essay questions on things fall apart

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Chinua Achebe

  • Literature Notes
  • Essay Questions
  • Book Summary
  • About Things Fall Apart
  • Character List
  • Summary and Analysis
  • Part 1: Chapter 1
  • Part 1: Chapter 2
  • Part 1: Chapter 3
  • Part 1: Chapter 4
  • Part 1: Chapter 5
  • Part 1: Chapter 6
  • Part 1: Chapter 7
  • Part 1: Chapter 8
  • Part 1: Chapter 9
  • Part 1: Chapter 10
  • Part 1: Chapter 11
  • Part 1: Chapter 12
  • Part 1: Chapter 13
  • Part 2: Chapter 14
  • Part 2: Chapter 15
  • Part 2: Chapter 16
  • Part 2: Chapter 17
  • Part 2: Chapter 18
  • Part 2: Chapter 19
  • Part 3: Chapter 20
  • Part 3: Chapter 21
  • Part 3: Chapter 22
  • Part 3: Chapter 23
  • Part 3: Chapter 24
  • Part 3: Chapter 25
  • Character Analysis
  • Reverend James Smith
  • Character Map
  • Chinua Achebe Biography
  • Critical Essays
  • Major Themes in Things Fall Apart
  • Use of Language in Things Fall Apart
  • Full Glossary for Things Fall Apart
  • Cite this Literature Note

Study Help Essay Questions

1. Why did Achebe choose to take the title of his novel, Things Fall Apart , from William Butler Yeats' poem "The Second Coming"?

2. What is the narrator's point of view and what values are important to the narrator?

3. Achebe presents details of daily village life in Umuofia, as well as details concerning the Igbo culture. Describe the setting of the novel.

4. What is chi ? Explain the importance of chi in shaping Okonkwo's destiny.

5. Obierika is a foil for Okonkwo. That is, when compared to Okonkwo, the contrast between the two characters emphasizes the distinctive characteristics of Okonkwo. Compare the two characters — Obierika and Okonkwo.

6. Achebe suggests that Igbo culture is dynamic (constantly changing). Find evidence in the novel to support this notion.

7. What is the significance of Nwoye's Christian name, Isaac?

8. In Things Fall Apart , Achebe includes stories from Igbo culture and tradition, proverbs, and parables. What is the significance of Achebe's integration of African literary forms with that of Western literary forms?

9. Achebe resents the stereotype of African cultures that is presented in literature, such as Heart of Darkness by Joseph Conrad. Identify instances in Things Fall Apart that portray variations in African cultures.

10. What is the role of women in the novel?

11. Explain the advantages and disadvantages of the social structure portrayed in Things Fall Apart . For example, the culture is polygamous ; the husband, wives, and children live in their own compound; children are cared for communally.

12. Explain why you think Okonkwo kills himself.

13. In your opinion, what contributes most to things falling apart in Umuofia? Explain.

14. How are the womanly or feminine qualities of the Igbo culture important to its survival?

15. Compare Mr. Brown and Reverend Smith. How does the black and white thinking of Reverend Smith contribute to Umuofia's downfall? What would have prevented Umuofia's downfall?

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  • Things fall Apart: Chapter One
  • Things fall Apart: Chapter 2,3
  • Things fall Apart: Chapter 4,5
  • Things fall Apart: Chapter 6,7,8
  • Things fall Apart: Chapter 9,10
  • Things fall Apart: Chapter 11,12
  • Things fall Apart: Chapter 13,14,15
  • Things fall Apart: Chapter 16,17,18
  • Things fall Apart: Chapter 19,20,21
  • Things fall Apart: Chapter 22,23,24
  • Things fall Apart: Chapter 25
  • Things fall Apart: Biography
  • Things fall Apart: Characters

Things fall Apart: Essay Questions

  • Things fall Apart: Metaphors
  • Things fall Apart: Themes
  • Things fall Apart: Top Ten Quotations

1.  Summarise the events of the vigil and funeral of Meursault’s mother.

The novel begins auspiciously as Meursault recounts how his mother died today, or maybe yesterday and immediately he is cast as one who is at least indifferent to the meaning of events surrounding him.

As recounted in the court case, he shows little emotion during his time at the home and is seen to endure the vigil and funeral rather than be emotionally engaged with it. He remembers barely anything of the funeral itself, noting Pérez’s fainting fit, the heat and light, and the white roots mixed with earth that covers his mother’s coffin. Although he shows no grief at this time, the readers should consider, nevertheless, if he should be condemned for this. He acts authentically, rather than hypocritically, and the narrative demands that this should not be a reason for him being condemned.

2. Consider the effect of the sun on Meursault and offer an analysis.

The glare of the sun and the unbearable heat are described in each chapter that Meursault is free and it becomes a cipher for how he (or anyone) is unable to escape the effects of nature, and the universe. He is depicted as being a victim of the unforgiving light, and this in turn highlights how he (as is anyone) an insignificant absurdist creation.

The heat of the sun is also a reminder that the setting is based in French-controlled Algeria, and Meursault’s negative reaction to it serves to emphasize how he, like other French citizen, is an outsider in this country.

3. Analyze the court case.

The court case is depicted as one that borders on farcical and if it were not for the outcome of the death penalty, it would be seen as wholly laughable. Meursault is seen to be tried for his emotionless reaction to his mother’s death rather than for the murder of an Algerian (or, an ‘Arab’ as he is always referred to) and the court is complicit in such racist views of the native citizens.

Because of this, the moral condemnation of Meursault is seen to be not only inappropriate when it does not concern the murder he has committed, but also hypocritical as those who are judging him are also shown to be guilty of moral delinquency.

4. Consider the ending of The Outsider .

It is not until the last paragraphs of the novel that Meursault reaches some kind of understanding of his life and how to live it. After venting his anger on the chaplain, who refuses to allow him to be a non-believer, he feels cleansed.

He understands now that the ‘benign indifference of the universe’ should be lived with and accepted, and life should be experienced while still possible. His death is inevitable because of his death sentence, but he also sees that we are all born to die. It is of note that he also recognizes this by remembering his mother’s relationship with Pérez as he sees that she chose to start afresh again at the very end of her existence. It is thoughts such as these that inspire him to consider the crowds at his execution as easing his loneliness as they will remind him he is still alive until the last moment.

5. Examine the philosophy underpinning the novel.

This novel is shaded with the concept of the absurd and puts into practice what has already been seen in Camus’ The Myth of Sisyphus . The insignificance of humanity and the meaningless of the world are highlighted by this way of thinking, as is the understanding that despite this it is still possible to live authentically and with good faith.

Meursault embodies both of these views as he lives from moment to moment with barely any regard for the future or for those around him, but goes on to understand that this need lead to meaninglessness. He is not morally condemned for this, but nor is he praised. It is not until his epiphany in the final paragraphs that he recognizes that despite the ultimate meaningless of our existence, it is possible to have hope and to experience existence as fully as possible.

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'Things Fall Apart' Discussion Questions and Study Guide

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" Things Fall Apart " is a famous novel by Nigerian author Chinua Achebe. It's considered an important work in world literature, albeit a controversial one—the book has been banned in some places for its critical portrayal of European colonialism . The book is split into three parts showing the reader the negative effects of colonization on the main characters' tribe. It also shows how Christian missionary work to convert the African population forever altered their culture. The book was written in 1958 and became one of the first books from Africa to become world-renowned. It is seen as an archetype for the modern African novel.

Plot Summary

Protagonist Okonkwo becomes a successful farmer and earns titles and respect in his community, even though his lazy father, Unoka, was a disrespected laughingstock. His father is a source of shame for Okonkwo, who's strived to be everything his father was not. He's domineering over his family as a result, and his overarching desire to always seem "manly" leads to his downfall.

Okonkwo takes in a ward, given to him to care for as a peace offering to avoid war with the neighboring Mbaino community. An oracle says the boy must be killed, but Okonkwo is advised not to do it himself; he does it anyway. But it's after the accidental killing of a leader in his community that he and his family are exiled for seven years.

When they return, they find that much has changed in their community because of white missionaries who have come to town. They've set up a prison, a European-style court of law, a church, a school, and a hospital. Okonkwo doesn't understand why the people haven't revolted against these oppressors. Then, the benevolent Mr. Brown is replaced by a strict reverend who isn't interested in the people's existing culture. Violence eventually ensues, and the local leaders are eventually taken down by the colonizers. Okonkwo cannot cope and ends his own life.

Main Characters

These are the main characters in the novel:

  • Okonkwo: protagonist whose fatal flaw is his inability to adapt to change and his reverence for needing to appear tough and "manly"
  • Ikemefuna: clever, resourceful boy; ward of Okonkwo given to avoid war; killed by him so Okonkwo does not appear weak
  • Nwoye: son of Okonkwo who becomes a Christian; a sensitive boy
  • Ezinma: daughter of Okonkwo; bold; her father's favorite; the only surviving child of Ekwefi
  • Ekwefi: Okonkwo's second wife
  • Unoka: Okonkwo's father, whom Okonkwo strives to be the opposite of; lazy and enjoys music and conversation; gentle, cowardly, and unambitious; does not have the respect of the townsfolk.
  • Obierika: best friend of Okonkwo
  • Ogbuefi Ezeudu: the elder of Umuofia
  • Mr. Brown: missionary to Umuofia and Mbanta; patient, kind, respectful, open-minded person who builds a school and hospital in Umofia and encourages literacy so the people keep up with the rest of the world; represents colonization
  • Rev. James Smith: missionary who contrasts with Mr. Brown in that he is strict and doesn't compromise; has no interest in the native peoples' culture; also represents colonization

Major Themes

In addition to the themes of the effect of colonization on African society and how cultures clash, there are also personal themes in "Things Fall Apart." Readers can examine how people's character leads to their outcomes, such as how adaptable (or unadaptable) they are to change, and how that can be considered a kind of destiny. An examination of the book can also look at human emotions and find commonalities and universals.

The destiny theme can be examined on a societal level as well. Achebe illustrates the complexity of the Igbo society and how it functions—unlike the authoritarian encroachers—without a strong central government. Is it destiny for the people to have been conquered, then? You can also examine how the community and people interact to find balance and function as a society.

Historical Impact

"Things Fall Apart" has become one of the most important books in African literature, as it was among the first major works to bring the African perspective to a worldwide audience and launched the continent's modern literature. It even made Western anthropologists realize they'd been getting the story wrong and led them to re-examine their methods and scholarship on Africa's history and peoples.

Though controversial to write a novel in the colonizers' language, the book was able to reach more people that way. Achebe was also able to work untranslatable Ibo words into the telling so that people would be able to understand them through context as they read, rather than have a translator not achieve adequate subtleties of meaning.

The book awakened pride in history and community for people in Africa and led them to realize that they could tell their own stories.

Discussion Questions

  • What is important about the title: "Things Fall Apart?" Is there a reference in the novel that explains the title?
  • What are the conflicts in "Things Fall Apart?" What types of conflict (physical, moral, intellectual, or emotional) are present?
  • How do the story's themes relate to the plot and characters?
  • What are some symbols in "Things Fall Apart?" How do they relate to the plot and characters?
  • Are the characters consistent in their actions? Are they fully developed characters? Are some characters more fully developed than others? How? Why?
  • Do you find the characters likable? Are the characters people you would want to meet?
  • What is the primary purpose of the story? Is it important or meaningful? 
  • Do you think the novel is meant to be political? What point was the author trying to make? Did he succeed?
  • Why is the novel so controversial? Do you think the book should be censored or banned? Should it be taught in schools?
  • How essential is the setting to the story? Could the story have taken place anywhere else?
  • What is the role of family and community in this novel? How does it change when the missionaries arrive?
  • Does the story end the way you expected? How? Why? What point do you think the author was making with the conclusion of the novel? Does your perspective change knowing there is a sequel?
  • Would you recommend this novel to a friend? Why or why not?
  • How is religion portrayed in this novel? Do you think the Christian missionaries had a positive or negative impact on the characters?
  • What is important about the time period the novel is set in?
  • Why do you think the author's decision to write the novel in English rather than his native language caused controversy?
  • What point is the author trying to make about the African identity? What problems does the author outline? Does he offer solutions?
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Things Fall Apart

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Chapter Summaries & Analyses

Chapters 1-3

Chapters 4-6

Chapters 7-9

Chapters 10-13

Chapters 14-16

Chapters 17-19

Chapters 20-22

Chapters 23-25

Character Analysis

Symbols & Motifs

Important Quotes

Essay Topics

Further Reading & Resources

Discussion Questions

Revisit the epigraph of novel, which is an excerpt from William Butler Yeats’ poem, “The Second Coming.” Why did Achebe select this epigraph to introduce his novel? What elements of the novel’s plot and language draw upon the content and emotion of Yeats’ poem?

Manhood and womanhood are emphasized throughout the novel, and not only in Okonkwo’s mind. How do the gendered elements of Ibo society empower and erode the community? Is masculinity a positive force in Okonkwo’s life?

What is the relationship between spiritual and physical life in Things Fall Apart ?

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Things Fall Apart 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 .

Things Fall Apart is set in a fictional group of Igbo villages called Umuofia, around the beginning of the twentieth century. The first half of the novel is dedicated to an almost anthropological depiction of Igbo village life and culture through following the life of the protagonist Okonkwo . Okonkwo is the greatest wrestler and warrior alive in the nine villages and beyond. He has dedicated his life to achieving status and proving his strength to avoid becoming like his father Unoka – a lazy, improvident, but gentle man. Weakness is Okonkwo’s greatest fear. After men in another village kill a woman from Umuofia, a boy named Ikemefuna is given to Umuofia as compensation and lives in Okonkwo’s compound until the Gods decide his fate. Ikemefuna quickly becomes part of Okonkwo’s family; he is like a brother to Okonkwo’s son Nwoye and is secretly loved by Okonkwo as well. Over the next three years, the novel follows Okonkwo’s family through harvest seasons, religious festivals, cultural rituals, and domestic disputes. Okonkwo is shown to be more aggressive than other Igbo men and is continually criticized and rebuked by the village for his violence and temper . When the Oracle of the Hills and Caves decides that Ikemefuna must be killed, Okonkwo is warned by a respected elder to have no hand in the boy’s death because Ikemefuna calls him ‘father’. However, afraid of being thought weak, when Ikemefuna runs to Okonkwo in hope of protection, Okonkwo delivers the fatal blow. Ikemefuna’s brutal death deeply distresses Nwoye who becomes afraid of his father. 

At the end of Part One, Okonkwo accidentally kills a clansman at a funeral after his faulty gun explodes and is exiled to his motherland, Mbanta. During his exile, British missionaries arrive in Mbanta and establish a church. Nwoye, disillusioned with his own culture and Gods after Ikemefuna’s death, is attracted to Christianity and is an early convert . This is a heartbreaking disappointment to Okonkwo. When Okonkwo and his family return from exile after seven years they find that the missionaries and colonial governors have established Umuofia as the center of their new colonial government . Clashes of culture and morality occur, and as the British make the Igbo more dependent on them through introducing trade and formal education, the Igbo way of life is continually undermined . When a Christian convert unmasks an egwugwu during a tribal ritual, a sin amounting to the death of an ancestral spirit, the egwugwu burn down the village church. The men who destroyed the church are arrested and humiliated by the District Commissioner, and Okonkwo beheads a court messenger at a village council in rebellion. When none of his clansmen rise with him against the British, Okonkwo realizes his culture and way of life is lost and commits suicide in despair. Suicide is a crime against the Earth Goddess, Ani , so Okonkwo is left to rot above ground in the Evil Forest, like his father Unoka – a shameful fate he spent his life desperate to avoid. The final paragraph, written from the perspective of the District Commissioner, reduces Okonkwo’s life to a single sentence about his death in his planned book The Pacification of the Primitive Tribes of The Lower Niger . Achebe has filled an entire novel with evidence of the complexity and sophistication of Okonkwo’s individual and social life and the District Commissioner’s casual dismissal and belittling of him causes us to flinch with horror and dismay. This is a metaphor for the reduction of Igbo culture in the eyes of its colonizers.  

The title gives away the plot of the novel and anticipates the collapse of Okonkwo and his society. Things Fall Apart is about the connection between the tragic downfall of Okonkwo , who fate and temperamental weakness combine to destroy, and the destruction of his culture and society as the Igbo way of life is assailed by forces they do not understand and are unprepared to face . 

A Full and Fair Representation of Ibo Traditional Life

The first part of the novel presents the traditional world of the Ibo with specificity and vibrancy . The imbedded descriptions of the patterns of interaction, daily routines and seasonal rituals of Ibo life creates an overwhelming impression of community and shared culture. We see the established system of values which regulates collective life and how closely related this is to natural cycles and environments. The Ibo’s moral values are contained in sayings and stories, rituals and festivals. Achebe depicts a comprehensive and sustaining social, spiritual, economic, agricultural, and legal order. (Chapters to consider: 1, 2, 3, 5, 6, 10, 12, 19)

While Ibo society is marked by the internal coherence of its organization and the poetry of its rituals, this coherence is partially formed by the repression of the individual and the inflexibility of social norms. Achebe shows the violence, dehumanization, and discrimination vulnerable groups experience in Umuofia due to the rigid adherence to tradition and superstition. This includes the customary abandonment of newborn twins, the sacrificial murder of Ikemefuna in the name of justice, and the discriminatory caste structure that denies inclusion to the osu (Chapters 7, 18).

Obierika’s questioning of the stern logic of some customs suggests that many laws are enacted from a sense of duty and inevitability rather than from a firm conviction in their justice or efficacy (Chapter 13). The cultural demand for conformity places a huge moral and psychological burden on individuals who must reckon with the sometimes heartless will of the gods . This internal tension is epitomized in the character of Okonkwo, discussed below.  

Clash of Cultures

When the Ibo are confronted with rival institutions a mirror is held up to their society. Fall Apart honestly considers and reflects on Ibo practices, customs, values, and beliefs. The novel is a frank articulation of the nature of the African past and its relevance to the present and future . Achebe wants to illuminate Ibo culture to dispense with lingering colonial prejudices, but he is not sentimental or nostalgic for the past. Instead he is shifting through it to identify the valuable aspects of Ibo culture to bring into the future and help define Nigeria’s post-independence identity .

Achebe recognises that the colonial encounter which led, swiftly and seemingly inevitably, to the disintegration of Ibo culture revealed its profound weaknesses. Achebe suggests that with the arrival and contrast against another culture, a cultural reckoning was inevitable for the Ibo. However, cultural reckoning and revaluation is not the same thing as destruction and erasure . The British colonialists were a hostile force seeking cultural domination. By pointing out some of the weaknesses of the Ibo tradition, Achebe in no way excuses or justifies colonial domination or diminishes the pain and tragedy of the cultural erasure that occurred.

Colonial Domination

The anti-colonial position and purpose of the novel is powerfully clear. Achebe depicts the process of colonial initial establishment and the resultant cultural suspension of Ibo society. The British colonizers believed in their inherent cultural superiority and arrived in Umuofia with the intention to “bring civilization” (p.151) to Africa. They wanted to achieve full control by supplanting Ibo religion and culture with their own.

The British arrived quietly and non-confrontationally with their religion and the clans allow them to stay, misinterpreting their silence as peaceability . An Ibo proverb warns that there is danger in silence and nothing to fear from someone who reveals their motivations (Chapter 15). Obierika recognizes how the white man’s strategy disguised their intentions and gave them the freedom to grow and fortify. He explains the political consequences for the clan, now divided by the new religion, they can no longer act as one (Chapter 20). Without strength in unity, the Ibo are vulnerable to further encroachment of British control in their other institutions .

As only a small number of Ibo initially converted to Christianity, the church was only able to establish itself firmly in the villages because of the Ibo’s religious tolerance (Chapter 2, 22). Mr Brown learns about Ibo religion and his willful blindness to its complexity shows how the colonizers justified their colonial rule and imposition through labelling their subjects ‘primitive’ . Mr Brown understands that Christianity held no appeal for people well integrated in Ibo society, concluding that “a frontal attack on it would not succeed” (p.132) and thus introduces education as a new method of cultural displacement and erasure . Additionally, trade also increased the Ibo’s dependence on the introduced economy (Chapter 21).

From the very first introduction of the colonizers we understand that violence and fear were tools of oppression and dominance , forcing the Ibo to submit and keeping them unresisting (Chapter 15, 20, 23). Not only do the British impose foreign rule on the Ibo and judge them by standards they do not recognize, the District Commissioner’s personal brand of ‘justice’ is corrupt and hypocritical. When the elders are arbitrarily and falsely imprisoned, he tells them that what they have done “must not happen in the dominion of our queen” (p.141), combining personal corruption with a state apparatus of paternalism, hegemony, and occupation (Chapter 20, 23).

