ‘ thunder’ intensifies rising temperament in both characters. (p. 73)

3. When Andy discovers who ‘Harry bloody Jewell’ is, his growing disbelief and rising temperament are complemented by the off-stage sound of ‘ the roar of the motorbike’. The audiological stage cue characterises Jewell as an unwanted presence of chaos and noise. As the motorbike’s roar is a sound incongruent with the natural environment encapsulating Harry.

The Meaning of Fire

In Act Two: Scene One, the secretiveness of Harry and Piper’s tryst is underlined by the ‘vast blackness’ and their figures ‘in silhouette’. Furthermore, its fragile and tenuous connection is symbolically related to how both counterparts repeatedly ‘poke[] the fire’ to ensure its longevity through the night. Perhaps, this imagery is referring to how all temptation and sexual energy need to be moderated, which complements Piper’s reluctance to continue their budding relationship.

6. Sample Essay Topics

We've offered a few different types of essay topics below. For more sample essay topics, head over to our Extinction Study Guide to practice writing essays using the analysis you've learnt in this blog!

Theme-Based ‍

The play, Extinction demonstrates that compromise is necessary in the face of conflict.

Character-Based

As a self-professed ecologist, Heather Dixon-Brown’s decision to collaborate with 'the other’ stems from self-interest. Discuss.

Quote-Based

'I use my head, not my heart.' Extinction explores how human nature reacts under pressure and vice.

How does Hannie Rayson explore the idea of emotion in the play Extinction ?

7. Essay Topic Breakdown

Theme-based prompt: extinction is a play about personal integrity and environmental responsibility. do you agree, step 1: analyse.

This essay prompt is an example of a theme-based prompt . It specifies both 'personal integrity' and 'environmental responsibility' as themes for you to consider. When faced with a theme prompt, I find it most helpful to brainstorm characters and author’s views that are relevant to the given themes, as well as considering more relevant themes that may not have been mentioned in the prompt itself.

• Personal integrity and environmental responsibility are central themes, but they aren’t the only themes that Extinction concerns itself with
• Environmental responsibility - political, financial, social, pretty much all characters (Piper and Harry as a focus)
• Personal integrity - truth versus lie, how we react under pressure, Dixon-Brown and her choice to delete the emails
• What is left over? Other kinds of responsibility, e.g. interpersonal relationships
• Interpersonal relationships, e.g. Piper and Andy (with a focus on Andy)

P1: Environmental responsibility

• Piper and Harry - the tiger quoll project
• Potential to talk about idealism versus pragmatism?

P2: Personal integrity

• Honesty, morality, ethics
• Dixon-Brown’s choice to delete the emails is motivated by selfishness, not by personal integrity

P3: Responsibility to act honestly and transparently in relationships Andy!

• He is both environmentally responsible and has personal integrity, but still struggles with his relationships until the very end of the play

If you find this helpful, then you might want to check out A Killer Text Guide: Extinction where we cover five A+ sample essays (written by a 50 study scorer!), with EVERY essay annotated and broken down on HOW and WHY these essays achieved A+ so that you know how to reach your English goals! Let's get started.

8. Resources

Extinction by Hannie Rayson A+ Essay Topic

How To Write A Killer Text Response ( Study Guide)

How To Embed Quotes in Your Essay Like a Boss

How To Turn Text Response Essays From Average to A+

5 Tips for a Mic-Drop Worthy Essay Conclusion ‍

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

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

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The Great Gatsby: Essay Samples

Welcome to The Great Gatsby Essay Samples page prepared by our editorial team! Here you’ll find a heap of wonderful ideas for your Great Gatsby essay. Absolutely free research paper and essay samples on The Great Gatsby are collected here, on one page.

📝 The Great Gatsby: Essay Samples List

Below you’ll find a large collection of The Great Gatsby essay and research paper samples. Feel free to use any of them to inspire your own writing!

• Gatsby & Nick in The Great Gatsby Essay Genre : Essay Words : 1763 Focused on : The Great Gatsby characters Characters mentioned : Nick Carraway, Jay Gatsby
• Gatsby & Jean Valjean: Compare & Contrast Essay Genre : Essay Words : 1259 Focused on : The Great Gatsby characters Characters mentioned : Nick Carraway, Jay Gatsby, Daisy Buchanan
• The Ethicality of an Action Jay Gatsby Genre : Assessment paper Words : 833 Focused on : The Great Gatsby themes Characters mentioned : Jay Gatsby, Daisy Buchanan, Myrtle Wilson
• The American Dream in The Great Gatsby: Essay Genre : Essay Words : 619 Focused on : The Great Gatsby themes Characters mentioned : Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Myrtle Wilson, George Wilson
• Babylon Revisited & The Great Gatsby: Motifs & Themes Genre : Essay Words : 1216 Focused on : The Great Gatsby themes Characters mentioned : Jay Gatsby, Daisy Buchanan
• Time as a Theme in The Great Gatsby: Essay Genre : Essay Words : 896 Focused on : The Great Gatsby themes Characters mentioned : Jay Gatsby, Daisy Buchanan, Myrtle Wilson
• Daisy Buchanan: Quotes Analysis Essay Genre : Essay Words : 1077 Focused on : The Great Gatsby characters Characters mentioned : Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Jordan Baker
• Female Characters in The Streetcar Named Desire & The Great Gatsby: Comparative Essay Genre : Essay Words : 1639 Focused on : The Great Gatsby characters Characters mentioned : Nick Carraway, Daisy Buchanan, Tom Buchanan
• Why Is Fitzgerald’s The Great Gatsby a Satire? Genre : Essay Words : 680 Focused on : The Great Gatsby genre Characters mentioned : Jay Gatsby, Daisy Buchanan, Mr. McKee
• Jay Gatsby & Tom Buchanan: Compare & Contrast Genre : Essay Words : 812 Focused on : The Great Gatsby characters Characters mentioned : Jay Gatsby, Daisy Buchanan, Tom Buchanan
• Francis Scott Fitzgerald & His American Dream Genre : Essay Words : 1815 Focused on : F.S. Fitzgerald’s biography Characters mentioned : Daisy Buchanan, Tom Buchanan
• Jay Gatsby & Eponine from Les Miserables: Compare & Contrast Essay Genre : Essay Words : 812 Focused on : The Great Gatsby characters Characters mentioned : Jay Gatsby, Daisy Buchanan, Tom Buchanan
• Jay Gatsby and Valjean in ‘Les Miserables’: Comparative Essay Genre : Essay Words : 769 Focused on : The Great Gatsby characters Characters mentioned : Jay Gatsby, Nick Carraway
• Love in The Great Gatsby & The Catcher in The Rye: Comparative Essay Genre : Analytical essay Words : 1059 Focused on : The Great Gatsby themes Characters mentioned : Jay Gatsby, Nick Carraway, Daisy Buchanan
• The Great Gatsby: Analysis and Feminist Critique Genre : Essay Words : 1365 Focused on : The Great Gatsby analysis Characters mentioned : Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Myrtle Wilson, George Wilson
• Fairy Tale Traits in The Great Gatsby Genre : Essay Words : 1146 Focused on : The Great Gatsby analysis & context Characters mentioned : Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan
• The Great Gatsby: Book Review Genre : Book review Words : 701 Focused on : The Great Gatsby context Characters mentioned : Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan
• The Great Gatsby: Book Review & Reflection Genre : Essay Words : 587 Focused on : The Great Gatsby characters Characters mentioned : Nick Carraway, Jay Gatsby, Daisy Buchanan, Tom Buchanan, Myrtle Wilson, George Wilson, Jordan Baker
• Fitzgerald’s American Dream in The Great Gatsby & Winter Dreams Genre : Argumentative essay Words : 1119 Focused on : The Great Gatsby themes Characters mentioned : Nick Carraway, Jay Gatsby, Daisy Buchanan
• Silver & Gold: Color Symbolism in The Great Gatsby Genre : Essay Words : 889 Focused on : The Great Gatsby color symbolism Characters mentioned : Jay Gatsby, Daisy Buchanan, Tom Buchanan, Jordan Baker
• Nick as the Narrator in The Great Gatsby Genre : Essay Words : 2473 Focused on : The Great Gatsby characters Characters mentioned : Nick Carraway
• The Dilemmas of the American Dream in The Great Gatsby Genre : Essay Words : 687 Focused on : The Great Gatsby themes Characters mentioned : Jay Gatsby
• Political Satire in American Literature Genre : Essay Words : 788 Focused on : The Great Gatsby genre Characters mentioned : Nick Carraway, Jay Gatsby
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Study Guide Menu

