Friday, September 11, 2015

Tia/Alex Othello Act 1 Summary Outline

Summary Response Outline

Summary:
  • Topic sentence: title, author, strong verb, main idea
  • Othello by William Shakespeare accurately depicts how women were not treated as independent people by society.
  • Supporting ideas and explanations to prove main ideas
  • Shakespeare shows how women are treated like they are property throughout Act I of the play. They are required to be obedient to their fathers and some men consider them as incapable to make their own decisions. This is shown in Othello by Desdemona’s father, Brabantio, along with Iago.
  • Concluding sentence: restate main idea
  • There were several occasions in which women were not regarded as equal to men.

Response:
  • Topic sentence: title, author, strong verb, agree/disagree (correctly portrays/ incorrectly portrays) because ___________ .
  • Claim 1:
    • Set-up
    • Othello by William Shakespeare correctly portrays how women were treated as property by the men in their life. Iago, the antagonist of the play, is calling to Brabantio in the middle of the night, with the objective of informing him that Othello is with his daughter, Desdemona.
    • Evidence: Lead-in  “ quotation” (       )
    • Iago treats Desdemona as if she is a possession by saying, “Look to your house, your daughter, and your bags! Thieves, thieves!” (Shakespeare 1.1 86-87).
    • Explanation of quotation to prove claim
    • The fact that Desdemona was included in a list of inanimate objects suggests how she was regarded by Iago in terms of worth. Iago does not think of her as a competent human being, but rather as property to be given away or stolen. To make Brabantio angrier at Desdemona, he wants to convey that Desdemona is Brabantio’s property and can only be given away by Brabantio.
  • Counterclaim 1: However, Brabantio and Iago have expressed concern for Desdemona before and treated her as if she were a person.
  • Set-up
  • Brabantio and Iago actually respond harshly to her because they care about her wellbeing. Iago calls to Brabantio in the middle of the night informing him of his daughter’s affairs. He has Desdemona’s best interest in mind. Brabantio reacts severely to the news because he cares about what will happen to her.
    • Evidence: Lead-in  “ quotation” (       )
    • When Brabantio is told that his daughter is missing, he responds with, “...Give me a taper. Call up all my people. This accident is not unlike my dream. Belief of it oppresses me already” (Shakespeare 1.1, 156).

    • Explanation of quotation to prove counterclaim
    • Brabantio had evidently cared for his daughter enough for him to worry about her safety. He respects her as a human and is only looking out for her safety when Brabantio reacted in a severe way.
  • What are the strengths/ flaws of this argument? (use rebuttal progression language)
  • At first glance, some may think that Desdemona is given respect and freedom to make her own decisions by her father and other men around her. We cannot deny that Brabantio called Desdemona a “...gentle mistress” (Shakespeare 1.3 205), which could have one be lead to the conclusion that he loves and treasures his daughter. One could also argue that Brabantio only acts possessive of her because he cares about her. However, in other instances that have more importance than this single incident, he and many others treat her like she is something to be won or given. Iago had said, “Put money in thy purse!” (Shakespeare 1.3 382), which had suggested that Desdemona could be bought, and from further inference, could suggest that she is compared to an object that could simply be bought with money rather than love.
  • Concluding sentence: It is clear that the deeply sexist attitudes of men have caused women to be objectified by them in this time period.

Strong Verb List:
Tells, explains, compares, describes, gives, presents, lists, shows, defines, demonstrates, acknowledges, evaluates, classifies, adds, explores, confuses, advises, expresses, defends, asserts, features, depicts, assures, furnishes, encourages, blames, identifies, entertains, confirms, names, illustrates, confronts, offends, invites, considers, offers, judges, contrasts, predicts, misjudges, critiques, proposes, praises, demonstrates, provides, recommends, denounces, traces, simplifies, discourages, answers, solves, endorses, asks, suggests, entices, captures, supports, enumerates, classifies, teaches.


Rebuttal Progression:
1st step: Describe a "naive response" or an opposing interpretation of your position. A "naive view" is a view that you personally disagree with or a view that misses something important. But don't use the word "naive." Say something like…
I used to think that...
A common view is that...
At first glance...
Many think that....
X argues that...
Critics of ____ propose...

2nd step: Briefly explain the logic or reasoning of this "naive view." Answer the question, "Why would someone think this way? Why would they find their answer or solution logical or reasonable?" Why did I think this way? Say something like...
We cannot deny that...
This way of making sense of the position makes a degree of sense [why?]
This position seems reasonable [why?]
I can understand why someone might interpret X in this way [explain how so]
These conclusions seem compelling [why?]


3rd step: Provide a transition that indicates that you are going to contrast this "naive view." Say something like...
However...
But it's more complicated than that...
This interpretation is helpful, but it misses an important point...
This interpretation raises a fundamental question...
While this view seems plausible/reasonable at first glance, we should look closer...

1 comment:

  1. Good summary.

    Where is the why in your response topic sentence? Good work on your claim- double check the proper citations. You are missing some punctuation.

    Great start to your rebuttal- I want to hear more at the end pulling the reader back to your side. Great quote incorporation to extend the argument! Check citations.

    Concluding sentence: make sure to address title and author again.

    16/20

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