essay questions for the tempest

The Tempest

By william shakespeare, the tempest essay questions.

To what extent can Prospero can be considered the protagonist of the play?

Many would agree that Prospero is the protagonist of the play, given that he starts out as a sympathetic character who has been robbed of his station and betrayed by his brother. However, Prospero is not a straightforward or traditional hero. Instead, he relies on his magic to control and manipulate others on the island while also maintaining control over his young adult daughter, Miranda. While audiences are likely to sympathize and root for Prospero's success, the play presents a rather nuanced portrait of its protagonist, leading many to compare Prospero to the playwright whose dedication to their craft outweighs their sense of social or filial duty. When Prospero renounces his magic at the end of the play, he is in many ways restored to hero status, having recognized that his ability to control others is a dangerous power to wield.

In what ways is Caliban a representation of colonization?

Caliban is the only character in the play who is native to the island on which The Tempest takes place. As such, he has long been interpreted as a figure of the effects of colonization and specifically of English imperialism. Caliban is treated by Prospero and Miranda as both a monster, a pupil, a son, and a servant: he is grateful to be able to curse Miranda in her own language, but later uses that same language with mastery and eloquence. The play stops short of expressing a direct judgement of English colonization, instead using the relationship between Prospero and Caliban to explore the complex social and filial dynamics that arise from imperial pursuits.

How does Miranda change over the course of the play?

One quality of Miranda's that is stressed throughout the play is her purity and innocence. Both Prospero and Ferdinand appear interested in preserving her virginity, if for different reasons (Ferdinand for assurance that any children they have will be biologically his, and Prospero for continued control over his surroundings). However, as the play develops, Miranda starts to show signs of budding autonomy – specifically sexual autonomy. She all but demands that Ferdinand marry her, and in so doing makes a choice on her own that reflects her growth from a girl to a woman. Prospero's preoccupation with Miranda's continued purity is therefore challenged by Miranda's own expression of love for Ferdinand, showcasing how even Prospero's magic cannot prevent his daughter from maturing.

Why must Prospero relinquish his powers at the end of the play?

At the end of the play, Prospero renounces his magical powers in order to restore his dukedom. However, he does not do so simply to return to power. Instead, Prospero comes to realize that it was his commitment to his magic that led to his usurpation and exile in the first place. When he agrees to renounce his books, he is really agreeing to be a more committed leader and to relinquish false power – his ability to control his surroundings and the experiences of others – for real and meaningful power in the form of political leadership.

Why do many see Prospero as a representative of Shakespeare himself?

Prospero is often compared to the William Shakespeare because of his dedication to his craft – specifically, the craft of creating whole worlds out of nothing, a task that parallels the role of the early modern English dramatist. Shakespeare wrote The Tempest toward the end of his career, and many see Prospero as the manifestation of the Bard's own reckoning with his departure from the theater. Indeed, Prospero's final speech – in which he asks for applause from the audience in order to be set "free" – is frequently understood as Shakespeare's personal farewell to the English stage.

The Tempest Questions and Answers

The Question and Answer section for The Tempest is a great resource to ask questions, find answers, and discuss the novel.

significance of the storm in the Opening act

In The Tempest, the storm at sea serves as the plot's inciting event. The storm washes Prospero 's enemies onto the island's shore, placing them at his mercy. In this sense the tempest or storm represents a disturbance of the social order. It also...

The Tempest, Act 1

She feels that she is on the boat herself. She has empathy, a trait that defines her through the play.

How long have Ferdinand and Miranda known each other when they decide to marry?

In Act III, Ferdinand and Miranda express their love for each other, and both express their desire to be married, though they have known each other for less than a day.

Study Guide for The Tempest

The Tempest study guide contains a biography of William Shakespeare, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About The Tempest
• The Tempest Summary
• The Tempest Video
• Character List

Essays for The Tempest

The Tempest literature essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Tempest.

• Similarities Between Principal Characters in Shakespeare's The Tempest
• A Post-Colonial Interpretation of The Tempest
• The Fierce and Mighty Sea; The Dramatic Function of the Powerful and Ever Present Ocean in The Tempest
• The Sensitive Beast: Shakespeare's Presentation of Caliban
• Love and Magic Intertwined

Lesson Plan for The Tempest

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Tempest
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Tempest Bibliography

E-Text of The Tempest

The Tempest E-Text contains the full text of The Tempest

• List of Characters

Wikipedia Entries for The Tempest

• Introduction
• Date and sources

• The Tempest

William Shakespeare

• Literature Notes
• Essay Questions
• Play Summary
• About The Tempest
• Character List
• Summary and Analysis
• Act I: Scene 1
• Act I: Scene 2
• Act II: Scene 1
• Act II: Scene 2
• Act III: Scene 1
• Act III: Scene 2
• Act III: Scene 3
• Act IV: Scene 1
• Act V: Scene 1
• Act V: Epilogue
• Character Analysis
• Character Map
• William Shakespeare Biography
• Critical Essays
• Caliban and the Natural World
• The Tempest as a Political Romance
• Famous Quotes from The Tempest
• Film Versions of The Tempest
• Full Glossary for The Tempest
• Practice Projects
• Cite this Literature Note

Study Help Essay Questions

1. How does Prospero's magic differ from that of the witch, Sycorax?

2. Prospero's need for revenge could easily have led to tragedy. Compare The Tempest to one of Shakespeare's tragedies, such as Hamlet . What elements of revenge are present in both plays? How are they different? In what way is Prospero's revenge neutralized by romance?

3. Compare the plot to murder Prospero to the plot to murder Alonso. Shakespeare clearly intended one murder plot to mirror the other. What does each group of conspirators have in common? How important are social status and rank in evaluating these two murder plots?

4. Compare Gonzalo's ideas of the ideal society and commonwealth with those of Sir Thomas More in his Utopia . Why do you think that utopian dreams are destined to fail?

5. Traditionally, Shakespeare uses poetry for noble characters and prose for the lower class. Caliban, however, uses both poetry and prose. Discuss why he shifts between poetry and prose and under what circumstances. What does this reveal about this character?

Previous Full Glossary for The Tempest

Next Practice Projects

The Tempest Essay Topics & Examples

Students’ life is a bumpy ride, and sometimes you can end up with several vital assignments all of which are due the next day. Custom-Writing.org experts have prepared a compilation of The Tempest essay topics.  

Our specialists will write a custom essay specially for you!

On this page, you’ll find best questions, prompts, title ideas on the Shakespeare’s play, together with The Tempest essay examples. Feel free to alter and adjust them to your liking and academic requirements!