• Short Summary
• Summary (Chapter 1)
• Summary (Chapter 2)
• Summary (Chapter 3)
• Summary (Chapter 4)
• Summary (Chapter 5)
• Summary (Chapter 6)
• Summary (Chapter 7)
• Summary (Chapter 8)
• Summary (Chapter 9)
• Symbolism & Style
• Quotes Explained
• Essay Topics
• Essay Samples
• Questions & Answers
• F. Scott Fitzgerald’s Biography
• Chicago (A-D)
• Chicago (N-B)

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Richard Marriott English

English Lecturing and Tutoring

The Great Gatsby Sample Essay

This sample essay demonstrates the full range of A-level skills needed to meet the assessment objectives at the highest level.

“They’re a rotten crowd.” I shouted across the lawn. “You’re worth the whole damn bunch put together.” How does Fitzgerald convey a “rotten crowd” in The Great Gatsby and to what effect?

“Rotten” describes a state of putrefaction. It is a word we apply to decomposing fruit, fruit that is over-ripe, decaying and which, close-up, stinks. What a brilliant word to convey the decaying civilisation of post-war Europe and America that surrounds Gatsby – and repulses his friend, Nick – shocking him into moral awareness.

It is primarily through the moral judgements of his narrator, Nick Carraway, – the character that goes East to make money only to retreat revolted by the moral, cultural and social rottenness that he finds among the moneyed classes he wished to join – that Fitzgerald presents his “rotten crowd.” Through Nick, Fitzgerald exercises his narrative art with extraordinary compression: cultural allusion and symbolic names and images are central to his method – underpinning the actions of his characters – so too a poet’s feel for the sound and connotations of words.

Fitzgerald’s allusive method brilliantly conveys the rottenness of Gatsby’s crowd. Names, and names of books allude to a rotten world. Relationships in the East are rotten and infect the outlying members of the great Carraway dynasty: Nick’s second cousin twice removed is married to a philanderer; already unfaithful on honeymoon, we find him in the second chapter introducing Nick to his mistress. Now, the great Gatsby himself has been no monk (he ‘knew women early’ (82) Nick tells us, momentarily picturing a proud and promiscuous young Gatsby), but in pursuing Daisy, he pursues more than sex: he wishes to attain a higher state of being – to ‘romp with the mind of God,’ to ‘gulp down the milk of wonder.’ Romping and gulping suggests a child’s wide-eyed amoral appetite for unbounded satisfaction. Tom’s rottenness, his sexual corruption, then is apparent by contrast with the sublime, high-minded aspirations of the man who would cuckold him. Taking then, Nick, to the apartment where he conducts his affair, Tom leaves Nick while he and Myrtle both disappear – presumably to the bedroom – before reappearing after Nick has had time to ‘read a chapter’ of Simon Called Peter . A chapter-read is an innovative way to measure the length of a human coupling and perhaps degrades (reveals the rottenness of) Tom’s relationship in its brevity (or in its longevity, reveals the rotter luxuriating in his sin) – but more importantly, it is through the title of the book that Fitzgerald reveals the rottenness of this crowd. Robert Keable’s 1922 best-seller records the career of an earnest young clergyman, Peter Graham who volunteers as an army chaplain in the First World War. His faith fails to sustain him on the path of righteousness and he abandons his nice middle class fiancée, Hilda, for the generous charms of a prostitute and a generation of young women whose sexual freedom is more aligned to the Myrtles of Gatsby than the prim propriety of Hilda and the Edwardian England Peter has left behind. However, Peter is not simply a lost cause to the church, he is disillusioned with its teachings and with human nature, the sexual freedoms and easy pleasures of the war generations seem to him more real, more essentially human than the morality he preached from the bible. The novel, condemned in his review as ‘immoral’ by Fitzgerald, is seriously concerned with what war reveals of essential human nature: its immorality, its pessimism lies in its disillusion with love. Fitzgerald’s Gatsby holds on to his aspirations, his faith in the possibility of transcendence through love, despite the hardships of his (quickly overcome!) poverty. It is perhaps only through the contrast with Keable’s response to war that we can appreciate the extraordinary hope implicit in Fitzgerald’s, in his faith in the higher callings and aspirations of the human heart. It would be interesting to know if Fitzgerald had a particular chapter in mind that “didn’t make any sense to [Nick].”

Thus, almost passing reference to a contemporary novel, is fraught with much meaning. The use of a character’s reading material to shape and create meaning is a familiar part of the novelist’s art: think Austen’s Catherine Morland, gently mocked by her author for her indulgence in The Mysteries of Udolfo and the power it has over her imagination. This allusive method is not surprising in Fitzgerald: it is the foundation of Eliot’s “The Waste Land” –a poem Fitzgerald knew by heart, written in the year he sets his Gatsby . In it, the morality, the spiritual condition, of one generation is measured against representative cultural fragments from earlier civilisations.

Fitzgerald is similarly wide-ranging in his frame of reference to convey his “rotten crowd,” alluding to contemporary novels and events as well as ancient texts. Take the casual naming of just one party-goer for example: Ismay. Ismay is collected up as part of a group: “the Ismays and the Christies.” Perhaps Fitzgerald has in mind Bruce Ismay, Managing Director, of the White Star Line and held to blame for the greatest shipping disaster of all time: the loss of the Titanic in 1912; he was J Brute Ismay to the press at the time. He was rumoured to have put pressure on the Chief Engineer to drive the ship faster for a record time for the Atlantic Crossing and was himself a survivor. Newspaper cartoons showed him watching the ship sink from the safety of a lifeboat whilst the true “women and children first” heroes stood facing death on the doomed ship. So, Ismay comes to represent the selfish, self-serving rottenness of Fitzgerald’s contemporary society and the inversion of its moral values.

Ismay is among the first of the East Eggers on Nick’s famous list that helpfully divides the party guests into two according to the Egg whence they arrive: East Egg is the old money (Jesmond) in our local terms; West Egg is new money (we think Darras Hall). The West Eggers are “all connected with the movies in one way or another.”  So one “controlled films Par Excellence” another is a “promoter” (and at the Chapter VI party we meet “the moving-picture director and his Star” (89)). In contemporary – and non-party political terms we find in West Egg the New Labour celebrity culture of film stars, pop stars, and fashion designers as well as the stalwart Old Labour of the Trade Union movement meeting at Blair’s parties: it would be a mistake to believe either group is any more free from corruption than Gatsby’s guests.  Fitzgerald’s crowd fills up the “empty spaces of a timetable” (52) that is now out of date. And their “gray” names assigns them to the ash heaps of The Valley of the Ashes – where the detritus of a dead civilisation is dumped.

The whole list in its conception is a brilliant tribute to writers of the past: “the Prince of something, whom we called Duke, and whose name, if ever I knew it, I have forgotten” concludes the roll with a wonderful contempt for empty title (“of something”) and undeserved respect (“whom we called”). The forgotten name that concludes his portrait echoes Chaucer’s final valediction on his Merchant:

For sothe (truly) he was a worthy man with alle, in every way But, sooth (truth) to seyn, I noot (= ne woot, don’t know )how men hym calle.

“I noot how men hym calle,” he is in other words unworthy of name or remembering. Of all writers, Chaucer is so especially concerned with a man’s worth, (the word is used ironically in the quotation above) his worthiness, the parity between the inner and the outer man. The choice of the Merchant is apt: he represents financial rottenness, self-serving material greed.