Dogmatic zealot, Reverend Smith, encourages fanaticism in his converts, motivating them to insult and humiliate the clan (Chapter 22). Under Reverend Smith’s wrathful guidance, the colonial agenda becomes transparently aggressive . The grief and pathos of the Ibo’s situation and collective trauma is displayed evocatively in the final episodes as Achebe depicts this painful moment of acute crisis (Chapter 22, 23, 24, 25).

A recurring thematic question in Things Fall Apart is to what degree the collapse of the Ibo and the downfall of Okonkwo are due to their own internal weaknesses or the whims of a pernicious fate . 

The Ibo understand fate to be in a dynamic and somewhat ambiguous relationship with personal agency . This is evident in their proverb “when a man says yes his chi says yes also” (p.20) which acknowledges and privileges the role of an individual’s choices in shaping their destiny (Chapter 4). The saying “as a man danced so the drums were beaten for him” (p.135) also relates this idea – fate is a response to one’s behaviour. Okonkwo is warned that killing Ikemefuna, his surrogate son, is the “kind of action for which the goddess wipes out whole families” (p.49).This demonstrates the clan’s belief that the goddess’s (or fate’s) punishments are not arbitrary but the result of individual action (Chapter 8).

Although there is an element of chance in Okonkwo’s gun accidentally exploding and killing someone, his exile carries the suggestion of just comeuppance in its echo of the guns failure to shoot when purposely aimed at Ekwefi (Chapter 5, 13). Likewise, although the arrival of the Christians was unexpected and chanced, Nwoye’s rejection of his father is traceable directly to Okonkwo’s choice to kill Ikemefuna (Chapter 7). The desertion of people injured by Ibo traditions is a blow to the clan that feels equally earned (Chapters 16, 17, 18).  

After his exile, Okonkwo believes his chi has turned against him (Chapter 14). He renunciates the wisdom of his elders by denying the active role he had in directing the course of events. His refusal to reflect on the connection between his actions and punishment reflect his fatal flaws: hubris and willful lack of self-knowledge. By refusing to self-analyze and self-correct, Okonkwo loses the opportunity of redemption. Comparably, the Ibo, despite believing in a relationship between action and fate, do not reflect on the cause of their kinsmen’s desertion to Christianity. Achebe provides numerous examples of the clan’s dogma and brutal traditions denying people such as Ikemefuna or twins control over their lives (Chapter 2, 7). It was the shortcomings of the Ibo social and religious order that made members susceptible to the attraction of a competing value system with a more articulated concept of individuality. The Ibo’s cultural lack of self-apprehension meant they could not adjust their traditions to save themselves .

However, just as Achebe shows how individuals in the clan are at the mercy of rigid overarching authority, he shows how the fateful forces of history constrain human agency . The British’s hostile intention to erase and supplant the Ibo way of life is a punishment greater than the Ibo deserve and a force stronger than they can rise to. In his description of the grief and trauma of colonial imposition, Achebe demonstrates his compassion and sorrow for the Ibo as they faced the sweeping and unforgiving forces of change in their moment of historical crisis . 

  • Sample Essay Topics

1. "Things Fall Apart demonstrates how the values and customs of a society help us to deal with the familiar but not with change." Discuss.

2. "Traditional ideas of honour dominate Okonkwo's life and finally they destroy him." Discuss.

3. "Nwoye knew that it was right to be masculine and to be violent, but somehow he still preferred the stories his mother used to tell." How does Achebe explore masculinity in Things Fall Apart ?

Now it's your turn! Give these essay topics a go. For more sample essay topics, head over to our Things Fall Apart Study Guide to practice writing essays using the analysis you've learnt in this blog!

A+ 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

Let's look at an essay prompt in this video below:

[Video Transcript]

In Things Fall Apart , women suffer the most and are victimised by men. Discuss.

Whenever you are breaking a prompt down. Ask yourself...

  • What are the key words/ ideas that you need to address?
  • Which theme is the prompt referring to?
  • Do you agree with prompt? Or do you disagree with it?

The keywords of this prompt would be women, suffer,, victimised and men. The prompt requires us to address the role of women in the text and the ways in which they suffer in a society that is pervaded by patriarchal values. It also asks us, ‘Who is to blame?’ Are men solely responsible for the maltreatment or are there other causes to their suffering? The word ‘most’ in this prompt is actually there to give us a bit of room for discussion. Yes, women do suffer, but do they suffer the most? Or do men suffer as well?

Now that we’ve thought about the prompt, we can move on to the second step of the THINK part of the THINK and EXECUTE technique. To find out more about this unique strategy, I’d recommend downloading a free sample of our How to Write a Killer Text Response eBook!

Now, before we write our ideas in beautiful topic sentences, it’s often easier to simplify everything first. One way to do this is to work out whether the paragraph agrees or disagrees with the prompt at hand. We could follow this structure…

‍ Yes, the prompt is true because X Yes, another reason it is true is X While it is true, it is limited by X

By elucidating the ways in which women are seen as inferior to their male counterparts, the writer establishes his critique on a society that victimises and oppresses women. From the outset of the book, Okonkwo is characterised as a violent man who ‘rules his household with a heavy hand’, placing his wives in perpetual fear. The frequent beating and violence fortifies the portrayal of him as a man who is governed by his hatred of ‘gentility and idleness’, further showing the terror that his wives are forced to be living in.

"Do what you are told woman. When did you become one of the ndichie (meaning elders) of Umuofia?"

He also sees his wife’s mere act of questioning as disrespect, as evidenced through the ways in which he implies that she is overstepping her role.

“There were many women, but they looked on from the fringe like outsiders"

This simile also shows how women are often marginalised and treated as outcasts, underlining the overarching yearning for social justice throughout the text. This pitiful image of women looking ‘on from the fringe’ also helps Achebe relay his criticism of gender double standards and the unfairness that Igbo women are forced to live with. Achebe’s sympathy for women’s suffering and condemnation of men’s mistreatment towards are also evident through his depiction of a society that normalises misogyny.

‘His mother and sisters worked hard enough, but they grew women’s crops… Yam, the king of crops, was a man’s crops’

The personification of the crops, in particular, the men’s crops, the ‘yam’, being the ‘king of crops’ establishes this gender hierarchy in yet another way. More specifically, the position of men in the social hierarchy is highlighted and the negative connotation attached to the ‘women’s crops’ undermine their hard work, rendering it in significant. While women are the main victims of Igbo gendered prejudice, Achebe does not disregard the undue burden that societal expectations impose on men.

‘He was afraid of being thought weak.’

Achebe explores the burdens of unrealistic expectations that are placed on both men and women. This quote exemplifies societal expectations on men to be strong, powerful and fearless leaders who never show emotions. Achebe’s sympathies regarding these expectations show us that this is an important critique in Things Fall Apart that we can analyse.

If you find this helpful, then you might want to check out our Things Fall Apart: A Killer Text Guide where we cover 5 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 you reach your English goals! Let's get started.

The Ultimate Guide to VCE Text Response

How To Write A Killer Text Response Study Guide

How to embed quotes in your essay like a boss

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

5 Tips for a mic drop worthy essay conclusion

With contributions from Lindsey Dang.

Get our FREE VCE English Text Response mini-guide

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

essay questions on things fall apart

Access a FREE sample of our Things Fall Apart study guide

  • Learn how to brainstorm ANY essay topic and plan your essay so you answer the topic accurately
  • Apply LSG's THINK and EXECUTE strategy across 5 sample A+ essays
  • Think like a 50 study scorer through advanced discussions like structural feature analysis, views and values and different interpretations and lenses - we've broken them down into easy-to-understand concepts that students of any level can replicate

essay questions on things fall apart

Whether you consider yourself a Frankenstein expert, or someone who is a bit taken back by the density of the novel and Shelley’s writing, do not fret! Below I will outline 3 tips which, will hopefully give you a clearer perspective on how to approach writing on Frankenstein! Let’s get started!

1. ALWAYS TRY TO TALK ABOUT SHELLEY’S CONCERNS

Since the book was set during the Age of Enlightenment and the Romantic era, Shelley essentially used Frankenstein as a vessel to criticise and warn readers against many of the values upheld during her era. It’s therefore crucial that you address this!

The late 18th century and the first decades of the 19th century were exciting times for science and exploration. Shelley’s two main protagonists, Walton and Frankenstein, both passionately sough to discover what had previously been hidden. Walton wanted to be the first to find a passage through the Arctic Circle; Frankenstein wanted to be the first to create manmade life, to uncover the mysteries of Nature.  Both men claimed to be desirous of benefitting humankind but both wanted glory more. This obsession to win accolades for their discoveries will destroy Victor, and turn Walton for a while into a hard taskmaster over his crew.

Juxtaposed against these two characters is Henry Clerval. Clerval, too, has an inquiring mind but he also cares about humanity, family and friends. He represents the balanced human being who is sociable, compassionate, intelligent and loyal to his friends. Victor’s ability to reanimate the dead, to bring to life his gigantic Creature using the newly discovered electricity, makes him a genius but also a monster. In his inexperience he botches the work producing a hideous and terrifying creature with, ironically, initially all the virtues of the ideal man of he world. Repulsed by his amateurish handiwork, Victor abandons his creation, setting in place the vengeance that will unfold later.

Try to ground any response to Shelley’s text in the enormous enthusiasm for new discoveries and new geographic phenomena that attracted lavish praise for those who went where others feared to tread. It was this praise that drove Walton and Frankenstein to exceed reasonable expectations becoming reckless and careless of the consequences of their actions.

2. ALWAYS TRY TO DRAWS LINKS AND CONTRAST DIFFERENT CHARACTERS AND THEMES!

Walton, Frankenstein and the Creature are interconnected in so many ways – whether it be their isolation, ambition, desire for companionship, desire for vengeance or the Romantic values they share. I’ve also noted that it is also really easy to connect themes in Frankenstein as the tragic story-arc of the novel is built upon many different causes. What I mean by this is that there is a clearly define relationship between isolation, ambition and vengeance (and ultimately tragedy) in the sense that isolation is what led to the brewing of unchecked ambition which essentially causes the resultant tragedy.

Take Frankenstein for example: having left his loving family and friends, who provided him with love and companionship for Ingolstadt, there was no one to hold him back from his natural tendencies towards unchecked ambitions, leading him to creating the monster who out of spite towards society kills all of Frankenstein’s loved ones, leading them towards the desire for mutual destruction. Being able to see these links and draw them together will not only add depth to your writing but it also arms you with the ability to be able to deal with a wider array of prompts.

3. ALWAYS TRY TO LOOK FOR MORE NUANCED EXAMPLES AND DISCUSSIONS!

While Walton, Frankenstein and the Creature can be discussed incredibly thoroughly (and by all means go ahead and do it), but it is also very important to consider the novel as a whole and talk about, if not more thoroughly, on the minor characters. While characters such as the De Laceys, villagers and the rustic in the forest can be used to highlight the injustices brought upon the creature and people’s natural instincts of self preservation and prejudice, innocent characters such as Elizabeth and Justine can be used to emphasise the injustice of society and the consequences of unchecked ambition and isolation.

Henry Clerval (like previously mentioned) can be contrasted against Walton and his best friend Frankenstein to show that as long as we have a balanced lifestyle and companionship, ambition will not lead us to ruin. Characters such as the Turkish merchant can also have parallels drawn with Frankenstein in telling how our selfish desire and actions, born out of inconsideration for their consequences, can backfire with great intensity. Lastly the character of Safie (someone I used a lot in my discussions) can be compared and contrasted with the Creature to show the different treatment they receive despite both being “outsiders” to the De Laceys due to their starkly different appearances.

Mentioning these characters and utilising these contrasts can be monumental in showing your understanding of the novel and by extension, your English analytical ability.

[Video Transcription]

‍ Hey guys, I'm Lisa, welcome back to Lisa's Study Guides. Today, we're going to be talking about Frankenstein and breaking down an essay topic for it. So in the past, I've done plenty of videos looking at different types of essay topics and breaking them down by looking at keywords and then going into the body paragraphs and looking at those ideas. This time round, the takeaway message that I want you to leave with is understanding what types of evidence you should be using inside your body paragraphs. Specifically, I wanted to talk about literary devices or metalanguage. Mary Shelley, the author of Frankenstein uses so many literary devices that it's impossible to ignore. If you are somebody who is studying this text or other texts that you use and are heavily embedded with literary techniques, then it's really important that you don't just use dialogue as part of your quotes, but actually reading between the lines. I'll teach you on how it's not just about finding dialogue, which you include as quotes inside your body paragraphs, but reading between the lines, so looking at literary devices like metaphors, symbols, imagery, so let's get started. Mary Shelley's Frankenstein constitutes escaping critique of the prioritization of scientific advancement over human welfare and relationship. Dr. Frankenstein is fascinated with science and discovery, he is consumed with the idea of a new and more noble race by stitching up dead body parts from a cemetery. He feverishly works away at his experiment until one day the creature is born. Frankenstein is horrified at the living thing he has made and completely rejects the creature, leaving it without a parental figure. The creature is left alone to look after himself. He educates himself and on repeated occasions tries to approach people in society, however, is rejected every time because of his monstrous appearance. As a result, the creature becomes enraged at humanity and Frankenstein's unfair treatment towards him and consequently exacts revenge on Frankenstein and his family. The essay topic we'll be looking at today is, Our sympathies in this novel ultimately lie with the creature. Discuss. So in previous videos, we've looked at keywords, how to identify them and how to define them. Since it's pretty straightforward for this essay topic, I thought I would skip that part and then go into the more nitty gritty with the body paragraphs. But, if you are unfamiliar with these steps, then I'll link them in the card above and also in the description below so you can have a look at how I went ahead and did the keyword section in my planning, now back to the prompt. Unequivocally within Frankenstein, Shelley portrays sympathy as spread throughout the text through depicting the creature as innately human through his desire for relationship and the challenges he faces at the hands of the prejudice enlightenment society he's born into, Shelley elicits sympathy for his situation. However, through the notable absence of the female gender throughout the text, Shelley portrays those silent within society as most deserving of sympathy. So, with this in mind, here are the potential paragraphs in response to this prompt. Paragraph one, Shelley's depiction of the creature as innately human motivates support for his challenges at the hands of a prejudice society. The action of the creature to open his dull yellow eye, symbolic of his nature as a human being alongside a green wrinkled on his cheeks, with one hand stretched out, indicates his simple desire for paternal connection. Through constructing the creature's actions as innately human Shelley acts proleptically of the inequitable experiences the creature will experience throughout the structural architecture of the text. And through doing so, depicts his character as worthy of support. Similarly, through the metaphor of fire, Shelley explores the duality of progress and innovation of which the creature desires. The fire, one that gives light as well as heat, yet also causes a cry of pain, indicates the hardships of the creature in his isolation, whereby, his forced to withdraw from his desire for education. Upon viewing himself in a pool, the creature becomes "fully convinced that I was in reality [a] monster" with the consequent sensations of despondency and mortification granting the reader the opportunity to sympathize with the creature in order to indicate the intensely negative social prejudices that are inflicted upon the creature. So you can see that we've looked at symbols of the creature's nature and the metaphor of fire to support our topic sentence. Using literary techniques is what's going to make the difference between you and another student who might be saying the same thing. Why? Because when you look at literary devices, it means that you're reading just beyond the lines, just beyond what's in front of you. You're now introducing your own interpretation, so you're looking at fire and thinking about what that means in connection to the text, and why Mary Shelley would use the term of a fire and revolve her discussion around that. So let's see how we keep doing this in the next body paragraph. Paragraph two, Shelley indicates the significance of relationships as a key element of human nature that the creature is denied, motivating affinity from readers. In replacement of human relationships, the creature rather seeks comfort within the natural world. The metaphorical huge cloak that the creature takes refuge within indicates this, illustrative of an ecosystem, the forest allows the creator to surround himself with life. The subsequent attempts to "imitate the pleasant songs of the birds" reveals the desperate urge of the creature for companionship as he is abandoned by the paternal relationship represented by Victor Frankenstein, which forms a core of human relationships. Again, here we've discussed the metaphorical huge cloak and its connection with the forest, I strongly encourage you to have the goal of discussing at least one literary device per body paragraph. And no, there is no such thing as talking about too many literary devices because it's really just about whether or not your argument is concise and whether or not you're backing that up with evidence. Paragraph three. However, it is Shelley's depiction of the submissive female sex within Frankenstein that becomes most deserving of sympathy. Each female character is characterized as passive, disposable, and they're serving a utilitarian function, namely as a channel of action for the male characters within the text. Notably, the complete lack of absence of Margaret Saville, functioning only as an audience for Walton's letters exemplifies this. Margaret's role within the text is simply to enable Walton to relay the story of Frankenstein and as such were the most necessary character of the texts whilst the most distant. This ironic dichotomy enables Shelley to exemplify the difficult role of the female within society, arising sympathy from the readership. Here, even the purposeful emission of a character is discussed as a language technique. So, this type of literary device definitely tops the cake because you're literally looking at what's not even there. That's definitely reading between the lines. Frankenstein is a very complex novel, and sometimes that's what makes it a difficult text to study. But, it lends itself to many unique interpretations and it's heavily dressed with heaps of literary devices or metalanguage, however you want to call it. So, that's what makes it an absolutely fantastic text for high school students to study. If you wanted to find out more on how to nail a Frankenstein essay, then I'll link you to my blog just down below, because there are definitely more tips there to help you excel in this particular text. Thank you so much for watching, and especially even if you're not studying this text, I hope you've been able to take something away from this video. And I'm confident that you have because talking about literary devices is definitely a topic that isn't necessarily the fore front of discussion in classrooms, and it's something that a lot of people struggle with. So, I hope you are able to walk away with a new goal in sight in order to improve your English essays. So, I will see you guys next time, thank you so much for joining me, see you guys soon. Bye!

Introduction

Poetry. Students tend to have strong feelings about it, some love the melodic rhythm and the eloquent way in which it encapsulates life and others hate it, either because they find it a snooze-fest and would rather read the dictionary, or they simply don’t know how to approach analysing it. Whatever boat you may be in, by the end of your study of Peter Skrzynecki’s New/Old World poems, you’re bound to have a new appreciation for the art that is poetry and find analysing poems less of a daunting prospect and more a something easy to nail.

Before we begin diving into Skrzynecki, I’d highly recommend that you check our LSG’s Ultimate Guide to VCE Text Response . It’s jam-packed with awesome, FREE advice for how to ACE Text Response.

Analysing Poetry in Old/New World

Unlike other forms of text, a collection of poems is not one continuous body of writing, instead a poetry collection is more like a series of vignettes, snapshots into poignant moments, in this case, of an author’s life. Whilst many students may struggle with this form and ask “How many poems do I analyse? Do I need to know all of them?”, poems are easier than most texts to prioritise and categorise into themes and often have a significant amount of metalanguage. And in answer to your questions, whilst its best you analyse the whole collection to some extent, knowing 10 or so strategically chosen poems really well, covering all themes and types should hold you in good stead for any question thrown at you in the exam.

Peter Skrzynecki wrote his poems over a significant amount of time, starting in 1970 and ending in 2006. This has given the collection a unique perspective, not only demonstrating a migrant’s journey through narrative, but also by providing the different attitudes and feelings of belonging, experienced by one individual as they try to assimilate in their new world over a period of time. This gives us, as students, a wonderful opportunity to look deeper into the text and identify Skrzynecki’s differing positions in regard to identity, family and belonging, through the perspective from which he writes his poems at different stages of his life.

To learn more about the importance of context in VCE English, check out this blog post .

The Structure

Skrzynecki’s collection tends to feature three types of poem, by identifying these, analysing each piece can be made easier as similar types of poem often focus on similar themes. The three categories of poetry to look for are:

Nature Poems

Peter Skrzynecki showcases his connection to Australia through poems that depict often idyllic landscapes, or the lives of common fauna of Australia, such as birds and fish.

The Immigrant Experience

These poems such as Immigrants at Central Station, Migrant Hostel and The Polish Immigrant offer an insight into the emotionally turbulent and difficult journey migrants go through to live in Australia. These poems also demonstrate the experiences of relief and joy felt when arriving, as well as emotions of fear, trepidation and disconnect in regards to both their new home and their old world.

