The Tragedy of Othello, The Moor of Venice by

William Shakespeare
Developed by Molly Berger and Kathleen Dudden Rowlands

MODULE: STUDENT VERSION

Module Text
Shakespeare, William. The Tragedy of Othello, The Moor of Venice. Edited by Barbara A.
Mowat, and Paul Werstine, updated ed., Folger Shakespeare Library, Simon & Schuster,
2017.

CSU Expository Reading and Writing Curriculum

Reading Rhetorically
Preparing to Read
Activity 1: Creating Personal Learning Goals
 Think about other plays you have read or seen performed (on stage or in film). As you
experience Othello, what do you want to learn about human nature and why humans
behave as they do in certain circumstances? Make a list in your Othello Journal, leaving
space to add additional learning goals as you read the play.
 In your Othello Journal, identify at least one reading, writing, language, and/or thinking skill
that you’d like to develop as you work with this play. Leave space to add additional goals as
you work through the play.

Activity 2: Surveying the Text

Before you read the play, preview your text and answer the following questions:
1. Check to see whether the play is preceded by an introduction. If there is one, why do you
think the editors felt it was important to put it there? Do you think it might be helpful to read
it? Why? If you do read it, make notes in your Othello Journal to share with classmates.
2. Look through the pages of the play. How the text is organized? What do you notice about
the language? What looks difficult about how the sentences are arranged and about the
vocabulary. What might help you to better understand the language?
3. What tools are provided to help readers who might not be familiar with some of the
language? Stop at a random page and read a few lines. Use the notes on the left-hand side
to help you understand unfamiliar vocabulary or phrasing.
4. In your Othello Journal write down some predictions about the play. What do you expect
about the plot and about your reading experience now that you’ve surveyed the text?

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 3: Exploring Key Concepts – Understanding Shakespeare’s Language
Watch the video(s) your teacher assigns, making notes in your Othello Journal. Record the
definitions of unfamiliar terms, especially those that relate to Shakespeare’s use of language.
Look for the language features or dramatic techniques discussed in the video(s) as you begin
reading the play.
Activity 4: Understanding Key Vocabulary
For each of the five acts of Othello, create a chart for vocabulary with the following columns and
headings.

Meaning in
Meaning in our My Personal
Word Shakespeare’s
Time Connection
Time

Your teacher will give you a list of words for each act to get started. You will also add words that
you find challenging, new, or interesting to know.
Understanding how Shakespeare used the word helps you to understand the play.
Understanding how we use the word today makes it relevant for other texts today. Making your
own personal connection helps you to remember it.
Activity 5: Exploring Key Concepts – Chunking the Text for Understanding
Shakespeare’s language can be difficult to understand because the sentences are often lengthy
and grammatically complex. In addition, because all the lines begin with capital letters, it can be
difficult to decide where new ideas begin. One trick is to break long passages down into parts by
using the punctuation.

Part 1: In the passage below (act 1, scene 1, lines 8-18 or 1.1.8-18) Iago is explaining to
Roderigo the main reason he hates Othello. Read the passage through, circling all the
semicolons and other end punctuation. (Remember: semicolons and periods mark the end of a
clause.) Then, with a partner, identify the main clauses of this speech. Try to rewrite Iago’s
reasons in modern English. Be ready to share your understandings with another group.

IAGO

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Despise me

If I do not. Three great ones of the city,

In personal suit to make me his lieutenant,

Off-capped to him; and, by the faith of man,

I know my price, I am worth no worse a place.

But he, as loving his own pride and purposes,

Evades them with a bombast circumstance,

Horribly stuffed with epithets of war,

And in conclusion,

Nonsuits my mediators. For, “Certes,” says he,

“I have already chose my officer.”

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Part 2: When you and your group have a good understanding of the first part of Iago’s speech,
try the same process on the second segment where he tells Roderigo about the man Othello
has chosen to be his lieutenant, Michael Cassio, (1.1.19-35) and his feelings about Cassio’s
qualifications for the job. Begin by circling the end punctuation, which marks the end of a clause,
and commas, which often indicate that an explanation will follow.
IAGO
And what was he?

Forsooth, a great arithmetician,

One Michael Cassio, a Florentine,

A fellow almost damned in a fair wife,

That never set a squadron in the field,

Nor the division of a battle knows

More than a spinster—unless the bookish theoric,

Wherein the togèd consuls can propose

As masterly as he. Mere prattle without practice

Is all his soldiership. But he, sir, had th’ election;

And I, of whom his eyes had seen the proof

At Rhodes, at Cyprus, and on other grounds

Christianed and heathen, must be beleed and

calmed

By debitor and creditor. This countercaster,

He, in good time, must his lieutenant be,

And I, God bless the mark, his Moorship’s ancient.

Begin by translating each clause into modern English. After you have analyzed the chunks of
Iago’s description in your groups discuss what these lines tell you about Iago’s character. What
do you think is important to him? How might that impact his relationships with Othello and
Cassio? With Roderigo?

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Activity 6: Exploring Key Concepts – Considering the Rhetorical Situation
When we analyze dialogue between and among characters, we need to be aware of the
rhetorical situation. Who is the speaker and what is he or she trying to accomplish (purpose)?
Who is the audience? How might he or she respond to the speaker, and why is that response
likely? What is the occasion for this verbal exchange? That is, what is going on now or what
has gone on recently? What is the outcome of this exchange? That is, what does each
character understand at the end?
As you read the play, the following questions will help you analyze rhetorical situations:
1. What is the rhetor’s (speaker’s or writer’s) message? What is the rhetor’s purpose?
2. Who is the audience? What does this audience care about in this moment?
3. What is the occasion? What is special or important about this occasion? What opportunity
does the rhetor have for achieving persuasion?
4. What rhetorical strategies does the rhetor use to accomplish his/her/their purpose?
Return to Activity 5 and your analysis of Iago’s explanation of his feelings toward Othello and
Cassio. Reread the explanation and, with a partner, complete the following Rhetorical Situation
Chart in your Othello Journals.

Speaker and Rhetorical

Audience Purpose Occasion
Message Strategies
Iago:

As you continue to read Othello, remembering to consider the rhetorical situation will often help
you understand what different characters are trying to accomplish with their language. You may
wish to create a Rhetorical Situation chart such as this in your Othello Journal as you encounter
difficult scenes later.