The last line of all in Nick’s guest list, “All these people came to Gatsby’s house in the summer,” in its obvious summing up of what we already knows echoes Homer’s method in the famous muster of the armies at the beginning of The Iliad , (e.g. “These were the men whom Amphimachus and Nastes brought.”). The very idea of remembering each with some anecdote of their deeds is again Homeric – but how unedifying their deeds: fighting with bums, drunk on the gravel, arriving with another’s wife, run over by Mrs. Ulysses Swett. The name Ulysses is enough to point us to our Homer. This “rotten crowd” is mocked in comparison to the Greek Heroes of the great ancient civilization of the past: the one at its heroic zenith, the other at its rotten nadir.

Plenty of food then for scholars wishing to track down all these names and associations. Ulysses Swett is in fact a real person (born 1868) and a member of the famous Swett family of Cape Cod who traced themselves back through thirteen generation. However, the names have an immediate, not just a scholarly impact. Swett (homophone for a squalid bodily function) is allied with Belcher (the, what, shamelessly, insolent expulsion of stomach gas through the mouth?– usually avoided because of the bad smell) and Smirke (the silent mocking laugh) – all aspects of our base corporeal rather than spiritual natures.

Worse are the animal names: Blackbuck, Roebuck, connoting both money (buck=dollar) and animal sexuality (a buck is a male deer – like the word ‘tup’ we make the gender distinction usually to refer to sexual behaviour). The name ‘Blackbuck’ perhaps evokes Tom’s fear of the Rise of the Colored Empires , of the sexual potency of black races according to popular myth and also a fear of the black dollar, of black wealth as a part of rising black supremacy. So the names have a resonance that goes beyond the animals and fish they denote (Beluga, Whitebait, Hammer Head – it is easy fit them into a taxonomical classification). It is fun to learn from Wikipedia that the Beluga whale has a ‘high-pitched twitter.’ Such information adds another dimension to our own imagined constructions of Gatsby’s party crowd. But the name itself seems ugly. Is it because it has the consonants of the word ‘ugly’ in it? Or because, as we search to make sense of an unfamiliar word, our brains try out the word ‘bulge’ through the association of sound and thus evoke some ungainly swollen creature, some ulcerous tumescence of money and immorality. Is there something belchy in the sudden release of air in the second vowel sound, Bel u ga? And that is before we think about the associations with caviar and the untouchable luxuries of the war-time rich.

And then there are the Hammerheads: another wonderfully evocative name. What rottenness does this conjure? A family of boneheads. The Hammerhead Shark has evolved an elongated and flattened skull perhaps for the manipulation of prey – nice associations there. It also contains the idea of the tool after which the shark is named, the hammer, blunt bludgeoning instrument. Picture it here in the hands of one of Gatsby’s bootlegging cronies, crushing the skull of some unfortunate prey. Hear in its sounds, the repeated glottal fricatives, (‘ Ha mmer hea d’) the heavy breathing of the hammer-wielder exerting himself in the act of skull-crushing.

There is a poetry in this carefully constructed mock epic that delights in the cultural allusion, in the connotative capacity and the phonological features of words to express the sheer rottenness of this crowd.

Fitzgerald offers a wide, but not comprehensive, survey of the animal kingdom to convey his rotten crowd: in all this verminous, predatory, bestial crowd there is not one airborne, flying creature. There are fish aplenty as well as the semi-aquatic rodent, Ernest Beaver and the tree dwelling Doctor Webster Civet , who despite his airy habitat “drowned last summer.” James B. (“Rot-Gut”) Ferret take his name from the domesticated earth-burrow dwelling carnivorous mammal. All three (beaver, civet, ferret) are noted for scent glands, genital or anal: in the wild, they pollute the air to mark territory; killed, they are used for perfume. The point is of course that Fitzgerald’s elemental imagery portrays Gatsby’s aspirations to transcend mortal bounds as an aspiration to fly. Daisy is associated with air, floating, fluttering, anchored like a balloon. Gatsby aspires to her airiness which lifts her among other things, ‘above the hot struggles of the poor.” (122) He is condemned, through Fitzgerald’s imagery to death by water: he is shot in a swimming pool, to be buried in “soggy ground” (142). The moment is foreshadowed at Nick’s tea-party reunion: Gatsby stands “in a puddle of water glaring tragically” (72). Fitzgerald’s rotten crowd is an earth-bound water-dwelling crowd and they drag Gatsby down to his watery death and earthy resting place. Their very names make the air he breathes stink.

This crowd perhaps constitutes the ‘funny fruits’ (103) of New York of a civilisation that has, in Spenglerian terms, (Oswald Spengler, The Decline of Civilization – the book Fitzgerald never recovered from when writing Gatsby) organically outgrown itself, lost touch with the nature that feeds it to produce the cities, and city folk, this ‘rotten crowd’ that are its fruit. And Fitzgerald’s judgement reveals Nick’s growth to moral understanding – he too will reject the wealth of the East, its money, machines and rottenness to nurture the reputation and aspirations of Jay Gatsby, seeking his flower, his Daisy Fay, who, in his imagination (according to Nick) represents the green breast of an earlier, rural America. For Nick, in Gatsby, found an incarnation of the Faustian legend (there was indeed a Faustina O’Brien –a diminutive and corrupt mini-Faust on that party-list (53)), of man’s desire to transcend the bounds of his mortality and the rottenness of his world.

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Home — Guides — The Great Gatsby — An Invitation to the World of Gatsby: An Introduction to F. Scott Fitzgerald’s Masterpiece

by F. Scott Fitzgerald

• Introduction
• All Plot summary
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• Nick Carraway
• Daisy Buchanan
• Tom Buchanan
• Jordan Baker
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The Great Gatsby: Introduction

The Great Gatsby, written by F. Scott Fitzgerald and published in 1925, is a novel that has become a classic of American literature. Set in the roaring twenties, it tells the story of Jay Gatsby, a wealthy and mysterious socialite who becomes obsessed with the idea of winning back his former lover, Daisy Buchanan, who is now married to another man.

The novel is not only a portrait of the excesses and moral decay of the Jazz Era, but also a critique of the American Dream and the hollow promise of social mobility. In this sense, The Great Gatsby is a deeply American novel that captures the zeitgeist of a particular historical moment while also speaking to universal themes and concerns.

Historical Context

The Great Gatsby is set in 1922, during the height of the Roaring Twenties, a time of great economic prosperity and social change in the United States. The decade saw a boom in industry and consumerism, as well as the emergence of a new youth culture that embraced jazz music, dancing, and sexual liberation. The novel takes place in New York City and on Long Island, where the rich and fashionable spent their summers in luxurious mansions and parties.

However, the excesses of the 1920s also had a darker side. The era was marked by widespread corruption, organized crime, and a breakdown of traditional values. The Great Gatsby reflects this dichotomy, depicting a world of wealth, glamour, and decadence that is ultimately hollow and unsatisfying.

Upon its publication, The Great Gatsby was not an immediate commercial success, selling only 20,000 copies in its first year. However, it was widely praised by literary critics, who recognized Fitzgerald's skillful use of language, complex characterizations, and sharp social commentary.

Over time, The Great Gatsby has become one of the most celebrated works of American literature, and it is now considered a classic of the genre. The novel has been adapted into numerous films, plays, and operas, and it continues to be studied and analyzed by scholars around the world as well as used by students to write essays about The Great Gatsby for their classes.

Impact and Relevance

The Great Gatsby has had a profound impact on American culture and society, influencing not only literature but also fashion, music, and film. The novel has been cited as an inspiration for the Art Deco style that dominated the 1920s and 1930s, as well as the Jazz Age music of Duke Ellington and Louis Armstrong.

In terms of literature, The Great Gatsby is often cited as an example of the modernist movement, which sought to break with traditional narrative structures and explore new forms of expression. The novel's fragmented narrative, use of symbolism, and exploration of psychological themes all mark it as a work of modernist literature.