Family Poems

Often the most emotionally pulling, these poems tug at the heartstrings and showcase the relationships between Peter Skrzynecki and his family, as well as his exploration of his heritage, his ties to his Polish background.

The new/old world structure, similar to the old and new testament of the bible are used to highlight the old world of Skrzynecki’s Polish roots and childhood, whilst the new world is his new life in Australia.

Recurring Characters in Old/New World

Peter skrzynecki.

The author of this text, as well as a character in his own right, Peter describes his triumphs and struggles of immigrating to Australia in his poems.

Feliks Skrzynecki

The Polish adopted father of Peter, a “gentle man” who immigrated to Australia with him family from Germany often demonstrates the struggle of the older generation to fully ‘belong’, as they have grown up amongst different customs. This difference in the two generations’ assimilation is depicted in the poem Feliks Skrzynecki , as we see Feliks as attached to his Polish customs and traditions, as he “reminisce[s]” with his Polish friends. We also discover that he struggles with the English language, is a hard worker and has had cancer twice in his foot. Peter in comparison is seen to have far more of a disconnect with his Polish ancestry he “inherited unknowingly” and forget his “first Polish word” as he learns of a culture “further South of Hadrian’s Wall”.

Themes in Old/New World

As we all know, themes are an integral part of Text Response overall, and that still rings true for Skrzynecki’s poetry. To learn more about how to implement themes into different types of Text Response prompts, check out our blog on LSG’s Five Types of Text Response Prompts !

One of the most central themes of Skrzynecki’s poems is that of belonging. As the poems detail an immigrant’s emotional journey, alternating between feeling that they belong and don’t belong, we are invited to grapple with what it means to belong both mentally and physically as well as what elements are required to feel a sense of belonging in community and country.

Identity is another central theme, one that runs closely to that of belonging, as a main part of one’s identity is the culture/place/family to which they feel they belong. Old/New World: New and Selected Poems explores the formation and changes in a migrant’s sense of identity as they try to find belonging in their new Australian home as well as later, when they try to reconnect with their European heritage. To explore the theme of identity it’s best to break it down into several influential factors, which are listed below:

The surroundings in which a person finds themselves, as well as the place they call home is an essential part of identity, as it showcases what place one identifies with and feels safe in.  Several of the poems are set in places of transition, such as at a train station, this helps to emphasize the displacement some migrants may feel as they struggle to acclimatise to their new home. In poems such as Immigrants at central station Skyznecki illustrates an environment of anxiety and trepidation, however, he finishes the poem with sentiments of hope of the new future, the new world the immigrants were travelling to, along “glistening tracks of steel”.

An individual’s heritage, that is the places and people from which they come to identify with, is seen to have a profound impact on the characters in Skrzynecki’s poems. There are several poems set in graveyards or in Europe where Peter questions his knowledge of where he came from, and his sense of connection to these people and places. One of the most interesting set of poems regarding heritage is the poems regarding the different sections of a graveyard for the different groups, through this Skrzynecki touches on how most will never fully part with their heritage, instead, even in death, most will reconnect with their upbringing and hold on to their roots.

The difference in a cultures’ customs is a struggle seen throughout the text. However, customs are also seen to be the way in which migrants make themselves at home whilst being able to still identify with their past. Through the generational gap between Peter and his father, we can identify the difficulty older generations may have in letting go of customs, whilst the younger new Australians often find it far easier to attach themselves to new traditions.

An integral part of identity and in cultivating a sense of belonging is the language that we speak, as the way in which we are able to communicate ourselves and who we have accessible conversation has a large impact on one’s sense of belonging or disconnect from a culture . This is due to language barriers’ ability to foster or inhibit connection. We see this as Peter demonstrates his struggle at times to identify with his Polish roots, symbolised in his loss of Polish language as he “forgot [his] first Polish word”. Despite his father repeating it until he never forgets, this forgetfulness illustrates the effort which is often required to remain connected to heritage when physically distant from it. Language’s ability to also expose the differences between people and make them feel like outsiders is also explored in First day of school and The Polish Immigrant as people such as teachers struggle with the pronunciation of Polish names and inevitably have to ask “boy, how do you pronounce that?”. We see through these poems how disconnect can be fostered due to the struggle of communication as the picking apart of their names make the new immigrants feel “tired”, “embarrass[ed]” and as if their name was that of a “European disease”. Language is also seen to hold migrants back as seen in Migrant Bachelor where a lack of a familiar language relegates a migrant to “factory chimneys and punch card clocks” which “ask no proof of speech”.  This struggle with language, both the disconnect and joy that comes with communicating and the opportunities it affords individuals, is essential in determining how one identifies themselves.

Family/Ancestry

How connection to family members and knowledge of ancestry impacts sense of identity is investigated through many family poems and through Skrzynecki’s somewhat frequent admissions of remorse in regard to not knowing the history behind objects or people. We also see how a difference in sense of belonging can affect relationships, in that we see Peter and his father don’t have the closest of relationships, likely due to Peter feeling he belongs to Australia whilst Feliks still had strong connections to his Polish upbringing.  We also see this regret of disconnect when Skrzynecki writes about his mother and the photograph he has of her and the man that was his father, and how he wishes he had asked about it more. Whilst Skrzynecki mainly describes the immigrant experience in his poems, we can also find an overarching warning to not take loved one, and their knowledge for granted, as often we don’t have them for as long as we would hope.

Skrzynecki often reminisces about his childhood and uses it as a way to explore both his experience in his new world of Australia, and his old world of his Polish roots. We see Skrzynecki in Migrant Centre Site, revisiting the location where he first lived after arriving in Australia, noting that there was nothing to “commemorate [their] arrival”, this perhaps demonstrates his desire for a legacy, to leave a footprint of the journey so many “thousand” migrants travelled and not just a “slab of cement” as if his home was a dead “cemetery”. He also reminisces in Old Hostel Site where he explores the “immense souvenirs” and “unclaimed baggage” that is one of the first sites in Australia his parents arrived at. Using this jargon regarding travel, Skrzynecki reminds readers of the many miles migrants often have to travel to reach Australia.

Skrzynecki often uses nature to symbolise the migrant experience, as demonstrated by the birds in his poem Migrant Hostel . In this poem migrants are compared to a “homing pigeon/circling to get its bearings” as Peter remarks on the struggle of taking someone out of their previous home, like an animal out of its natural habitat.

Nature is also a major element in Skrzynecki's effort to become an Australian poet, his frequent referencing of Australian landscapes signposting his journey to identify as an Australian, as well as an Australian poet.

Hope and Loss

Not only does Skrzynecki detail the hope for a new future and loss of home common in a migrant’s experience, his poems also cover other common situations of love and loss, such as his emotional poem Leukemia which details the journey of his father as a leukemia patient. This shows belonging and identity in a far different light, not in relation to a country but being identified by your sickness which “owns your name”. This explores the common experience where a patient feels defined by their condition and struggles to imagine/remember what life is like as a healthy individual.

Metalanguage, Symbols and Motifs in Old/New World

• Feliks Skrzynecki’s garden: due to his strong bond to his Polish roots Feliks arguably never felt a sense of belonging in Australia. Instead we find he creates a sense of belonging by cultivating a home of his own, a garden.

• Skrzynecki often uses the natural world such as fish and birds to mirror the migrant journey.

• Skrzynecki litters his poems with heirlooms such as watches, hammers and photos, often to illustrate how despite having these possessions Peter frequently finds that he doesn’t know the full story of his heritage and his parent’s life. In his rediscovery of the heirlooms we often see his disconnect from his background and his regret of not learning more about it.

• The use of a colloquial idiom of “kept pace only with the Joneses'' in Feliks Skrzynecki , to reference how his belonging only feels surface deep. However, as they are only the Joneses of “his own mind’s making” it also showcases his commitment to not simply copy and to still be individual.

• Skrzynecki often uses places of transit such as train stations or hostels to showcase the uncertainty often experienced in a migrant’s journey.

  • Research the places referenced in Skrzynecki poems such as Mt Warning
  • Learn to spell the authors last name
  • Don’t just analyse the poems individually, try and see the big picture and apply the overarching themes

For a more detailed guide on how to ACE VCE Text Response, I think you’d love the free sample of our top-rated eBook, How To Write A Killer Text Response ! To download, simply fill out the form below!

This blog was updated on 21/10/2020.

2. Background

4. Chapter 1 Plot and Analysis

7. Sample Essay Topics

8. Essay Topic Breakdown

The Secret River 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 Secret River is a historical novel telling the story of William Thornhill, a poor Englishman from the early 19th century who was deported and transported to New South Wales, Australia in 1806 for theft. This novel tells the story of Australia's founding and the moral choices made when  Europeans colonised land that was already inhabited by Aboriginal people.

During 18th century to mid 19th century, 162,000 men and women were transported to Australia, with majority from England. These people, known as ‘convicts’, had committed crimes such as larceny and robbery – acts which were considered severe offenses and demanded heavy sentences. In order to deal with the overwhelming masses of criminals, the government exported crowds of convicts to Australia to serve their term as labourers. The reason driving the deportation included an attempt to decrease poverty and crime in England while concurrently developing the British colony in Australia.

Many of the fleets from England were destined for New South Wales, Australia. Those on the fleets included the criminals, marines, and their families. Living in a penal colony, the criminals were employed depending on their various skills: farmer, boatman, servant etc. The settlers were award a ‘ticket of leave’ if they presented good behaviour during labour. This meant that settlers would become emancipists, where they were set free from the government’s sentence and could begin a life for themselves by making their own living. This suited the government’s goal for a successful and thriving colony since it would only be possible if people were to work for themselves, and not under the terrain of the government.

Although Australia was chiefly populated with Indigenous Australians, the first century of colonisation saw a drastic decline in their population. This was due to a clash of desire for the land; the native’s innate protection of their land and the white settlers struggle to declare their right to an area already inhibited by natives – possibly for 40,000 years. The two cultures failed to ever create a peace agreement or compensation and as a result, the frontier was often marked with blood. Overtime, a successful of the British colony meant that white settlement overpowered any possibility of the natives retaining their land. The Secret River’s exploration of this powerful change in Australia’s history is a poignant reflection of the past, and demands attention to the sensitive issue of Australian and native relationship that is still present today.

Set during the early 19th century. Located in London, Sydney and on the Hawkesbury.

Chapter 1: Strangers

The Alexander , a transport ship for convicts has reached New South Wales, Australia after a travelling across the world for majority of the year. William Thornhill, an Englishman convicted to sentence his ‘natural life in the Year of Our Lord eighteen hundred and six’ [pg 3] will serve as a labourer.

During his first night in New South Wales, where their homes are ‘only a flap of bark, a screen of sticks and mud,’ Thornhill digested the new land with its ‘rich dank smells…restless water…no Pole star’; an environment vastly differentiated from England. The unfamiliar situation is overwhelming as ‘he had not cried, not for thirty years….but now his throat was thickening.’ In his despair, Thornhill describes how being sentenced to New South Wales could potentially be worse than dying itself.

Initially, Thornhill believed his tears are clouding his vision since the ‘darkness moved in front of him’ [pg 5]. However, he then realised that a human, ‘as black as the air itself’ stood before him. The unusual appearance of this human struck Thornhill since ‘his skin swallowed the light…[and] eyes were set so deeply into the skull.’ Although clothed, Thornhill ironically felt ‘skinless’ against the other who was completely naked and holding a spear. Thornhill repeatedly demanded that the man ‘be off’, for fear of his family and himself being attacked. Despite his shouting, this only impelled the man to move closer to the point where they almost touched. The ‘black man’ [pg 6] reproduced ‘be off’ in Thornhill’s exact tone. While Thornhill’s fear of this strange human is prominent, he grappled the strength to exert a bold, intrepid veneer, as ‘he was not about to surrender to any naked black man’. When he glanced back to his wife and children however, the man promptly disappeared, leaving only the darkness behind. Thornhill returned to his hut where he laid back down to rest yet ‘every muscle was tensed…the cold moment of finding that unforgiving thing in his flesh.’

Environmental / Landscape conflict

For Thornhill, who has spent a lifetime in England, the confrontation of a new environment evokes a powerful sense of unfamiliarity. The unknown land presents him with various intrapersonal conflicts, one of which is the difference between England and Australian stars. While the physical distance of this new land from Thornhill’s home is demonstrated by the lack of a ‘Pole Star, a friend to guide him on the Thames, [and] no Bear that he had known all his life,’ [pg 4] the unrecognisable stars above Australia only depict a ‘blaze, unreadable, [and] indifferent.’ His conflict demonstrates his physical and emotional distance from Thames, a place he grown up surrounded by compared to Australia, where learning begins from the very basics, as shown when he absorbs the natural landscape around him. The night described as ‘huge and damp, flowing in and bringing with it the sounds of its own life’ [pg 3] highlights how the Australian land is unique, possessing qualities of existence.

Thornhill’s sense of negligence in the vast forest that continues ‘mile after mile’ is illustrated through the imagery of the ‘trees [which] stood tall over him,’ depicting that nature is a powerful and dominant force over the Europeans. While the trees render him insignificant, it also demonstrates his alienation from the environment. The ‘Alexander,’ a common traditional English name, represents an intrusion of the Europeans onto the Australian land, further highlighting the idea that they do not belong on this island.

The Australian land is depicted to be harsh and unforgiving, as highlighted through the imagery of ‘dirt chill...sharp stab...alien stars' [pg 4] This conflict with the brutal landscape, along with the unknown leaves Thornhill apprehensive of what is to come. His feeling that he was ‘nothing more than a flea on the side of some enormous quiet creature’ [pg 4] depicts the Australian land almost like a monster. Additionally, the words ‘restless’ draw to the idea that the land is at discomfort or uneasy to have new inhabitants.

Racial/Cultural conflict

The conflict between two cultures is shown through the initial encounter between Thornhill and an Indigenous Australian. Without any conversation, the tension between the two is clear, merely through their actions in each other’s prescence. Thornhill notes the Aboriginal male’s tattoos, yet regards them as ‘scars’ since he is unaware to their culture. Even before this man, Thornhill is still infused with a sense of nakedness because of his unfamiliarity.  His feeling that ‘every muscle was tensed…the cold moment of finding that unforgiving thing in his flesh’ highlights the tension of his first encounter of an Australian Aboriginal while it also foreshadows a suffering and anguish for his time ahead.

If you'd like to see the all Chapter plots, their analysis, along with important quotes, then have a look at our The Secret River Study Guide .

Conflict with land quotes

“Now it had fetched up at the end of the earth.” [pg 3]
“…this prison whose bars were ten thousand miles of water.” [pg 3]
“foreign darkness” [pg 3]
“…soughing of the forest, mile after mile.” [pg 3]
“He was nothing more than a flea on the side of some enormous quiet creature.” [pg 4]

Thornhill’s inner conflict quotes

“He had not cried, not for thirty years, not since he was a hungry child to young to know that crying did not fill your belly.” [pg 4]
“But every muscle was tensed, anticipating the shock in his neck or his belly, his hand going to the place, the cold moment of finding that unforgiving thing in his flesh.” [pg 6]

Racism quotes

“It took a moment to understand that the stirring was a human, as black as the air itself.” [pg 5]
“Clothed as he was, Thornhill felt skinless as a maggot.” [pg 5]
“This was a kind of madness, as if a dog were to bark in English.” [pg 6]
“He was not about to surrender them to any naked black man.” [pg 6]

1. William Thornhill is more worthy of our respect than our reprehension. Do you agree?

2. How does Kate Grenville explore hierarchy?

3. How does The Secret River’s symbolism enhance its exploration of alienation?

4. “Fear could slip unnoticed into anger, as if they were one and the same.” The Thornhills’ anger is valid. To what extent do you agree?

Now it's your turn! Give these essay topics a go. For more sample essay topics, head over to our The Secret River Study Guide to practice writing essays using the analysis you've learnt in this blog!

  • Essay Topic Breakdown

Theme-Based essay prompt: T he Secret River depicts many layers of conflict, within but also between its key characters. Discuss

Step 1: analyse.

The key term of this prompt is conflict , but I think it’s also important to analyse how it’s discussed—as something that exists in layers , and something that can happen both within and between characters. This seems to hint at the idea that conflict can be internal—that is a single character can feel conflicted about something—as well as external—that is two or more characters can have some kind of dispute. This prompt will require us to think about all these different types of conflict. 

Step 2: Brainstorm

Let’s start with the most internal layer—conflicts with the self. In terms of key characters, consider William but also Sal: what debates do they have with themselves, or what do they say or do that shows they feel conflicted or unsure about something?  

Then, let’s broaden that out to interpersonal conflicts between characters. How do William and Sal, for example, come into conflict with their neighbours—both their white neighbours and their Aboriginal neighbours? How do they come into conflict with each other, even?

Maybe it’s worth separating the racial conflict into another category—conflicts between groups of characters, rather than individual characters. If we make this distinction, we need to be prepared to back it up—in what ways is this conflict of a different nature?

Step 3: Create a plan

I think we can pretty justifiably separate out our layers of conflict into those categories: interpersonal, interpersonal and interracial. This gives us three neat(-ish) paragraphs and a clear, affirmative contention: yes, there are many layers of conflict, and those are the three layers. 

P1: At its most intimate layer, conflict is internal—the moral dilemmas of William and Sal are particularly strong examples.

P2: Conflict can also be interpersonal—we can see this between William and Dan, or William and his neighbours, or between William and Sal even. It’s up to you which way you cut this paragraph.

P3: However, perhaps the central conflict that the novel is built around is interracial conflict between white colonisers and the Aboriginal people whose land they occupied. To extend the prompt a little, we can talk about conflict not just between characters or people, but also between value systems. For example, the way colonisers saw land and property were fundamentally incompatible with how Aboriginal people saw it—this is another type of conflict.

In this sense, we’re largely agreeing with the prompt, backing up the distinction between interpersonal and interracial conflict, and finding a way to extend on it a little towards the end. We can build this into the contention as well: there are many layers of conflict, but they occur not just between characters. They can also exist between the broad cultural values of entire groups of people as well. 

If you find this essay breakdown helpful, then you might want to check out our The Secret River Study Guide where we cover 5 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 you reach your English goals! Let's get started.

EXECUTE is the writing component that ticks off the English criteria so that your teacher is wowed by your essay and wished it was longer. So, what are these criteria points? Each school may express these points differently, however at the end of the day, teachers and examiners are all looking for the same thing:

An understanding of social, cultural or religious background in the text and how that shapes the themes, ideas, and characters. Without a clear understanding of the context of your text, you cannot fully comprehend the views and values of the author, nor the overall meaning of a text.

For example, Austen was hunched over her small writing desk in the village of Chawton during England’s Georgian era as she wrote Persuasion. You are more likely reading it in a cozy bed, listening to Taylor Swift and half considering what you’re going to watch on Netflix later. Remember, your current social and cultural context can have a great influence on how you read a text, so it’s always important to imagine the author’s own context – whether this be very similar, or very different from the context of their text. It’s as easy as a Google search!

✔️Views and values

An understanding of the author's message and purpose.

Writers use literature to criticise or endorse social conditions, expressing their own opinions and viewpoints of the world they live in. It is important to remember that each piece of literature is a deliberate construction. Every decision a writer makes reflects their views and values about their culture, morality, politics, gender, class, history or religion. This is implicit within the style and content of the text, rather than in overt statements. This means that the writer’s views and values are always open to interpretation, and possibly even controversial. This is what you (as an astute English student) must do – interpret the relationship between your text and the ideas it explores and examines, endorses or challenges in the writer’s society.

✔️Different interpretations by different readers

An understanding of how different readers and develop different interpretations, and how this changes an author's message.

Like our example using Austen vs. you as a modern reader above, the way you interpret an idea or view a character can change based on your unique views and values.

✔️Metalanguage

An understanding of how author's constructs their text through specific choices in words.

For example, the use of the word 'bright' vs. 'dull' to describe a landscape is intended to effect the way you perceive particular ideas or characters in a text.

A high-graded English essay will cover all of these points without fail. If you're unfamiliar with any of these, you are missing out on ways to differentiate yourself from other students. At the end of the day, there are only so many themes and characters to discuss, so you need to find unique angles to discuss these themes and characters. This will help your essay move from generic to original (yeah boy!).