Activity 7: Getting Ready to Read – Insults vs Romantic Lines

Getting used to the language of Shakespeare will help you in reading his works. The purpose of
this activity is to have some fun with Shakespeare’s lines and to practice saying them out loud
to increase your comfort with them.
In your small group, you will have 10 minutes to use the insults and romantic lines in the
envelopes to create an engaging skit to perform for the class. (You may use the slips of paper
as you perform.) Read the lines dramatically to show strong emotion or passion.

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 8: Making Predictions and Asking Questions – Reading Images
Good readers regularly make predictions about what they are reading. Then they check in to
see if their predictions are accurate or if the text is surprising in some way. Before reading
Othello, examine the cover images of different editions of the play. Use the space below to
make predictions based on each image. Briefly describe the image, noting specific details,
colors, imagery, etc. Consider the design choices that have been made to represent race or
racial difference. Think, too, about how unconscious bias might impact the design and
interpretation of these images. Then offer a prediction about what will happen in the play.

Active Shakespeare Series (www.makro.co.za/books/children-young-adult/children-s-books/references-home-

learning/othello/p/ba687591-c421-461e-b83c-c0299634202d)

Observations and Predictions:

Harper Collins (www.harpercollins.com.au/9781409564386/othello/)

Observations and Predictions:

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Prestwick House (www.prestwickhouse.com/book/id-200095/othello

Observations and Predictions:

Activity 9: Surveying the Text – Meeting Key Passages in Act 1

Your teacher has given you a copy of a short passage from act 1. Although you know who the
speaker is, you don’t yet know the rhetorical situation—the occasion, the purpose, or the
audience—and you don’t know when in act 1 your passage occurs. That is okay. Your job is to
practice reading your passage aloud as you think it might be performed. Stand up and find a
little space in the classroom where you can practice the intonation you think the passage calls
for. Can you guess at a possible purpose? What would the actor’s body language be like? What
gestures would he or she be likely to use? Another one of your classmates might have the same
passage and might interpret it differently. That is all right. You will be performing this passage
for your classmates as directed by your teacher.

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 10: Making Predictions and Asking Questions
Based on your own passage and what you learned from your classmates’ performances, spend
seven minutes writing in your Othello Journal about what you think will happen in act 1. Who are
the main characters? How do they feel about one another? What problems are they facing?
What are they worried about? Don’t worry about being correct. Just try to put into writing
whatever you know—or think you know—so far.

Activity 11: Understanding Key Vocabulary

In your groups do a search for “words Shakespeare invented” or link to www.shakespeare-
online.com/biography/wordsinvented.html. Choose 10-15 words that interest you, or that
surprise you that they came from Shakespeare. Chart them and prepare to share them with the
class. In addition, add two to three words that are new to you, research their meanings, and add
them to your chart.

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Text – Othello, Act 1
Reading Purposefully
Activity 12: Reading for Understanding – Act 1, Scene 1
Before you read scene 1, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (1.1.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. If Iago hates Othello as he claims, why does he continue to serve him?

2. How might you describe the relationship between Iago and Roderigo?

3. Why does Brabantio tell Roderigo that he is unwelcome?

4. Why does Iago leave before Brabantio discovers that Desdemona is gone?

5. What is Brabantio’s response to his discovery?

Activity 13: Analyzing Stylistic Choices – Act 1, Scene 1

Scene 1 begins in the middle of the action, or in medias re as it is called in drama. Because
Iago and Roderigo enter in the midst of a conversation, the audience meets them speaking
about people and events familiar to them. However, the audience is not immediately clear what
Iago has just told Roderigo or who it is that Iago hates. In your group, review lines 1-73. What is
the relationship between Iago and Roderigo? How do you know? What do we learn about who
Iago hates and why? What language does Iago use when discussing the man he hates? What
is the effect on the audience that neither he nor Roderigo use the man’s name?

Activity 14: Annotating and Questioning the Text – Act 1, Scene 1

The play may contain words, phrases, or sentences that are difficult to understand. There may
also be features of the play that are confusing. Remember, always, that confusion marks an
opportunity to learn something new. Annotating the text will help you engage more closely with
what is happening. As you read, annotate the text by making marginal notations (if you cannot
write in the book, use sticky notes or make notes in your Othello Journal; just make sure to label
your notes with the page or line number). Annotations can include asking questions, noting any
places of confusion, expressing surprise, making connections, and elaborating on the text.
Read and annotate act 1, scene 1, lines 89-175 (Brabantio’s entrance to his exit). When you
have finished, join classmates to form groups of three or four. Share your annotations and work
to resolve any remaining confusions. If you’re unable to make sense of a word or phrase, ask a
classmate or your teacher for help. Try to answer the following questions:

The Tragedy of Othello, The Moor of Venice by William Shakespeare

 Why had Brabantio forbidden Roderigo to “haunt about [his] doors”?

 Why does Brabantio say, “Why, have you lost your wits?”

 Why does Brabantio not believe that he has been robbed?

 What differences do you notice between how Roderigo speaks to Brabantio and how Iago
speaks to him?

Activity 15: Considering the Rhetorical Situation

As you learned in Activity 6, understanding the rhetorical situation involves considering the
speaker and his or her rhetorical purpose, the particular context, and the audience addressed.
With your group, examine lines 74-160 beginning with Iago telling Roderigo to awaken
Desdemona’s father, and ending with Brabantio leaving to check the truthfulness of what
Roderigo has just told him. Discuss the following questions as you consider the rhetorical
situation from Iago’s point of view:
1. What are Iago’s purposes in this scene? What’s he trying to do? Why?
2. What does Iago assume or understand about Brabantio’s beliefs, values, and fears? How do
you know?
3. What strategies does Iago use to try to move Brabantio to belief and/or action? To what
extent do these strategies target Brabantio’s identity as a father and a Venetian senator? To
what extent do they target his identity as a European?
4. What, if anything, does Iago do to establish his own credibility as a speaker?
5. What role does Iago have Roderigo play in this scene? Why does he want Roderigo to take
the lead here?
6. Now consider yourself as the audience for Shakespeare’s play. How well do you understand
Iago’s motives at this point in the play? How well do you understand Iago’s character? What
questions do you have about Iago?