• 🏆 Essay Topics
• 💡 Essay Prompts
• 📝 Essay Examples

🏆 The Tempest Essay Topics

• Revenge and forgiveness in The Tempest
• Colonialism and slavery in The Tempest
• The role of setting in The Tempest
• How is Caliban presented in The Tempest?
• Prospero: character analysis
• Frankenstein and The Tempest: compare and contrast essay
• The theme of magic in The Tempest
• Love and relationships in The Tempest
• Gender roles in Shakespeare’s plays
• King Alonso: character traits
• Non-human beings in The Tempest
• The symbolism of Prospero’s books

💡 The Tempest Essay Prompts

• The analysis of Shakespeare’s messages hidden behind the central themes . The first thing you need to find out is what the theme of The Tempest is. There may be more than one, so you should choose those that seem to be the most important. If you have doubts, go back and look through our guide again!
• Discussion of the historical context of The Tempest with the focus on colonization . It appears that the play was quite relevant at the time. No wonder, because Shakespeare took a chance and used the most discussed topic as the theme. Therefore, your main task would be to find out how the views about colonial imperialism are expressed in The Tempest .
• What is the role of comic scenes in the play’s plot ? The Tempest is considered to be a comedy since it involves plenty of funny moments. The most memorable ones are performed by the drunken trio. The main idea of this essay is to analyze how those scenes go along with the main plot.
• How vital are audio impressions and noises in the play? You should start by looking for the moments where various sounds and music are described. Since every element of imagery adds to the overall impression from the play, it is essential to find out what role they play.
• Colonization in The Tempest : how do characters want to rule the island? It might be a part of the central theme dedicated to colonization, but an additional analysis might be fun to do. After getting on the island, almost all the characters start dreaming about owning it. They all have a different vision of how they would rule it, though.
• Discuss the impressions from the very first scene of the play. Here is the place for you to analyze everything mentioned in Scene 1 that influenced your perception of the whole play. For example, see how the characters are presented and what their dialogues tell about them. How are the main themes introduced?
• Contrast and compare The Tempest to one of Shakespeare’s tragedies. Prospero has been planning his revenge for so many years. His desire could have easily turned out as a tragedy for every character if it wasn’t for romance. Therefore, you should look into the differences between this aspect in The Tempest and a tragedy.
• Draw a parallel between the attempted assassination of Alonso and plotting against Prospero. The two of the king’s staff, along with Caliban, are planning on taking the place of the island’s rulers by killing Prospero. Meanwhile, there is an attempt to murder Alonso. Your task is to compare these two occasions and see how social status might affect them.
• What roles does Prospero take on, and what is their significance? It seems like Prospero wants to have as much power as he can. He is a father, friend, magician, island’s ruler, and desires to return home to be a duke again. However, it is impossible to have everything. Analyze Prospero’s character and find out which role he is most likely to choose.
• Analyze and discuss the purpose of Caliban’s character in the play. At first, it seems like Caliban plays a critical role in The Tempest . However, at the end of the play, the audience can see that his part is insignificant. Therefore, your task for this essay would be to find out why Shakespeare involved Caliban after all.
• The complete literary analysis of Shakespeare’s The Tempest . It is one of the primary and most straightforward topics about the play. However, attention to detail is vital. Try to include the most critical elements in there, such as the central themes and ideas, symbols , literary devices. If you need help with it, just look through our guide!
• Does Caliban really need to be trained and educated? From Prospero’s point of view, Caliban is a savage who desperately needs help to become more civilized. In this essay, you can let your perspective create the structure. Do you think Prospero should have left Caliban in peace? What is the role of colonization in it?
• Appearances of feminism in Shakespeare’s The Tempest . Even though there is only one female character in the play, this issue still appears to be relevant. Miranda is always kind to Caliban until the moment he tries to sexually abuse her. Explain what her actions were and how her attitude has changed since then.
• Discuss the theme of religion and Christianity in the play. If you look closely, you can see some associations between Christianity and Prospero’s character. He is almost seen as God due to his powers and control over the events on the island. In the end, he refuses to use magic any longer and forgives his enemies. Can it be a biblical reference?
• The correlation between political corruption and greed of the characters. Antonio is the main character in the play, which shows intense greed for power. He is ready to pay any price to get more power, so his personal ethics degrades quickly. However, you should find out about the role of political corruption in Antonio’s actions and plans.
• What is Miranda’s perception of the island in The Tempest ? She was taken to the island when she was a child. How do you think Miranda perceives her new home as an adult? Does it seem like a prison to her, or does Prospero’s magic makes her believe the island is a utopia?

📝 The Tempest Essay Examples

• Shakespeare’s “The Tempest” and Sandars’ “The Epics of Gigamesh”
• Shakespeare’s The Tempest Directed by Gregory Doran
• Shakespeare’s The Tempest in the Savage Rose Theater
• The Epic of Gilgamesh and The Tempest: Being “Civilized” or “Uncivilized”
• Shakespeare’s “The Tempest” – Viewing and Reflection
• Ahab from Moby Dick and Prospero from the Tempest
• The Phaedrus and The Tempest: Compare & Contrast
• Prospero in The Tempest: Character Analysis
• The Tempest and the Contemporary Arts
• “The Tempest” Play by St. Louis Shakespeare Theater
• Shakespeare’s “The Tempest” by Savage Rose Theatre
• Shakespeare’s The Tempest: Gender Roles
• Utopia in “The Tempest” by Shakespeare
• Shakespeare’s The Tempest and Image Exploration

Thank you for reading this article! If you haven’t found the perfect title idea, try our topic-generating tool . Any questions left? Check The Tempest QA section !

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The Tempest is one of the most beloved plays written by Shakespeare. The story is about the duke of Milan who had to escape to an island. Prospero uses magic to revenge his brother for betrayal and takes control over the royal party for that. If it sounds intriguing, you...

The Tempest is a unique and beautiful play that focuses on love and forgiveness at the crossroad of betrayal and magic. The main actions happen on a small island somewhere near Italy. The ship crushes there after a storm. An old magician Prospero and his daughter, Miranda, who live there...

Looking for The Tempest characters? Find them all analyzed here! This article by Custom-Writing.org experts contains character descriptions and analysis of Prospero, Miranda, Alonso, and other characters, as well as The Tempest character map. 🗺️ The Tempest Character Map Below you’ll find The Tempest character map. It contains all the...

Shakespeare tends to focus on very specific issues in each of his masterpieces. In The Tempest, the themes of power and magic are the dominant ones. However, a little bit of attention is also drawn to the topic of colonization. Looking for The Tempest themes? Find them all described here!...

In case you are one of those who love getting into details or just a student who needs help with literature assignments, The Tempest analysis section prepared by Custom-Writing.org experts is what you need. Here, we discuss The Tempest genre and some details about the setting. There is also the...

Have you already looked through our complete guide and still have questions? It’s not always easy to grasp the deep meaning of one topic or another just after reading someone else’s opinion. Or do you have an upcoming assignment on Shakespeare’s The Tempest? This section is the best way to...

In The Tempest, Caliban is the local half-monster who was unfortunate enough to become a slave. Prospero was trying to civilize him by giving language lessons. However, the only thing Caliban actually wants is freedom and his rightful land. He even plots against his master, but the murder plan never...