Beyond its artistic and cultural impact, The Great Gatsby also remains relevant today as a commentary on American society and its values. The novel's critique of the American Dream and the notion of social mobility still resonate with readers, as does its exploration of the corrupting influence of wealth and power.

Moreover, the character of Jay Gatsby himself has become an iconic figure in American popular culture, representing both the allure and the emptiness of the American Dream. Gatsby's tragic story of unrequited love and social aspiration continues to captivate readers and viewers alike, serving as a cautionary tale about the dangers of pursuing happiness and success at any cost.

The Great Gatsby is a literary masterpiece that has left an indelible mark on American culture and society. Through its vivid characters, evocative settings, and incisive social commentary, the novel captures both the excitement and the disillusionment of the Roaring Twenties while also exploring universal themes and concerns.

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Essays About The Great Gatsby: Top 5 Examples and Prompts

The Great Gatsby is a classic American tale; if you are writing essays about The Great Gatsby, find interesting essay examples and writing prompts in our guide. 

F. Scott Fitzgerald’s The Great Gatsby (1925) revolves around a young man named Nick Carraway and his interactions with his New York neighbors, including the mysterious millionaire Jay Gatsby. Throughout the novel, Gatsby attempts to rekindle his relationship with Daisy Buchanan, a cousin of Carraway’s; along the way, he is revealed not to be who he seems. The novel is regarded as a literary masterwork due to its profound exploration of love, social class, gender, and race, among other themes. As a result, it has developed into one of the most well-known ls of all time. 

If you need to write a good essay about The Great Gatsby , look at our featured essay examples below. 

1. The Great Gatsby – Really Great by Grace Nguyen

2. five reasons ‘gatsby’ is the great american novel by deirdre donahue, 3. “the great gatsby” color analysis by kurt medina, 4.  in defense of plot: an analysis of the tension in the great gatsby by aatif rashid.

• 5. ​​Behind The Great Gatsby by William Peace

Top Writing Prompts on Essays about The Great Gatsby

1. how does the novel manifest the american dream, 2. the story behind the title, 3. compare and contrast, 4. how is new york city portrayed, 5. the great gatsby’s legacy, 6. the theme of race, 7. the theme of social class.

“Gatsby is the prime example of a person disregarding whatever morals he might have had, in order to pursue Daisy, his own personal American Dream. Consequently, his actions were reprehensible, not great. Gatsby also showed himself to be a generally dishonest person. Daisy

was married to a man named Tom. By trying to win her affections Gatsby is, in turn, adamantly trying to get Daisy to cheat on her husband.”

Nguyen writes about the novel’s titular character and how he changed himself so much for one person. This would be admirable if not because he was most enamored with Daisy’s rich life rather than her shallow character. From a working-class background, Gatsby acquired massive amounts of wealth through illegal means to match Daisy’s life, letting go of his morals to achieve his goals. In the end, Nguyen writes that Gatsby dies due to his deception. 

“One reason: It offers complicated characters who can be interpreted in fresh ways for new readers. Is Nick in love with Gatsby, as Greg Olear theorized on Salon? Could Gatsby — the other, the outsider — actually be a black man? Often dismissed as a selfish ditz, is Daisy victimized by a society that offers her no career path except marriage to big bucks?”

Donahue enumerates reasons for which The Great Gatsby is so highly regarded and considered the “great American novel.” These include an “American Dream”-type story, complex and exciting language, and most importantly, the unbelievable love story of Gatsby and Daisy. The millionaire is not motivated by greed but by love; however, he is in love with the idea of Daisy and the past in general rather than Daisy herself. 

“These colors connect the reader to the novel by making him see and feel the actual events and emotions a character has and not only an imaginative image. Gatsby’s example, which is full of lines rich of color imagery, makes the reader feel what he feels; sense what he senses; and try to be what he is. Gatsby’s figure is greatly shaped by this color imagery, validating and supporting the title of the book, colors show how great The Great Gatsby was.”

In his essay, Medina explains how Fitzgerald uses color symbolism to progress the plot and characters, using quotes from the novel as sources. For example, yellow represents Gatsby’s wealth, green symbolizes his greed and jealousy, and white symbolizes the pure, innocent idea he has of Daisy. Medina believes that these colors help readers connect more to the characters, making them feel what they feel and identify with them. 

“The central tension and conflict in the novel is not just whether Daisy will chose Gatsby or Tom but whether Nick will come to sympathize with Gatsby or not. And with this line, it’s clear that Nick does indeed sympathize with Gatsby. He realizes that old money Daisy and Tom are rotten, and that Gatsby is worth more than them. Human sympathy, thus, becomes more expansive than Nick had previously thought.”

Rashid starts off his essay by summarizing The Great Gatsby, then reveals how much of an impact tension has on the novel. Rather than the tension between Gatsby and Daisy, he believes that the tension lies in the extent to which Nick’s sympathy goes. He sympathizes greatly, going so far as to help invite people to Gatsby’s funeral (barely anyone comes, however). Rashid says this is emblematic of the “larger failures of society.”

5. ​​ Behind The Great Gatsby by William Peace

“Drawing on his own personal experience, Fitzgerald specialises in drawing characters who yearn to break into the ranks of the rich and powerful. Through his vivid depiction of the Wilsons, the unhappily married couple who run the gas station in Ash Valley, Fitzgerald captures the sense of life literally passing them by.”

Peace’s essay explores the background of Fitzgerald, the novel’s author, and how it inspired him to write it. He joined the army, fell in love with another wealthy woman named Zelda Sayre, and proposed to her; however, she rejected him, and he fell into despair. However, his later success led Zelda to accept him. Nevertheless, their relationship was rocky, as they struggled to sustain their extravagant lifestyle. Peace writes that the story, particularly the character of Daisy, is based on this period in his life. 

A significant reason for the novel’s status today is its reflection of the“American Dream” many desperately wish to achieve. Explain exactly what the American dream is and how it is represented in The Great Gatsby , particularly in the character of Gatsby. 

The title refers to Gatsby as “great”; the question is, is he truly deserving of this title? Analyze the character of Jay Gatsby, citing quotes from the novel and online sources, and determine whether you believe he is indeed “great” or not. Be sure to justify your response correctly; there is no wrong answer as long as it is well-supported. 

For your essay, compare and contrast any two characters from the novel. How are they similar? How are they different? What is their fate at the end of the story? Answer these questions in your essay and cite text evidence when analyzing a character. 

The Great Gatsby has also gained much notoriety due to its portrayal of New York City. Analyze the setting of the story and the way it is described- what is he trying to say about the city and its way of life? Compare Fitzgerald’s vision of the city to how it is seen today. 

The novel has left a longstanding impression on American literature and the world, having been adapted countless times. Write about why the novel has become a classic and how its legacy can be seen today in film, literature, television, art, and pop culture. What exactly has been its impact on society? Delve into this question in your essay to create an exciting piece of writing.

Being set in the 1920s, when racism was rife in society, The Great Gatsby is littered with racial prejudice. Discuss the presence of racism, particularly against Jewish people and African-Americans. Which characters show it? Who is the racism being subjected to? Answer these questions in your essay and use quotes to support your arguments.

The theme of social class is prevalent in the novel. Write about how Fitzgerald views the social hierarchy of the 1920s based on the novel. Keep in mind the author’s background when writing; the book is primarily based on his own experiences. 

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead. If you’re stuck picking your next essay topic, check out our guide on how to write an essay about diversity .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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Sat / act prep online guides and tips, how to write a compare/contrast essay for the great gatsby.

Book Guides

These compare/contrast essays are an opportunity for you to tie the character similarities and differences to larger observations about society and class, the American Dream , or identity in the novel. They also allow you to practice standard English class skills: close reading, using lines from the text as evidence, and taking a stance and presenting a supporting argument in an essay.

We’ll go over some basic dos and don’ts for writing compare/contrast essays before diving into some analysis of the most asked-about character pairings. Keep reading if you have a Compare/Contrast assignment on the horizon!