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:

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

Sunset Boulevard is perhaps the most famous film about film . A darkly funny yet disturbing noir, it follows washed-up screenwriter Joe Gillis being pulled into the murky world of even-more-washed-up former silent film star Norma Desmond, disingenuously helping with her screenplay. Critical commentary on the film industry is obviously included here, but Billy Wilder’s 1950 film digs deeper to explore the blurred line between fantasy and reality, as well as power, authenticity and self-delusion. Crucially, these themes are often shown in the film’s construction , via the cinematic techniques implemented by Wilder in each scene. This blog will explore the most important examples of these cinematic techniques. Remember, VCE examiners are on the lookout for students who can offer a close reading of the text they are discussing, giving specific examples of how its creator has constructed it to support their arguments. Just look at the difference between an essay that says:

' Through the final shot of the film, Wilder shows Norma completely succumbing to her fantasy.’ 

Compared to one that argues:

‍ ‘Through his utilisation of an increasingly glossy and distorted filter in the ominous final shot, Wilder depicts Norma being completely overtaken by her romanticised fantasy of ‘Old Hollywood’.

So read below to learn how to use the most effective and crucial cinematic techniques within Sunset Boulevard.  ‍

Camera Techniques: Shot Types & Angles

Camera techniques are arguably the primary way that a director will intentionally direct the eye of the audience, directly framing how they view a film. The two most basic ways in which the camera is used for this are through the distance between the subject (what the scene is about) and the camera, or the ‘shot type’ and the ‘camera angle’ at which the subject is being filmed. Four key examples of these from Sunset Boulevard are explored below. 

Key Examples of Shot Types

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Our first look at Norma Desmond is within the wide shot above, just as Joe Gillis has entered her dishevelled mansion early in the film. As a rule, the introductory shot of a character is always worth closely analysing, as the director typically establishes their characteristics and place within the film’s wider world. 

Shown above, this distant first look at Norma establishes her distance, both physical and mental, from the world around her. Removing herself from an industry that has long since moved on from her, she is severely out of touch with the reality of the world outside her home. Crucially, as this same shot is from Joe’s perspective, Wilder also foreshadows the more specific character ‘distance’ that will emerge between the two. Here, the audience sees the space Joe will similarly leave between himself and Norma, disingenuously humouring her poor-quality scripts and romantic advances and, therefore, always keeping her ‘at a distance’.

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Another shot conveying crucial information about character relationships is shown when Joe officially ‘loses’ Betty towards the end of the film, refusing to give up his ‘long-term contract’ with Norma. Here, Wilder consciously frames the scene’s subject (Betty) at a distance with a medium shot. Supported by her refusal to make eye contact with Joe and her literal statement that she ‘can't look at [him]’ we again see physical distance between the camera and the subject translating to emotional distance between two characters. The impact of them no longer ‘seeing eye to eye’ is additionally heightened by the clear chemistry they previously demonstrated across the film. 

Key Examples of Camera Angles

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Just like the introductory shot of a character is worth digging into, the opening shot of a film is also incredibly important to unpack. Sunset Boulevard’ s seemingly straightforward opening shot simply includes the film’s title, by showing the real-life Hollywood street. However, notice that we are not seeing a ‘Sunset Boulevard’ street sign (the more obvious choice), but instead a dirty and stained curbside. Further, Wilder shoots this curb from a high angle . Therefore, the film’s opening shot establishes maybe the most central aim of Wilder’s film; offering a critical look at the superficiality and flawed nature of Hollywood. As such, we are literally looking down on the film industry in the first moment of the film, represented by this dirty and unflattering visual symbol of Hollywood. This, therefore, is setting the stage for the satire and critical commentary that will follow. 

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Wilder’s careful use of camera angles is further shown at the end of the film after Betty abandons Joe at the gate of Norma’s mansion. Crucially, this all happened due to the desperate exertion of power by Norma, who called Betty and revealed the details of her relationship with Joe. As such, Wilder shoots Norma at a low angle, as Joe looks up at her haughty gaze. The level of power that Norma has exerted over Joe may seem minimal within the moment, but when we consider what happens next, this shot becomes much more important. On the brink of descending completely into madness and taking Joe’s life, Wilder uses this shot to establish that Joe should be looking up in fear at Norma, and his dismissive and pitiful opinion of her will soon lead to his death.  

Mise-en-scène

Mise-en-scène is perhaps the most deceptively simple cinematic technique. It involves analysing what appears within a frame and where it has been placed by the director. This includes elements such as the actor’s costumes, the props and the design of the set. Often, mise-en-scène is used to reinforce something we are being told about a character already through the film’s dialogue and acting.  

Key Example of Mise-en-scène 1

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We can see a key example of characterisation through mise-en-scène early in the film, where the audience’s introduction to Joe Gillis visually communicates his unconcerned and detached attitude, as well as his tendency to settle for something convenient despite its inauthenticity. His being dressed in a bathrobe with the blazing sun outside (and his debt collectors clearly up and doing their jobs) speaks to his slovenliness and uninvested approach to life. The set design within this scene further characterises Joe, with the script directly describing the ‘reproductions of characterless paintings’ that cover his walls. Here, the set arguably provides a visual metaphor for the profit-driven ‘Bases Loaded’ script he is writing at that very moment, later described by Betty as having come ‘from hunger.’ 

Key Example of Mise-en-scène 2

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Equally, our introduction to the home of Norma Desmond helps establish the key elements of her character. The house is, as Joe describes, ‘crowded with Norma Desmonds’, in the form of countless framed photos of her from her silent film era. These self-portraits constantly looking out onto Norma symbolise the deluded fantasy world she has placed herself in. They both show how this world is based around her still being a youthful and famous actress, and that this delusion is maintained through Norma only communicating inwardly, refusing to face the reality of the outside world.

As ‘symbolises’ is a verb that is very commonly misused, it’s necessary here to provide a very simplified definition:

A symbol is something that contains levels of meaning not present at first glance or literal translation.  

In film, the most obvious symbols are often physical objects that reappear within the story, working to symbolise concepts that develop the text’s key themes. 

The Dead Chimp & The Organ

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One of the more seemingly inexplicable parts of Wilder's film actually contains one of its most important symbols, with Norma’s pet monkey playing a key foreshadowing role from beyond the grave. The chimp, a pet owned and trained by Norma to amuse her, leaves a vacant role that Joe will gradually fill after having unknowingly interrupted its funeral. From this point in the film, Joe is manipulated, or ‘trained’, by Norma to entertain and provide companionship to her. Naturally, Joe also ends up dead within the bounds of Norma’s estate, with this symbol, therefore, foreshadowing the full trajectory of his character. All of this is directly alluded to through Joe’s description of the ‘mixed-up dream’ he has the night of the funeral, imagining ‘an organ [player]’ and the ‘chimp…dancing for pennies’ that he will soon become. 

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This naturally brings us to the organ itself, which serves as a physical reminder of the unflattering parts of the new role Joe must play. Included after Joe wakes from his ‘mixed-up dream’, the shot above frames Max’s organ-playing hands as massive and overpowering, as the much-smaller Joe storms in demanding to know why his ‘clothes and things’ were moved to Norma’s house without his say-so. Crucially, Norma then reveals that she ordered this action and that Joe's apartment debts are ‘all taken care of’, hand-waving his attempt at grasping back some control and dignity by proposing it be ‘deduct[ed]...from [his] salary’. This scene reveals the symbolic role the organ plays within Sunset Boulevard, reminding Joe of the shameful and powerless role of the ‘pet monkey’ that he now fills, as well as what he will be ‘dancing’ for. 

Finally, we come to allusions, one of the techniques that Sunset Boulevard is most famous for. Allusions refer to anytime something from outside the world of the text is referenced, including other texts and real-world people, places, events, etc. Biblical and mythological allusions are commonly found in fiction, but references to something closer to our world can often bring a degree of realism to certain texts, working to strengthen their social commentary. 

Cinematic Allusions

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Being a film about film, Sunset Boulevard naturally contains many allusions to other films. However, Wilder does not shy away from adding an extra level of realism to his references to the film industry. Central to this is the use of the real (and still functional) Paramount Pictures studio to which Joe attempts to sell his clichéd baseball script. Notably, this is the studio that actually released Sunset Boulevard , all of which adds a self-deprecating edge to the satire of the film industry these scenes contain. The scene where the cigar-chomping Paramount executive, Mr Sheldrake, cynically suggests that changing Joe’s film concept to a ‘girls' softball team’ might ‘put in a few numbers’, packs an extra punch due to the use of the real film studio, therefore, showing the effect of this allusion in strengthening the film’s satire. 

Allusions to specific films are additionally used for humorous purposes and character development. For instance, take Joe’s dry observation that the extravagance of the funeral for Norma’s pet means that he ‘must have been a very important chimp’, perhaps the ‘great-grandson of King Kong’. Here, Joe’s sardonic and witty character is revealed to the audience. Additionally, these kinds of references further place the film firmly in the world of real Hollywood , again working to strengthen the satire it offers of this industry. 

Literary Allusions

Similarly, allusions to the world of literature flesh out both the characters and the world of Sunset Boulevard . The most stand-out example of this is the allusion to Charles Dickens’ classic novel Great Expectations . Here, Joe muses that the ‘unhappy look’ of Norma’s house reminds him of ‘Miss Havisham’ from this text. This is a character, who, after being abandoned by her fiance, refuses to change her clothing and lives secluded in a ‘rotting wedding dress’. Havisham directly parallels Norma, being a tragic figure immovably stuck in the past, with Norma's excessive placement of young self-portraits being reminiscent of Havishman’s insistence on keeping her house’s clocks at the exact time she received her letter of marital rejection. Therefore, this comparison to the Dickens character, who engages in a more exaggerated version of Norma’s behaviour, seeks to highlight just how detached Norma is from reality through her attempts to live in the past, implying that what she is doing is just as deluded as refusing to remove a rotting wedding dress. Further, the eventual fate of Miss Havisham within Great Expectations, with her wedding dress catching fire and leaving her as an invalid, foreshadows Norma’s similar descent to invalidity through her madness.

Written by Milo Burgner

  • Symbols and Analysis
  • Discussion Questions

Go Went Gone revolves around an unlikely connection between a retired university  professor , Richard, and a group of asylum seekers who come from all over the African continent . While he’s enjoyed a life of stability and privilege as a white male citizen, the lives of these asylum seekers could not be more different: no matter where they are in the world, uncertainty seems to follow. Richard initially sets out to learn their stories, but he is very quickly drawn into their histories of tragedy, as well as their dreams for the future. 

However, the more he tries to help them, the more he realises what he’s up against: a potent mix of stringent legal bureaucracy and the ignorance of his peers . These obstacles are richly interwoven with the novel’s context in post-reunification Germany (more on this under Symbols: Borders ), but bureaucracy and ignorance are everywhere - Australia included . This novel, therefore, bears reflection on our own relationship with the refugees who seek protection and opportunity on our shores - refugees who are virtually imprisoned and cut off from the world .

Richard ultimately realises that these men are simply people , people who have the same complexities and inconsistencies as anyone else. They sometimes betray his trust; at other times, they help him in return despite their socio-economic standing. The end of the novel is thus neither perfect nor whole - while the asylum seekers develop a relationship with Richard and vice versa, neither is able to entirely solve the other’s problems, though both learn how to be there for each other in their own ways. We don’t get many solutions to everything the refugees are facing, but what we end up with is a lesson or two in human empathy. 

The title of Jenny Erpenbeck’s novel Go Went Gone is a line she weaves into a couple of scenes. In one example, a group of asylum seekers in a repurposed nursing home learn to conjugate the verb in German. In another, a retired university professor reflects on this group, about to be relocated to another facility.

The various privileges Richard holds shape his identity in this text. It shapes how he approaches his retirement for example: now that “ he has time ”, he plans to spend it on highbrow pursuits like reading Proust and Dostoyevsky or listening to classical music. On the other hand, the asylum seekers sleep most of the time: “if you don’t sleep through half the morning, [a day] can be very long indeed.” Richard has the freedom to choose to spend his time on hobbies, but the asylum seekers face a daunting and seemingly-impossible array of tasks. After getting to know them more, he realises that while his to-do list includes menial things like “schedule repairman for dishwasher”, the refugees face daunting socio-political problems like needing to “eradicate corruption”. 

Freedom in general is a useful way to think about privilege in this text, and besides freedom to choose how you spend your time, this can also look like the freedom to tell your story. While Richard helps the men with this to some degree, even he has a limited amount of power here (and power can be another useful way of thinking about privilege). Richard realises that “people with the freedom to choose…get to decide which stories to hold on to” - and those are the people who get to decide the future of the refugees, at least from a legal perspective. 

Though Richard can’t necessarily help with these legal issues, he finds himself doing what he can for the refugees over time. He demonstrates a willingness to help them in quite substantial ways sometimes, for example buying a piece of land in Ghana for Karon and his family. In the end, we see him empathising with the refugees enough to offer them housing: though he is not a lawyer, he still finds ways to use his privilege for good and share what he can. He taps into his networks and finds housing for 147 refugees. 

The tricky thing with empathy though is that it’s never one-sided, not in this book and not in real life either. It’s not simply a case of Richard taking pity on the refugees - we might think of this as sympathy rather than empathy - but he develops complex, reciprocal and ‘real’ friendships with all of them. This can challenge him, and us, and our assumptions about what is right. When Richard loses his wallet at the store, Rufu offers to pay for him. He initially insists he “can’t accept”, but when he does Rufu doesn’t let him pay him back in full. Erpenbeck challenges us to empathise without dehumanising, condescending or assuming anything in the process. 

It’s an interesting way to think about social justice in general, particularly if you consider yourself an ‘ally’ of a marginalised group - how can we walk with people rather than speak for them and what they want?

Freedom of movement is sort of a form of privilege, but movement as a theme of its own is substantial enough to need a separate section. There are lots of different forms of movement in the novel, in particular movement between countries . In particular, it’s what brought the refugees to Germany at all, even though they didn’t necessarily have any control over that movement.

Contrast that with Richard’s friends, Jörg and Monika, who holiday in Italy and benefit from “freedom of movement [as] the right to travel”. Through this lens, we can see that this is really more of a luxury that the refugees simply do not have. Refugees experience something closer to forced displacement , rather than free travel, moving from one “temporary place” to the next often outside of their control. In this process, their lack of control often means they lose themselves in the rough-and-tumble of it all: “Becoming foreign. To yourself and others. So that’s what a transition looks like.”

3. Symbols & Analysis

Language and the law.

Many of the barriers faced by the refugees are reflected in their relationships with language; that is, their experiences learning German mirrors and sheds light on their relationship with other elements of German society. For example, there are times when they struggle to concentrate on learning: “It’s difficult to learn a language if you don’t know what it’s for”. This struggle reflects and symbolises the broader problems of uncertainty, unemployment and powerlessness in the men’s lives.

The symbol of language often intersects with the symbol of the “iron law”, so these are discussed together here. It’s hard on the one hand for these men to tell their stories in German, but it’s also hard for the German law to truly grapple with their stories. Indeed, Richard finds that the law doesn’t care if there are wars going on abroad or not: it only cares about “jurisdiction”, and about which country is technically responsible for the refugees. In this sense, the law mirrors and enables the callousness which runs through the halls of power - not to deter you from learning law if you want though! This might just be something to be aware of, and maybe something you’d want to change someday. 

There’s one law mentioned in the novel stating that asylum seekers can simply be accepted “if a country, a government or a mayor so wishes”, but that one word in particular - “ if ” - puts all the power in lawyers and politicians who know the language and the law and how to navigate it all. These symbols thus reflect power and privilege. 

Borders (+ Historical Context)

Throughout the novel, there’s a sense that borders between countries are somewhat arbitrary things. They can “suddenly become visible” and just as easily disappear; sometimes they’re easy to cross, sometimes they’re impossible to cross. Sometimes it’s easy physically, but harder in other ways - once you cross a border, you need housing, food, employment and so forth.

This complex understanding of borders draws on the history of Germany , and in particular of its capital Berlin, after World War II. After the war, Western powers (USA, UK, France) made a deal with the Soviet Union to each run half of Germany and half of Berlin. The Eastern half of Germany, and the Eastern half of Berlin, fell under Soviet control, and as East Germans started flocking to the West in search of better opportunities (sound familiar?), the Soviets built a wall around East Berlin. The Berlin Wall , built in 1961, became a border of its own, dividing a nation and a city and changing the citizenship of half of Germany overnight. Attempts to escape from the East continued for many years until the wall came down in 1989, changing all those citizenships right back, once again virtually overnight.

This history adds dimension to Erpenbeck’s novel. Refugees pass through many countries, but Erpenbeck draws on Germany’s history specifically as a once-divided nation itself. This helps to illustrate that national borders are just another arbitrary technicality that divides people, at the expense of these refugees. 

Bodies of Water

One motif that comes back a few times in the novel is the drowned man in the lake by Richard’s house. This has a few layers of meaning.

Firstly, the man drowns despite the lake being a perfectly “placid” body of water, and for whatever reason, this bothers Richard immensely: “he can’t avoid seeing the lake”. There’s an interesting contrast here to be drawn between this one death in a still body of water and the hundreds of deaths at sea that are recounted in the novel. Rashid’s stories are particularly confronting: “Under the water I saw all the corpses”. Erpenbeck questions the limits of human empathy - whose deaths are we more affected by, and why - through contrasting these different bodies of water, and those who die within them. Richard is more affected than most, who visit the lake all summer leaving “just as happy as they came” - but even he has his limits with how much he can see and understand. 

The next layer of meaning with this symbol then is more around the surface of the water itself: it is significant that in Rashid’s story, the casualties are below the surface. This reflects the common saying, “the tip of the iceberg” - the survivors who make it to Europe are really just the tip of the iceberg , only representing a fraction of the refugee experience. Often, that experience ends in death. Erpenbeck asks us to keep looking beneath the surface in order to empathise in full. 

Music and the Piano

This symbol is specific to Richard’s relationship with Osarobo , to whom he teaches the piano. There’s one scene where this symbolism is particularly powerful, where they watch videos of pianists “us[ing] the black and white keys to tell stories that have nothing at all to do with the keys’ colours.”

It speaks to the power of music to bring people together, and also to the importance of storytelling in any form: Rosa Canales argues the keys’ colours, and the colour of the fingers playing them, “become irrelevant to the stories emanating from beneath them”.

  • “What languages can you speak?”
  • “The German language is my bridge into this country” 
  • “Empty phrases signify politeness in a language which neither of them is at home” 
  • “The things you’ve experienced become baggage you can’t get rid of, while others - people with the freedom to choose - get to decide which stories to hold on to”
  • “He hears Apollo’s voice saying: They give us money, but what I really want is work. He hears Tristan’s voice saying: Poco lavoro . He hears the voice of Osaboro, the piano player, saying: Yes, I want to work but it is not allowed. The refugees’ protest has created half-time jobs for at least twelve Germans thus far” 
  • “Not so long ago, Richard thinks, this story of going abroad to find one's fortune was a German one”
  • “Is it a rift between Black and White? Or Poor and Rich?” 
  • “Where can a person go when he doesn't know where to go?” 

5. Discussion Questions

Here are some questions to think about before diving into essay-writing. There’s no right or wrong answer to any of these, and most will draw on your own experiences or reflections anyway. You may want to write some answers down, and brainstorm links between your responses and the novel. These reflections could be particularly useful if you’re writing a creative response to the text, but they’re also a really good way to get some personal perspective and apply the themes and lessons of this novel into your own life.

  • Where do you ‘sit’ in the world? What privileges do you have or lack? What can you do that others cannot, and what can others do that you cannot?
  • Think about the times you’ve travelled around the world - how many of those times were by choice? What might be the impact of moving across the world against your will?
  • How do you show empathy to others? How do you receive empathy from others? What is that relationship ‘supposed’ to look like?
  • What are some different names for where you live? How can you describe the same place in different languages or words? If you’re in Australia, what was your area called before 1788?
  • Have you ever learned or spoken a language other than English? What language do you find easier to write, speak and think with? How might this impact someone’s ability to participate in different parts of life (school, work, friendships etc.)?

6. Sample Essay Topics

  • Go Went Gone teaches us that anyone can be empathetic. Discuss. 
  • In Go Went Gone , Erpenbeck argues that storytelling can be powerful but only to an extent. Do you agree?
  • How does Erpenbeck explore the different ways people see time? 
  • It’s possible to sympathise with Richard despite his relative privilege. Do you agree?
  • Discuss the symbolic use of borders in Go Went Gone .
  • Go Went Gone argues that the law is impartial. To what extent do you agree?
  • “The German language is my bridge into this country.” How is language a privilege in Go Went Gone ?
  • Who are the protagonists and antagonists of Go Went Gone ?
  • Go Went Gone shows that it is impossible to truly understand another person’s experiences. To what extent do you agree?

