1. What is your first impression of these people?
William Shakespeare’s “A Great big fuss over not a lot’
Or ‘Much Ado about Nothing’
What is your first impression of these people?

2. Introduction to ‘Much Ado’
Goal: To understand basic aspects of character upon which to build an understanding of the text.
Look at the poster on the following slide. Using your deep and perceptive intellect, make an intelligent guess about what the play might involve.
Copy to symbols from the whiteboard – each is an introduction to an aspect of character. Try to decode them.
Now read these lyrics from a song included
in the play – this gives further clues as to
the nature of the action. What else might
you gleam from these?
Text allocation and collection.
Fear Not!!!

3. Posters – impressions????

4. (From "Much Ado about Nothing") Sigh no more, ladies, sigh nor more;
Men were deceivers ever;
One foot in sea and one on shore,
To one thing constant never;
Then sigh not so,
But let them go,
And be you blithe and bonny;
Converting all your sounds of woe
Into. Hey nonny, nonny.
Sing no more ditties, sing no mo,
Or dumps so dull and heavy;
The fraud of men was ever so,
Since summer first was leavy.
And be you blithe and bonny,
Into. Hey, nonny, nonny.

5. Much ado – Unit structure
Starter:
Set aside a page and create a table of contents for your notes with a heading from each box
Set out a page in your books with an appropriate heading for notes on each of the points

6. I can understand the plot and sub-plots
I am aware of the major characteristics of Claudio, and how they are constructed
I can analyse the way love and constancy is presented and the way it contributes to our judgement of characters
I am aware of the major characteristics of Hero, and how they are constructed
How can I have
a comprehensive understanding of
the literary elements of Much Ado
I can appreciate how humour is created and its purpose
I am aware of the major characteristics of Beatrice, and how they are constructed
I can analyse the theme of ‘noting’ finding examples and comment on their significance
I am aware of the major characteristics of Benedick, and how they are constructed
I can appreciate the importance of honour and slander to the characters and plot
I can analyse the presentation of the theme of deception and its motivation

7. Much Ado about Nothing: Character Exposition
Explore how Shakespeare constructs our first impressions of Beatrice
Slide 6
Lines 1 – 20 The exposition of situation – what information are we given.
Enter Beatrice – what are your first impressions? What do we learn of her relationship with Benedick?
What impression is gained of Benedick through
Beatrice?
Evidence of Beatrice’s wit – find the extended
simile
The key question – HOW does Shakespeare
influence our first impression of Beatrice?

8. Character Exposition: Benedick
Goal: Explore how Shakespeare constructs our first impressions of Benedick
Benedick’s first line – what is he implying? Is this disrespectful?
Beatrice’s first comment TO Benedick – look out for the pattern!
The ‘Merry war’ of words.
Of what do each accuse the other? What do both profess to believe in? What evidence is there of history between the two of them?
Much ado about noting: The second movement – The interchanges between Benedick and his ‘sworn brother’ Claudio– How are each of these characters presented through this?
Enter Don Pedro – why the change to verse? What motivates Claudio? Slide 6

9. Much Ado - Claudio Goal: To explore how Shakespeare introduces and
presents the character of Claudio
Much ado about noting: The second movement – The interchanges between Benedick and his ‘sworn brother’ Claudio– How are each of these characters presented through this?
Enter Don Pedro – why the change to verse? What motivates Claudio?
I.i The last movement – Don Pedro and Claudio – What impression do you get of these two through this? What about Claudio’s question? Why do you think that Shakespeare has switch to verse here?
I.i Review: What do we know at the end of this scene?
Plot / subplot Fact Golf Par = 10, Birdie = 15, Eagle = 20, Albatross = 25
Feedback

10. First Essay
What techniques does Shakespeare use to create impressions of the two pairs of lovers in I.i?
Techniques? What are the choices?

11. Much Ado About NOTING: I.ii, I.iii
Starter: Chinese Whispers game
‘On Tuesday, if the moon is full, the vulture will fly sideways.’
Reading I.ii:
What is noted during this scene? How does appearance differ from reality?
Reading I.iii
Questions as above.
What is the difference between these two scenes
Homework: First essay – How does Shakespeare present Beatrice, Benedick and Claudio in i.i? Two pages, due 4/11
Is all deception malicious??