Article Roadmap

• The do's of a compare and contrast essay
• The don'ts of a compare contrast essay
• Why some characters are paired for comparison more often than others
• Nick and Gatsby
• Tom and George
• Tom and Gatsby
• Daisy and Jordan
• Daisy and Myrtle

What to Do in a Compare/Contrast Essay

Like anything you write for English class, your essay should be clearly organized, with a thesis statement (a one-sentence summary of your argument), and topic sentences for each body paragraph.

And you should definitely have an overall argument! The point of the compare/contrast essay isn’t for you to just list the differences and similarities between two characters, you need to take those observations and make a larger argument about the novel as a whole . That larger argument allows you to practice writing an essay that contains an argument, which is a skill that nearly all English teachers are focused on building.

To take a quick example, don’t just list the differences between Tom Buchanan and Jay Gatsby. Instead, make an argument like, “Fitzgerald’s portrayal of wealthy New York society through Jay Gatsby and Tom Buchanan allows him to critique both old money and the newly rich, while reserving his most pointed critiques for the old money crowd.” (Obviously, that’s just one example, and there are dozens of potential arguments you could make while comparing and contrasting characters in Gatsby!)

Make sure to address your larger argument in each body paragraph as you draw out the similarities and differences between the two characters. Don’t get caught in the weeds as you tease out the many differences and similarities in each character pair. Always link back to the bigger picture.

Finally, analyze each quote you use – in other words, don’t stick a quote in your essay and do nothing with it. Make sure to explain how and why the quote demonstrates a key similarity or difference, and what that means for your bigger argument.

What to Avoid in a Compare/Contrast Essay

Don’t just list differences and similarities without an overarching argument . Although you can definitely start brainstorming by making a list of similarities and differences, just presenting that list in essay form won’t get you a good grade, since you need to go deeper and explain what the similarities/differences suggest about the novel as a whole.

And, on the other side, don’t make big claims without some evidence from the text to back them up . For example, don’t say “Tom is selfish while Gatsby cares about others.” Prove those two separate claims (Tom is selfish” and “Gatsby cares about others”) with relevant lines from the book. (And if you’re having a hard time locating good quotes, find a digital version of Gatsby you can search using the CTRL-F function. It’s a lifesaver when gathering relevant quotes for an essay!)

Why Are These Characters Paired Most Often?

We will tackle these major pairings in the next sections of this article:

Nick Carraway and Jay Gatsby

Tom buchanan and jay gatsby, tom buchanan and george wilson, daisy buchanan and jordan baker, daisy buchanan and myrtle wilson.

Before we dig into the analysis, you might be wondering: “why are we only comparing characters of the same gender?” or maybe “why not other pairings? Why not Jordan and Myrtle, or Nick and Tom?” We are focusing on these specific pairings because they are by far the most commonly asked about pairs in essay prompts and discussion topics for The Great Gatsby . And we want this guide, first and foremost, to be helpful to students as you work on assignments involving Gatsby!

Furthermore, these pairings help teachers get you to explore some of the novel’s larger themes . For example, comparing Daisy/ Myrtle or Tom/George can help you explore the differences between the wealthy and the working class . Comparing Daisy/Myrtle or Daisy/Jordan can help you explore the changing status of women during the 1920s. Comparing Tom and Gatsby can get at the old money/new money divide. Finally, differences between Nick and Gatsby raise some of the novel’s larger questions about the American Dream , repeating the past, and identity. In short, these pairings have become common because they each allow fairly easy access to one of the novel’s larger issues.

That’s not to say you couldn’t also explore some of those themes by comparing, say, Jordan and George, or Daisy and Gatsby, but cross-gender compare/contrast essays can be challenging because the status of women and men is so different in the novel. If you are interested in seeing how a particular male and female character are paired, you may be better off studying them through the lens of love, desire, and relationships in the novel, or through the way they relate to one of the novel's symbols or motifs.

With those thoughts in mind, let's jump into the top 5 pairings! For each pairing, we will suggest a few possible larger arguments you can either build from or disagree with, but these are far from comprehensive! You should add to our analysis of the characters and come up with an argument you’re excited about.

Quick Note on Our Citations

Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text.

Although Jay Gatsby and Nick Carraway vary both in outlook and temperament, they are also alike in interesting ways. Despite somewhat similar desires, attitudes, and social positions, Nick and Gatsby make very different choices during the novel.

Love and Romance . Nick and Gatsby both want women that are out of their reach, although in different degrees. Daisy is miles above Gatsby in terms of social class. Jordan and Nick are of the same social status, but Jordan doesn't seem free to make her own decisions since an aunt controls her financial life. There is a significant passion gap between Gatsby and Nick as well. Gatsby obsesses over Daisy - he has thought of nothing else for five years, going as far as to buy a house across the bay from her just in case she notices. Nick, meanwhile, is attracted to Jordan's cool and self-sufficient demeanor, but he is clearly not in love with her, as he himself notes ("I wasn't actually in love, but I felt a sort of tender curiosity" (3.159)). 

Approach to Women.  Both men are not particularly interested in the inner lives of the women they want to be with. Gatsby is devastated when Daisy doesn't want to renounce her relationship with Tom completely. Similarly, Nick cavalierly discounts Jordan's penchant to lie, cheat, and generally be cynically uninterested in other people, and then is deeply disappointed when she acts this way after Myrtle's death.

Class and Social Standing.  Although both Gatsby and Nick are outsiders to the wealthy communities of East and West Egg, Nick is a much more in-between character socially than Gatsby. Nick is familiar with the ways of the old money crowd because of his own family's privilege and the fact that he is related to Daisy. Gatsby is not only self-made, but is a criminal who is desperate to pass as part of the old money elite without knowing its customs or rules of behavior. What isolates Nick from East Egg life is his Midwestern values and the importance he places on morality and decency. Gatsby is isolated from everyone by the fact that he can never actually be himself - he is always playing a role and putting on his "Oxford man" persona. It may be this sense of feeling out of place that connects them.

Outlook and Temperament.  Gatsby is an optimist (almost to a delusional degree) while Nick is a realist who finds Gatsby's idealism inspiring and admirable. Gatsby believes in his ability to shape his own life and future, which makes sense since he has managed to transform himself from a farmer to a successful gangster, to impersonate an "Oxford man," and to accumulate a fantastic amount of wealth in a very short time. This belief in his power translates to Gatsby being sure that he and Daisy can go back to their month of idyllic love ("'Can't repeat the past?', he cried incredulously. 'Why of course you can!'" (6.129). Nick tries his best to be an objective realist and to reign in his tendency to judge others. He is deeply in awe of self-directed men like Gatsby, and even Wolfshiem (Nick is amazed to think that one man could be behind a huge event like the rigged World Series). 

Ambition.  Gatsby dreams of greatness. As a young man his mind “romped like the mind of God,” and so as an adult, he seems to have made good on this promise by buying the most ridiculous mansion and throwing the most extravagant parties (6.134). Nick is much less ambitious in comparison. While he comes to New York seeking excitement, he doesn't want to be the wealthiest bond salesman on Wall Street or to have the biggest house. He is happy to be an observer at the edge of the drama rather than being in its midst.

Nick and Gatsby Essay Ideas

Here are potential arguments to build on or disagree with based our observations. These are certainly not the only possible arguments, so be creative! Make sure your essay considers what the similarities and differences between Nick and Gatsby reveal about the novel as a whole.

• Nick is a passive person and Gatsby is active, which is why Gatsby is the hero and Nick simply the observer.
• Nick has much more in common with Gatsby than he thinks he does, which explains why he becomes so enamored of him.
• Nick serves as a foil (someone who serves as a contrast) to Gatsby, which makes Nick the best possible observer of Gatsby.
• At the end of the novel, Tom says that Gatsby “threw dirt in [Nick’s] eyes, just like Daisy’s,” meaning that both Nick and Daisy were taken in and could never see the true Gatsby: a narcissist and a criminal. Tom is right - the whole novel is Nick trying to spin a negative character into a positive one.