In what ways do the people Richard meets challenge his assumptions about the world?

  • Go Went Gone is less about borders between countries than it is about borders between people. Do you agree?

7. Essay Topic Breakdown

This prompt alludes to certain assumptions that Richard might make about the world. If it’s hard to think of these off the top of your head, consider where our assumptions about the world come from: maybe from our jobs, our families and friends or our past experiences. Maybe there are some assumptions you’ve had in the past that you’ve since noticed or challenged. 

Then it asks us how the people Richard meets challenges those assumptions. There’s no way to get out of this question without discussing the refugees, so this will inform our brainstorm.

I think some of Richard’s assumptions at the beginning come from his status: being a professor emeritus makes you pretty elite, and he can’t really empathise with the refugees because his experiences of life are so different. Part of the challenge with this prompt might be to break down what life experiences entail, and where those differences lie: particularly because it’s asking us ‘in what ways’. These experiences could be with language, employment, or personal relationships just to name a few ideas. 

Step 3: Create a Plan

Because Richard’s life experiences are so vastly different, I’d contend that his assumptions are challenged in basically every way. However, I also think that his interest in the refugees exists because he knows they can challenge his assumptions. I want to use the motif of water surfaces to tie this argument together, particularly in the topic sentences, and this could look as follows:

Paragraph 1 : Richard realises that he only has a ‘surface-level’ appreciation of the refugees’ life experiences.

  • He realises that he knows little about the African continent (“Nigeria has a coast?”) 
  • He suffers from a “poverty of experience” which means he hasn’t had to interact with this knowledge before
  • His renaming of the refugees (Apollo, Tristan etc.) suggests that he still needs his own frame of reference to understand their experiences
  • He learns about the hardships of migration through the tragic stories of those like Rashid

Paragraph 2 : He also realises that he has a ‘surface-level’ understanding of migration in general.

  • This comes from the fact that he has never actually moved countries; he’s only been reclassified as an East German, and then again as a German. Neither happened because he wanted them to.
  • On the other hand, the refugees want to settle in Europe: they want the right to work and make a living - it’s just that the “iron law” acts as a major barrier. Their powerlessness is different from Richard’s.
  • Part of migration is also learning the language, and Richard is initially quite ignorant about this: he observes that the Ethiopian German teacher “for whatever reason speaks excellent German”, not realising this is necessary for any migrant to survive in the new country.
  • We can think of this as the difference between migration and diaspora, the specific term for the dispersion of a people.

Paragraph 3 : Richard is more open than most people to looking beneath the surface though, meaning that his assumptions are challenged partly because he is willing for them to be.

  • The symbol of the lake works well here to explain this: he is bothered by its still surface, and what lies underneath, while others aren’t
  • We can also contrast this to characters like Monika and Jörg who remain quite ignorant the whole time: Richard’s views have departed from this throughout the course of the novel
  • Ultimately, the novel is about visibility: Richard’s incorrect assumptions mean that he isn’t seeing reality, and his “research project” is all about making that reality visible. 

‍ Go Went Gone 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 .

MAIN CHARACTERS

Margo Channing played by Bette Davis

As the protagonist of the movie, Margo Channing is a genuine and real actress raised by the theatre since the age of three. She is a vulnerable character who openly displays her strengths and weaknesses; Mankiewicz showcasing the life of a true actress through her. Initially, we see Margo as mercurial and witty, an actress with passion and desire (not motivated by fame but the true art of performing). She is the lead in successful plays and with friends like Karen and Lloyd to rely on and a loving partner, Bill, it seems that she has everything.

essay questions on things fall apart

However, Margo’s insecurities haunt her; with growing concerns towards her identity, longevity in the theatre and most importantly her relationship with Bill. Eventually, in a pivotal monologue, Margo discusses the problems that have been plaguing her. She battles with the idea of reaching the end of her trajectory, the thought that ‘in ten years from now – Margo Channing will have ceased to exist. And what’s left will be… what?’ By the end of the movie, Margo accepts the conclusion of her time in the theatre and understands that family and friends are what matters most, not the fame and success that come with being an acclaimed actress.

Eve Harrington played by Anne Baxter

Antagonist of All About Eve , Eve Harrington (later known as Gertrude Slojinski) is an egotistical and ambitious theatre rookie. With a ‘do-whatever-it-takes’ attitude, Eve is first introduced to the audience as a timid and mousy fan (one with utmost dedication and devotion to Margo). However, as the plot unfolds, Eve’s motive becomes increasingly clear and her actions can be labelled as amoral and cynical, as she uses the people around her to climb the ladder to fame.

Margo is her idealised object of desire and from the subtle imitations of her actions to infiltrating and betraying her close circle of friends, Eve ultimately comes out from the darkness that she was found in and takes Margo’s place in the theatre. Mankiewicz uses Eve’s character to portray the shallow and back-stabbing nature of celebrity culture; Eve’s betrayal extending beyond people as she eventually turns her back on the world of theatre, leaving Broadway for the flashing lights of Hollywood.

essay questions on things fall apart

Addison DeWitt played by George Sanders

essay questions on things fall apart

The voice that first introduces the audience to the theatre, Addison DeWitt is a cynical and manipulative theatre critic. Despite being ambitious and acid-tongued, forming a controlling alliance with Eve, Addison is not the villain.

The critic is the mediator and forms a bridge between the audience, the theatre world, and us; he explains cultural codes and conventions whilst also being explicitly in charge of what we see. Ultimately, Addison is ‘essential to the theatre’ and a commentator who makes or breaks careers.

Bill Simpson played by Gary Merill

essay questions on things fall apart

Bill Simpson is the director All About Eve does not focus on Bill’s professional work but rather places emphasis on his relationship with Margo. He is completely and utterly devoted to her and this is evident when he rejects Eve during an intimate encounter. Despite having a tumultuous relationship with Margo, Bill proves to be the rock; always remaining unchanged in how he feels towards her.

Karen Richards played by Celeste Holmes

Wife of Lloyd Richards and best friend and confidante to Margo Channing, Karen Richards is a character who supports those around her. During conversations she listens and shares her genuine advice, acting as a conciliator for her egocentric friends. Unfortunately, Karen is also betrayed by Eve, used as a stepping stone in her devious journey to fame.

essay questions on things fall apart

Lloyd Richards played by Hugh Marlowe

Successful playwright and husband to Karen Richards, Lloyd Richards writes the plays that Margo makes so successful. However, as Margo grows older in age, she begins to become irrelevant to the plays that Lloyd writes. Subsequently, this causes friction between the two characters and Mankiewicz uses this to show the audience the struggles of being an actress in the theatre; whilst also adding to the Margo’s growing concern towards her age.

Lloyd is unwilling to change the part for Margo and thus Eve becomes a more attractive match for the part. An unconfirmed romance between the budding actress and Lloyd also adds to the drama within All About Eve .

MINOR CHARACTERS

Birdie played by Thelma Ritter

A former vaudeville actress (which means that she acted in comic stage play which included song and dance), Margo’s dresser and close friend, Birdie is not afraid to speak the truth. Initially she sees right through Eve’s story and she warns Margo to watch her back. Despite not being in much of the movie, Birdie’s critical eye is a foreshadowing for the audience towards what is to come.

essay questions on things fall apart

Max Fabian played by Gregory Ratoff

Producer in the theatre, Max Fabian is involved in theatre just to ‘make a buck’. He is a hearty character who adds comic relief to a dramatic plot.

essay questions on things fall apart

Miss Claudia Caswell played by Marilyn Monroe

Aspiring actress, Miss Caswell is seen briefly throughout the movie to show the audience the shallow nature of the world of show business. Unlike Eve, she relies on her appearance to ‘make’ it rather than talent; as seen during her encounter with Max and the unsuccessful audition that followed.   

Phoebe played by Barbara Bates

The next rising star to follow in Eve’s footsteps, Phoebe is featured at the end of the film. In this scene there is a foreshadowing of the future, which suggests a repeat of the past, thus, making Phoebe an interesting character to observe. She is a manufactured construction of an actress and illustrates how replaceable a character is in the world of theatre.

How Do I Do Well if I HATE the English Texts That I Am Studying?

I know that exact feeling; the feeling of giving up before it has even started. Some lucky students fall in love at first sight with their texts while some unfortunate students dread having to spend a whole year analysing their texts. If you resonate with the latter, you have probably already given up on English, or maybe you’re trying your best to stay optimistic. English is hard, but what makes it harder is when you know you hate the texts that you are studying, so how can I do well in English if I hate the texts that I have to study? Whether you hate reading and analysing texts or you just hate the specific text that you have to study, here is a guide on how to make studying and reading your texts more enjoyable!

Reading Texts

We’ve all said it before, “I’ll just read it later” or “I’ll read it right before school starts” and in the end, it all leads to the same conclusion of us never actually reading the text and by the time our SACs roll around, we ‘study’ by reading summaries of our texts and try memorising the most popular quotes. 

Do I Really Have To Read the Text?

The bad news is yes, it is highly recommended that you read your texts! (I know it can be tempting to just read chapter summaries but trust me, I have tried writing an essay without reading the text and it went very badly). However, the good news is using LSG’s ideal approach to your English texts , you may only need to read your texts a minimum of three times. In fact, if you make use of your first reading , you probably won’t have to personally read the text again! During this first reading, take your time, don’t try to binge read the entire text in a night as there is a high chance that you will not be following the plot and you’re just reading for the sake of finishing the text. There’s no need to start annotating the text during this first reading as you will most likely have a collective second reading in class where your teacher will go over the whole text in more detail by highlighting significant sections of your text. This first reading is simply for you to familiarise yourself with the text and what you will be handling during the year. However, if you still have trouble understanding your texts, LSG has a plethora of resources such as free text-specific blogs and affordable text guides that you can check out!

How Do I Find the Motivation To Read My Texts?

Some common reasons why we might procrastinate reading our texts are the sheer volume of pages we need to read; having a short attention span and; being a more visual learner. If this is the case, there are many ways to increase your motivation to read or watch your texts!

  • If the text is a play (e.g. The Crucible by Arthur Miller ), watch the play while reading the script . Not only will this help you understand the stage directions in the script, but it can also help with understanding the plot if you are a more visual learner. 
  • If the text has a film adaptation (e.g. In Cold Blood by Truman Capote or The Dressmaker by Rosalie Ham ), watch the film adaptation first! Knowing major plot twists and spoilers can make reading your text feel faster as you already know what is going to happen. Watching film adaptations can also help allow you to picture the plot easily and help immerse yourself into the setting and the world of the text (however, do take care when doing this as you are only analysing the text you have been allocated, not the adaptations! )
  • If the text is a film (e.g. Rear Window by Alfred Hitchcock ), try to find a trailer of the film or find short clips from the film rather than watching the entire movie in one sitting; watching these cuts and suspenseful scenes may spark your curiosity which is likely to increase your interest towards wanting to watch the movie. Scheduling a movie night with friends and family is also a great way to make watching the film more fun. 
  • If the text is a collection of poems (e.g. William Wordsworth Poems selected by Seamus Heaney by William Wordsworth ), listen to the poem while reading the poem. Not only will this help you to embody the poet’s mind, but it can also help you recognise the rhyming schemes and rhythm patterns that may not be noticeable at first glance.

Check out How To Recharge Your Motivation Over the School Holidays for more tips!!

How Do I Make Reading My Texts More Enjoyable?

  • Create goals: Space it out, we do not want to get burnt out! Organise goals and do not attempt to read the book all within a night! For example, you could aim to read one chapter a day. Not only will this hold you accountable, but it will also make reading less daunting and overwhelming.
  • Rewards: Who doesn’t love rewards? Reward yourself after reaching your reading goals, this could be as simple as taking a break after reading or reading a book that you like. 
  • Audiobooks: When you don’t feel like physically reading, download audiobooks of your texts and listen to them while you’re commuting or while you’re doing your chores.
  • Environment: Create the perfect reading atmosphere! This is quite subjective, however, if you’re struggling to find this niche, here is a step-by-step guide to ‘romanticise’ reading:
  • Put your devices away! If you’re opting to read an ebook, you can also turn your notifications off. We do not want to be distracted and procrastinate!
  • Find a comfortable place to sit with good lighting.
  • If you’re in the mood for a sensory experience, light a scented candle or make your favourite beverage to sip along while you are reading. 
  • If it helps, you can pretend that you’re reading at an aesthetic library, or your favourite café, or a serene park…the options are endless. 

Studying Texts

It can be even harder to find the motivation to study for the texts that you hate as you’re probably looking for ways to limit the amount of physical contact you make with the text or ways to save time and study less for English but still do well in the subject.

How Do I Save Time When Reviewing and Writing Notes on My Texts?

Tip 1: write notes based on themes, writing style & characters instead of chronologically .

Often, students will take notes chronologically based on each chapter, however, this is not helpful at all. In your SACs and exam, you will not be writing paragraphs based on each chapter, instead, you will likely be given one of the five types of essay prompts that require an in-depth understanding of the themes, writing style ( such as symbols and motifs ) and characters of the text. Therefore, I recommend writing down notes and quotes based on themes, specific writing techniques and characters.  

For example, before class, you could create a separate notes page on each prominent theme of the text. When your teacher highlights significant sections of the text, you could then write down these notes into the relative theme document. For comparative texts, you can also create a comparison table based on overlapping themes which will allow you to view the comparisons more easily. If you’re a visual learner, colour coding your notes according to different themes or characters can make it easier to find later on when reviewing your notes. If you do this from the start, you will spend less time re-reading the text and organising your notes which will hopefully reduce the amount of time you spend studying. 

Tip 2: Write Down Page Numbers Next to Quotes and Notes

No, you do not have to memorise page numbers for your final exam or SACs, however, writing down page numbers will help you save time when reviewing your notes as you can just flip over to the page rather than having to re-read the text to find the specific quote or notes. It may seem rather annoying having to write down the page numbers all the time, however, your future self will thank you!

How Can I Find the Motivation To Write on the Text That I Hate?

Tip 1: find out what you hate and like about the text.

We all experience writer’s block, especially when we have no passion for the text we are studying. However, assuming you have read the text, you would probably have unique opinions on the text. Firstly, find out what you hate about the text . 

  • Do you hate a specific character in the text? Why do you hate this character?
  • Do you hate the writing style? What is it about the writing style that you hate?
  • Is there a specific theme you felt the text did not address properly?
  • Was there a specific scene or part of the text that frustrated you?

Once you find out what you hate about the text, find an essay prompt related to the topic you hate and practice writing an essay about it! Use this as a chance to lowkey rant, discuss or debate about the topic. Not only will this help you develop your inner author voice, but it will also provide you with inspiration to write. On the other hand, you can also find out what you like about the text (hopefully, you don’t hate everything about the text) and practice writing on a topic related to this. For example, I hated studying The Crucible due to the portrayal of women in the text. However, when analysing the text, I realised that the portrayal of women in the text was simply a reflection of the conservative and insular society of Salem which became a theme that I liked discussing. 

Tip 2: Put the Text in Context

Keep in mind that the texts that you have been allocated all have a specific aim and purpose such as serving political commentary about a significant historical event, critiquing a specific characteristic of conservative communities or simply a discussion about human nature. Throughout the text, there will be many literary techniques, characters and events that will be used to bring these significant themes to life. Therefore, regardless of whether you like the plot of the text or not, the themes that you will be studying may be more of interest to you. If this is the case, researching the background and the world of the text may help you gain a deeper understanding of these themes which is likely to increase your motivation to write as you will be able to apply your knowledge about the text such as quotes, characters and events to these themes. 

Tip 3: Utilise Your Strengths

By focusing on your strengths, you are likely to increase your confidence and consequently, your motivation to write! Therefore, if you are an expert at analysing literary techniques, or if you have mastered writing about characters, use these strengths when you are writing. Not only will playing at your strengths make writing less difficult, it may also help overshadow your weaknesses. 

Overall, whether writing essays is your strong suit or not, LSG has many general essay writing tips (for example, check out this guide on essay planning ). I also recommend checking out some of the comprehensive LSG guides such as ​​ How To Write A Killer Text Response and How To Write A Killer Comparative which may give you a head start on writing your essays. 

Unfortunately, there aren’t many choices in English and it is quite likely that you will end up with a text that you dislike. However, it is still possible to do well in English while studying texts you hate! Hopefully, these tips can make reading and studying your texts much more enjoyable and consequently, make your English experience much more pleasant. Endure the pain now and you'll be finished before you know it!

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

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

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

Without further ado, let’s get into it!

The Prompt:

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

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

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

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

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

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

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

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

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

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

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

Convergent Ideas: 

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

Divergent Ideas: 

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

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

Convergent Ideas:

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

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

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

Divergent Ideas:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Here, I will be breaking down a comparative analysis. You will get to know exactly how I write one! Specifically, I will be focusing on the two texts, The Longest Memory and Black Diggers . I have also included my own essay as an example to follow through.

But firstly, if you haven't watched our The Longest Memory and Black Diggers introductory video which details themes, characters and more, check it out below:

This is the prompt that I have decided to approach:

‘The hopes and dreams of oppressed characters rarely eventuate.’ How do Black Diggers and The Longest Memory explore this idea? ‍

Let’s break it down!

The Introduction

Firsts things first, we need an introduction. Here is an example of my one:

The hopes and dreams of oppressed individuals can be fulfilled to a certain extent. This degree of fulfilment, however, can ultimately become restricted by the entrenched beliefs and dictations of society; and thus, this process of fulfilment is presented to be difficult and rare to achieve. In Fred D’Aguiar’s novella, The Longest Memory, the hopes and dreams for equality and racial acceptance is revealed to coerce oppressed individuals to subvert social norms, all in an attempt to gain liberty and fairness. Similarly, Tom Wright’s play, Black Diggers, explores the collective yearning of oppressed Indigenous Australians who seek to gain a sense of belonging and recognition in society. Both D’Aguiar and Wright expose how the obstacles of social inequality, deep-rooted prejudice and beliefs can essentially restrict the fulfilment of such desires and dreams.

Okay, now let’s take a closer look at it and see exactly how I constructed my introduction:

The hopes and dreams of oppressed individuals can be fulfilled to a certain extent.

Here, I have immediately addressed the topic question in my first sentence and provided my standpoint.

This degree of fulfilment, however, can ultimately become restricted by the entrenched beliefs and dictations of society; and thus, this process of fulfilment is presented to be difficult and rare to achieve.

In my next sentence, I went on to elaborate about my viewpoint of the prompt. I highlighted how society’s perceptions and beliefs restrict individuals’ hopes and dreams to occur.

In Fred D’Aguiar’s novella, The Longest Memory, the hopes and dreams for equality and racial acceptance is revealed to coerce oppressed individuals to subvert social norms, all in an attempt to gain liberty and fairness.

I then went on to introduce the first text, The Longest Memory . I explained the role of hopes and dreams, and how they drive individuals to gain their own freedom.

Similarly, Tom Wright’s play, Black Diggers, explores the collective yearning of oppressed Indigenous Australians who seek to gain a sense of belonging and recognition in society.

Next, I introduced the second text, Black Diggers , by using the transition comparing word, 'similarly', I briefly explained how Black Diggers is similar to The Longest Memory , in that they both have individuals who have yearnings and desires.

Both D’Aguiar and Wright expose how the obstacles of social inequality, deep-rooted prejudice and beliefs can essentially restrict the fulfilment of such desires and dreams.

I finished off my introduction by addressing the two writers, and the message they convey about hopes and dreams.

Body Paragraphs

Now moving on to the body paragraphs!

In Comparative, there's an emphasis on your ability to draw insightful connections between the two texts. That’s why in How To Write A Killer Comparative , we show you how to use the LSG  CONVERGENT and DIVERGENT strategy to identify and discuss unique points of comparison. In the study guide, which has been written by 45+ study scorers, we also explain how to strengthen your comparative discussion through Advanced Essay Paragraph Structures which truly showcase the power of the CONVERGENT and DIVERGENT strategy. You can check it out here .