12. Much Ado about Essays
Goal: To have a thorough knowledge of characterisation techniques, so as to be able to complete the essay below
What techniques do I use to present my major characters in Act One of ‘Much Ado about Nothing’?
Part Two: Essay Revision
Looking at your handbooks
Part One: Essay Planning
Complete grid /mind-map on next slide

13. Complete the following as either a mind-map or grid (Choose the one you like!)
Character
Technique
Effect
Beatrice
Through her dialogue, first with the messenger, then with Benedick
Benedick
Through reactions to Claudio’s adoration of Hero
Claudio
Through report of him in his absence.
Don John
Through interaction with his confidants

14. Act Two Scene One: The Prelude
Goal: To understand the complex deceptions at play in this scene, and explore in depth how our understanding of major characters’ is further informed.
The first movement:
What contrasts between Hero and Beatrice are apparent here?
What does Beatrice envisage as the ideal man?
3. What new insights do you get about characters from the beginning of this scene?
Enter the revellers
Beatrice and Benedick: Playful Deception
Find the line where Beatrice realises that it’s Benedick who she’s talking to. How does she take advantage of this knowledge? Of what faults does she accuse Benedick?

15. Act Two, Scene One: Malicious Deception
Goal: To explore the nature of the foreshadowing attempted deception of Claudio.
Starter (Start-uper) Re-cap what colour is Don John’s feelings for Claudio? Why?
Reading and discussion: The remainder of the scene.
Claudio’s deception – what are your thoughts about the way he responds to Don John? What does this incident reveal about Claudio’s character?
Happy Endings
What tasks does Benedick request? Why? Why else?
Can you detect a difference between Beatrice’s declaration about marriage here, and that from 1.1?
What does Don Pedro offer Beatrice – how does she respond? WHY?
How would YOU get Beatrice and Benedick to marry??

16. Movie time – hoorah!
Goal: To consolidate your understanding of the plot so far, and understand the conclusion of the different storylines
Homework – no homework, no film!
Viewing – make notes, or complete a timeline to make sure you understand the plot as it develops.

17. Summary 2.2 Summary: Act II, scene ii
The bitter and wicked Don John has learned of the upcoming marriage of Claudio and Hero, and he wishes that he could find a way to prevent it. Don John’s servant Borachio devises a plan. Borachio is currently the lover of one of Hero’s serving women, Margaret. He suggests that Don John go to Claudio and Don Pedro and tell them that Hero is not a virgin but a whore, a woman who has willingly corrupted her own innocence before her marriage and at the same time chosen to be unfaithful to the man she loves. In order to prove this accusation, Don John will bring Don Pedro and Claudio below the window of Hero’s room on the night before the wedding, where they should hide and watch. On the balcony outside Hero’s room, Borachio will make love to Margaret—whom he will have convinced to dress up in Hero’s clothing. The watchers will then see a woman who resembles Hero making love with Borachio, and will thus believe Don John’s claim that Hero has been false to Claudio. Very pleased with the plan, Don John promises Borachio a large reward if he can pull it off and prevent the planned wedding.

18. The Deception of Benedick and Beatrice
Goal: Show appreciation of the complex psychological appeals made which enable both Bt and Bn to be deceived.
G/W: How manipulative are you? If you had to try to fool Benedick
into falling in love with Bt, how would you make sure he was convinced?
Benedick’s eavesdropping: Reading: Act 2, Scene 3 Ll
Find three different techniques the men use to manipulate Bn into swallowing their ruse
Benedick’s soliloquy: Why does he believe what he has heard? What is he worried about? How will he defend himself should anybody ridicule him now?
Enter Beatrice: How does dramatic irony work here? What one line is especially ironic?

19. Act Three, Scene One: Mirror Images and Parallels
Goal: Appreciate the structural similarities between this scene and the previous one.
Hero and Ursula: What differences do you see in Hero in this scene? Why might this be?
Enter Beatrice: What metaphor continues to run through this scene?
Of what faults do they accuse Beatice?
What compliments do they pile upon Benedick?
How else do they manipulate Bt?
What similarities are the techniques used in this scene, and the one prior to this.

20. What are the WWWs and CBBs of your essay????
Much Ado About Marking
Goal: to be aware of the assessment criteria for AS, and apply these to you own work.
Essay returns – they have been marked, I have given feedback, It’s not on you essay>
Criteria and explanation
Self assessment – Grades
Self assessment – Target setting
Teacher assessment
Where do YOU think the ABCDE boundaries go???
What are the WWWs and CBBs of your essay????