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Activity 16: Examining the Structure of the Text – Plot Development, Act 1, Scene 1
In order to clarify your understanding of the plot in act 1, scene 1 work with your group to
complete the following chart.

1. Who? (Who is in the

scene?)

2. Where? (Where are

they?)

3. What? (What happens?)

4. So what? (Why is this

important to the
characters? To the
actions of moving the plot
forward?)
5. Now what? (What might
happen next as a result of
this?)

Activity 17: Negotiating Meaning – Act 1, Scene 1

Take a few moments in your Othello journal to examine your process of understanding lines 74-
160. How did thinking about the concepts of a rhetorical situation (speaker, audience, purpose,
and context) help you understand how the characters were interacting and why they were
behaving as they were? Share your processes and your understandings with your group. As
you listen to your classmates, you may wish to jot down some strategies for understanding that
you might find helpful in the future. Prepare to share your observations with the class as a
whole.

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 18: Analyzing Stylistic Choices – Language Choices
In your groups, consider yourselves as the audience for Shakespeare’s play. How well do you
understand Iago’s motives at this point in the play? How well do you understand Iago’s
character? What questions do you have about Iago? What in Iago’s language helps you
understand him and his motivation? What specific language does Iago use to increase
Brabantio’s distress at the news that his daughter has married Othello? To what extent does this
language draw on ideas of racial difference? What are the effects of these language choices on
you as a viewer or reader? How does your own identity impact your response to this scene?
In line 132 Brabantio calls Iago a villain to which Iago replies, “You are a senator.” How might an
audience have responded to this exchange? Why might such a response be useful at this point
in the action?

Activity 19: Reading for Understanding Act 1, Scene 2

Before you read scene 2, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (1.2.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
As you experienced in scene 1, scene 2 begins in medias re. Iago is talking about someone
speaking ill of Othello, and although Othello knows who it is, the audience doesn’t at first. What
might Iago hope to gain by telling Othello that he wanted to injure the person, but didn’t have the
courage to do so?
1. Why does Othello believe Desdemona’s father won’t be able to punish him for secretly
marrying his daughter?
2. Why is Brabantio so upset about his daughter’s marriage?

Activity 20: Annotating and Questioning the Text – Act 1, Scene 2

Read and annotate act 1, scene 2, lines 1-38. When you have finished, join classmates to form
groups of three or four. Share your annotations and work to resolve any remaining confusions. If
you’re unable to make sense of a word or phrase, ask a classmate or your teacher for help. Try
to answer the following questions:
 What does Othello reveal about himself and his character as he responds to Iago?

 What is Othello’s attitude toward Iago?

 How might you characterize how Iago interacts with Othello?

 How might you explain the differences between the Iago of scene 1 and the Iago we see
here?

 How does Iago’s line, “By Janus, I think no” (38) contribute to your understanding of the
exchange?

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Activity 21: Examining the Structure of the Text – Plot Development, Act 1, Scene 2
In order to clarify your understanding of the plot in act 1, scene 2 work with your group to
complete the following chart.

1. Who? (Who is in the

scene?)

2. Where? (Where are

they?)

3. What? (What happens?)

4. So what? (Why is this

important to the
characters? To the
actions of moving the plot
forward?)

5. Now what? (What might

happen next as a result of
this?)

Activity 22: Analyzing Stylistic Choices – Conflict

Against the backdrop of an impending naval conflict between the Turks and the Venetians over
the island of Cyprus, we are introduced to a potentially violent conflict between Othello and
Brabantio (74). In your groups discuss Othello’s use of language as he attempts to ease
Brabantio’s anger. Consider the conflict between how Othello has described himself and his
situation earlier to Iago (20-31) and Brabantio’s description of the situation (80-100). What more
do you understand about Othello’s character in the context of the conflict? Brabantio’s?

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 23: Reading for Understanding – Act 1, Scene 3
Before you read scene 3, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (1.3.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. What emergency has caused the Duke to call a meeting of his Senators and Othello in the
middle of the night?

2. How does Othello explain why Desdemona fell in love with him?

3. What is Brabantio’s reaction to Desdemona’s explanation?

4. What is Brabantio’s warning to Othello?

5. How does Iago persuade Roderigo not to drown himself?

6. What does Iago reveal about himself, his character, and his motivations in the soliloquy that
ends act 1?

CSU Expository Reading and Writing Curriculum

Activity 24: Examining the Structure of the Text – Plot Development, Act 1, Scene 3
In order to clarify your understanding of the plot in act 1, scene 3, work with your group to
complete the following chart.

1. Who? (Who is in the

scene?)

2. Where? (Where are

they?)

3. What? (What happens?)

4. So what? (Why is this

important to the
characters? To the
actions of moving the plot
forward?)
5. Now what? (What might
happen next as a result of
this?)

Activity 25: Considering the Rhetorical Situation – Act 1, Scene 3, Lines 61-196
Your teacher has divided the class into two groups with one group focused on Brabantio’s
description of the probable causes of Desdemona’s marriage to Othello and the other on
Othello’s responses (61-196). Review the questions from Activity 6 that you learned for
Considering the Rhetorical Situation and, in your groups, apply them to your assigned
character. Then respond to the following questions depending on your character focus.
Brabantio
1. What was Brabantio’s relationship with Othello before he married Desdemona? How do we
know?

2. How does Brabantio characterize Othello’s appearance, and the strategies he must have
used on Desdemona?

Othello

The Tragedy of Othello, The Moor of Venice by William Shakespeare

1. What does Othello say about his own rhetorical skill? What does he mean when he says he
will deliver “a round unvarnished tale”? What’s the effect of this approach?

2. What do you notice about Othello’s speech? What strategies does he use to develop and
support his ideas? What does his speech suggest about his ability as a rhetor?

3. Who is the audience? What are their cares and concerns? How does the audience respond
to Othello’s speech? What does this response suggest about Othello’s social status? About
the Venetians’ views of racial difference?

Based on your analysis of the rhetorical situation, what more do you understand about the
character of Brabantio or Othello? About their beliefs?

You will be sharing your understandings with classmates.