Here is an example of one paragraph I wrote for my essay:

The ambitions of the oppressed are achieved to a certain extent. However, they are not maintained and thus become restricted due to the beliefs and conventions entrenched in society. D’Aguiar asserts that a sense of liberation can indeed be achieved in the unjust system of slavery, and this is demonstrated through his characterisation of Chapel. His depiction of Chapel serves as a subversion of the conventional type of slave; he is 'half a slave, half the master' and belongs to 'another way of life'. His defiance and rebellion against the dictations of society is exemplified through his speech, which consists of rhythmic and poetic couplets, filled with flowery language; which ultimately challenges the idea of illiterate slaves. D’Aguiar also associates the allusion of the 'two star-crossed lovers' in regards to the relationship between Lydia and Chapel; who were 'forbidden' to 'read together'. Despite this, the two characters take on a form of illicit, linguistic, sexual intercourse with each other, as they 'touch each other’s bodies in the dark' and 'memorise [their] lines throughout'. Here, D’Aguiar illustrates their close intimacy as a form of rebellion against the Eurocentric society, who believed such interrelation between blacks and whites was 'heinous' and 'wicked'. The individualistic nature of Chapel is also paralleled in Black Diggers, where Wright’s portrayal of Bertie expresses the yearning for a sense of belonging. Just like Chapel, Bertie desires free will, and he decides to 'fight for the country'. This aspiration of his however, is restrained by both his Mum and Grandad; who in a similar manner as Whitechapel, represent the voice of reality and reason. Wright employs the metaphor of the Narrandera Show to depict the marginalisation and exclusion of Aboriginal people, as they will never be 'allowed through the wire', or essentially, ever be accepted in Australia. This notion of exclusion is further reinforced through Bertie’s gradual loss of voice and mentality throughout Wright’s short vignettes, as he soon becomes desensitised and is 'unable to speak'. Here, Wright seems to suggest that the silenced voices of the Indigenous soldiers depict the eternal suffering they experienced; from both the horrors of war, but also the continual marginalisation and lack of recognition they faced back home. Consequently, D’Aguiar and Wright highlight how the ambitions of young individuals are limited by the truths and history of reality, and are essentially rarely achieved.

Now let’s take a deeper look into this paragraph:

The ambitions of the oppressed are achieved to a certain extent. However, they are not maintained and thus become restricted due to the beliefs and conventions entrenched in society.  

I started my paragraph by briefly explaining how the hopes and dreams of individuals are achieved, but they are not maintained due to social beliefs and conventions.

D’Aguiar asserts that a sense of liberation can indeed be achieved in the unjust system of slavery, and this is demonstrated through his characterisation of Chapel.

I went on to highlight the first text, The Longest Memory , and started to discuss about D’Aguiar’s characterisation of Chapel.

His depiction of Chapel serves as a subversion of the conventional type of slave; he is 'half a slave, half the master' and belongs to 'another way of life'. His defiance and rebellion against the dictations of society is exemplified through his speech, which consists of rhythmic and poetic couplets, filled with flowery language; which ultimately challenges the idea of illiterate slaves.

Here, I provided evidence and emphasised on the language D’Aguiar has used to construct his character of Chapel, and further explained how he did it in order to portray Chapel as non-standard type of slave.

D’Aguiar also associates the allusion of the 'two star-crossed lovers' in regards to the relationship between Lydia and Chapel; who were 'forbidden' to 'read together'. Despite this, the two characters take on a form of illicit, linguistic, sexual intercourse with each other, as they 'touch each other’s bodies in the dark' and 'memorise [their] lines throughout'.

I continued to discuss about the relationship between Lydia and Chapel, as they are both characters who defied society’s expectations and ideals.

Here, D’Aguiar illustrates their close intimacy as a form of rebellion against the Eurocentric society, who believed such interrelation between blacks and whites was 'heinous' and 'wicked'.

I have highlighted D’Aguiar’s characterisation of Chapel and Lydia, and further explained how he uses their relationship to demonstrate defiance and rebellion against society.

The individualistic nature of Chapel is also paralleled in Black Diggers, where Wright’s portrayal of Bertie expresses the yearning for a sense of belonging.

Then, I have addressed the second text by discussing the similarity between the characters of Chapel and Bertie.

Just like Chapel, Bertie desires free will, and he decides to 'fight for the country'. This aspiration of his however, is restrained by both his Mum and Grandad; who in a similar manner as Whitechapel, represent the voice of reality and reason.

I explained the similarities between Chapel and Bertie, but also included some comparisons with Mum and Grandad and Whitechapel.

Wright employs the metaphor of the Narrandera Show to depict the marginalisation and exclusion of Aboriginal people, as they will never be 'allowed through the wire', or essentially, ever be accepted in Australia.

I went on to explain how Wright used the construction of a metaphor, to convey the marginalisation and exclusion Aboriginal people faced.

This notion of exclusion is further reinforced through Bertie’s gradual loss of voice and mentality throughout Wright’s short vignettes, as he soon becomes desensitised and is 'unable to speak'.

I have further emphasised how Wright characterised Bertie to become silent throughout the play.

Here, Wright seems to suggest that the silenced voices of the Indigenous soldiers depict the eternal suffering they experienced; from both the horrors of war, but also the continual marginalisation and lack of recognition they faced back home.

I explained Wright’s portrayal of the silent Indigenous soldiers, in which he conveyed their exclusion and lack of recognition in society.

Consequently, D’Aguiar and Wright highlight how the ambitions of young individuals are limited by the truths and history of reality, and are essentially rarely achieved.

I ended my paragraph by explaining how both of the writers reveal how the ambitions of individuals are rarely achieved due to the truth of reality.

The Conclusion

And lastly, we need to end our comparative analysis with a conclusion. Here is my conclusion:

D’Aguiar and Wright both illustrate oppressed individuals fighting against the beliefs and conventions of society; in order to gain their freedom and achieve their hopes and dreams. However, both reveal the harsh truths of reality that ultimately inhibit and restrict the capacity of people’s ambitions. D’Aguiar and Wright compel their readers to try and grasp an understanding of the past of slaves and Aboriginal soldiers, in order to seek remembrance and closure of this fundamental truth. They both convey the need for memories and the past to never be forgotten; and instead remembered and recognised in history.

Here, I will explain how I constructed my conclusion:

D’Aguiar and Wright both illustrate oppressed individuals fighting against the beliefs and conventions of society; in order to gain their freedom and achieve their hopes and dreams.

I begin my conclusion by explaining the similarities between the two writers, in which they both presented oppressed individuals who desire freedom and have defied social beliefs.

However, both reveal the harsh truths of reality that ultimately inhibit and restrict the capacity of people’s ambitions.

I then further emphasised how Wright and D’Aguiar convey the message that hopes and dreams are restricted due to the truths of reality.

D’Aguiar and Wright compel their readers to try and grasp an understanding of the past of slaves and Aboriginal soldiers, in order to seek remembrance and closure of this fundamental truth.

I elaborated on the message that both writers conveyed to their audience, in which they wanted their readers to acknowledge the history and truth of slavery and war.

They both convey the need for memories and the past to never be forgotten; and instead remembered and recognised in history.

I ended my paragraph by highlighting the main purpose of the texts and the writers’ intention; which was to convey to their audience the significance of memories, and the need for the past to be remembered and recognised in history.

And that’s all folks! That’s the total rundown of my comparative analysis. I hope you were able to learn a thing or two from this article. Now, go on and begin writing!

1. List of Listening Resources That You Can Access For Free 2. How To Use These Free Resources (a Step-by-Step Guide) 3. Let Me Walk You Through How I approach These Listening Exercises 4. Time to Test Your Listening Skills

For an overview of the EAL study design plus tips and tricks for reading comprehension, time management and more, check out The Ultimate Guide to EAL .

The listening tasks of the EAL exam are worth 20% of the total exam marks.  Since this section was introduced to the exam fairly recently, limited past exam questions are available for students to practice. In this blog, you will find a comprehensive list of external resources that are accessible for free. Although they are not designed specifically for the purpose of VCAA exams, they can still boost your marks if used wisely. I will offer some advice that helped me receive a perfect study score in EAL and give you a step-by-step guide on how to use these listening resources to better prepare for EAL listening.

1. List of Listening Resources That You Can Access For Free:

ABC Radio National

  • ‍ The art of 'adulting' - Mornings - ABC Radio
  • ‍ Our future shaped and changed by Covid 19 - Big Ideas - ABC Radio National
  • ‍ The New Laws of Robotics and what they might mean for AI - Future Tense - ABC Radio National
  • ‍ Urban pandemic – isolation and inequality - Future Tense - ABC Radio National
  • ‍ Will this new vaccine be a game changer? - 7.30 (abc.net.au)
  • ‍ Borders starting to open up across the country - 7.30 (abc.net.au) ‍

Randall’s Listening Lab

  • ‍ General Listening Quizzes
  • ‍ Summer Camp | Randall's ESL Cyber Listening Lab (esl-lab.com)
  • ‍ Check out this inspiration speech from Lisa Tran, our founder of Lisa’s Study Guide
  • ‍ Inside the mind of a master procrastinator | Tim Urban - YouTube
  • ‍ Intermediate English Listening - Nelson Mandela (esolcourses.com)
  • ‍ Online English - Martin Luther King Jr Video Listening Quiz (esolcourses.com)

ABC 5 minutes more (this is super fun and easy one to listen to, perfect for times when we feel a bit lazy)

  • ‍ Umbrellas Up! Umbrellas Down! : ABC iview
  • ‍ The Friendly Caterpillar : ABC iview

BBC The Newsroom

  • ‍ How to Vaccinate the World - Episode 3 - BBC Sounds
  • ‍ Steve Jobs' 2005 Stanford Commencement Address - YouTube
  • ‍ Bill Gates Harvard Commencement Address 2007 - YouTube
  • ‍ In case you missed my Tulane speech, watch it here! - YouTube
  • ‍ Natalie Portman Harvard Commencement Speech | Harvard Commencement 2015 - YouTube

And for my fellow Chinese friends, I recommend 可可英语 . It pretty much includes all major news sources worldwide including the Voice of America, CNN, ABC, National Public Radio, NBC News, BBC, The Economist and National Geography. I particularly love the fact that both the website and its free app offer English transcription and Chinese translation side by side.

2. How To Use These Free Resources (a Step-by-Step Guide)

I recommend you listen to the audio three times. Below, I have broken down what you should pay attention to during each listening exercise.

1st Time Listening

Step 1: read and annotate background information  .

  • Read the background information if available. This mimics the ‘Background Information’ given at the very start of each question in the VCAA exam. In most cases, it provides a general introduction to the speakers and gives you a brief idea of what to expect in the upcoming audio. 
  • Highlight the name of the speakers.
  • Underline important information.

Step 2:  Read and Annotate the Questions

  • Familiarise yourself with the questions during reading time and annotate them. 
  • Develop an annotation system that works well for you personally.

1. I usually underline key information that gives me information on  ‘what’, ‘why’, ‘how’, ‘where’ and ‘when’ (refer to the table in Step 4 below for definitions for these ‘W’ words).

2. Highlight the main person/subject that the question is referring to. This will help you during note taking and formulating your answer. Under the stress of exams, we might lose track of which speaker is talking, especially when the two speakers sound similar. By highlighting the name of the speaker in the question, it reminds us which speaker to pay attention to when answering the question.

essay questions on things fall apart

  • If you are playing the audio clips by yourself for practice, make sure you give yourself time to analyse the questions before hitting play! If you have a friend or family member who can act as your ‘exam facilitator’, as soon as reading time ends, highlight or underline the keywords before your exam facilitator plays the audio clips! 

Step 3:  Listen to the Audio Only (Without the Visual)

This is pretty self-explanatory!

Step 4: Write Down Side Notes

  • Write down as much information as you can to practice speed writing
  • Some ‘W’ words (see table below) may not apply to all audio clips so free feel to only use the ‘W’ words that are relevant

essay questions on things fall apart

2nd Time Listening 

Step 1: Fill in the blanks and try to be aware of words you don’t quite ‘get’.

Step 2: Note down how the speakers convey their attitude, feeling, ideas, etc.

Step 3: Interaction between speakers. 

There will typically be a question that asks you to describe the interaction between the speakers, such as , ‘Suggest 2 words to describe the interaction between A and B’. The answer you need to provide will typically be a two-word answer. I would encourage you to learn the adjectives used to describe a range of interactions, for example: 

Words to describe positive interactions include:

  • Friendly, respectful
  • Professional, formal, polite
  • Relaxed, warm
  • Amicable, sanguine

Words to describe negative interactions include:

  • Embarrassed
  • Teasing, childish
  • Tense, unpleasant, disappointed
  • Confrontational

3rd Time Listening  

Listen to the audio while you read the transcript if available.

3. Let Me Walk You Through How I approach These Listening Exercises

Now that you know the steps, let’s see them in action. Below, I will demonstrate the step-by-step process of how you can make full use of the listening resources above.  

We’ll use this video clip from ABC Life Matters as an example: Is the internet becoming more 'ethical'?

Download this worksheet so that you can work through this listening task on your own too!

Step 1: Read and Annotate Background Information

essay questions on things fall apart

Step 3: Listen to the Audio (Without the Visual)

Step 4 : write down side notes.

For practice, I recommend taking notes in a table format, using the ‘W’ words I mentioned above. We are going to designate a separate table for each speaker in the audio.

essay questions on things fall apart

2nd Time Listening   

This is where you have the opportunity to fill in the blanks for the challenging words that you did not pick up in the first round. For example: Ubiquitous, monopolists, admirable, immersed, sophisticated and algorithm 

essay questions on things fall apart

I will use ‘friendly’ and ‘polite’ to describe the interaction between the interviewer and Jocelyn Brewer. As you listen, see if you can identify why I have chosen these two words to describe the interaction. Keep in mind that there is no right or wrong answer here as long as your choice of descriptive words suit the audio clip.

3rd Time Listening   

Usually I would read the transcript in this third and final step, however, since there is no transcript available for this piece, I will skip this step.

4. Time to Test Your Listening Skills

Using the same audio clip and worksheet , have a go at these VCAA-style questions that I wrote up, and then check out my sample answers to see how your own answers compare. You will probably notice that a lot of the information you gather from the  ‘W’ words actually provides you with the answers to the majority of the questions here.

Sample Questions:

  • What are the problems with internet use today? (2 marks)
  • What is it that can draw people in and what example does Brewer use in relation to this? (2 marks)
  • What is Beverley Wang’s opinion on some apps showing many ‘likes’? Support your answer with an example of word choice and language. (3 marks)
  • What are the costs people have to pay, as Brewer suggests, for the use of Internet? (2 marks)
  • What does Ecosia try to recognise? (2 marks)
  • Give the word that the company officer of Ecosia uses to describe Google’s dominant power over the search engine. (1 mark)
  • What are the two adjectives Beverely Wang uses to praise Ecosia? (2 marks)
  • What are the challenges faced by companies like Ecosia, according to Brewer? (2 marks)

Sample Answers: 

  • The problems of internet use lie in its prevalence in society and how powerful the technology is. The apps are designed to mimic the best psychological behaviours and maintain our interest. 
  • Users are drawn in by a range of psychological hacks employed by the app designers. For example, Facebook has adjusted the size of the font to keep us engaged and immersed. 
  • Beverley Wang expresses her opinions that some apps can foster addictive behaviours and can be scary by using a frustrated and alarmed tone. Additionally, by repeating the term ‘consuming’ four times in a row, delivered in a fast pace, Wang affirms the unethical and addictive nature of the apps.
  • Brewer suggests people have to pay with time and attention.
  • Firstly, Ecosia aims to be an ethically-orientated company by planting one tree for every 45 web searches. Secondly, it promises to be a ‘privacy-friendly’ platform and endeavours to expose the shameful motives of some search engines such as Google. 
  • ‘monopolists’
  • ‘noble’ and ‘admirable’
  • Since using Ecosia requires ‘people-poser’, the public need to be more aware of the benefits of switching from an ‘automatically-preferred’ search engine to Ecosia. Ecosia receives ‘56 enquiries every minute’ compared to ‘40 thousand’ enquiries on their competitor’s web engine. 

For further tips and tricks on tackling the EAL Listening Exam, check out How To ACE the EAL Listening Exam . For more advice and samples about listening practice, see EAL Listening Practice , Tips on EAL Listening and How To Take Speedy Notes During Listening Component of VCE EAL Exam .

In your English class, you probably feel like your teacher is making stuff up. Moments where you think, “The author can’t possibly have meant that”. To your English teacher, the smallest details have major implications in interpreting the text.

In fact, you probably agree with jokes like this:

The Book: “The curtains were blue.”
What your teacher says: “The curtains represent the character’s depression.”
What the author meant: “The curtains were blue.”

Or even this one...

essay questions on things fall apart

The disconnect you feel between yourself and the teacher is not just because your teacher is stretching for something to analyse. Whilst the author may have meant something different to what your teacher thinks, this doesn’t mean your teacher is strictly wrong. Context and the author’s intention are two complicated considerations in English, and a whole range of study is dedicated to it. At the VCE level you must consider the context your text was written in, and the author who wrote it, but this shouldn’t hinder your own unique interpretation of the text.

Before you begin reading, I'd highly recommend that you check out our Ultimate Guide to VCE Text Response .

Your interpretation is more important than the author's intention

In 1968, Roland Barthes proposed a theory that has stuck with critics and academics of literature. “The Death of the Author” claimed that the biography, views, or intentions of the author are not a part of the literary object.

The text you are studying in English does not belong to its author, but to the reader, and what the reader decides to make of that text is valid, as long as it is backed up with evidence (as your teacher will say). Barthes’ original essay is complicated, but at a basic level, “The Death of the Author” says that the curtains are not only representative of the character’s depression but could also represent the character’s love of blue orchids.

When we read, we automatically apply our own experiences, biases, and understanding of the world to the text. As such, each person is likely to interpret a text in different ways. This is a major part of studying English, as the critic (you) is more important than the author’s original intention. The fact that a single text can give rise to multiple interpretations is the reason we study English; to debate these interpretations. When you are given an essay topic you are being asked for your opinion on one of these debates, not the author’s opinion on their own work. If you were reading The Fault in Our Stars and claimed it romanticised cancer, you would be participating in the literary debate, despite going against John Green’s original intentions.

In the modern age of mass media, the author is attempting to revive themselves. These are authors who attempt to dictate interpretations of their works after they have been published. The most famous of these is likely J.K. Rowling, author of the Harry Potter series. Rowling’s twitter page adds many pieces to the Harry Potter canon and Rowling offers her own interpretations of the text. To Rowling, her intentions are the only correct ways to interpret her texts, and as such she shares them frequently.

essay questions on things fall apart

This is not true, however, for any author. Authors are not the be-all-and-end-all when it comes to the interpretation of their texts. Despite having intentions and opinions on their texts, there is also evidence which counters their interpretations.  

When it comes to the debate surrounding the texts you study, you need to remember that the interpretation of the author is only one part of the debate. It is an opinion equal to everyone else involved in the debate. Imagine the author is on trial. They may have an opinion of the crime (or text), but so does the prosecution. You are the jury and must come up with your own interpretation of the crime. Whether it matches up with the author’s intentions or not does not matter, as long as there is supporting evidence within the text.

Context in VCE English

But what about the circumstances in which something was written? Every time you start a new text you are probably asked to research the time in which it was written, or what major political events may be relevant. Unlike the author, these factors are very important in interpreting a text.

For starters, a text may explicitly reference a certain event, and so understanding that event is key to understanding the text. An episode of the Simpsons may make fun of Donald Trump, and the writers assume we have the contextual knowledge to know who Donald Trump is, why he is important, and why the joke is funny. It is easy for us to understand this context because we live in the context.

If you’re studying texts from 200 years ago it becomes harder to interpret because we’re unfamiliar with the context. While you don’t have to know the context of your text perfectly, understanding the cultural beliefs and major events will help you consider the text objectively.

Researching the context of a text acknowledges that literature is a product of the culture and politics of its time. Its themes may still be relevant in the modern age, but it is difficult to fairly judge, critic, and interpret these texts if we do not consider the context in which it was written. A piece of literature will either follow or criticise the views and opinions of the time, and it is the responsibility of the reader to understand these views and determine where the text sits.

Okay, so the text is a reflection of the time from which it stems, and is separate from the author that wrote it? Not quite. Counter to “The Death of the Author”, the author is also a part of context, and this means certain parts of the author should be considered in interpreting a text.

If there is ambiguity in the meaning of a text, the author’s personal beliefs may clear it up. If a character of a certain race is stereotyped and mocked, the meaning of this may change depending on the race of the author. If an author stereotypes their own race, they might be criticising the way other people see them, whereas making fun of a different culture is most likely upholding racist or discriminatory belief systems.

If you're studying VCE Literature, read The Importance of Context in Literature for some further info!

Deriving Meaning From Texts in VCE English

So, what ARE the curtains?! What do they mean? Well, they're a metaphor, representing more than their literal role as curtains. But also, they’re just blue.