Tempest means a violent and intense storm. It is somewhat significant that The Tempest by Shakespeare opens up with the storm that carries the boat to the island. However, the detailed analysis of the plot and the characters reveals that the title is mainly related to the turmoil of emotions...

In Shakespeare’s play, Miranda is described as an innocent and empathetic girl. She is a relatively passive character and the only female character in The Tempest. She may seem quite naïve and helpless to the audience, but a few scenes can prove them wrong. She transcends her traditional gender role...

When Caliban finds new friends, Stephano and Trinculo, he asks them to help him with the assassination of his master. They plot to take away Prospero’s books to disarm him and kill him when he is taking a nap. To motivate his fellows, he promises that they would get control...

In Shakespeare’s play, Caliban is ultimately seen as Prospero’s slave. Their relationship highlights one of the central themes of The Tempest concerning colonialism and imperialism. He is the only native inhabitant on the island and is not treated well by his master. Caliban wishes ill to Prospero and wants to...

Shakespeare’s play includes characters of different levels of power. However, since the latter is one of the key play’s literary themes, the division between them is pretty straightforward. The characters who use magic are way more potent than the ones that don’t. Moreover, Prospero is considered to be in control...

There are many lines in The Tempest that Shakespeare wrote in iambic pentameter, so it is hard to pick only one. As an example, the line where Miranda says, “O brave new world,” is perhaps the most famous one. Mostly, the noble characters speak in verse while the others use...

Prospero is the main character of Shakespeare’s play, The Tempest. He was betrayed by his brother and had to seek another home. A remote island appeared to be a nice place, so Prospero and his daughter settled there. Over the years, he has been planning revenge with the help of...

In the play, Prospero is presented as a magician who gets his fantastic powers from the books. There are a lot of things that he managed to achieve thanks to that power. However, by the end of The Tempest, Prospero swears to throw away all his books and put an...

In Shakespeare’s play, Ariel is portrayed as a magical spirit under Prospero’s control. Throughout the whole play, he has to complete different tasks the magician gives him. Every time Ariel hopes that it would be the last one, but he doesn’t get his freedom back until the end of The...

Caliban and Ariel live on the remote island which Prospero claimed and took under his control. Both characters of The Tempest have a similar fate since the magician forced them both to serve him. However, the significant difference between them is that Caliban is not treated as respectfully as Ariel....

There seem to be too many things that Prospero does, showing how manipulative he is. The character possessing such a power uses it to alter the events in the play and force others to obey. However, one of his actions shows it most clearly. Prospero uses magic to put his...

Alonso is the king of Naples in the play. Together with the members of the royal party, he gets into the storm and ends up on an unknown island. It appears to be a pretty tragic occurrence since his son, Ferdinand, goes missing. By the end of the play, Alonso...

Caliban is the only islander found by Prospero and Miranda in the play. Even though he shows quite a negative attitude towards other characters throughout the whole story, there is something positive in him. Caliban loves his homeland, and he is ready to share all the knowledge he has about...

It is believed that Shakespeare created his masterpiece in 1610 or 1611. However, it is hard to judge which data is correct. The evidence shows that the first performance of The Tempest was in November 1611. Moreover, it appears to be one of the last plays ever written by Shakespeare....

In the original play, Ariel is a spirit that was trapped on the island. When Prospero freed him, he made Ariel his servant in return. Therefore, throughout The Tempest, the spirit has to attend to the magician’s wishes. In the Balinese production, Ariel resembles an animal and flies around instead...

Gonzalo is a member of the royal party who appears to be on the boat with the others. He is the king’s counselor and the one who is worried about Alonso the most. Throughout the play, he tries to do everything to help the king and protect him from the...

Shakespeare included the themes of colonialism and imperialism in The Tempest for a reason. Moreover, they are most clearly represented through Prospero and Caliban’s relationship in the play. Prospero is pictured as a typical colonizer who doesn’t respect the locals and only wants to take over the land for personal...

It may not appear obvious, but there is an example of linguistic imperialism in Shakespeare’s The Tempest. Prospero and Caliban have a pretty complicated relationship which reflects a typical situation between the colonizer and the locals at the time. It results in the unpleasant occurrence of language barrier and misunderstanding,...

Usually, Shakespeare’s The Tempest is classified as a comedy. There are all the aspects pointing out at it, such as humorous situations and many misunderstandings that end up being clarified. A happy celebration of marriage at the end also aligns with it. However, some of the play’s scenes include tragic...

Among the different productions of Shakespeare’s The Tempest, there are some that can be clearly considered an interpretation. For example, the audience would know that the one in which Prospero shows sympathy to Caliban is far from the original. The magician doesn’t actually act as fair and kind towards his...

Shakespeare’s The Tempest is generally considered a comedy. The plot is based on a series of misunderstandings that turn out to be comic by the end of the play. Moreover, no one dies, even though some of the characters get lost or upset. However, there are some small elements of...

In both the Utah Valley University and Balinese productions, several characters from the play are pictured very similarly. The interpretations of Prospero, Caliban, and Ariel appear to be the same in both perceptions. The main character is shown as a powerful magician who made the islander and the spirit his...

Many important characters in The Tempest appear in the first scene of the play. Sebastian is one of them. It already seems like he and Antonio are up to something, but the audience remains clueless until the play ends. Sebastian is the king’s brother who attempts a murder later on....

Caliban is not presented as the most pleasant character of The Tempest. While Prospero rules over him, Miranda is simply afraid of the islander. Indeed, he is portrayed as an angry, uneducated, and untidy man. The girl feels threatened by him and tries to stay away from him as much...

Shakespeare’s The Tempest raises a few quite important and relevant literary themes. One of them is colonization. It was a popular topic back then, and its main issues are well represented in the play. However, power may be considered the central theme in The Tempest and goes throughout the whole...

Even though Shakespeare’s The Tempest is considered to be a comedy and maybe a romance, there are some elements of a tragedy. It is especially noticeable in the first two acts. Some of the events just don’t align with the standard genre categorization of this play. One of them is...

Shakespeare seems to have a very definite view on colonization which is reflected in The Tempest. All the issues that Prospero has with Caliban, the native to the island, prove the main idea of the play. Unfortunately, Caliban is treated like a handicapped monster by almost every character. There are...

The Tempest

By william shakespeare.

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Sample of Discussion & Essay Questions

• Compare and contrast two characters from the play.  Suggestions: Caliban and Miranda; Caliban and Ariel; Prospero and Miranda; Sycorax and Prospero; Stefano and Prospero.

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The Tempest Essay Topics: Writing Guide And Key Tips

Introduction

Welcome to The Knowledge Nest's comprehensive writing guide and key tips for exploring The Tempest essay topics. In this article, we aim to provide you with the necessary tools and insights to create a compelling and well-structured essay that truly captures the essence of William Shakespeare's timeless play, The Tempest.

Understanding The Tempest

Before delving into the essay topics, it is crucial to have a solid understanding of The Tempest itself. Written by Shakespeare in the early 17th century, the play explores themes of power, magic, forgiveness, and the complexities of human nature. The story revolves around the exiled sorcerer Prospero, who seeks revenge on his enemies with the help of supernatural forces.