Activity 26: Considering the Rhetorical Situation – Act 1, Scene 3, Lines 197-261
In the interchange among Desdemona, Brabantio, and the Duke (197-261) we see competing
rhetorical situations. Although the occasion is similar for each, each character has a different
purpose. With a partner, chart the rhetorical situation. Then, in a larger group, share your
understandings and discuss what you have learned about Desdemona and Othello, and their
relationship.

Speaker and Rhetorical

Audience Purpose Occasion
Message Strategies
Desdemona

Brabantio

The Duke

Questioning the Text

Activity 27: Thinking Critically – Act 1, Scene 3, Lines 343-425

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Review lines 343-425. Working with a partner, one of you take the role of Iago, and the other
Roderigo. Then play the scene, with each of you reading your lines in turn. If space permits,
stand up so that you can move about and incorporate dramatic gestures as appropriate. When
you have played the scene, join one or two other pairs to form a group of four to six and discuss
the following questions:
1. What might be the dramatic effect of this section on an audience after the character
interactions they experienced previously in the scene?

2. What are some of the rhetorical strategies Iago uses to change Roderigo’s mind about
drowning himself?

3. How might Iago revealing so much about his motivations and his plans in the soliloquy that
ends the scene affect the audience?

Activity 28: Thinking Critically – Act 1, Scene 3, Lines 426-447

In lines 426-447, Iago is alone on stage and explores his behavior and motivation in a soliloquy
as he begins to develop his plans. With a partner, circle the end punctuation in the speech.
Then list Iago’s stated motivation(s) for his hatred of Othello, and discuss how he explains why
he thinks his plans for both Cassio and Othello will be effective. When you feel you have a good
understanding of Iago and his plans at this point, join another partnership and share your
thinking.

Activity 29: Thinking Critically – What’s in a Name?

What’s in a name? Why does what we call a person matter? Your teacher has divided the class
into three groups and given each group one of the scenes in act 1 to explore in order to learn
how people refer or speak to Othello. In your Othello Journals, list each time Othello’s name or
some other means of referring to him is used. List the exact word or words from the play,
followed by the line number. In your groups, compare your lists to be certain they are accurate.
You will share your findings with the class as a whole.

Activity 30: Reflecting on Your Reading Process – Act 1

It’s time to review, and possibly revise, the personal learning goals you listed in Activity 1.
Review your initial goals and write a reflection answering the following questions: “How effective
are my reading and understanding processes up to now? Do I need to re-adjust? If so, how?
What can I do better or differently to meet this goal as I work through the rest of the play?” Then
add one or two additional reading, writing, or thinking goals to your list that you want to work on
as you continue reading.

Text – Othello, Act 2

Reading Purposefully

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 31: Reading for Understanding – Act 2, Scene 1
Before you read scene 1, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number (2.1.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. Why is the description of the weather important at the beginning of this scene? How is
weather important to the development of the plot?

2. What does Cassio’s response to the gentleman asking him if Othello is married tell us about
Cassio and his feelings for Desdemona?

3. What does Iago’s description of his wife, and his discussion of women in general reveal
about his character?

4. How does Shakespeare use Iago’s asides in this scene?

5. What does the conversation between Iago and Roderigo reveal about their relationship and
their respective characters?

6. Why does Iago want Roderigo to believe that Desdemona loves Cassio?

7. How does Iago’s soliloquy at the end of scene 1 further develop his character and our
understanding of his motivations?

Activity 32: Reading for Understanding – Impression Management

As you have already noticed, Iago’s speech and behavior change dramatically depending on
his audience. Consider the changes we saw in his interactions with Roderigo, Brabantio, and
Othello in act 1. In The Presentation of Self in Everyday Life, sociologist Erving Goffman
developed the term “impression management” to explain how we humans display ourselves to
others. How does Iago display himself to Desdemona and Emilia in lines 112-179? Reread the
scene noticing how each woman responds to the “impression” he is “managing.” In your
groups, discuss the following questions:
 What does Iago feel about his wife?
 What does he feel about Desdemona?
 What does he feel about women in general?
 Why might Iago gain by presenting himself in this way?
Prepare to share your group’s observations with the class as a whole.
Activity 33: Analyzing Stylistic Choices – The Dramatic Aside
In act 2, scene 1, Iago has two asides (182-192 and 218-220) where he speaks directly to the
audience but is not heard by other characters. Each aside is in response to an interaction he

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witnesses, first between Cassio and Desdemona and next between Othello and Desdemona.
With a partner, review the asides and discuss what his language suggests he is witnessing.
When you feel you have a good understanding of the dramatic action, join one or two other
groups and share your understanding. Then discuss this question:
 What predictions can you make about how Iago might be planning to use Desdemona to
damage both Cassio and Othello?

Activity 34: Considering the Rhetorical Situation – Act 2, Scene 1

With a partner, review the interchange between Iago and Roderigo at the end of scene 1 (235-
307). Using the questions regarding speaker, audience, purpose, and context that you learned
in Activity 6, analyze the rhetorical situation using the following chart:

Speaker and Rhetorical

Audience Purpose Occasion
Message Strategies
Iago: Roderigo:

Questioning the Text

Activity 35: Thinking Critically – Iago’s Soliloquy
In a small group, review Iago’s soliloquy at the end of scene 1 (308-334), listing the motivations
for his planned destruction of both Cassio and Othello. Is there any evidence earlier in the play
that his claims about Cassio, Desdemona, and Othello are true? If you believe so, identify that
evidence. If you believe not, what might Iago’s purpose for making such claims in a soliloquy
be?

Reading Purposefully
Activity 36: Reading for Understanding – Act 2, Scene 2
Before you read scene 2, review the following question in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (2.2.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
 Why has Othello ordered a time of celebration?

Activity 37: Reading for Understanding – Act 2, Scene 3

Before you read scene 3, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer

The Tragedy of Othello, The Moor of Venice by William Shakespeare

one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (2.3.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. What do we learn about Cassio and his opinions about Desdemona during his conversation
with Iago?