The truth is whilst context and the author are relevant, we should try to gain as much from the text as possible before relying on the context to guide our interpretations. While studying your texts, it is reasonable to apply modern standards to your interpretations.

Shakespeare’s plays are a tad sexist, and we’re able to criticise that, despite Shakespeare writing in a different context. For more on studying Shakespeare in VCE, read How to Approach Studying Shakespeare . But it would also be difficult to appreciate the meaning of texts without the context, especially when the text is a response to a major event. At the same time, we’re allowed to expand on what the author has written. We are not confined to what the author meant to say when we interpret texts. As an English student you have the opportunity to consider what each word may represent for the characters and how it influences your unique interpretation.

So, the curtains mean whatever you want them to mean. You can make reasonable assumptions about a text based on the context it comes from and from the author’s life, but you shouldn’t assume that something means nothing. Trivial things like the colour of curtains may not have been important to the author but allow us as English students to analyse and look deeper into the text, its themes, and the psyche of the characters.

In your SACs and exams looking at these small details and deviating from the author’s intentions is an easy way to stand out. Looking to get to that A+ level? Read How to Turn Text Response Essays from Average to A+ . So, when your teacher says the curtains are a metaphor, consider what else could be a metaphor, and don’t assume the author has all the answers, or that there is only one interpretation.

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117 Things Fall Apart Essay Topic Ideas & Examples

🏆 best things fall apart topic ideas & essay examples, 💡 most interesting things fall apart topics to write about, ⭐ good research topics about things fall apart, 👍 simple & easy things fall apart essay titles, ❓ things fall apart essay questions.

  • Characteristics of Okwonko in Things Fall Apart First, when he bullies his wives and sons in the homestead, he reveals to the white man that, in Africa, a man is the head of the family. Finally, in committing suicide, Okwonko demonstrates to […]
  • Things Fall Apart: Ibo Hero Analysis In addition to this, towards the end of the novel, he commits suicide due to the fact that he has no followers when it comes to dealing with the missionaries. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
  • The Nature of Disturbances in “Things Fall Apart” The author illustrates the disruption of peace by the arrival of white-men in the Igbo community. Nevertheless, the showing up of the white man and Christianity led to a change in this practice, the women […]
  • Devotion to Traditions and Culture in Things Fall Apart by Chinua Achebe Things Fall Apart is a literary work that represents the development of several different ideas like the importance of religion, significance of culture, and power that leads to conflicts of different types; Chinua Achebe made […]
  • Things Fall Apart: Collage of Ideas and Main Themes He is not only responsible for his family and each member but he should also care about his clan and the reputation of this clan.
  • Themes and Symbolism in Things Fall Apart: Symbols & Examples of Imagery Mother of the Spirits The Mother of the spirits can be viewed as personification by the clan of Umofia and the Mother of Egwugwu.
  • Achebe’s Things Fall Apart and the Culture of the Igbo However, when the oracle instructs that Ikemefuna is to be killed, Okonkwo severs his head with a machete even despite the fact that he is warned by the elder that he did not need to […]
  • «Things Fall Apart» by Albert Chinụalụmọgụ Achebe Even at the helm of his success, he still remembered how he suffered when his playmate said his father was an agbala.
  • Things Fall Apart by Chinua Achebe The Umuofia society is religious as it is characterized by the worship of Chuckwu the chief the god, spirits and the ancestors.
  • Comparison of Shakespeare The Tempest, T.S. Eliot The Wasteland, and Chinua Achebe Things Fall Apart Magic In the opening of the play Prospero is the one who, had conjured the storm in a desire to entice his, brother Antonio and the king of Naples, Alonso.
  • Social and Cultural Aspects of Pre-Colonial Africa in Chinua Achebe: Things Fall Apart The novel emphasize on the encounters of the pre-colonial Africa and the effect of British colonialism during the 19th century. Gender disparity is clear in this village and the crimes are identified with gender where […]
  • The European Colonization of Africans in Achebe’s Book “Things Fall Apart” For the last fifty years, these critics have somehow reduced the face value of the text in the book. This forms another set of variation in the face value of the text in the book.
  • Post-Colonial Theory in Things Fall Apart by Chinua Achebe We further analyze the individuals and how their actions and activities affect the society’s social culture in relation to the post-colonial society of today.
  • Belgian and British Colonial Practices in “Things Fall Apart” by Chinua Achebe The first distinction is the manner in which the British used to gain control of the people of Umuofia, the village of Okonkwo’s village.
  • “Things Fall Apart“ and “Midnight’s Children“: Comparison One of the main qualitative aspects of the ongoing discourse of post-colonialism, is that it often addresses the issue of what can be considered the indications of one’s endowment with the so-called ‘post-colonial’ identity.
  • Identity in “Things Fall Apart” by Chinua Achebe If the person loses the ability to distinguish between cultural history and his/her identity, the consequences can be rather destructive, as in the case of Okonkwo from Achebe’s “Things Fall Apart”.
  • Okonkwo’s Identity in “Things Fall Apart” In turn, it could be assumed that the vehement feeling of connection to the particular culture influences perceptions and identity of an individual about the place of his/her culture in the world due to the […]
  • Society Role in Literature: King Lear and Things Fall Apart The difference is that the leader of the plan is much tougher physically and emotionally, and it is evident that he would not give up his values and morals.
  • Literature: Things Fall Apart and The Epic of Gilgamesh The two are internally affected by the struggle between the forces longing for change and those advocating for the restoration of the status quo.
  • Colonial Discourse in “Things Fall Apart” by Chinua Achebe Achebe’s book centers on the life of a village ‘superstar’ by the name Okonkwo and the arrival of white missionaries at the fictional village of Umuofia.
  • Novel’ Significance: “Things Fall Apart” by Chinua Achebe This is one of the details that can be identified. However, this approach can lead to disastrous effects such as the marginalization of people.
  • Things Fall Apart by Chinua Achebe – Literature Analysis This essay seeks to establish the strengths and weaknesses of the Igbo culture as portrayed in Things Fall Apart to assess the author’s success in achieving his main goal.
  • “Things Fall Apart” a Book by Chinua Achebe Literature Analysis The title and the opening lines very much portray the matters that went on in the village, making it the bulk of the story.
  • Chinua Achebe’ Book “Things Are Falling Apart” Chinua Achebe, an African author with his origin in Nigeria mainly focuses on the colonization of African countries and the role of women in the society in the village of Umuofia in his book Things […]
  • Cultural Conquest in “Things Fall Apart” by Chinua Achebe The period comprising the end of the 19th and the beginning of the 20th century is known for the European colonization and separation of Africa.
  • Writing Tools of “Things Fall Apart” by Chinua Achebe The book was written during the pre-colonial time and the author portrayed the western practices as of value to the people in the village.
  • Female Submission in Achebe’s “Things Fall Apart” Through this book, the reader is brought to the realization of the role that the white man played in the destruction of the bonds which existed in the African culture.
  • Colonization in Chinua Achebe’s Novel “Things Fall Apart” The tribesmen did not want to give up the new trading society to fight for their independence, that I why they had accepted the confines of the white man’s rule.
  • ”Sonny’s Blues” by James Baldwin and ”Things Fall Apart” by Chinua Achebe The basic theme of the novel is Ibo culture which is to be changed because of the pressure on the part of the external forces. The introduction of the protagonist of the story Okonkwo is […]
  • Heart of Darkness and Things Fall Apart: Narrative In the same vein, Joseph Conrad’s novella “Heart of Darkness,” written in 1899, is about the struggle of two civilized Europeans, Marlow and Kurtz, after they ventured in to the wouldarkness’ of uncivilized Africa,’ and […]
  • Moral Complexities in Things Fall Apart by C. Achebe In spite of the fact that he was one of the greatest men in Umuofia and a leader of his community he was hence not given the burial ceremony that he deserved as an Umuofian […]
  • Mirror Image: Heart of Darkness & Things Fall Apart However, Okonkwo is helpless once he finds British colonization creeping in and destroying the traditional parameters of the village and their culture as a whole along with the ramification of their religion with the invasion […]
  • Conrad’s “Heart of Darkness” & “Things Fall Apart” by Achebe: Comparison The work of art reflects the reality of life and hardship experienced by people: “The vision seemed to enter the house with me – the stretcher, the phantom-bearers, the wild crowd of obedient worshippers, the […]
  • The Influence of “Things Fall Apart” In so doing, he renders meaning to the traditional African way of life and he also dignifies the people of the continent.
  • The Western Conception of Africa in “Things Fall Apart“ by Chinua Achebe From within the context of the land and the people of it, it is demonstrated that a great culture was already in the throes of change, again reclaiming the power for the people while still […]
  • “Things Fall Apart” by Chinua Achebe: Theme Study The main theme of the novel, in terms of cultural subjugation and introduction of western traditional values to replace contemporary African cultures are discussed during the course of this novel. This perhaps is the mainstay […]
  • Chinua Achebe’s “Things Fall Apart” Critical Review Published in 1958, the novel describes the life of a Nigerian village – Iguedo, at the advent of the white colonization in Nigeria.
  • “Things Fall Apart” by Chinua Achebe: Customs and Rituals To show how powerful Chielo was Chinua Achebe says, ‘As soon as the priestess stepped into this ring of hills, her voice was not only doubled in strength but was thrown back on all sides.’ […]
  • “Things Fall Apart” by Chinua Achebe: Post Colonial Theory The white men tried to spread the gospel but “the arrival of the missionaries had caused a considerable stir in the village…”..
  • Chinua Achebe’s Things Fall Apart: Turning Sorrow Into Meaning In the novel, the culprit for the destruction of Okonkwo’s personality, the disintegration of the clan, which Elder Mbata speaks of in the second passage, the destruction of family ties and religion, is the person […]
  • Culture in Things Fall Apart by Chinua Achebe I also kill a cock at the shrine of Ifejioku, the god of yams” Ibo culture is shown through the world look of the Western society that is why the aspect of behavioral brutality was […]
  • Colonizers vs. Ibo Society in “Things Fall Apart” by Achebe In fact, the nature of the colonialists’ influence on the Ibo people and their culture is pinpointed in the very title of the book.
  • Protagonists in Oyono’s Houseboy and Chinua’s Things Fall Apart Notably, Okonkwo and Toudi’s masculinity is a false image that is preserved by focusing on the symbol of masculinity and rejecting new ways of progress.
  • “Things Fall Apart” by Achebe and “We Should All Be Feminists” by Adichie For instance, the story of the Earth and Sky highlights the interdependence of masculinity and femininity since the earth requires rainfall and sunlight from the sky to thrive.
  • Patriarchy and Masculinity in Achebe’s “Things Fall Apart” Thus, the novel is built on the juxtaposition of concepts, ideas, and concepts, thanks to which the reader can fully understand the main character’s perception of the concepts of masculinity and patriarchy.
  • Ikemefuna’s Place in Achebe’s Things Fall Apart Due to this contrast, the protagonist is revealed to the full extent as a father. At the same time, there is no difference between the characters of Nwoye and Ikemefuna.
  • Things Fall Apart: Drama and Its Elements in the Novel Achebe chose to write about the traditions and values of the Igbo people to show that they had their own rich culture before the British came. The novel is about the Igbo people, their way […]
  • Culture and Humanity: “Things Fall Apart” and “The Gods Must Be Crazy”
  • Achebe’s “Things Fall Apart” and Harrison’s “The Black Man’s Burden”: Self-Motivation, Courage, and Sacrifice
  • Marginality, Dichotomy, and Hegemony in “Things Fall Apart”
  • The Relationship Between Cultural Relativity and Superiority in “Things Fall Apart”
  • White Missionaries and the Igbo People in Achebe’s “Things Fall Apart”
  • Achebe’s “Things Fall Apart”: Tension and Conflict Between Traditional and Modern Views
  • Chinua Achebe’s “Things Fall Apart”: A View of the Impacts of Imperialism
  • The Specific Gender Roles in the Village Environment in the Novel “Things Fall Apart” by Chinua Achebe
  • Imperialism and the Allegory of the Cave in “Things Fall Apart”
  • The Positive and Negative Aspects of European Assimilation in “Things Fall Apart” by Chinua Achebe
  • Big Picture, Small Picture: Context for Chinua Achebe’s “Things Fall Apart”
  • Personal and Cultural Identity in “Things Fall Apart” and “I Lost My Talk”
  • Internal Conflict Leading to the Downfall in the Ibo Culture in Chinua Achebe’s “Things Fall Apart”
  • Okonkwo, the Power Hungry Warrior in “Things Fall Apart”
  • The Problems Facing the Ibo People in “Things Fall Apart” by Chinua Achebe
  • Chinua Achebe’s “Things Fall Apart”: Inevitable Suffering in Tragedies
  • Ways of Colonialism and Chinua Achebe’s “Things Fall Apart”
  • British Imperialism and “Things Fall Apart” by Chinua Achebe
  • Chinua Achebe’s “Things Fall Apart”: Exploring the Ibo Culture and Traditional Aspects
  • The European and African Narrative Techniques Used in “Things Fall Apart” and “Petals of Blood”
  • “Things Fall Apart”: Cultural Changes After African Colonization
  • Tragedy in “Things Fall Apart” by Chinua Achebe
  • “Things Fall Apart” and African Stereotypes
  • Female: The Stronger Gender in Achebe’s “Things Fall Apart”
  • Political and Religious Threats in “Things Fall Apart” by Chinua Achebe
  • Chinua Achebe’s “Things Fall Apart” and Intercultural Communication
  • Problems and Challenges for Chinua Achebe in “Things Fall Apart”
  • Colonialism: Comparisons Between “Things Fall Apart” and Historical Accounts
  • Achebe’s “Things Fall Apart”: Orientalism and Gender Roles
  • Chinua Achebe’s “Things Fall Apart” and the Character of Nwoye
  • Africa Fall Apart: “Things Fall Apart” by Chinua Achebe and Pre-Modern Era Africa
  • Chinua Achebe’s Novel “Things Fall Apart”: Theology and Religion
  • The American Attitudes Towards the Peasants and the Lower Classes in “The Great Gatsby” and “Things Fall Apart”
  • Chinua Achebe’s “Things Fall Apart”: Finding Unoka in the Mirror
  • The African and Ibo Culture in “Things Fall Apart” by Chinua Achebe
  • “Things Fall Apart” and the Influences of Family, Culture, and Society
  • Achebe’s “Things Fall Apart”: The Culture Collision and Its Impact on Okonkwo
  • Relationship Between Character and Society in “Things Fall Apart”
  • Fate and Free Will in Chinua Achebe’s “Things Fall Apart”
  • Chinua Achebe’s “Things Fall Apart”: A Discussion of Women in Igbo Society
  • What Are Two Themes in “Things Fall Apart”?
  • What Is the Most Important Message in “Things Fall Apart”?
  • How Does Achebe Depict Ibo Culture in “Things Fall Apart”?
  • What Is “Things Fall Apart” Main Idea?
  • What Happens in the End of “Things Fall Apart”?
  • Why Is “Things Fall Apart” Historical Fiction?
  • What Is the Conclusion of “Things Fall Apart”?
  • Who Is the Most Important Character in “Things Fall Apart”?
  • Why Achebe Chose the Title “Things Fall Apart”?
  • What Are the Conflicts in “Things Fall Apart”?
  • How Is Foreshadowing Used in “Things Fall Apart”?
  • Is “Things Fall Apart” a True Story?
  • What Is the Cave Called in “Things Fall Apart”?
  • What Are Some Symbols in “Things Fall Apart”?
  • What Does Okonkwo’s Suicide Symbolize in “Things Fall Apart”?
  • Why Is “Things Fall Apart” Important in African Literature?
  • What Are Cowries in “Things Fall Apart”?
  • Why Is Okonkwo Important in “Things Fall Apart”?
  • What Is the Story “Things Fall Apart” About?
  • What Is the Historical Background of “Things Fall Apart”?
  • Who Is the Narrator in “Things Fall Apart”?
  • How the Tribe Changes in “Things Fall Apart” by Chinua Achebe?
  • Who Is the Antagonist in “Things Fall Apart”?
  • What Are the Moral Lessons in “Things Fall Apart”?
  • How Is Colonialism Shown in “Things Fall Apart”?
  • What Are Two Major Conflicts in “Things Fall Apart”?
  • How Is “Things Fall Apart” a Tragedy?
  • What Does the Last Paragraph of “Things Fall Apart” Mean?
  • What Does the Tortoise Symbolize in “Things Fall Apart”?
  • Who Is the Hero in “Things Fall Apart”?
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Home — Essay Samples — Literature — Books — Things Fall Apart

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Essays on Things Fall Apart

Things fall apart essay topics and outline examples, essay title 1: the cultural clash in "things fall apart".

Thesis Statement: Chinua Achebe's "Things Fall Apart" explores the collision of Igbo traditional culture and European colonialism, illustrating the devastating consequences of cultural disintegration.

  • Introduction
  • Igbo Traditional Culture and Values
  • The Arrival of European Colonists
  • Conflicts and Changes in Igbo Society
  • The Tragic Consequences of Cultural Clash

Essay Title 2: Character Analysis of Okonkwo in "Things Fall Apart"

Thesis Statement: Okonkwo, the protagonist of "Things Fall Apart," embodies both admirable and tragic qualities, making him a complex character whose fate reflects larger themes of the novel.

  • Okonkwo's Early Life and Ambitions
  • Strengths and Flaws of Okonkwo's Character
  • Okonkwo's Struggles and Downfall
  • Okonkwo's Role in the Novel's Themes

Essay Title 3: Gender Roles and Women's Power in "Things Fall Apart"

Thesis Statement: Achebe's "Things Fall Apart" challenges traditional gender roles within the Igbo society by portraying the strength, resilience, and influence of women, particularly through the character of Ezinma.

  • Igbo Gender Roles and Expectations
  • Ezinma as a Symbol of Female Empowerment
  • Other Strong Female Characters in the Novel
  • The Evolution of Gender Dynamics

Human Right Infringement in Things Fall Apart

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Interpretation of Igbo’s Culture in Things Fall Apart by Chinua Achebe

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How Okonkwo’s Outward Conformity Hides His Personal Questioning in Things Fall Apart

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The Use of Proverbs in Things Fall Apart by Chinua Achebe

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1958, Chinua Achebe

Novel; Allegorical, historical fiction

Ezinma, Nwoye, Ikemefuna, Okonkwo, Mr. Brown

The European invasion and earlier colonial accounts of African history.

Colonialism, culture, family, friendship, life, struggle, politics, a cultural clash, Igbo society

While the African culture is often ignored, this particular book speaks directly about life in the Igbo society. It also tells an insider story of the African experience that becomes clear for those people who are not directly involved. It tells about the spiritual history of African people and makes a cultural aspect that is often ignored even through the lens of colonial background.

This complex, yet profound novel tells us a story of Okonkwo, a wrestling champion belonging to the Igbo community. The novel takes place among the fictional clan where we learn about family life, history of the main character, custom, society, and the usual challenges. The third part of the book deals with the Christian missionaries and the European colonialism.

The title of the book has been taken from a poem called "The Second Coming", which has been penned by W.B. Yeats. Achebe's goal has been to let the readers learn more about the African society that has been dynamic and vivid, yet completely different from the Western society. The book shows Africa as a modern and well-developed society. The "Things Fall Apart" manuscript has been lost for months until it has finally been found for publishing. Achebe has been influenced by the style of Charles Dickens. The book has given a start for the African literature all over the world. Achebe's work has helped to break down numerous stereotypes about the African society and the tribes.

“The white man is very clever. He came quietly and peaceably with his religion. We were amused at his foolishness and allowed him to stay. Now he has won our brothers, and our clan can no longer act like one. He has put a knife on the things that held us together and we have fallen apart.” “A man who calls his kinsmen to a feast does not do so to save them from starving. They all have food in their own homes. When we gather together in the moonlit village ground it is not because of the moon. Every man can see it in his own compound. We come together because it is good for kinsmen to do so.” “If you don't like my story, write your own” “Then listen to me,' he said and cleared his throat. 'It's true that a child belongs to its father. But when a father beats his child, it seeks sympathy in its mother's hut. A man belongs to his fatherland when things are good and life is sweet. But when there is sorrow and bitterness he finds refuge in his motherland. Your mother is there to protect you. She is buried there. And that is why we say that mother is supreme. Is it right that you, Okonkwo, should bring your mother a heavy face and refuse to be comforted? Be careful or you may displease the dead. Your duty is to comfort your wives and children and take them back to your fatherland after seven years. But if you allow sorrow to weigh you down and kill you, they will all die in exile.” “Age was respected among his people, but achievement was revered. As the elders said, if a child washed his hands he could eat with kings.”