Shakespeare masterfully weaves together intricate plots, captivating characters, and thought-provoking motifs to create a rich tapestry that continues to captivate audiences worldwide. Understanding the play's context, themes, and characters is key to constructing an insightful and impactful essay.

Choosing the Right Essay Topic

When selecting a topic for your essay, it is important to choose one that resonates with you and allows for in-depth analysis. The Tempest offers a wealth of potential essay topics, ranging from the exploration of power dynamics to the examination of the influence of magic on the characters' actions.

Consider the following essay topics for inspiration:

• The Role of Power in The Tempest: Analyzing the dynamics of power between characters
• The Significance of Magic: Exploring the influence of magic on the plot and characters
• The Complexity of Forgiveness: Examining the themes of forgiveness and redemption
• The Symbolism of the Island: Unpacking the symbolic meaning behind the isolated setting

Structuring Your Essay

An effectively structured essay ensures a logical flow of ideas and enhances the overall comprehension of your arguments. Here is a suggested structure for your essay:

• Introduction: Set the scene and provide a brief overview of The Tempest
• Thesis Statement: Clearly state the main argument or idea you will be exploring in your essay
• Main Body: Organize your essay into distinct paragraphs, each focusing on a specific aspect of your chosen topic
• Conclusion: Summarize your main points and provide a thought-provoking closing statement

Key Tips for Writing a Stellar Essay

To help you craft an exceptional essay on The Tempest, we have compiled some key tips:

Thoroughly Analyze the Text

Take the time to thoroughly analyze the play by examining the characters, their motivations, and the underlying themes. This in-depth analysis will provide you with valuable insights to incorporate into your essay.

Use Quotations and Examples

Support your arguments with relevant quotations and examples from The Tempest. This demonstrates your understanding of the text and adds credibility to your analysis.

Explore Multiple Perspectives

Consider different interpretations and perspectives when analyzing The Tempest. Engage with varying critical theories and provide a well-rounded analysis that goes beyond surface-level observations.

Craft a Captivating Introduction

Your essay's introduction should grab the reader's attention and provide a clear roadmap of what they can expect from your essay. Hook them with a compelling opening line and provide a concise thesis statement.

Develop Clear and Cohesive Arguments

Each paragraph in your main body should focus on a specific argument or idea related to your chosen topic. Ensure your arguments flow seamlessly from one paragraph to the next, providing a coherent and well-supported analysis.

Conclude with Impact

Your conclusion should leave a lasting impression on the reader. Summarize your main points, restate your thesis, and offer a final thought or insight that encourages further reflection on the play.

In conclusion, The Tempest offers a treasure trove of essay topics to explore. By understanding the play's themes, characters, and motifs, and incorporating the aforementioned tips, you can create a compelling and well-structured essay that truly stands out. Remember to choose a topic that resonates with you and allows for in-depth analysis. Happy writing!

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The Tempest

William shakespeare, ask litcharts ai: the answer to your questions.

Welcome to the LitCharts study guide on William Shakespeare's The Tempest . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

The Tempest: Introduction

The tempest: plot summary, the tempest: detailed summary & analysis, the tempest: themes, the tempest: quotes, the tempest: characters, the tempest: symbols, the tempest: literary devices, the tempest: quizzes, the tempest: theme wheel, brief biography of william shakespeare.

Other Books Related to The Tempest

• Full Title: The Tempest
• When Written: 1610-1611
• Where Written: England
• When Published: 1623
• Literary Period: The Renaissance (1500-1660)
• Genre: Romance
• Setting: An unnamed island in the Mediterranean Sea
• Climax: Ariel appears as a harpy before Antonio, Alonso, and Sebastian and condemns them for stealing Prospero's kingdom

Extra Credit for The Tempest

Shakespeare or Not? There are some who believe Shakespeare wasn't educated enough to write the plays attributed to him. The most common anti-Shakespeare theory is that Edward de Vere, the Earl of Oxford, wrote the plays and used Shakespeare as a front man because aristocrats were not supposed to write plays. Yet the evidence supporting Shakespeare's authorship far outweighs any evidence against. So until further notice, Shakespeare is still the most influential writer in the English language.

The Tempest

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Important Quotes

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Further Reading & Resources

What is Prospero’s purpose in bringing King Alonso’s ship to the island?

Why does Prospero think Caliban is an unredeemable beast? Why does Caliban hate Prospero? Is there any way for them to reconcile?

Caliban convinces Stephano to help him. What help does Caliban want, and what does he think of the outcome?

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Sample Essay

Here is an example of a complete essay written on the subject of The Tempest.

‘ The Tempest has been seen amongst other things as a statement by Shakespeare about the end of his writing life, as an allegory about the effects of colonialism and as an illustration of the difficulty or real communication. The variety of interpretations of The Tempest show that texts are capable of being explored in different ways.’

Explore The Tempest and your other play in the light of the idea that texts are capable of a ‘variety of interpretations’.

Texts are most certainly capable of being interpreted in different ways, and these interpretations will vary from person to person and in fact, throughout time. For instance, Shakespeare’s contemporary audience would have interpreted ‘The Tempest’ differently than a modern day audience, as morals and ideals have changed dramatically. Similarly, due to the ambiguous nature of Friel’s play ‘Translations,’ this could also be viewed in many different ways and each audience member may apply their own experiences to the situations in the play.

Some people have interpreted the plays ‘The Tempest’ by William Shakespeare and ‘Translations’ by Brian Friel as a means of reflecting the writers’ own views and beliefs. For instance, many critics believe that ‘The Tempest’ was one of the last plays to be written by Shakespeare, and so it has been suggested that the play is a statement by him about the end of his writing life.

Firstly, this may be due to the fact that Prospero seems to be an allegorical figure for Shakespeare himself, particularly through his control over the characters and events in the play, much like a playwright. For example, it was Prospero that ordered Ariel to create the tempest that shipwrecks the characters on the island, and it was Prospero that brought Ferdinand and Miranda together. He also seems to have an element of control over all of the characters in the play in one way or another, whether it be directly or through Ariel. In fact, it could be argued that Prospero controls the characters in the play like pieces on a chess board, which is significant, as Ferdinand and Miranda are ‘playing at chess’ in Act 5, Scene 1. Therefore, whatever is said by Prospero could be interpreted as being what Shakespeare wants to say to the audience.