As they battle over Daisy’s love, Tom Buchanan and Jay Gatsby sometimes seem surprisingly similar - particular in their self-centeredness, wealth, and concern with appearances. At the same time, these surface parallels point to major conflicts in their social class, and say a lot about the world of the novel.

Appearance.  Gatsby is driven by his materialism to be very invested having fashionable clothes, a beautiful mansion, and visually overwhelming parties - for him, the outfit is the thing that makes the Oxford man . Meanwhile because Tom doesn't have to dress the part of the moneyed elite to be one, he is instead very attuned to the behavior of others. This is why he immediately sees how fake Gatsby's persona is, both because of Gatsby's overly ostentatious clothes, and because of how much Gatsby misreads the fake invitation from the Sloanes. Tom is never fooled into thinking that Gatsby is anything other than an upstart, and mostly likely a criminal one.

Self-Centeredness.  Tom and Gatsby are both completely selfish, and fully convinced that their desires have to be acquiesced to by those around them. Tom, for example, starts his affair with Myrtle by pressing himself against her on a train platform - basically, his version of flirting is bodily assault. Gatsby, meanwhile, also thinks nothing of starting an affair with a married woman, assuming that his obsessive feelings are enough to justify any behavior.

Wealth.  Despite the fact that both are unimaginably rich, these men come from totally different sides of the big money divide. Tom comes from old money and is forever worried about the encroachment of the nouveau riche, minorities, and others onto what he thinks is his. At the same time, Gatsby is the most successful of the novel's many ambitious social climbers, using his lack of ethical scruples to parlay his criminal activity into a higher social status.

Power.  Tom loves being powerful and wields his power directly. He is physically aggressive and uses his body to threaten and intimidate (Nick, for one, is clearly very cowed by Tom's bulk). He is also quick to violence, whether it's socially sanctioned - like his football accomplishments - or not - like when he breaks Myrtle's nose without a second thought. Gatsby also holds significant power, but his methods are much more indirect. Still, whether he is offering Nick some illegal bond trading action, or showing off his get-out-of-a-ticket-free card to a cop on the highway, Gatsby is clearly happy to be in control of a situation.

Love. Tom and Gatsby both seem to be in love with Daisy. But what does that really mean to each of them? For Tom, Daisy is clearly partly appealing because she completes his horse-riding, East Egg, 350-thousand-dollar pearl necklace lifestyle. He cheats on her because he clearly has never denied himself anything, but he also understands Daisy as a person. He knows that she is too weak to leave him, but he also loves her enough to tolerate her affair with Gatsby and to stay with her after Myrtle's murder. Gatsby's love, on the other hand, is in some ways purer because he so idealizes Daisy and connects her to all of his other hopes and dreams. But this love is overly pure - he doesn't really seem to know Daisy as anything other than an idealized object, and is incapable of accepting that she has led a life apart from him for five years.

Tom and Gatsby Essay Ideas

In a compare/contrast essay, you can’t just present a list of similarities and differences. You also need to have an underlying argument you’re supporting. Feel free to take these at face value or as jumping-off points for your own thoughts.

• Tom loves Daisy as a person, Gatsby loves her as an idea.
• Both Tom and Gatsby’s tendency to control women and see them as prizes reveals the misogyny of the 1920s.
• Although Tom sees Gatsby as someone from an entirely different class than him, what they have in common (selfishness, affairs, obsession with appearances) makes a larger argument for an overall moral hollowness of the rich of any class.
• We see both Gatsby and Tom through the eyes of Nick, who worships one of them and hates the other. In reality, they are both much more similar than different, and their different treatment reveals Nick's insecurities and biases.

At first, most readers see Tom Buchanan and George Wilson  as opposites. But, these markedly different characters face very similar circumstances and offer two takes on masculinity and power in the novel.

Appearance and Presence.  Where Tom is strong and cowering, George is meek and shrinking. Tom exudes power and confidence while George tends to just fade into the background. These differences are borne out in the way these two men interact with the world. Tom is violent towards others, while George’s instinct is to be passive or to try and escape situations, the notable exceptions being his locking up of Myrtle and murder of Gatsby. Tom is confident, privileged, and assured while George is timid; George is “ruled by his wife” where Tom is selfish and acts on his own desires.

Reaction to Adversity. There is a dramatic difference in the way the two men react to the fact that their wives are cheating on them. Tom notices Daisy’s love for Gatsby and immediately starts making power plays. On the other hand, George discovers Myrtle’s affair and is undone by it. Nick compares the two men in a memorable description:

“the shock had made him physically sick. I stared at him and then at Tom, who had made a parallel discovery less than an hour before--and it occurred to me that there was no difference between men, in intelligence or race, so profound as the difference between the sick and the well. Wilson was so sick that he looked guilty, unforgivably guilty--as if he had just got some poor girl with child" (7.160).

In this description, Tom is “well” and George is “sick.” These are certainly arresting ways to describe Tom's more traditional masculinity and George's less overtly masculine character. Tom is self-assured in the face of adversity and immediately takes action to win Daisy back, insisting on driving Gatsby's car, bullying those around him into driving to Manhattan, and using his romance skills to remind Daisy of the pluses of their relationship. Meanwhile, George's weakness makes him look sick and guilty as he contemplates Myrtle's betrayal and is driven to violence to reassert his power over her.

Approach to Women.  Both Tom and George assume they know what’s best for their wives: Tom dismisses Daisy’s professed love for Gatsby despite their obvious closeness, while George is determined to take Myrtle out west once he learns about the affair. But, while it seems that Tom does fundamentally understand Daisy and is right about her unwillingness to leave their marriage, George is unable to hold on to Myrtle either emotionally or physically. She is killed trying to run away from him.

Tom and George Essay Ideas

Differences in attitude and outcome, despite a relatively similar situation, reveal some unexpected truths about the world of the novel. Argue the reverse of any of these topics for a really provocative essay!

• The fact that Tom manipulates George into killing Gatsby and then himself (which allows Tom and Daisy to walk away from the entire affair without consequence) shows the huge privileges of having money in the novel.
• Nick's approach to Tom and George shows his admiration of a physical, brutish, domineering kind of masculinity. 
• The fact that the relatively good guy turns into a murderer while the bad guy lives to cheat another day is a very cynical take on what happens in a world without a moral compass.

Despite Daisy Buchanan and Jordan Baker 's similar “white girlhoods” (1.140) in Louisville, their attitude and motivations are quite distinct, making them really interesting to compare and contrast.

Attitude and Outlook.  Both Daisy and Jordan display an entitled, bored attitude that’s typical of Fitzgerald’s depiction of the old money segment of wealthy New York society. The fact that they are introduced in tandem, both lying on the couches in their white dresses, speaks to their initially similar attitudes. But soon we see how different their takes on this kind of life are. Daisy is increasingly despondent, even nihilistic, asking in Chapter 7 , “what shall we do today, and tomorrow, and for the next thirty years?” (7.74).  Jordan meanwhile is a pragmatic opportunist, who sees possibilities everywhere, arguing that “life starts all over again when it gets crisp in the fall” (7.75). In other words, Daisy’s pessimistic attitude from Chapter 1 comes through again, while Jordan, despite coming across as cynical and sharp, actually still seems excited about the possibilities life has to offer.

Appearance and Personality.  Both Daisy and Jordan very alluring in their own way, though Daisy’s allure comes through her enchanting voice and feminine charms, while Jordan is masculine, “jaunty,” witty, sharp, and physical. Daisy maintains a squeaky-clean reputation despite moving with a fast crowd, while there are plenty of rumors about Jordan’s cheating in golf, and Nick comments on her dishonest attitude. More significantly, Daisy is incredibly self-absorbed while Jordan is very observant.