The most important lesson that this book brings and a reason why it is essential for us is the socio-cultural clash that takes place as the colonial times arrive. We are given an opportunity to compare the things that were usual for Igbo community and the changes that immediately took place, mostly against a person's will.

It is an important topic that helps us to write about the culture, society, our background, history, and the changes that we have to endure when the new changes come. The book is a great example of how the old friendships and tradition vs change instantly become broken when the cultural pressure comes up. It is also a great novel that tells us about our faith and the rule of power.

Okonkwo is an element or a symbol of peripeteia or a dramatic reversal. We can follow Okonkwo's path from being a man of respect to becoming an outcast in his tribe (clan). The tragedy of his death (suicide) is what represents the downfall.

1. Rhoads, D. A. (1993). Culture in Chinua Achebe's Things fall apart. https://www.cambridge.org/core/journals/african-studies-review/article/abs/culture-in-chinua-achebes-things-fall-apart/D123B160B650B9BE84E6E85ACF032B9A African Studies Review, 36(2), 61-72. 2. Caldwell, R. (2005). Things fall apart? Discourses on agency and change in organizations. Human relations, 58(1), 83-114. (https://journals.sagepub.com/doi/abs/10.1177/0018726705050937?journalCode=huma) 3. Ikuenobe, P. (2006). The idea of personhood in Chinua Achebe’s Things fall apart. Philosophia Africana, 9(2), 117-131. (https://www.pdcnet.org/philafricana/content/philafricana_2006_0009_0002_0117_0131) 4. Parmentier, M. A., & Fischer, E. (2015). Things fall apart: The dynamics of brand audience dissipation. Journal of Consumer Research, 41(5), 1228-1251. (https://academic.oup.com/jcr/article/41/5/1228/2962093) 5. Nnoromele, P. C. (2000). The Plight of a Hero in Achebe s" Things Fall Apart". College Literature, 27(2), 146-156. (https://www.jstor.org/stable/25112519) 6. Shiner, M., Scourfield, J., Fincham, B., & Langer, S. (2009). When things fall apart: Gender and suicide across the life-course. https://www.sciencedirect.com/science/article/abs/pii/S0277953609003670 Social Science & Medicine, 69(5), 738-746. 7. Ten Kortenaar, N. (1991). How the centre is made to hold in Things Fall Apart. ESC: English Studies in Canada, 17(3), 319-336. (https://muse.jhu.edu/article/694908) 8. McCormick, G. H., Horton, S. B., & Harrison, L. A. (2007). Things Fall Apart: the endgame dynamics of internal wars. Third World Quarterly, 28(2), 321-367. (https://www.tandfonline.com/doi/abs/10.1080/01436590601153721)

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essay questions on things fall apart

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Use These Things Fall Apart Essay Questions to Prepare for a Test

My favorite essay themes.

Question 1) What role does the District Commissioner play in the novel?

  • The District Commissioner embodies the racist attitudes of the colonizers. He believes to have pacified the tribes of the lower Niger, when in fact, he has created unrest. He makes no effort to understand the people over whom he governs and portrays himself as a civilizer.

Question 2) What cultural values do the native tribes and the colonizers share?

  • Both cultures value hard work, the importance of god(s), and the hierarchical structure of the universe. It is these shared values upon which Mr. Brown gains converts. The Reverend James Smith and the District Commissioner focus on differences.

Question 3) What role do African folktales play in the novel?

  • The novel is written in English, and therefore, intended for an English speaking audience. Achebe uses folk tales and African fables to make the novel African.

Question 4) What symbols are present in the novel?

  • Achebe includes animal imagery, symbolic of an uncivilized Igbo society. Animal stories are often told to teach values. Fire symbolizes the explosive and dangerous nature of Okonkwo. Locusts symbolize and foreshadow the arrival of European colonists.

Question 5) In what ways is Okonkwo a tragic hero?

  • Okonkwo is part of Umuofia’s ruling class. He possesses a tragic flaw, uncontrollable anger and pride, that leads to his downfall. He is also a victim of fate, having been exiled for seven years on account of an accidental shooting.

Question 6) What role does Ezinma play in the novel?

  • It is through Ezinma, Ekwefi’s only surviving daughter and Okonkwo’s favorite, that the reader sees the human side of Okonkwo. He makes her medicine at night, travels to Agbala’s cave to protect her, and secretly wishes she were his son.

Question 7) What role doe Ikemefuna play in the novel?

  • Ikemefuna shows the differences between each village. His stories entertain Nwoye and his siblings. Ikemefuna serves as a foil to Nwoye. The murder of Ikemefuna highlights the brutality of Ibo society, the fear Okonkwo has of being considered weak, and motivates Nwoye to change before and after his brother’s death.

This post is part of the series: Things Fall Apart Study Guide

Study Africa’s most revered novelist with this study guide.

  • Summary of Things Fall Apart by Chinua Achebe
  • Characters in Things Fall Apart
  • Things Fall Apart Quotes with Analysis
  • An Analysis of Important Themes in Things Fall Apart
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Things Fall Apart

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  • Why does Okonkwo have no patience for his father?  Why is he disappointed in his son Nwoye from the novel’s beginning?

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Things Fall Apart Essay Questions and Notes for Grade 11

Things Fall Apart Essay Questions and Notes for Grade 11

Things Fall Apart Essay Questions and Notes for Grade 11 :

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Questions and Answers

Essay question:.

Question 1:

In a carefully planned essay of 350–400 words (11⁄2–2 pages) in length, critically discuss to what extent the title of the novel is reflected in Okonkwo’s life and the lives of the villagers.

Short Question:

Question 2:

Read the extracts below and then answer the questions that follow:

Okonkwo’s prosperity was visible in his household. He had a large compound enclosed by a thick wall of red earth. His own hut, or obi, stood immediately behind the only gate in the red walls. Each of his three wives had her own hut, which together formed a half moon behind the obi. The barn was built against one end of the red walls, and long stacks of yam stood out prosperously in it. At the opposite end of the compound was a shed for the goats, and each wife built a small attachment to her hut for the hens. Near the barn was a small house, the ‘ medicine house’ or shrine where Okonkwo kept the wooden symbols of his personal god and of his ancestral spirits. He worshipped them with sacrifices of kola nut, food and palm-wine, and offered prayers to them on behalf of himself, his three wives and eight children.

So when the daughter of Umuofia was killed in Mbaino, Ikemefuna came into Okonkwo’s household. When Okonkwo brought him home that day he called his most senior wife and handed him over to her.

‘He belongs to the clan,’ he told her. ‘So look after him.’

‘Is he staying long with us?’ she asked.

‘Do what you are told, woman,’ Okonkwo thundered, and stammered, ‘When did you become one of the ndichie of Umuofia?’

And so Nwoye’s mother took Ikemefuna to her hut and asked no more questions.

As for the boy himself, he was terribly afraid. He could not understand what was happening to him or what he had done. How could he know that his father had taken a hand in killing a daughter of Umuofia? All he knew was that a few men had arrived at their house, conversing with his father in low tones, and at the end he had been taken out and handed over to a stranger. His mother had wept bitterly, but he had been too surprised to weep. And so the stranger had brought him, and a girl, a long, long way from home, through lonely forest paths. He did not know who the girl was, and he never saw her again.

  • Briefly relate how Okonkwo’s visible prosperity (line 1) is the result of his upbringing and single-mindedness.
  • Describe Okonkwo’s character as it is revealed in lines 1–11.
  • Explain why Ikemefuna was brought to Okonkwo’s household.
  • Refer to lines 15–19. What do you understand about the relationship between Okonkwo and his most senior wife (line 14)? (3)
  • Ikemefuna could not understand what was happening to him or what he had done (lines 20–21). To what extent does Ikemefuna’s bewilderment reflect the way in which Okonkwo expects his wife to accept his decision? (3)
  • Explain how the lonely forest paths (line 26) that Ikemefuna walks on his way to Umuofia are an ominous sign.

Watch: Things Fall Apart | Essay Topic Breakdown

Things Fall Apart Book Summary

Things Fall Apart  is set in a fictional group of Igbo villages called Umuofia, around the beginning of the twentieth century. The first half of the novel is dedicated to an almost anthropological depiction of Igbo village life and culture through following the life of the protagonist Okonkwo. Okonkwo is the greatest wrestler and warrior alive in the nine villages and beyond. He has dedicated his life to achieving status and proving his strength to avoid becoming like his father Unoka – a lazy, improvident, but gentle man. Weakness is Okonkwo’s greatest fear. After men in another village kill a woman from Umuofia, a boy named Ikemefuna is given to Umuofia as compensation and lives in Okonkwo’s compound until the Gods decide his fate. Ikemefuna quickly becomes part of Okonkwo’s family; he is like a brother to Okonkwo’s son Nwoye and is secretly loved by Okonkwo as well. Over the next three years, the novel follows Okonkwo’s family through harvest seasons, religious festivals, cultural rituals, and domestic disputes. Okonkwo is shown to be more aggressive than other Igbo men and is continually criticized and rebuked by the village for his violence and temper. When the Oracle of the Hills and Caves decides that Ikemefuna must be killed, Okonkwo is warned by a respected elder to have no hand in the boy’s death because Ikemefuna calls him ‘father’. However, afraid of being thought weak, when Ikemefuna runs to Okonkwo in hope of protection, Okonkwo delivers the fatal blow. Ikemefuna’s brutal death deeply distresses Nwoye who becomes afraid of his father. 

At the end of Part One, Okonkwo accidentally kills a clansman at a funeral after his faulty gun explodes and is exiled to his motherland, Mbanta. During his exile, British missionaries arrive in Mbanta and establish a church. Nwoye, disillusioned with his own culture and Gods after Ikemefuna’s death, is attracted to Christianity and is an early convert. This is a heartbreaking disappointment to Okonkwo. When Okonkwo and his family return from exile after seven years they find that the missionaries and colonial governors have established Umuofia as the center of their new colonial government . Clashes of culture and morality occur, and as the British make the Igbo more dependent on them through introducing trade and formal education, the Igbo way of life is continually undermined. When a Christian convert unmasks an  egwugwu  during a tribal ritual, a sin amounting to the death of an ancestral spirit, the  egwugwu  burn down the village church. The men who destroyed the church are arrested and humiliated by the District Commissioner, and Okonkwo beheads a court messenger at a village council in rebellion. When none of his clansmen rise with him against the British, Okonkwo realizes his culture and way of life is lost and commits suicide in despair. Suicide is a crime against the Earth Goddess,  Ani , so Okonkwo is left to rot above ground in the Evil Forest, like his father Unoka – a shameful fate he spent his life desperate to avoid. The final paragraph, written from the perspective of the District Commissioner, reduces Okonkwo’s life to a single sentence about his death in his planned book  The Pacification of the Primitive Tribes of The Lower Niger . Achebe has filled an entire novel with evidence of the complexity and sophistication of Okonkwo’s individual and social life and the District Commissioner’s casual dismissal and belittling of him causes us to flinch with horror and dismay. This is a metaphor for the reduction of Igbo culture in the eyes of its colonizers. 

The title gives away the plot of the novel and anticipates the collapse of Okonkwo and his society.  Things Fall Apart  is about the connection between the tragic downfall of Okonkwo, who fate and temperamental weakness combine to destroy, and the destruction of his culture and society as the Igbo way of life is assailed by forces they do not understand and are unprepared to face. 

Things Fall Apart Character Analysis

Okonkwo is a man who values masculinity, strength, and respect above all else. He is seen as a leader within his clan and his family, which includes three wives and a number of children. A man of action, Okonkwo overcomes his poor background and achieves great success. Unoka, Okonkwo’s father, was lazy and a poor provider, and Okonkwo is driven to be everything his father was not. Okonkwo’s rigidity causes great harm, first within his family—the killing of Ikemefuna and the rift with Nwoye—and then within society. Okonkwo is unable to adapt when the white man/missionaries come to his village. He commits suicide rather than adhere to the rules of the changed society.

Unoka is viewed by Okonkwo and the clan as lazy, although he was also a gifted musician and a gentle man. Rather than working, Unoka preferred to play his flute and drink wine. He was seen as a coward because he was afraid of war. He had poor harvests because he was unwilling to put in the effort to care for the land. When Unoka died, he was in debt to all of his neighbors.Okonkwo cannot see his father’s good qualities and hates him. He lives his life with the intention of avoiding anything his father enjoyed.

Ikemefuna comes to the clan as a form of payment for a murder that one of his tribesmen committed. The elders place Ikemefuna with Okonkwo, who puts his first wife in charge of the boy. Ikemefuna misses his family but comes to feel at home in Umuofia. He becomes popular within the family, particularly with Okonkwo’s oldest son, Nwoye. Okonkwo is also fond of Ikemefuna, though he does not reveal his feelings and eventually participates in Ikemefuna’s murder.

Nwoye seems to have adopted some of Unoka’s traits, which upsets Okonkwo. Okonkwo worries that Nwoye will grow up behaving as his grandfather behaved. Because of his concern, Okonkwo is even harder on Nwoye and beats him regularly. Nwoye begins to change under the influence of Ikemefuna. When Ikemefuna is killed, Nwoye retreats into himself and is cut off from his father. With the arrival of the missionaries, Nwoye revives. He breaks away from his father and becomes a Christian convert.

Ekwefi is Okonkwo’s second wife. Ekwefi was attracted to Okonkwo when she saw him defeat Amalinze the Cat in wrestling. She could not marry him because he was too poor. After he achieves success, she leaves her husband and goes to Okonkwo, who takes her in with no questions. She is particularly close with her only child, Ezinma. After losing nine children, Ekwefi was a broken woman. When Ezinma lived beyond infancy, Ekwefi rejoiced. She treats her daughter more like an equal than a child. The loss of children has also created a connection to Okonkwo, who accepts behaviors from her that he does not from his other wives. He shows her more care and concern.

Ezinma is the only child of Okonkwo’s second wife, Ekwefi. She is particularly close to her mother. Okonkwo also favors Ezinma. He feels a connection to her and appreciates her boldness. Her behaviors and attitude make Okonkwo wish she were a boy. Ezinma feels a similar fondness for her father.

Obierika is the closest thing Okonkwo has to a confidant. Like Okonkwo, he has achieved status within the clan. He has multiple wives and children. He marries off one daughter, and his son is a wrestling champion. When Okonkwo is forced to leave Umuofia, Obierika cares for his land and property.Unlike Okonkwo, Obierika is more nuanced in his thinking and is able to express himself. He rebukes Okonkwo for participating in the murder of Ikemefuna, tells him to have patience with his children, and cautions him about the power of the missionaries. When Okonkwo dies, Obierika speaks up on his behalf and calls him a great man.

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  1. Essay Questions

    1. Why did Achebe choose to take the title of his novel, Things Fall Apart, from William Butler Yeats' poem "The Second Coming"? 2. What is the narrator's point of view and what values are important to the narrator? 3. Achebe presents details of daily village life in Umuofia, as well as details concerning the Igbo culture.

  2. Things Fall Apart: Suggested Essay Topics

    1. Think about the role of weather in the novel. How does it work, symbolically or otherwise, in relation to important elements of the novel such as religion? Are rain and draught significant? Explore the ways in which weather affects the emotional and spiritual realms of the novel as well as the physical world. 2.

  3. Things Fall Apart: Mini Essays

    Protagonist Questions & Answers Why is Ezinma so special to Okonkwo? What causes Okonkwo's exile from Umuofia? Why does Okonkwo hang himself? Why are the villagers shocked when Okonkwo beats his wife during the Week of Peace? Why are the villagers excited whenever the locusts come? Why does Nwoye admire Ikemefuna?

  4. Things Fall Apart Suggested Essay Topics

    2. Discuss the symbolic meaning of the Week of Peace for the Igbo people. How does Okonkwo's anger violate the Week of Peace? Chapter 5 1. Okonkwo is angry because he is unable to work during the...

  5. Things fall Apart: Essay Questions

    Things fall Apart: Essay Questions Summarise the events of the vigil and funeral of Meursault's mother. The novel begins auspiciously as Meursault recounts how his mother died today, or maybe yesterday and immediately he is cast as one who is at least indifferent to the meaning of events surrounding him.

  6. 10 Smart Topics for Your Things Fall Apart Analysis

    Topic #1: Compare and contrast the standard story structure with that of Things Fall Apart Besides the portrayal of the characters and the settings, what makes Things Fall Apart so unique is its structure. It's a narrative view of the plight of Okonkwo (the protagonist).

  7. 'Things Fall Apart' Discussion Questions and Study Guide

    "Things Fall Apart" is a famous novel by Nigerian author Chinua Achebe. It's considered an important work in world literature, albeit a controversial one—the book has been banned in some places for its critical portrayal of European colonialism.

  8. Things Fall Apart Essay Topics

    Essay Topics 1. Revisit the epigraph of novel, which is an excerpt from William Butler Yeats' poem, "The Second Coming." Why did Achebe select this epigraph to introduce his novel? What elements of the novel's plot and language draw upon the content and emotion of Yeats' poem? 2.

  9. Things Fall Apart

    1. Summary 2. Themes 3. Sample Essay Topics 4. A+ Essay Topic Breakdown Things Fall Apart 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. ‍ Summary

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    117 Things Fall Apart Essay Topic Ideas & Examples Updated: Dec 13th, 2023 10 min Table of Contents 🏆 Best Things Fall Apart Topic Ideas & Essay Examples Characteristics of Okwonko in Things Fall Apart First, when he bullies his wives and sons in the homestead, he reveals to the white man that, in Africa, a man is the head of the family.

  12. How to Write an Essay about Things Fall Apart

    This How to Write an Essay about Things Fall Apart document provides you with a step- by-step guide to drafting your essay, valuable contextual information on what to include in your...

  13. Things Fall Apart: Questions & Answers

    Foreshadowing Metaphors & Similes Igbo Words & Phrases Questions & Answers How does Ikemefuna become Okonkwo's adopted son? Why is Ezinma so special to Okonkwo? Why does Nwoye convert to Christianity? What causes Okonkwo's exile from Umuofia? Why does Okonkwo hang himself?

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    Discuss the significance of silence in Things Fall Apart. Consider the fact that most of the novel is filled with the sounds of music, drums, and people, such as the town crier. Examine whether ...

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    4 Things Fall Apart: Change Vs Tradition 4 pages / 2079 words Introduction Tradition and change are as much at war as the people are in Chinua Achebe's novel Things Fall Apart. The events that define this war are centered on and around the main character, Okonkwo, who finds himself unable to adapt to the changes taking...

  16. Use These Things Fall Apart Essay Questions to Prepare for a Test

    Question 1) What role does the District Commissioner play in the novel? The District Commissioner embodies the racist attitudes of the colonizers. He believes to have pacified the tribes of the lower Niger, when in fact, he has created unrest. He makes no effort to understand the people over whom he governs and portrays himself as a civilizer.

  17. Things Fall Apart Essays and Criticism

    As each son rejects the example of his father, these three generations form a reactionary cycle that ironically repeats itself: when Nwoye rejects Okonkwo's masculinity, he ironically returns to...

  18. Things Fall Apart Discussion & Essay Questions

    Teaching Things Fall Apart Teacher Pass includes: Assignments & Activities. Reading Quizzes. Current Events & Pop Culture articles. Discussion & Essay Questions. Challenges & Opportunities. Related Readings in Literature & History.

  19. Things Fall Apart' Argumentative Essay

    The Author of the book, Things Fall Apart, Chinua Achebe exposes different reactions to people and change. Things Fall Apart is based in an Igbo village in Nigeria in the late 1800s to early 1900s. The story is based around a strong independent man named Okonkwo who works hard and holds a high power in his village, Umuofia.

  20. Things Fall Apart: A+ Student Essay: The Role of Storytelling in Things

    With this novel, the Nigerian Achebe straddles the two opposing modes of storytelling he depicts within the plot, employing both the looping, repetitive style of the Igbo's oral culture as well as the written English of the Europeans. Just as the Commissioner's decision to write down the Igbo story signals the conclusion of that story ...

  21. Things Fall Apart Essay Questions and Notes for Grade 11

    Question 1: In a carefully planned essay of 350-400 words (11⁄2-2 pages) in length, critically discuss to what extent the title of the novel is reflected in Okonkwo's life and the lives of the villagers. --- Advertisement --- Short Question: Question 2: Read the extracts below and then answer the questions that follow:

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  24. Things Fall Apart, Chinua Achebe

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