21. Act 3, Scene 2: A scene of two halves
Goal: To appreciate the sudden change in mood in this scene, and appreciate how it explores the fickleness of men.
Lines 1 – 58.
How do the men tease Bn? How does he respond? How does this part of the scene explore fickleness?
Lines 59 – 100
How does the mood change here? What are your thoughts about Claudio’s reaction to DJs slander? What is the significance of Honour here? How does this part of the scene explore fickleness?

22. Timed Essay
Explore how Claudio is presented up to Act 3, scene 2 of Much Ado about Nothing
Chronological structure is most sensible
Find 3 – 4 significant extracts and focus on these.

23. Act Three, Scene Three – malapropisms and madness!
Goal: To appreciate how comedy is constructed through characterisation by language use and twisted logic.
To begin to have an awareness of the use of scenes with juxtaposed moods
Reading: Ll What sorts of instructions do the watch receive? What do you notive about DBs vocabulary? What about his use of proverbs? His logic? Why have this scene now, after a very serious and sinister turn of events?
Reading: L 95 –
What is the purpose of this movement in the scene? Why have it now? What do we find out? What do we hope might now happen? Why doesn’t it? How does this affect the pathos of Hero’s Slander?

24. Act Three, Scene Four Act Three Scene Five
Recap – what happened in 3.2?
How does this scene parallel 3.2? What differences can you notice in Hero’s character? Margaret – what do we know about her thus far? How is her earlier behaviour / tendencies reinforced in this scene?
AO3 Focus: Double entendre – find and annotate a few examples.
Act Three Scene Five
What is the purpose of this scene? How does Shakespeare use language to present Dogberry here? How does it contribute to the tragedy?

25. Act Three, Scene Five – The Dramatic Climax

26. Reading: The Climax.
Reading and annotation
AO3: How does Claudio use language to hurt? How does Shakespeare present his characters here?
Discussion – What do the actions and reactions of characters reveal about their true natures in 3.5?
Critical reading – model essay from course-book.
Your TURN – the BEST essay paragraph you can write.
How does the response of Beatrice / Benedick present aspects of their character?

27. WRITE A LOT ABOUT A LITTLE!!!!!!!!!!
How does the response of Beatrice / Benedick present aspects of their character?
WRITE A LOT ABOUT A LITTLE!!!!!!!!!!
Useful connectives: moreover, additionally, however, furthermore
Can you use more than one brief quotation to show you’ve synthesized?
Can you cross reference to earlier quotations to show a wider understanding?
Can you evaluate: comment on how a particular technique is effective
Embed your quotations
Use a formal register
Useful critical vocabulary: connotes, implies, suggests, emphasizes, reinforces, creates an image of, develops the audience’s awareness of

28. Act 4, Scene ii
Why does ‘Sirrah’ offend Borachio? Why whould Dogberry be excited about this opportunity? What evidence of his excitement can you find?
‘forget not that I am an ass!’ What does Dogberry mean?
Why comedy now? How does if assist the development of the plot and effect the tension level?
Act V Scene 1
The first movement – why Leonato’s change? Inter-
changes between Claudio and Leonato – violence of
language
Key Line: ‘We had t have our two noses snapped off
with two old men without teeth.’ Does Claudio find
this funny? Some directors have seen this thus.
The challenge – is Benedick fickle?

29. Act 5, Scene One Continued
Goal: Explore the development of key themes
Starter: Translate Dogberry’s speech ( )
Borachio’s confession – is there any honour in him? (See also Ll297 – 300)
Leonato’s accusations – fair and reasonable?
Claudio’s reaction – does he redeem himself?
How does this scene further explore the themes of deception and honour???

30. Homework Devise 3 possible essay topics for your coursework
Due: Wednesday

31. Act Five Scene Two Goal: Explore the presentation of the
Relationship between Bt & Bn
Margaret and Benedick – what is the tone of
this conversation – find examples to illustrate
your claims.
Bn & Bt – what parallels do you notice here with their earlier interchanges? How does it differ?
Lines – why is this humorous?
What does this scene suggest about the nature of the love between Beatrice and Benedick?

32. Act Five Scene Three Claudio’s redemption
To what extent does this scene …
Show Claudio’s sincere sorrow for his actions?
Show a change in his character?
Redeem him?
AO3 – what's the most striking image in the lament / song? Justify your choice

33. Act Five, Scene Four Reading and annotation -How are all the loose
ends tied up?
Extended writing – whom do you believe will have the more successful marriage?
Being Nasty - How would you punish Don John?

