analyse language Act 1 Scene 2 Key areas to consider What denotation can you take from individual words lines what do you literally think it is saying What connotations do you think of ID: 357188
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Slide1
Beginning to analyse language
Act 1, Scene 2Slide2
Key areas to consider:
What denotation can you take from individual words/ lines?
(
what do you literally think it is saying?
)
What connotations do you think of
?
Are there any
links in your quotation to what is said elsewhere in the scene/ play
?
What is the overall effect of the line for the rest of the scene/play
?
Are there any links to sounds that may be significant? (onomatopoeia, alliteration, rhyme, humour,
sibilence
,
oxymorons
, paradox,
etc
?
)
Examine the use of punctuation – does it add anything to the lines? (Are we forced into certain interpretations because of encouraged pauses,
etc
?)Slide3
Under the magnifying glass
Connotations
Associations
Sounds
Links
Language
Overall effect
.
‘As cannons over-charged with double crack;
So they doubly redoubled strokes upon the foe.’
. Slide4
Under the magnifying glass
Connotations
Associations
Sounds
Links
Language
Overall effect
.
‘As cannons over-charged with double crack;
So they doubly redoubled strokes upon the foe.’
‘Till that Bellona’s bridegroom, lapped in proof’
Cannon
– fire, destruction, power
Over-charged
– extreme blast of power, over-sufficient (excessive), war
Double/ doubly/ redoubled
– twice, repetition, pair
Crack
– powerful sound (whip), broken, destroyed
Strokes
– lines, technique, suffering
Foe
– opponent, enemy, person
Cannon, over-charged, crack
– powerful way of killing, determining the winning or losing of a battle,
weapon of mass destruction,
extreme power of force and sound not easily matched
Double/ doubly/ redoubled
-
Macbeth
is
this weapon of mass destruction – we are given an early insight that he will not desist until the “battle” is won. This could be an extended metaphor for Macbeth’s eventual downfall within the play.
Repetition of ‘”double/doubled/ redoubled” = harsh soundly & makes for powerful irony later in the play when Macbeth betrays
Banquo
, his best friend & the man that made him “doubly” as strong
“Cannons”& “crack”, create a powerful alliteration to this metaphor demonstrating Macbeth as the ultimate soldier, reinforced by the “over-charged” sound of an already powerful weapon.
Semantic field of war, conflict and fighting – creates an energized and powerful tone Slide5
Topic Sentence (Point): Macbeth and
B
anquo
are described by the Captain as highly
effective soldiers in battle by defeating the enemy and honoring their King.Quotation:‘As cannons over-charged with double crack;So they doubly redoubled strokes upon the foe.’
Analysis:Shakespeare’s metaphor creates a sense that Macbeth and Banquo, are an extremely powerful force who’s prowess in battle cannot easily be matched. A force that is ‘over-charged’ and ‘doubly’ as powerful as any other. The repetition of the sense of dualism that runs through these lines, ‘double’ ‘doubly’ ‘redoubled’ not only highlights that these men have twice the strength in battle of other men but this reinforcement might also give indication to the strong partnership between Macbeth and
Banquo. Together the two of them are painted almost like a weapon of mass destruction amidst a backdrop of a wider semantic field of war: ‘cannons’, ‘foe’. In this context of praise, given by the Captain to Macbeth and Banquo’s heroism, ‘redoubled’ suggests that they would stop at nothing to gain victory for King and country and were prepared to make multiple attacks upon the enemy to be victorious. However, perhaps ‘redoubled’ might also be Shakespeare’s way of foreshadowing the reversible nature of their friendship. This can be seen later in the play when we witness a greed fuelled Macbeth seek to maintain ultimate power at all costs, including turning against his best friend
Banquo in order to maintain his place as supreme ruler. Slide6
Choose two of the following questions to answer:
Your task
Put one answer on each post-it for your two chosen questions.
Place your answers beside the questions positioned around the room.
What have I learned today?
Why have I learned it?
How have I learned it?
How will I be able to use what
I have learned today?