This includes a speech concerning Prospero’s magic, which could refer to Shakespeare’s writing. During this speech, Prospero states how ‘the great globe itself…shall dissolve’ and that, ‘We are such stuff as dreams are made on.’ The reference to the ’globe’ could be alluding to Shakespeare’s theatre, which he knows will fade and eventually vanish. At the time the play was performed in 1611, Shakespeare would have been about 45 years old. Although this does not seem old today, it was considered fairly old in the Jacobean period, and Shakespeare faced competition from younger playwrights. There is evidence in the play to suggest that Shakespeare realised this, which includes Prospero stating, ‘my old brain is troubled’ and how he wishes ‘To still [his] beating mind.’ Therefore, these suggest that Shakespeare is tired of writing and feels it has become ‘insubstantial,’ like the ‘actors’ and ‘baseless fabric’ of a play. Later on in the play, Prospero even states, ‘I’ll break my staff’ and ‘I’ll drown my book,’ which suggests that like Prospero is giving up his magic, Shakespeare is giving up his writing.

In ‘Translations,’ it is unclear which character best represents Friel’s views, as their attitudes vary, which allows the audience to interpret the play in different ways. Some may argue that Friel has included such characters as the Donnelly twins and Doalty to show that violence is the best way to fight against colonisation. For instance, Doalty states: ‘I’ve damned little to defend but he’ll not put me out without a fight. And there’ll be others who think the same as me.’ Some people may see this as heroic and patriotic, and the only way these characters can respond to the English. On the other hand, it could be argued that Friel in fact shows violence to be a negative way to respond, as it simply leads to more and more violence, such as the actions of Lancey in the play and by the IRA today.

It has however been suggested that the character of Hugh reflects Friel’s view most efficiently, as he is a realist character that acknowledges the fact he should hold onto his culture, but also accepts the fact that he must change with the environment around him in order to survive. For instance, although Hugh constantly dismisses the English language and culture, stating how it is used ‘usually for the purposes of commerce’ and it is a language that ‘couldn’t really express’ them, he does attempt to prepare for the future by accepting the job at the new English speaking National School, and acknowledges the fact that ‘a civilisation can be imprisoned in a linguistic contour which no longer matches the landscape of…fact,’ if they are unwilling to move forward.

Another interpretation of these plays can be that they are allegories about the effects of colonialism. Colonisation is a contextual issue for ‘The Tempest,’ as many people were travelling to America, or ‘The New World’ at the time the play was performed. In fact, Sir Walter Raleigh’s expedition was financed by King James I, and many of the English thought they had a natural right to colonise other countries and their populations.

‘The Tempest’ supports this view, and the character of Caliban indicates how other civilisations were viewed as savages who accepted the fact they were to become slaves to the English colonisers. For example, Caliban is often portrayed as being less than human, and is associated with animalistic imagery, such as, ‘tortoise,’ ‘a fish,’ ‘mooncalf’ and even a ‘monster.’ He is also portrayed as being a ‘natural servant,’ as he does not wish to be free of a ‘master’ in the play, but instead wishes for a better one, and even says to Stephano, ’Let me lick thy shoe.’

Prospero is shown to control Caliban through threats of physical pain and suffering, such as,

          ‘If thou neglect’st, or dost unwillingly

          What I command, I’ll rack thee with old cramps.’

Prospero also controls Ariel, though it is done in a less violent way than that used to control Caliban. Instead, Prospero promises Ariel his freedom in return for his services, such as when he states,

         ‘Do so, and after two days

          I will discharge thee.’  

In ‘Translations’, the English treat the Irish in a similar way, and threaten them in order to get them to do what they want. For instance, Lancey states that if George is not found, he will ‘shoot all livestock in Bally Beg,’ ‘embark on a series of evictions and levelling of every abode’ ’until a complete clearance is made of’ their parish.

Although Caliban does what Prospero asks, there is evidence in the play to suggest that Shakespeare was influenced by a contemporary essay called ’On Cannibals’ by Montaigne. This discussed the writer’s views on apparent ‘savages’ in countries not yet colonised. He felt that there was ‘nothing barbarous or savage’ about then, which may be shown by the eloquent language spoken by Caliban. This includes the poetic language spoken in Act 3, Scene 2, where Caliban states,

          ‘the isle is full of noises,

          Sounds, and sweet airs…

          Sometimes a thousand twangling instruments.’

In fact, the language spoken by Caliban is often more eloquent than that spoken by the ‘civilised’ characters and contrasts to the prose spoken by Stephano and Trinculo. It also shows how Caliban is more concerned with natural beauty than possessions and power, stating, ‘it is but trash’ about Prospero’s cloak.

The colonising characters in both ’The Tempest’ and ‘Translations’ think that their actions are best for those they are forcing their language and culture onto. For instance, in ’The Tempest,’ Prospero and Miranda think that Caliban has benefited from use of their language, which is shown when Miranda states,

          ‘Took pains to make thee speak, taught thee each hour

          One thing or another. When thou…

          …wouldst gabble like

          A thing most brutish.’

Similarly, in ’Translations,’ the English think that ‘Ireland is privileged’ to have them come and take over, and they also think that they have the right to order the local people about, shown through the threats Lancey makes to them.

A quote from a Roman general, which is included in the play, sums up the attitude of the English and many other colonisers: ‘It’s easier to stamp out learning than to recall it,’ basically means that it is easier for the English to make the Irish learn their language than to take the time to learn the Irish language and way of life, which is evident throughout the play.

Manus in ‘Translations’ can be compared to the character Caliban in ‘The Tempest,’ as both reject the language of the coloniser. For example, in ’The Tempest,’ Caliban states,

          ‘You taught me your language, and my profit on’t

          Is, I know how to curse. The red plague rid you

          For learning me your language!’

Similarly, in Translations, Manus refuses to speak English ’for the benefit of the colonist,’ even though Yolland is a nice person.

Also, both characters are treated like slaves, Caliban by Prospero and Stephano, and Manus by his father, Hugh. This is shown by the way that Hugh speaks to Manus, ‘as if to a footman,’ ordering him to make his tea and fetch ‘a slice of soda bread.’ Both Manus and Caliban receive no signs of appreciation for their work.

Owen and Caliban could even be compared to one another, as their situations with the colonisers are similar. They both complied with the colonisers at first, but later regretted this when they realised that the colonisers were taking over unfairly.

Caliban states how,

          ‘When thou cam’st first

          Thou strok’st me, and made much of me,’

          ‘And then I loved thee,

          And showed thee all the qualities o’th’isle,’ but he regrets this, stating, ‘Cursed be I that did so!’

As well as this, Owen in ‘Translations’ worked for the English, and felt that they were only ‘taking place-names that were riddled with confusion’ and ‘standardising those names,’ not realising that names have culture and history attached to them. Towards the end however, Owen does realise that it was ‘a mistake,’ and appreciates the implications of changing the names, such as the violence it has caused amongst his family and friends.

The two plays have also been interpreted as illustrations of the difficulty of real communication, which is particularly evident in the play ‘Translations.’

In fact, Act 2 Scene 2 is very effective in showing the differences between Maire and Yolland, as Friel has juxtaposed their cultures in order to highlight the difficulty they experience in communicating with each other. This speech shows how not only do they speak different languages, but the two also want different things. For instance, the way they express their love for one another varies. Whereas Maire speaks of the physical aspects she finds attractive, Yolland is more passionate. Also, a huge conflict of interests is revealed when Yolland states how he is ‘not going to leave here,’ and Maire states, ‘Take me away with you George.’ This could therefore be suggesting that the English and the Irish could never communicate properly as they come from different cultures and want different things.