34. Much Ado about Exams
Goal: To be aware of the patterns to be found in the shorter exam questions and how to respond to these.
Previous and Possible Questions
Shared Planning
Individual Planning
SXY Paragraph Time

35. Previous Questions – What patterns do you notice???
2. To what extent is manipulation central to the play as a whole?
3. Life can be a comedy for those who think and is full of tragedy for those who feel.
Use Much Ado About Nothing to focus a discussion on the extent to which this is true.
Using detailed supporting evidence, discuss the significance in the play of ONE of the following:
disguise melancholy comedy
Or: Option 3(b)
Using detailed supporting evidence, discuss the extent to which ONE of the following is a central theme or motif in the play:
Social Criticism Gender Roles the Pastoral

36. Possible Questions
2. To what extent is deception central to the play as a whole?
Or: Using detailed supporting evidence, discuss the significance in the play of ONE of the following:
Eavesdropping Slander Honour
Or: Using detailed supporting evidence, discuss the extent to which ONE of the following is a central theme or motif in the play:
Love and Marriage The battle of the sexes Jealousy

37. To what extent is deception central to the play as a whole?
The fundamental significance of deception to Much Ado about Nothing can be seen through the fact that both the main and subplots revolve around this theme. In the Claudio/Hero plot, Don John’s malicious deception provides the obstacles to the lovers’ happiness, leading to Claudio deciding, ‘where I should wed her, there I will shame her. In the sub-plot of the play, the Beatrice/Benedick story, deception is also critical. Having been deceived into believing they were eavesdropping, both these characters ‘soften’ in a sense, reversing their past sentiments against love and stating, ‘When I said I would die a bachelor, I did not think I would live until I were married.’ in Benedick’s case, and, ‘Love on – I will requite thee’, in Beatrices. Thus, deception is a vehicle for uniting and deviding lovers in Much Ado about Nothing, and given that the plot and subplot revolve around this, it is therefore of central importance to the play as a whole.

38. And at level two …
Analyse how the beginning of the text created a strong impression of at least ONE character or individual.
2. Analyse how at least ONE setting helped develop an important theme.
3. Analyse how surprise and / or humour helped the writer communicate an important message.
4. Analyse how the writer created impact in ONE important section.
5. Analyse how internal and / or external conflict were important to the text.
Note: “internal conflict” means conflict within a character / individual, and “external conflict” means
conflict between different characters / individuals or groups.
6. Analyse how the writer influenced you to think differently about an important idea or issue.

39. Extract Questions
Goal: To develop the skills with which to respond to these sorts of questions
Starter – What do they look like?
Our turn – a planned response – Use this extract as a starting point for a discussion about Deception in the play.
Your Turn – Use this extract as a starting point for discussion about the relationship between …

40. Your Turn – Use this extract as a starting point for discussion about the relationship between …
Of immediate note to the audience in this scene, is the ‘merry war’ between Beatrice and Benedick, which shows their wit and sharp minds, establishing a clear parallel between the two. Each attempts to turn the other’s words against them, in a bout of verbal ‘swordplay’ that includes such jibes as:
Benedick: ‘God keep your ladyship in such a mind so that some gentleman … shall scape a predistinate scratched face’
Beartice: Scratching could not make it worse, twere such a face as yours.
Here the ‘war of words’ shows them both equal to the others, wit. Additionally, Shakespeare creates the suggestion of a hidden attraction. Both are so similar, and so frustrated by the other, that the audience might well wonder if they are destined to be united as the lay develops.

41. Context Test Goal: Demonstrate your recall and analytical skills.
Complete the context test for ‘Much Ado about Nothing’
Good Luck – keep a careful eye on the clock!

42. Much Ado about Contrast
Goal: Explore the contrast between the two sets of lovers.
Starter – what would Shakespeare think of this song by the Pixies?
My mistress' eyes are nothing like the sun; Coral is far more red, than her lips red: If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. I have seen roses damasked, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound: I grant I never saw a goddess go, My mistress, when she walks, treads on the ground: And yet by heaven, I think my love as rare, As any she belied with false compare.