2. What do we learn about Iago’s plans for Cassio if he can get him drunk?

3. How does Montano respond to his belief that Cassio often drinks before he can sleep?

4. How does Othello respond to Iago’s description of how the fight began?

5. How does Cassio respond to Othello’s punishment of him? What concerns him the most?

6. What is Iago’s advice to Cassio?

Activity 38: Considering the Rhetorical Situation – Act 2, Scene 3

Your teacher has assigned you a segment of act 2, scene 3. In your group, use the questions
regarding speaker, audience, purpose, and context that you learned in Activity 6, to analyze the
rhetorical situation in your segment using the following chart. Note that depending on the
segment, there may be more than one speaker and therefore multiple purposes and different
rhetorical strategies.
Speaker and Rhetorical
Audience Purpose Occasion
Message Strategies

CSU Expository Reading and Writing Curriculum

Questioning the Text
Activity 39: Thinking Critically – Character Revelation
By the end of act 2 the main characters of the play have been introduced. What has
Shakespeare revealed about them by the end of the act? In your small group complete the
following chart for your assigned character by choosing passages that you find especially
revealing. Use line numbers for lengthy passages. You will share what you find with other
students as they will with you.

Character:
Lines that your character Lines spoken by other What characteristics are
says or lines that show what characters about your revealed by these
he or she does. character or lines that passages?
describe actions toward him
or her.

Activity 40: Thinking Critically – Creating a Character Playlist

Playlists of an individual’s favorite music are not only unique, but they often reveal a great deal
about a person’s character, interests, and motivations. Create a playlist of 8-10 songs for your
character. Use MLA format to identify your choices. See MLA Works Cited: Other Common
Sources on the OWL at Purdue Web site to learn how to do so properly. See
owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/
mla_works_cited_other_common_sources.html. Write a brief explanation of your reasoning for
each choice. Why do you think your character would include that piece in their playlist?

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 41: Reflecting on Your Reading Process – Act 2
It’s time to review, and possibly revise, the Personal Learning Goals you listed in Activity 1.
Review your initial goals and write a reflection answering the following questions: “How effective
are my reading and understanding processes up to now? Do I need to re-adjust? If so, how?
What can I do better or differently to meet this goal as I work through the rest of the play?” Then
add one or two additional reading, writing, or thinking goals to your list that you want to work on
as you continue reading.

Text – Othello, Act 3

Reading Purposefully
Activity 42: Reading for Understanding – Act 3, Scene 1
Before you read scene 1, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (3.1.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. Why has Cassio hired musicians and a clown?

2. How is Cassio’s characterization of Iago as “kind and honest” ironic?

Activity 43: Reading for Understanding – Act 3, Scene 2

Before you read scene 2, review the following question in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (3.2.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
 Why does Othello wish to examine the fortifications?

CSU Expository Reading and Writing Curriculum

Activity 44: Reading for Understanding – Act 3, Scene 3
Before you read scene 3, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (3.3.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. What is Cassio asking Desdemona to do for him?
2. How might you characterize Emilia’s relationship with Desdemona? How do you know?
3. How might you characterize Iago and Emilia’s relationship? How do you know?
4. How does Othello respond to Desdemona’s request regarding Cassio? What is his
reasoning?
5. How often are the words “honest” and “honesty” used in this scene? What is the effect of
that usage?
6. How does Othello’s feelings change toward Desdemona during the scene? What causes
those changes?

Activity 45: Considering the Rhetorical Situation – Act 3, Scene 3

Your teacher has assigned you an exchange between two characters at the beginning of act 3,
scene 3. In your group, use the questions regarding speaker, audience, purpose, and context
that you learned in Activity 6, to analyze the rhetorical situation in your segment using the
following chart. As you work together, pay particular attention to the language choices
character’s make and the impact of those choices on their listeners. You will share your findings
with your classmates.

Speaker and Rhetorical

Audience Purpose Occasion
Message Strategies

Activity 46: Analyzing Stylistic Choices – Act 3, Scene 3

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Your teacher has assigned you part of the extended exchange between Iago and Othello during
which Iago continues to plant seeds of doubt in Othello’s mind regarding Cassio’s honesty (103-
150), the importance of reputation and the dangers of jealousy (151-231) and Desdemona’s
honesty, faithfulness, and Venetian cultural practices (231-296). In your groups, examine your
assigned segment paying particular attention to Iago’s language, his rhetorical strategies, and
the specific arguments he makes. Chart those and Othello’s reactions. Use line numbers to
label specific quotations. Your chart might look like this:

Lines xxx-xxx: Topic__________________________

Iago’s language Othello’s reactions

Iago’s rhetorical strategies Othello’s reactions

Iago’s arguments Othello’s reactions

Preparing to Read
Activity 47: Making Predictions and Asking Questions – Act 3, Scene 3
After you have read and annotated lines 319-377, spend 5 minutes exploring what you think will
happen with, or because of, the handkerchief. Why does Emilia give Iago the lost handkerchief?
Did this action surprise you? Why or why not? How might you characterize the relationship
between Emelia and Iago? What do you think of Iago’s plans for the handkerchief? When you
have finished exploring your thinking, join three or four classmates to share your thinking. You
may wish to return to the predictions you made in Activity 8 based on the different book covers
and consider how you might now revise those predictions.

CSU Expository Reading and Writing Curriculum

Reading Purposefully
Activity 48: Analyzing Stylistic Choices – Act 3, Scene 3
Scene 3 ends with another extended exchange between Othello and Iago and another
opportunity to look closely at language and its impact on characters. Your teacher has assigned
you to a group to focus on either Othello’s language in lines 378-449 or Iago’s language in lines
450-501. Read and annotate the remainder of the scene. Then, in your groups, discuss the
following questions as appropriate. You will be sharing your understandings with classmates.
Othello (378-449)
 What changes do you see in Othello since we last saw him?
 What changes do we see in his language?
 What is he sorry that he now knows (or suspects)?
 What does he demand of Iago?
 Iago responds to Othello with questions or short phrases. What is the impact of that
rhetorical strategy on Othello?
Iago (450-501)
 Iago’s language is often visual. What is the impact of his imagery on Othello?
 How does Othello respond to the language Iago uses to present Cassio’s dream?
 Why might Othello be especially upset that Cassio wiped his beard with the handkerchief?
 What has Iago accomplished by the end of the scene?