On the other hand, this scene could imply that it is not important for the lovers to understand one another, but that the language barrier can be overcome if they work together to find a common means of communication. It may even suggest that the two need not communicate fully to enjoy their company, which is shown by the way they both state, ‘I love the sound of your speech,’ and by the way they are brought together at the end by stating the Irish place names.

Lancey in ‘Translations’ is another character that effectively shows the difficulty of communication between the English and Irish. An example of this is when Lancey attempts to tell the local people of Baile Beag what his plans are for the town, though he must use Owen to translate so they can understand what he is saying. However, he ‘speaks as if he was addressing children,’ and thinks Jimmy is speaking Gaelic when he is in fact speaking Latin. This shows how the English are ignorant of the Irish language and culture, which makes it impossible to communicate effectively.

Manus is a character that shows difficulty in communication between both English and Irish characters. As he is unwilling to speak English ‘for the benefit of the colonist,’ he cannot speak to them properly, such as when he shouted at Yolland and later realised it was ‘The wrong gesture in the wrong language,’ as Yolland did not even understand what he was saying.

Manus is clinging to his language and culture so much that he fails to recognise Maire’s ambition to move forward. He therefore does not listen to her needs, such as her need for a man to support her, which is why she asked, ‘Did you apply for that job in the new national school?’ This results in Maire becoming frustrated at Manus and ultimately falling for Yolland.

Hugh and Manus also have no form of real communication, as Hugh talks to Manus ‘as if to a footman,’ and sees him more as his servant than his son.

Jimmy is so engrossed in his books that he cannot communicate effectively with any other characters, which leads to him being ridiculed and alienated. For example, as Jimmy is not living in reality, he gives advice on agriculture from Virgil, a poem thousands of years old, stating, ‘Black soil for corn. That’s what you should have in that upper field of yours - corn, not spuds.’ He therefore, gets replies such as, ‘Agh, g’way back home to Greece, son’ and ‘would you take a run at yourself Jimmy Jack Cassie!’

Similarly, in ‘The Tempest,’ Prospero was also engrossed in study of magic, which meant that he failed to detect his brother’s ambition and plotting to usurp him of his position as Duke of Milan. Prospero admits,

          ‘The government I cast upon my brother,

          And to my state grew stranger, being transported

          And rapt in secret studies.’

This led to Prospero and Miranda being cast out to sea in the hope that they would die there, which shows how a lack of communication can lead to violence.

The most obvious characters however that seem to have difficulty in communicating are Prospero and Miranda. For example, in Act 1, Scene 2, we see that Prospero is only telling Miranda the reason why she is on the island after 12 years of living there. He states,

          ‘’Tis time

          I should inform thee father,’

Which makes us wonder why he did not tell her earlier, or why she failed to ask before. He also seems to hide a lot of other things from Miranda, such as the reason he caused the storm. Instead, he tells her there is, ‘No harm’ and states ‘I have done nothing but in care of thee,’ which is unconvincing, as we know that it was actually for his own means entirely. He also does not allow Miranda to see Ariel, but puts her to sleep before calling him.

Throughout this scene, Prospero constantly asks Miranda, ‘Dost thou attend me?’ and ‘Dost thou hear?’ which suggests that it is Prospero always talking and Miranda listening, which is not an effective way to communicate.

Also, the relationship between Miranda and Ferdinand is manufactured by Prospero as a way to aid his own plans, which may cause problems.

The two seem to fall in love at first sight. This could be due to the fact that Ferdinand may think he is marooned on the island with no chance of leaving, and falls for Miranda because he thinks she is a ‘goddess.’ It may also be due to the fact that Ferdinand is the first man outside of the island that Miranda has ever seen, and so she is likely to be fascinated by him.

Miranda also fails to make any connection between her father’s story of betrayal and Ferdinand’s promise,

          ‘I’ll make you

          The Queen of Naples,’ which shows a lack of communication.

Caliban cannot communicate the frustration he feels towards Prospero effectively, which leads to him seeking to ‘violate…the honour’ of Miranda, or in other words, trying to rape her. This again shows how a breakdown of communication can lead to violence.

In conclusion, it has become clear that both ‘The Tempest’ by William Shakespeare and ‘Translations’ by Brian Friel are capable of a variety of interpretations and contain a number of ideas. These ideas can be explored in a range of ways, which results from the ambiguity of each play. The interpretations will also vary from person to person and the significance of these interpretations may depend on contextual issues of the reader.

100 The Tempest Essay Topics

🏆 best essay topics on the tempest, 🎓 interesting the tempest essay topics, 📌 easy the tempest essay topics, 💡 simple the tempest essay ideas, ❓ the tempest research questions.