43. Much Ado about Contrast
Goal: Analyse examples of contrast between character
Starter: Who will have the most successful marriage? Justify your response?
The two contrasting pairs of lovers. What contrasts are there between them? In your groups come up with a list of as many contrasts as you can think of between…
Each pair Claudio and Benedick Hero and Beatrice
Feedback – what did you come up with?
Find a quotation for each character that… capture BOTH the essence of their character and contrasts

44. So what? The two pairs of lovers contrast. Big deal …
How does this contrast enable Shakespeare to provide social commentary? How does it help him comment on the differences between true love and an affectation of love?
Question: Using Beatrice and Benedick’s acceptance of each others affection as a starting point, discuss how Shakespeare presents love in Much Ado.

45. Much Ado about Deception
Goal: To be able to identify crucial examples of the presentation of deception and explore the moral viewpoint of Shakespeare.
Starter: Deception Golf: Par 5, Birdie 7, Eagle 10, Albatross 12

46. Constructive Deceptions Ambiguous Deceptions
Categorise examples
of each type of deception,
and explain what the
motivation behind each is
Malicious Deceptions
Think motives
Think context
Deceptions
Constructive Deceptions
Ambiguous Deceptions
Extended writing: What
is Shakespeare’s moral view
of deception?

47. Socratic Listening / Oral Assessments (2 Lessons)
Goal: To speak clearly and persuasively and listen actively and sensitively
Each group will have a different speaker to focus on. You are looking to make notes on each speaker’s content so you are provide feedback, giving 3 W.W.Ws (What worked well) and 2 EBIs (Even Better if)
Providing sophisticated points
Supporting ideas with well chosen evidence
Analysing Shakespeare’s use of language
Exploring different possible interpretations
Using a formal, academic vocabulary and register.
A Listening is required by the audience. Your job is to …
Write down your speakers name and be ready to make notes so you can accurately assess their performance
Create an atmosphere in which everyone can excel

48. Much Ado about Honour
Goal: To explore the significance of honour to the audiences attitudes about characters
Starter: Honour Hunt – how many references can you find?
Honour – what is it – how can we define it?
Honour and Gender – what differences exist?

49. Unpacking the question
To what extent is honour central to Much ado about Nothing?
Shared planning
SXY Paragraph time.

50. Coursework Planning Topics – Setting your coursework in stone
Advice Sheets – how are we assessed?
Planning – step one – group discussion – what five incidents in the play are of particular relevance to your topic – formulate then discuss with your group.
Planning – step two – suggested models.
Planning step three – sequencing using template
Planning – step four – conferencing and deadlines

51. Dealing With ‘Presents’
Goal: To be confident with the concept of presenting character or theme
It at a table with 2 other people focussing on the same type of coursework question Either character based, or theme based.
On the paper, list as many different ways that themes or character can be presented – with each, give an example from the text.
Jig sawing – one person from each group, visit another group to compare and share.
Construct a presenting checklist, of things your essay should explore in order for it to deal with the word ‘presents’ in the title.

52. Yes, Tom and Rhodri, it was today that it was due.
Exemplar Analysis
Yes, Tom and Rhodri, it was today that it was due.
Goal: To read an exemplar critically and analytically
Deadline day – first page and plan please
Reading example essay – a live script from a student of two years age.
Groups to discuss and list strengths and weaknesses AND put it in a
band, and give it a mark .
Mark feedback, and the REAL grade.
Now find the weakest paragraph. Your challenge in pairs is to
write this paragraph, making it better than before.
Feedback.
Create your own checklist – ten things I need to do to raise
my grades in essays are …

53. Research / Tutorial / Catch Up Time
Goal: To solidify your understanding of key aspects of the text in relation to your essay question.
Option A:
If you are reasonably comfortable about what you are going to write about, go to the library, and read some analysis of key parts of the play which will help with your essay.
Make notes from what you find, you will need to show these to me at the end of the lesson
Option B:
If you are still really worried about your essay plan, and think you need some extra help at this point, wait behind, and talk to me!
Option C:
Complete your plan / first page and submit it for assessment.
Thou must suspect the responsibility I have bestored upon thee

54. Static Images
Goal: To think in a different style to help consolidate your understanding of the concept your coursework is based upon.
Starter – introduction to static images – examples from previous group.
Drafting, with annotations, based on your own coursework focus
Peer assessment 3 x WWW, 3 x CBB (Think ideas not presentation)
Alternative version – how else might you depict this character / theme?
Homework – A3 Paper – NO WHITE SPACE!!!!