Role in Society.  Daisy seems caught between what society expects of her and some deeper, more powerful desires she can’t name, resulting in restlessness, depression, and her affair. Daisy is sticking to her prescribed societal role by marrying and having a child, while Jordan plays golf, “runs around town” and doesn’t seem to be in a hurry to marry, at least in the beginning of the novel. Perhaps Jordan is still somewhat optimistic about the possibilities of life since she hasn’t settled down yet, while Daisy realizes that nothing major in her life will change at this point. Jordan, meanwhile, is content to chase after fun and intrigue via other people’s bad behavior. And she doesn’t get dragged down by the tragedy in the book – on the contrary, she is callous in how little Myrtle’s death seems to shake her, coolly calling Nick the next day and asking him to meet like nothing has happened (8.50-61). Perhaps her motivations are a bit less accessible to the reader since her role was significantly downsized between some of Fitzgerald’s earlier drafts. But in any case, as we watch Daisy struggle in her marriage, what we see of Jordan is cool, calm, collected, and rather uncaring.

Daisy and Jordan Essay Ideas

So what are some possible conclusions we can draw from Daisy and Jordan’s characters? One of the most common strategies is to tie the differences between these women onto one of the book’s larger themes, like the role of society and class or the American Dream . Another is to think about an important feature of the novel, like Nick’s narration, and see what these two characters can reveal about it. With those strategies in mind, here are some potential arguments you could argue for or against!

• Jordan and Daisy, because they are generally disempowered, both use their sexuality in different ways to gain power, with different results.
• Despite Jordan’s overt cheating and lying, Daisy is, in fact, the more morally compromised person.
• The way Nick treats Jordan versus the way he describes Daisy reveals the novel’s preoccupation with Gatsby above all, to the detriment of the female characters.

While Daisy Buchanan and Myrtle Wilson obviously come from very different backgrounds and have conflicting motivations, they also have some surprising similarities.

Physical Appearance.  Daisy and Myrtle both derive power from their looks. Myrtle's comfort with her voluptuous body is clearly appealing to Tom, while Daisy's magnetic voice and ethereal presence obsess Gatsby. Throughout the novel, Myrtle is frequently reduced to being just a body - one to be used or violated by those around her. Tom sees little in Myrtle besides someone to either rub up against, have sex with, or punch at will; George resorts to imprisoning Myrtle while she eggs him on to "beat" her (7.314) the way Tom does; and finally, Daisy gruesomely rips Myrtle's body apart with a car. Meanwhile, Daisy's voice also serves to make her less of a person in her own right and more of an idealized, mythic figure from fairy tales. For Gatsby, Daisy's voice is appealing because it is "full of money" (7.105) - he is attracted to her not because of who she is, but because he sees her as a prize.

Social Standing.  Myrtle puts on the airs that Daisy has been born and raised with. This allows Myrtle to wield considerable social power within her group, as seen by how her guests fawn on her at the Manhattan party she throws. Daisy, in contrast, never exerts such overt power over a group – rather, she seems to move with crowds, doing what it expected of her (for instance marrying Tom despite still loving Gatsby). 

Love and Relationships.  Daisy and Myrtle’s marriages are strikingly quite different. Daisy and Tom are able to stay together even through serial affairs and murder. They end up loyal co-conspirators, protected by their wealth. Meanwhile, Myrtle has nothing but disdain for George despite his evident love for her. Still, both women use affairs with other men as a way to escape. Daisy wants to get away from an increasingly unhappy marriage and try to recapture the spontaneity and possibility of her youth, while Myrtle loves the status that her affair with Tom grants her. However, both learn that they can’t escape forever through their affairs. Obviously, their biggest difference is that Daisy gets to walk away from the novel unscathed, while Myrtle gets killed. 

Daisy and Myrtle Essay Ideas

Here are ways to write about these different women who face similar choices with dramatically opposite conclusions.

• Despite their similarities in action and motivation, Daisy is protected from any lasting harm by her wealth and old money status, while Myrtle is punished for the same behavior, revealing how the class system in America protects the wealthy.
• The novel refuses to give any inner life to women, and instead reduces them to their physical qualities no matter what social class they come from. Daisy and Myrtle's similar treatment by the narrator and by the men around them shows that gender trumps class when determining status. 
• Daisy and Myrtle’s similarities reveal how hollow the progress of the women’s movement really was at that point in time. Despite the big gains the movement made in the early twentieth century, including winning the right to vote and pushing for more freedom in how they could dress and act, both of these women’s lives aren’t vastly improved. They’re both trapped in unhappy marriages, they both rely on their looks/charms/sexuality to get what they want, and neither of them has even a chance of pursuing a fulfilling life through a career.

What’s Next?

Now that you’ve gone over the novel’s most popular compare/contrast pairings, check out our analysis of the novel’s romantic pairings in our guide to love, desire, and relationships in The Great Gatsby .

Have an essay about a symbol or motif? Get started with our symbols overview  and motifs overview.

Still a little hazy on some of the plot elements in Gatsby? Not to worry, we have you covered with our complete book summary !

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20 The Great Gatsby Essay Topics

Hailed as one of the greatest novels of the 20th century, The Great Gatsby is a story that explores love, betrayal, and the pursuit of the American dream in the 1920s.

If you have been asked to write an essay on this classic novel, you might be a little nervous trying to figure out what you should include. However, don’t worry! This guide will walk you through the process of writing an excellent Gatsby essay and provide 20 The Great Gatsby essay topic ideas.

Essay Writing Essentials

Before you can write an essay on The Great Gatsby, you need to understand the basics of essay writing. This includes developing a clear thesis, supporting your claims with evidence from the book, and crafting a solid conclusion.

Writing a Thesis

A thesis statement details the overall point or argument you intend to make in the essay. Therefore, a thesis statement must be clear, specific, and arguable. A thesis statement will be best placed at the end of your first paragraph or as a way to wrap up your introduction if it is multiple paragraphs.

Some examples of well-written thesis statements for a The Great Gatsby include:

“While The Great Gatsby appears to be a novel about love, in reality, it is a scathing critique of the American dream.”

“Though Jay Gatsby is wealthy and well-liked, he is ultimately a tragic figure because he cannot escape his past.”

“The relationships in The Great Gatsby are all ultimately doomed because the characters are not honest with each other or themselves.”

Developing Supporting Claims for the Body

To support your thesis statement, you will need to include evidence from the novel in the form of quotes and analysis. It is vital that you choose passages that directly relate to your thesis and that you explain how these quotes support your argument.

One way to find quotes that support your thesis is to look for passages that seem particularly significant or interesting to you. Then, once you have a few potential quotes in mind, try to come up with a sentence or two explaining how the quote supports your argument. This will help you determine if the quote is actually relevant to your essay or if you need to keep looking.

It can also be helpful to go back to your list of potential thesis statements and look for quotes that could support each one. This way, you can get a sense of which quotes will be most beneficial for your essay before writing.

Crafting a Strong Conclusion

Your conclusion should briefly summarize the main points of your essay and reiterate your thesis statement. You might also want to leave the reader with something to think about or a call to action if you feel strongly about the issue you have been discussing.

A strong conclusion might look something like this:

“Though Gatsby’s pursuit of the American dream is ultimately fruitless, his efforts are nonetheless admirable. His willingness to fight for what he wants, even in the face of overwhelming odds, is something that we can all learn from.”

Citing and Formatting Essays About Books

In addition to using evidence from the novel to support your claims, you will also need to cite any sources you use in your essay. This includes any quotes or paraphrases from The Great Gatsby and any outside sources you might have used.

Citing Sources

When citing a quote from The Great Gatsby, you will need to include the page number in parentheses after the quote. For example:

“Daisy’s voice was sad ‘I hope she’ll be a fool – that’s the best thing a girl can be in this world, a beautiful little fool.'” (10).

If you are paraphrasing or summarizing a passage from The Great Gatsby, you will just need to include the page number in parentheses after the paraphrase. For example:

Gatsby’s wealth is often seen as a symbol of his success, but it is also clear that money cannot buy happiness. (21)

If you cite an outside source, you will need to include both the author’s name and the page number (or, for sources that don’t use page numbers, the section or chapter number) in parentheses after the quote. For example:

“The Great Gatsby is widely regarded as a masterpiece of American fiction” (Baldwin 3).