• Gender Roles in The Tempest
• “The Tempest” by William Shakespeare
• The Tempest: Prospero’s Character Analysis
• Utopia in “The Tempest” by Shakespeare
• Shakespeare’s The Tempest and Image Exploration
• Ferdinand and Miranda in Shakespeare’s “The Tempest” in Terms of Postcolonial Theory
• The Epic of Gilgamesh and The Tempest: Being “Civilized” or “Uncivilized”
• Shakespeare’s “The Tempest” by Savage Rose Theatre The present research will review the play named The Tempest, which was performed by the Savage Rose Theatre in 2014.
• The Tempest Play at Savage Rose Classical Theater The purpose of this paper is to reflect on the performance of Savage Rose classical theater company regarding the use of the staging and the overall performance of the actors.
• “The Tempest”: Viewing and Reflection The Tempest performed by the Savage Rose Theater Company is a classical period drama performance of the Shakespearean classic. It is a faithful adaptation of the text.
• Shakespeare’s The Tempest Directed by Gregory Doran The Tempest is a remarkable play that united classics with modern technology to transform viewers’ experiences into something new.
• Shakespeare’s “The Tempest” – Viewing and Reflection Classical interpretation can convey the mood of the era of Shakespeare’s life, and one of such performances is the staging of the play “The Tempest” by Savage Rose Theater Company.
• Analysis of “The Tempest” Play During the St. Louis Shakespeare Festival The play “The Tempest” written in the very beginning of the seventeenth century influences the canons of dramatic arts and their role in the modern performing culture.
• “The Tempest” a Play by William Shakespeare In the Tempest, Shakespeare, portrays Caliban as an uncultured half- man, half beast, who is enslaved in his own land by a foreign intruder.
• Performances of W. Shakespeare’s The Tempest Play The play The Tempest by William Shakespeare is one of the author’s most iconic literary works. Due to insufficient information, it is assumed that it was written in 1610-1611.
• The Tempest by Shakespeare: A Play Review The Tempest, written by William Shakespeare, has numerous words that while making the poem sound sophisticated, are intricate to the readers.
• Prospero’s Rulership in “The Tempest” by William Shakespeare Shakespeare’s The Tempest is a non-historical drama that focuses mainly on an act of injustice. One analyzes Prospero’s brother’s takeover of the crown.
• ”The Tempest” Performance in St. Louis Review The performance shows that nowadays, in the age of movies and series, a thoroughly prepared live theatrical performance can be captivating and evoke strong emotions.
• Shakespeare’s “The Tempest” and Sandars’ “The Epics of Gigamesh” In this paper, the author will apply postcolonial theories to evaluate Caliban from “The Tempest” and Enkidu from the “Epic of Gilgamesh”.
• Shakespeare’s The Tempest in the Savage Rose Theater For a comprehensive assessment of a theatrical performance, I have chosen the online play The Tempest created by William Shakespeare and revised by the Savage Rose Theater.
• Ahab from Moby Dick and Prospero from the Tempest The paper presents a panel discussion with two main participants, Ahab, a character from Moby Dick, and Prospero, from The Tempest.
• The Phaedrus and The Tempest: Compare & Contrast If we try to draw the parallels between these two works, we may say that both Shakespeare and Plato show that we often create illusion for ourselves.
• The Tempest and the Contemporary Arts The Tempest is one of the most famous plays of the final period of Shakespearean creative work. The problems that the author revealed in this play to be rather topical for the present day.
• “The Tempest” Play by St. Louis Shakespeare Theater This performance of The Tempest by St. Louis Shakespeare theater covered the text of the Shakespearean play, making it a full-length production.
• “The Tempest” Play at St. Louis Shakespeare Festival This paper aims to explain the viewing experience of the play “The Tempest” at the St. Louis Shakespeare Festival.
• The Tempest by William Shakespeare: Viewing and Reflection St. Louis Shakespeare’s production of Shakespeare’s The Tempest was staged in 2010 and performed at the Grandel Theatre in St. Louis, Missouri.
• “The Tempest” at Shakespeare Festival in St. Louis A version of The Tempest performed at the St. Louis Shakespeare Festival is a historical period drama performance of the popular Shakespearean classic.
• “The Tempest” Performance by Savage Rose Theater The performance The Tempest was running in the Savage Rose Theater. Although it is a modern theatre company, it adheres to classical drama and does not experiment.
• Shakespeare’s “The Tempest” at Savage Rose Theatre The Tempest staged by the Savage Rose Theatre Company represents a fresh look at the known performance and a proper combination of tragedy with comedic elements.
• “The Tempest” Performance by St. Louis Shakespeare St. Louis Shakespeare performed a version of The Tempest using a period drama approach to the adaptation of the popular play.
• Exotic Setting And Its Relevance In Shakespeare’s The Tempest
• The Ways Shakespeare Presents Ideas of Society in ‘The Tempest’
• The Tension Between Humanity and Nature in ‘The Tempest’
• The Battle for Political Power in ‘The Tempest’
• William Shakespeare’s ‘The Tempest’ and Relationships Between Master and Slave
• Feminism and the Treatment of Women in William Shakespeare’s ‘The Tempest’
• Demonic and Pure Women in Shakespeares ‘The Tempest’: Miranda Versus Sycorax Essays
• The Two Different Extremes on the Social Spectrum in ‘The Tempest’
• How Shakespere Portrayed the Charactor of Caliban in ‘The Tempest’
• Lost Illusions, Bitter Wisdom and Fragile Hope in ‘The Tempest’
• William Shakespeare’s ‘The Tempest’ as a Consideration of the Important Social Issues of Its Time
• The Relationship Between Servants and Masters in ‘The Tempest’
• European Colonialism and Imperialism in Shakespeare’s ‘The Tempest’
• Prospero Constructs ‘The Tempest’ Hierarchy and Returns Affairs to a Natural State
• The Conflict Between Passion and Intellect in ‘The Tempest’
• How Does the Relationship Between Prospero and Ariel Change During ‘The Tempest’
• The Relationship Between Miranda and Prospero in ‘The Tempest’
• Shakespeare’s “The Tempest”: Colonization and the Brave New World
• The Feminist Critical Approach to Shakespeare’s ‘The Tempest’
• The Duality Between Nature and Society in The Tempest by William Shakespeare
• How Does Shakespeare Establish the Situation at the Start of ‘The Tempest’
• The Relation Between Prospero and Ariel in Shakespeare’s ‘The Tempest’
• The Tempest – Comparison, and Contrast of Ferdinand and Caliban
• Distorting the Natural Laws of the World in Frankenstein by Mary Shelley and ‘The Tempest’ by William Shakespeare
• Temperature Art vs. Nature in Shakespeare’s ‘The Tempest’
• The Development and Transformation of Prospero in ‘The Tempest’, a Play by William Shakespeare
• Colonization and ‘The Tempest’ by William Shakespeare
• Common Themes and Characters in Shakespeare’s Comedy of Errors, Twelfth Night, and ‘The Tempest’
• Colonialism, Race, and Class in William Shakespeare’s ‘The Tempest’ and Patrick Chamoiseau’s Solibo Magnificent
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• Shakespeare Review: The Tempest, Joseph Story, and Cannibalism
• Opposition Between Art and Reality in Shakespeare’s ‘The Tempest’
• Shakespeare Uses His Play ‘The Tempest’ to Depict a Microcosm of His Society
• Romance and Anti Romance in Shakespeare’s ‘The Tempest’
• Apparitions and the Supernatural in Shakespeare’s ‘The Tempest’
• Overview of the Many Roles of Prospero in Shakespeare ‘The Tempest’
• The Beneficial and Abusive Use of Power in Shakespeare’s Play ‘The Tempest’
• Human Relationships Between the Central Characters in William Shakespeare’s ‘The Tempest’
• Caliban’s Original Love for Prospero and Miranda in the Story ‘The Tempest’
• The Relationship Between Master and Slave in ‘The Tempest’ by William Shakespeare
• What Is the Story of Shakespeare’s ‘The Tempest’?
• What Is the Main Idea of ‘The Tempest’?
• Why Is Shakespeare’s Play Called ‘The Tempest’?
• Is ‘The Tempest’ a Comedy or Tragedy?
• How Does Shakespeare Present Control and Power in Act Two Scene One of ‘The Tempest’?
• What Happens at the End of ‘The Tempest’?
• What Are Three Themes in ‘The Tempest’?
• Why Is ‘The Tempest’ Relevant Today?
• Why Is ‘The Tempest’ Different From Other Shakespeare Plays?
• How Does Shakespeare Present the Idea of Forgiveness at the End of the Play ‘The Tempest’?
• Who Is the Main Character in ‘The Tempest’?
• What Are the Symbols in ‘The Tempest’?
• What Is a Good Thesis Statement for ‘The Tempest’?
• How Is Betrayal Shown in ‘The Tempest’?
• What Happens to Caliban at the End of ‘The Tempest’?
• What Is Shakespeare Saying About Power in ‘The Tempest’?
• Who Does Miranda Fall in Love With in ‘The Tempest’?
• What Is the Role of Marriage in ‘The Tempest’?
• How Is Miranda and Ferdinand’s Relationship Important to ‘The Tempest’?
• Is ‘The Tempest’ About Colonialism?
• Why Does Shakespeare Start ‘The Tempest’ With a Storm?
• What Is the Historical Context of ‘The Tempest’?
• Is ‘The Tempest’ a Historical Play?
• What Is ‘The Tempest’ a Metaphor For?
• Is ‘The Tempest’ Shakespeare’s Final Play?
• What Is the Tone of the Play ‘The Tempest’?
• What Does the End of ‘The Tempest’ Mean?
• What Technique Does Shakespeare Use in ‘The Tempest’?
• What Is the Setting of ‘The Tempest’?
• What Happens When Ariel Lures Ferdinand to Prospero in ‘The Tempest’?