55. In this story, Mr and Mrs Martins are preparing for death
In this story, Mr and Mrs Martins are preparing for death. They live separately so they’ll get used to it before one of them dies. This is Mr Martins’ idea and he forces it on his wife.
In my static image the background of clocks with no hands represents how time stands still and how they are preparing to die before their time. The black gravestone represents death and it has Mr Martins’ year of birth on it but he hasn’t died yet.
The green path is the path of life. The green symbolizes living, growing and doing things. The path is windy to show that although it ultimately leads to death you don’t go straight there; there are lots of challenges along the way. The rough edges show that life isn’t easy and everyone has hard times.
Mr Martins is older so he is further along the path of life. But it is also because he is more accepting of death. He is grey because although he is still alive he is inactive and might as well be dead.
He is looking away because he has forgotten about his wife. While he was preparing her for life without him, he failed to realise that all she wanted was to be with him and cherish the time they had left together.
Mrs Martins is hanging back because she still wants to enjoy life. She is in colour because there is still some life left in her. She is holding her hat and basket which shows there are still things she wants to do. But when her husband says they must prepare for death she doesn’t object and her head down indicates her submissiveness.
The quote shows that they’re not dead yet but they’re not making the most of the time they have left. “We” indicates the two of them, “go on” refers to progress on the path of life and “waiting” refers to the fact that they are preparing for death.

56. Drafting Time Objective: Learn how to write introductions
Starter – how is this paragraph like an upside down triangle???
During traumatic times, one’s true nature is said to become apparent, as facades disappear as one acts and reacts to stress. To a large degree this phenomenon is observable in act four, scene one of Shakespeare’s ‘Much Ado About Nothing’ as the various participants partake in, or react to the slander of the innocent Hero. Perhaps more than revealing characters’ traits however, the action of the scene merely confirms many characteristics which have been developed through earlier interactions. We see more of Claudio’s insecurity and tendency toward melodrama. Benedick’s admirable traits and Beatrice’s unconventional tendencies are both confirmed. Hero’s response – or lack there of also no great surprise – all the characters have been carefully crafted up to this point, and all of them react in accordance to the way they have thus far been presented.

57. Deadline Day On a piece of lined paper do the following:
Assess your own essay – marks for AO1 -4
Positive comments (3 WWWs)
3 Targets (CBBs)
Turn the paper over and give it to your neighbour
PEER assessment
Repeat this process with partner’s essay – including marks and feedback

58. What sorts of effects aim I trying to create through these metaphors?
Draft Feedback
Goal: To improve depth of analysis by interweaving language analysis throughout my essay
To understand how to conclude
Essay feedback – WWW / CBB
Tom Waits – language analysis warm up – listen carefully and find the 3 metaphors.
What sorts of effects aim I trying to create through these metaphors?

59. Language analysis
Use phrases like this to show you understand the effect:
For metaphorical language think about what impression is created by the comparison …
Or that it creates an image of ...
Gives emphasis to the idea that …
For sound devices such as alliteration / onomatopoeia think about how you would describe the quality of the sound, and how this contributes to the mood. Is it an abrupt, soft, gentle, harsh, soothing, sharp, heavy, slow, etc etc.
For vocabulary features you can comment on what is suggested by a particular word (try to use language terms like verb, adjective, adverb etc )and use words like …
Connotes, suggests, implies, infers,
Creates a …… tone, showing that ….
The same can be done for phrases – groups of words
For syntax features (Sentence structures) ask your self what function it has – perhaps to – command/imperative (to persuade, show authority, increase a sense of urgency or create a forceful tone), question/interrogative (Perhaps rhetorical for emphasis), exclaim (Create a particular tone – perhaps excitement, joy, fear, urgency …). Look also for short, simple sentences, which create emphasis, and very long, complex sentences which build images.

60. Your language analysis
Find and highlight 4 quotations in your essay where you notice something about the language.
Class analysis – exploring effect
Individual analysis.

61. Model conclusion – summary of main points, final emphasis to thesis.
One can therefore see that much is revealed about characters by their actions in slandering Hero, or reactions to this slander. Claudio demonstrates his capacity for cruelty, fuelled by his jealousy and insecurity. Leonato displays his scope for anger and a degree of disloyalty to his daughter. Benedick and Beatrice form an alliance, as others dissolve; the former demonstrating his insight and honour; the latter her frustration and loyalty. However more is confirmed about characters than revealed. Many traits which have been observed previously influence characters behaviour in this scene. Thus the trauma does cause facades to drop, but unsurprisingly the characters are not presented in a way that differs from earlier in the play.