Activity 49: Reading for Understanding – Act 3, Scene 4

Before you read scene 4, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (3.4.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. Why is the lost handkerchief so important to Desdemona? To Othello?
2. Why does Emilia lie to Desdemona about the handkerchief?
3. What does Emilia’s explanation of Othello’s treatment of Desdemona reveal about her
beliefs regarding typical relationships between husbands and wives?
4. Why does Cassio give Bianca the handkerchief?

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 50: Analyzing Stylistic Choices – Act 3, Scene 4
As you read and annotate scene 4, pay particular attention to the word, “handkerchief.” When
you have finished reading and annotating, use a five-minute quick write to capture your thinking.
Then join classmates to form groups of four or five to share your thinking and consider the
following questions:
 Who says the word “handkerchief first?
 Who says it the most?
 What is the probable effect of Othello’s repetition of “the handkerchief” (103-114) on
Desdemona? On Emilia? On an audience?
 What do we learn about Othello’s state of mind in this exchange?
Your group will be sharing your thinking with the class.

Questioning the Text

Activity 51: Summarizing and Responding
Think about moments during act 3, scene 4 where a character’s thoughts must be inferred or
even guessed at because Shakespeare doesn’t give the audience any direct information.
Some possibilities might be
 Desdemona as Othello is explaining the importance of the lost handkerchief (65-87)
 Emelia listening to Othello question Desdemona about the lost handkerchief (58-102)
 Othello after he exits (115)
Choose a character’s situation at a specific moment in the play and write an interior monologue
that captures the character’s thinking and feelings at that moment.

Activity 52: Reflecting on Your Reading Process – Act 3

It’s time to review, and possibly revise, the Personal Learning Goals you listed in Activity 1.
Review your initial goals and write a reflection answering the following questions: “How effective
are my reading and understanding processes up to now? Do I need to re-adjust? If so, how?
What can I do better or differently to meet this goal as I work through the rest of the play?” Then
add one or two additional reading, writing, or thinking goals to your list that you want to work on
as you continue reading.

CSU Expository Reading and Writing Curriculum

Text – Othello, Act 4
Reading Purposefully
Activity 53: Reading for Understanding – Act 4, Scene 1
Before you read scene 1, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (4.1.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. How does Iago continue to influence Othello’s feelings toward Desdemona?

2. What does Iago promise to do to Cassio?

3. What orders does Othello receive from Venice?

4. What role does Bianca play in the scene?

Activity 54: Annotating and Questioning the Text – Act 4, Scene 1

Your teacher has assigned you to a group focusing on one of five sections of act 4, scene 1.
Independently read and annotate your assigned section paying particular attention to the
rhetorical situation(s) in your segment. In your groups, discuss the questions listed below as
appropriate. Your group will share your observations with classmates.
Group 1: Iago with Othello (1-111)
 How does Iago’s language contribute to Othello’s increasing distrust of Desdemona? What
words and phrases are particularly potent? How does the audience know how strong
Othello’s reaction is? What does this tell us about Othello’s emotional state?
Group 2: Iago with Cassio (119-189)
 How does Iago use his conversation with Cassio to further deceive Othello? Based on
Othello’s responses, which segment(s) seem particularly effective?
Group 3: Iago with Othello (190-236)
 How do Othello’s descriptions of Desdemona vacillate? What does he identify as some of
her admirable qualities? How does Iago use language to manipulate Othello’s thoughts
away from those traits? Why might Iago want Othello to strangle Desdemona instead of
poisoning her?

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Group 4: Lodovico with Othello and Desdemona (237-298)
 Identify places where Othello and Desdemona misunderstand one another. What causes
those misunderstandings? Why does Othello hit Desdemona? What does Othello’s
language suggest about his state of mind? What does he mean by “Goats and monkeys”
(297)?
Group 5: Iago with Lodovico (299-323)
 What is Iago’s purpose in this exchange with Lodovico? How does Iago use language to
reinforce Lodovico’s understanding of Othello’s state of mind? Is Iago lying or telling the
truth in his responses? How do we know?

Questioning the Text

Activity 55: Thinking Critically – Act 4, Scene 1
With a partner, review act 4, scene 1, lines 107-290 to identify the effect(s) Iago’s language and
actions have on Othello and his feelings toward Desdemona. Use the following chart to identify
what Othello says or does and what that reveals about his feelings toward Desdemona. (You
may need to add additional rows.) Be sure to identify line numbers. When you have finished
your review, find another group that is finished and discuss your findings. After your discussion,
draft one or two sentences that describe Othello’s state of mind and his feelings toward
Desdemona.

What Othello says or does His feelings toward Desdemona are…

CSU Expository Reading and Writing Curriculum

Reading Purposefully
Activity 56: Reading for Understanding – Act 4, Scene 2
Before you read scene 2, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (4.2.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. Why does Othello not believe Emelia when she says Desdemona is faithful?

2. How does Desdemona respond to Othello’s accusations?

3. How does Emelia explain Othello’s behavior?

Activity 57: Considering the Rhetorical Situation – Act 4, Scene 2, Lines 37-105
Review the exchange between Othello and Desdemona (37-105). In your group, use the
questions regarding speaker, audience, purpose, and context that you learned in Activity 6, to
analyze the rhetorical situation using the following chart. As you work together, pay particular
attention to the language choices each character makes and the impact—or lack of impact—of
those choices on the other. You will share your findings with your classmates.

Speaker and Rhetorical

Audience Purpose Occasion
Message Strategies
Othello

Desdemona

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 58: Analyzing Stylistic Choices – Act 4, Scene 2
Dramatic irony is a term used to describe situations in which the full significance of a character's
words or actions are clear to the audience or reader although unknown to the character. With a
partner, review the exchange among Emelia, Desdemona, and Iago (128-174), identifying
examples of dramatic irony. Then, join with two other groups to share your observations and
discuss the following questions:
1. What effect might the dramatic irony in this scene have on an audience? What effect does it
have an Iago?