Formatting an Essay About a Book

When formatting your essay, there are a few key things you need to keep in mind. First, all mentions of the book’s title need to be italicized or underlined. Second, your essay should have one-inch margins on all sides.

Your essay should also have a title page that includes the title of your essay, your name, and the name of your class. If you are writing a longer essay (5 or more pages), you may need to also include a header on each page. It’s best to speak with your instructor to clarify any specific formatting requirements for the assignment.

Now that you know how to write an essay on The Great Gatsby, you can start brainstorming potential topics for your paper. If you are having trouble, consider using or adapting one of the following topics.

• How does Gatsby’s wealth (or lack thereof) impact his relationships?
• How does Gatsby’s pursuit of the American dream ultimately fail?
• What role do women play in The Great Gatsby?
• How are the parties that Gatsby throws symbolic of his own emptiness?
• How does Fitzgerald use symbolism to comment on the state of the American dream?
• What role does fate play in The Great Gatsby?
• Is Gatsby a tragic hero? If so, why?
• How is The Great Gatsby an example of the “Lost Generation”?
• What role does the past play in The Great Gatsby?
• How do the relationships between men and women change throughout the novel?
• How is The Great Gatsby a commentary on the class divisions in American society?
• What role does morality play in The Great Gatsby?
• How do the characters in The Great Gatsby represent different aspects of the American dream?
• What role does money play in The Great Gatsby?
• Is Gatsby a sympathetic character? Why or why not?
• How is Nick Carraway’s role as narrator important to the novel?
• How does Fitzgerald use setting to comment on the characters and events in The Great Gatsby?
• What role do secrets play in The Great Gatsby?
• How is The Great Gatsby a commentary on the corruption of the American dream?
• What theme(s) are explored in The Great Gatsby?

These topics should provide any student assigned an essay on The Great Gatsby with plenty to write about. If you need further help, consider using or adapting one of these topics for your own paper.

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• The Great Gatsby

F. Scott Fitzgerald

• Literature Notes
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• Book Summary
• About The Great Gatsby
• Character List
• Summary and Analysis
• Character Analysis
• Nick Carraway
• Daisy Buchanan
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• F. Scott Fitzgerald Biography
• Critical Essays
• In Praise of Comfort: Displaced Spirituality in The Great Gatsby
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Critical Essays Social Stratification: The Great Gatsby as Social Commentary

In The Great Gatsby Fitzgerald offers up commentary on a variety of themes — justice, power, greed, betrayal, the American dream, and so on. Of all the themes, perhaps none is more well developed than that of social stratification. The Great Gatsby is regarded as a brilliant piece of social commentary, offering a vivid peek into American life in the 1920s. Fitzgerald carefully sets up his novel into distinct groups but, in the end, each group has its own problems to contend with, leaving a powerful reminder of what a precarious place the world really is. By creating distinct social classes — old money, new money, and no money — Fitzgerald sends strong messages about the elitism running throughout every strata of society.

The first and most obvious group Fitzgerald attacks is, of course, the rich. However, for Fitzgerald (and certainly his characters), placing the rich all in one group together would be a great mistake. For many of those of modest means, the rich seem to be unified by their money. However, Fitzgerald reveals this is not the case. In The Great Gatsby , Fitzgerald presents two distinct types of wealthy people. First, there are people like the Buchanans and Jordan Baker who were born into wealth. Their families have had money for many generations, hence they are "old money." As portrayed in the novel, the "old money" people don't have to work (they rarely, if ever, even speak about business arrangements) and they spend their time amusing themselves with whatever takes their fancy. Daisy, Tom, Jordan, and the distinct social class they represent are perhaps the story's most elitist group, imposing distinctions on the other people of wealth (like Gatsby) based not so much on how much money one has, but where that money came from and when it was acquired. For the "old money" people, the fact that Gatsby (and countless other people like him in the 1920s) has only just recently acquired his money is reason enough to dislike him. In their way of thinking, he can't possibly have the same refinement, sensibility, and taste they have. Not only does he work for a living, but he comes from a low-class background which, in their opinion, means he cannot possibly be like them.

In many ways, the social elite are right. The "new money" people cannot be like them, and in many ways that works in their favor — those in society's highest echelon are not nice people at all. They are judgmental and superficial, failing to look at the essence of the people around them (and themselves, too). Instead, they live their lives in such a way as to perpetuate their sense of superiority — however unrealistic that may be. The people with newly acquired wealth, though, aren't necessarily much better. Think of Gatsby's partygoers. They attend his parties, drink his liquor, and eat his food, never once taking the time to even meet their host (nor do they even bother to wait for an invitation, they just show up). When Gatsby dies, all the people who frequented his house every week mysteriously became busy elsewhere, abandoning Gatsby when he could no longer do anything for them. One would like to think the newly wealthy would be more sensitive to the world around them — after all, it was only recently they were without money and most doors were closed to them. As Fitzgerald shows, however, their concerns are largely living for the moment, steeped in partying and other forms of excess.

Just as he did with people of money, Fitzgerald uses the people with no money to convey a strong message. Nick, although he comes from a family with a bit of wealth, doesn't have nearly the capital of Gatsby or Tom. In the end, though, he shows himself to be an honorable and principled man, which is more than Tom exhibits. Myrtle, though, is another story. She comes from the middle class at best. She is trapped, as are so many others, in the valley of ashes, and spends her days trying to make it out. In fact, her desire to move up the social hierarchy leads her to her affair with Tom and she is decidedly pleased with the arrangement.

Because of the misery pervading her life, Myrtle has distanced herself from her moral obligations and has no difficulty cheating on her husband when it means that she gets to lead the lifestyle she wants, if only for a little while. What she doesn't realize, however, is that Tom and his friends will never accept her into their circle. (Notice how Tom has a pattern of picking lower-class women to sleep with. For him, their powerlessness makes his own position that much more superior. In a strange way, being with women who aspire to his class makes him feel better about himself and allows him to perpetuate the illusion that he is a good and important man.) Myrtle is no more than a toy to Tom and to those he represents.

Fitzgerald has a keen eye and in The Great Gatsby presents a harsh picture of the world he sees around him. The 1920s marked a time of great post-war economic growth, and Fitzgerald captures the frenzy of the society well. Although, of course, Fitzgerald could have no way of foreseeing the stock market crash of 1929, the world he presents in The Great Gatsby seems clearly to be headed for disaster. They have assumed skewed worldviews, mistakenly believing their survival lies in stratification and reinforcing social boundaries. They erroneously place their faith in superficial external means (such as money and materialism), while neglecting to cultivate the compassion and sensitivity that, in fact, separate humans from the animals.

Previous F. Scott Fitzgerald Biography

Next In Praise of Comfort: Displaced Spirituality in The Great Gatsby

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The Great Gatsby

How can i start the great gatsby essay.

The topic "Is Gatsby great?

I tried looking for a quote that could summarize how great he is, I was going to use "[Gatsby's smile] a quality of eternal reassurance in it, that you may come across four or five times in life....It understood you just as far as you wanted to be understood, believed in you as you would like to believe in yourself." But I don't know if that summarizes how great he is.

I'm not asking for anyone to do the whole essay just a beginning to get me started

Also here are some of the things I was going to mention about his greatness:

-American Dream

-Hope (for daisy)

-Money didn't change him

-Made everyone happy by throwing huge parties

Thank you in advance :)

Sure, then you might start with something like this:

"To many readers the character of Gatsby is an enigma. He prefers be aloof, a mere shadow in the world of the ultra rich. It isn't until this absurd world of the ultra rich is examined that Gatsby comes more into focus. Unlike the vapid lives of the theses East Eggers, Gatsby has a different purpose for his excesses......"

Then I'd spend the rest of your essay using your points to define Gatsby as great.

You need to consider if you think Gatsby is great or not. Gatsby is an enigma, we can take him in many ways. What will you be arguing?

I think Gatsby is great. I'm going to say what I listed up there but counterargument would be, he did illegal things, he lied about many things, and changed his identity

Thank you so much for your help!(:

Have a good one.

No worries!

Anything...

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