2. What do we learn about Emelia’s character and her understanding of human nature in this
scene?

Activity 59: Considering the Rhetorical Situation – Lines 202-277

Shakespeare ends scene 2 with another exchange between Iago and Roderigo. Once again
Iago has to change Roderigo’s plan of action to suit his own purposes.
Review lines 202-277. In your group, use the questions regarding speaker, audience, purpose,
and context that you learned in Activity 6 to analyze the rhetorical situation using the following
chart. As you work together, pay particular attention to the language choices each character
makes and the impact—or lack of impact—of those choices on the other. You will share your
findings with your classmates.

Speaker and Rhetorical

Audience Purpose Occasion
Message Strategies
Roderigo Iago

Iago Roderigo

CSU Expository Reading and Writing Curriculum

Activity 60: Reading for Understanding – Act 4, Scene 3
Before you read scene 3, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (4.3.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. What more do we learn about Desdemona’s feelings for, and relationship with, Othello?

2. For what price does Emelia say she would be unfaithful to Iago? How does she justify it?
How does her view differ from Desdemona’s view?

Activity 61: Considering the Rhetorical Situation – Act 4, Scene 3

Review lines 66-117. In your group, use the questions regarding speaker, audience, purpose,
and context that you learned in Activity 6, to analyze the rhetorical situation using the following
chart. As you work together, pay particular attention to the language choices each character
makes and the impact—or lack of impact—of those choices on the other. You will share your
findings with your classmates.

Speaker and Rhetorical

Audience Purpose Occasion
Message Strategies
Emelia Desdemona

Desdemona Emelia

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Questioning the Text
Activity 62: Reflecting on Your Reading Process – Review and Plan
Write a self-evaluation of your understanding of the play and the effectiveness of your reading
strategies so far. You may wish to use the following questions to guide your thinking.
 How well am I understanding the play now that we have finished act 4?
 How well am I able to follow the plot when I read independently? With a partner? With the
class?
Review your reading strategies chart from Activity 8. What do you want to continue doing? What
do you need to change or strengthen?

Text – Othello, Act 5

Reading Purposefully
Activity 63: Reading for Understanding – Act 5, Scene 1
Before you read scene 1, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (5.1.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. Why does Iago hope that Cassio and Roderigo will kill each other?

2. How is Cassio’s leg injured?

3. How is Roderigo killed?

4. What is Bianca’s role in this scene?

CSU Expository Reading and Writing Curriculum

Activity 64: Considering the Rhetorical Situation – Act 5, Scene 1
Review lines 34-41. In your group, use the questions regarding speaker, audience, purpose,
and context that you learned in Activity 6, to analyze the rhetorical situation using the following
chart. As you work together, pay particular attention to the language choices Othello makes.
What impact might you expect his language would have had on himself? On Shakespeare’s
audience? On a contemporary audience? You will share your findings with your classmates.

Rhetorical
Speaker and
Audience Purpose Occasion Strategies/Language
Message
Choices
Othello

Activity 65: Reading for Understanding – Act 5, Scene 2

Before you read scene 2, review the following questions in order to get an idea of what to focus
on as you read. As you read, mark the text when you find something that may help you answer
one of the questions. You can mark the text by underlining or highlighting relevant lines or by
making notes in the margins. If you don’t want to write in your text, you can use sticky notes.
Use basic notation to indicate act, scene, and line number(s) (5.2.x-xx) when answering the
questions. Alternately, you may wish to add these questions to your Othello Journal and record
what you notice there.
1. Why might Othello kiss Desdemona before murdering her?

2. Why might Desdemona ask Othello to wait half an hour before killing her? (line 102)

3. How does Othello kill Desdemona? Why does he choose that method?

4. Why might Desdemona say that she killed herself?

5. How does Emelia’s role change in this scene? Her relationship to Othello? Her relationship
to Iago?

6. Why does Iago kill Emelia?

7. How does Othello ask to be remembered? How does he describe himself in the final scene?
To what extent is this characterization racially marked? Why is this significant?
8.

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Activity 66: Considering the Rhetorical Situation – Act 5, Scene 2
Your teacher has assigned you part of act 5, scene 2 to analyze. Use the appropriate chart
below to examine the rhetorical situation for your section. Your group will be sharing its findings
with the class.

Othello and Desdemona (1-105)

Rhetorical
Speaker and
Audience Purpose Occasion Strategies/Language
Message
Choices
Othello Desdemona

Desdemona Othello

Emelia and Othello (106-203)

Rhetorical
Speaker and
Audience Purpose Occasion Strategies/Language
Message
Choices
Othello Emelia

Emelia Othello

CSU Expository Reading and Writing Curriculum

 Emelia and Iago (204-282)
Rhetorical
Speaker and
Audience Purpose Occasion Strategies/Language
Message
Choices
Emelia Iago

Iago Emelia

Although Emelia’s and Iago’s speech is primarily directed toward each other, additional
listeners include Othello, Montano, and Gratiano. Briefly describe the effect(s) of this
exchange on each of the others.
Othello

Montano

Gratiano

Preparing to Respond
Discovering What You Think
Activity 67: Gathering Relevant Ideas and Materials
Choose one of the following characters that you might be interested in writing about: Othello,
Desdemona, Cassio, or Iago. Review your notes for that character in your Othello Journal and
then spend 10-15 minutes writing about him or her. What do others in the play think of them?
What are some descriptive adjectives others use to characterize them? What adjectives might
you choose to describe them?

Activity 68: Considering Your Task and Your Rhetorical Situation

In an essay respond to one of the following prompts:

The Tragedy of Othello, The Moor of Venice by William Shakespeare

 Choose one of the speeches listed below, identify the rhetorical situation (occasion,
speaker, audience, purpose), and write an essay analyzing the speaker’s use of language
appropriate to the rhetorical situation. In your analysis, identify and refer to specific language
choices and rhetorical strategies the speaker makes to develop his or her appeal. Your
audience for your essay will be your classmates.
 Choose two passages by the same speaker, one early in the play and one later, identify the
rhetorical situation (occasion, speaker, audience, purpose), and write an essay exploring
how the speaker’s language changes and what those changes might suggest about
changes in his or her situation. In your analysis, identify and refer to specific language
choices and rhetorical strategies the speaker uses. Your audience for your essay will be
your classmates.
Othello
 Act 1, scene 3, lines 91-111
 Act 1, scene 3, lines 149-196
 Act 2, scene 1, lines199-209 and 213-217
 Act 3, scene 4, lines 65-79 and 81-87
 Act 4, scene 2, lines 57-74
 Act 5, scene 2, ll. 397-417
Desdemona
 Act 1, scene 3 lines 209-218 and 283-294
 Act 3, scene 3, lines 68-82 and 85-92
 Act 4, scene 2, lines 175-193
Cassio
 Act 2, scene 1, lines 82-96
 Act 3, scene 4, lines 128-140
Iago
 Act 1, scene 3, lines 361-375 and 377-404
 Act 2, scene 1, lines 242-270
 Act 2, scene 3, lines 235-261
 Act 3, scene 3, lines 170-180 and 182-190
 Act 3, scene 3, lines 224-236
 Act 3, scene 3, lines 285-296
 Act 3, scene 3, lines 468-482
 Act 4, scene 1, lines 91-106
Once you have chosen the prompt you will respond to, circle all the verbs in the prompt. These
tell you what you need to do in order to successfully complete the assignment. Then, in your

CSU Expository Reading and Writing Curriculum

Othello Journal briefly analyze your rhetorical situation. If your audience for your essay is your
classmates, what is your purpose? You have all read the play and participated in many of the
same activities during the module. What additional value(s) do you hope to offer them as you
share your thinking? Then find one or two classmates who have competed this work and share
what you have done with them. This work will help to ensure that you have a clear idea of what
the assignment is asking of you.

Activity 69: Developing a Position

Return to the passage(s) you have chosen to focus on in your essay. You may wish to begin by
using the chart introduced in Activity 6 to begin your analysis of the rhetorical situation(s). Be
sure you have a solid understanding of all the vocabulary in the passage(s) as it was used in
Shakespeare’s time. Next consider the specific language choices in the passage(s). What
impact might that language have on the speaker’s audience? Why? If you are working with two
passages, what similarities and what differences do you notice? You may wish to explore your
thinking in a quickwrite in your Othello Journal. Try to start writing and keep writing steadily for
at least 10 to 15 minutes, as often that process helps writers generate new ideas. When you
have finished, reread what you have written, highlighting central or interesting ideas. You may
wish to number them in the order you think you may wish to write about them.

Writing Rhetorically
Composing a Draft
Activity 70: Making Choices about Learning Goals
Review your reading goals for this module. Reflect on these questions:
 How effective were your goals and strategies in helping you stay on track and ultimately
understand the play?
 What worked well for you?
 What will you do differently the next time?
Discuss your thinking with your classmates and develop ideas about what makes an effective
goal.
Next, you will write personal learning goals to guide your writing. Before you write them,
consider the following questions:
 What part of writing a paper is typically easiest for you? Most challenging?

 What part of the prompt for this essay seems most challenging for you?

 Consider the timeline your teacher gives you to complete the paper. What time conflict will
you need to work around to complete this assignment on time?

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Complete this chart for each of your writing goals for this essay.

Writing Goal: Success Criteria:

Strategies to meet the goal: Evaluate your progress Evaluate your

on this goal after you progress on this goal
complete your rough after completing the
draft. writing.

Activity 71: Making Choices as You Write – Pitching Your Preliminary Plan
1. Write a draft statement that presents the main idea you plan to develop in your essay.

2. On your paper, make note of your rhetorical situation: audience, context, and purpose.

3. Draw, chart, or list the way you will develop your position. What are the key ideas in each
chunk of your essay?

4. Under each main idea in step 3, briefly list evidence from the text(s) that support your
thinking.

5. In a group of three “pitch” your paper to the group. “I am going to write about the
passage(s)... The rhetorical situation is…and how Shakespeare uses… to develop it. I will
begin by…. Then I will…. Finally, I will….

The listeners in the group should each ask one clarifying question, make one positive comment,
and offer one idea for additional development.

Activity 72: Making Choices as You Write – Composing Your Essay

It is now time to compose your essay.
Set a plan for writing considering your writing goals and what you know about yourself as a
writer.
Consider the organizational structure you might choose. If you are focused on only one
passage, it is likely that you might use part-to-whole analysis. If you are examining two
passages, you might wish to use comparison-contrast.

Revising Rhetorically

CSU Expository Reading and Writing Curriculum

Activity 73: Gathering and Responding to Feedback
Often when we are closely involved with our writing, we think we have made our point clear
because it is clear in our minds. However, sometimes when another person reads our work, we
find she or he is confused or missed our point. Seeking feedback to your draft can help you see
your writing with fresh eyes and revise for the clarity you want to make your point.
Form groups of three. Have a copy of your paper for each of you. Read your paper aloud to
your group. While you read, your partners will annotate your paper, marking main ideas (M)
support (S), and questions (?). After you are finished reading, let them spend another few
minutes to go back over their notations. They should then fill in this form for you.
Author:
Assignment:
Audience:
Thesis statement or focus:

Claim: Support: Evidence:

After your partners complete the form, discuss what the reviewers wrote. Did they catch
something you need to clarify, add, or revise? Determine how you will use their feedback to
strengthen your essay.
Editing
Activity 74: Editing Your Draft and Preparing Your Draft for Publication

The Tragedy of Othello, The Moor of Venice by William Shakespeare

Often when we get to the final steps in writing a paper, we just want to have it finished and turn
it in. However, it is often at this point that many simple mistakes can be avoided. Errors such as
repeated words or incorrect formatting can be caught and corrected at this time.
With your class brainstorm a list of editing pitfalls and strategies. Afterward, decide how you will
avoid the pitfalls and which strategies will work for you. Then edit your paper and finalize it for
publication according to your teacher’s instructions.

Activity 75: Reflecting on Your Writing Process and Your Learning Goals
1. Review your reading and writing goals and strategies.
 What worked well for you? What was a struggle?

 What will you do the same or differently the next time you have a challenging text to
read?

 What will you do the same or differently the next time you have an essay based on a
literary text to write?

 What did you learn about yourself as a learner in this module?

2. One of the learning outcomes for this module is to understand and analyze how
Shakespeare uses language as a tool to develop rhetorical situations. Consider what you
learned about this in the module.
 What was new?

 What did you already know but apply to a new work?

 How will you apply this to other literary texts that you read?

CSU Expository Reading and Writing Curriculum