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These essay examples and topics on The Tempest were carefully selected by the StudyCorgi editorial team. They meet our highest standards in terms of grammar, punctuation, style, and fact accuracy. Please ensure you properly reference the materials if you’re using them to write your assignment.

This essay topic collection was updated on January 9, 2024 .

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Essays on The Tempest

The Tempest is a timeless play by William Shakespeare that offers a myriad of themes, characters, and plot points to explore. Choosing the right essay topic is crucial to producing a compelling and insightful piece of writing. In this guide, we will discuss the importance of selecting the right topic, offer advice on how to choose one, and provide a detailed list of recommended essay topics.

The Importance of Choosing the Right Topic

Choosing the right topic is crucial when writing an essay about The Tempest. The play is rich in symbolism, themes, and complex characters, offering a wide range of potential topics to explore. A well-chosen topic can make the writing process more enjoyable and help you produce a more engaging and insightful essay.

When selecting a topic for your essay on The Tempest, consider your interests, the themes you find most compelling, and the aspects of the play you want to explore in-depth. It's also important to consider the requirements of the assignment and the audience for your essay. Aim to choose a topic that allows you to demonstrate your understanding of the play and offers ample opportunities for analysis and interpretation.

30+ The Tempest Essay Topics for Your Academic Writing

Are you looking for an interesting and unique topic for your essay on The Tempest? Look no further! We have compiled a list of over 30 essay topics that cover a wide range of themes and elements from this classic play by William Shakespeare.

Themes and Motifs

• The use of magic and supernatural elements in The Tempest
• The theme of power and control in the play
• Colonialism and imperialism in The Tempest
• The concept of freedom and servitude in the play
• The role of forgiveness and reconciliation in the play
• Familial relationships and the theme of forgiveness
• Nature versus nurture in the character of Caliban
• The theme of colonization and imperialism

Characters Analysis

• An analysis of Prospero's character and his role as a father and a ruler
• The portrayal of Ariel as a symbol of freedom and captivity
• Caliban as a representation of the oppressed and the other
• The role of Miranda in the play and her relationships with other characters
• Exploring the character development of Ferdinand throughout the play
• The role of Caliban as a symbol of colonialism
• The portrayal of power and authority through the character of Alonso

Symbolism and Imagery

• An exploration of the significance of the tempest in the play
• The use of music and sound as a symbol in The Tempest
• The significance of the island as a setting in the play
• The portrayal of the masque as a reflection of the play's themes
• An analysis of the use of clothing and disguise in the play
• The use of symbolism in The Tempest
• The significance of the storm in the opening scene
• Shakespeare's use of language and imagery in the play
• The role of music and sound in The Tempest
• The use of comedy and humor in the play

Plot and Structure

• An examination of the role of the storm in the opening scene
• The use of the supernatural elements to drive the plot forward
• An analysis of the resolution and the restoration of order in the play
• The role of the subplot involving Stephano, Trinculo, and Caliban
• An exploration of the play's use of comedy and tragedy

Comparative Essays

• Comparing The Tempest with other Shakespearean plays
• The Tempest and the theme of revenge in other literary works
• Comparing the portrayal of magic in The Tempest and other works of literature
• The Tempest and its relation to the genre of tragicomedy

With these diverse and thought-provoking essay topics, you are sure to find the perfect inspiration for your academic writing on The Tempest. Whether you're interested in analyzing the play's themes, characters, symbolism, or plot, there are numerous avenues for exploration within the text. By choosing a topic that resonates with you and allows for in-depth analysis, you can produce a compelling and insightful essay that showcases your understanding of Shakespeare's timeless play. Happy writing!

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The Use of Words to Paint: Looking at The Language as an Art in The Tempest

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November 1, 1611

• William Shakespeare

Shakespearean Comedy, Tragicomedy

Prospero, Miranda, Ariel, Caliban, Alonso, Sebastian, Antonio, Ferdinand, Gonzalo, Adrian, Francisco, Trinculo, Stephano, Juno, Ceres, Iris, Master, Mariners, Boatswain, Nymphs, Reapers

c.1611 by William Shakespeare

Shakespeare’s tragicomedy is about a major act of betrayal, ill treatment, the development of magic arts and a plot of revenge.

Prospero, Miranda, Ariel, Caliban, Alonso, Sebastian, Antonio, Ferdinand, Gonzalo, Adrian, Francisco, Trinculo, Stephano, Juno, Ceres

The play is set on a remote island and Prospero's home is near the shore. The island is inhabited by spirits, lead by Ariel, who have magical powers.

Prospero uses magic to conjure a storm and torment the survivors of a shipwreck, including the King of Naples and Prospero’s treacherous brother, Antonio. The King’s young son Ferdinand, thought to be dead, falls in love with Prospero’s daughter Miranda. Their celebrations are cut short when Prospero confronts his brother and reveals his identity as the usurped Duke of Milan. The families are reunited and all conflict is resolved. Prospero grants Ariel his freedom and prepares to leave the island.

“Hell is empty and all the devils are here.” “We are such stuff as dreams are made on, and our little life is rounded with a sleep.” “What's past is prologue.”

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In Congress, Columbia’s Leaders Try to Please. At Home, They Face Anger.

For Columbia’s president, Nemat Shafik, a hearing on antisemitism went relatively well. But on campus, intense protests suggest a difficult road ahead for the university.

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By Sharon Otterman

Follow live updates on Pro-Palestinian protests at Columbia University.

Representative Elise Stefanik leaned into the microphone and volleyed a series of questions at the university president sitting in front of her. It was about three hours into a congressional hearing examining antisemitism at Columbia University, and the president, Nemat Shafik, paused, sighed and gave a nervous laugh.

Ms. Stefanik had asked whether the university would remove a professor who praised the Oct. 7 Hamas attack from a role as chair of the university’s academic review committee .

After a few seconds, Dr. Shafik responded. “I think that would be — I think, I would, yes. Let me come back with yes,” she said.

Republican lawmakers on the House Committee on Education and the Work Force had come ready to pounce. They tested for weaknesses and prodded vulnerabilities, while their witnesses, a group of Columbia leaders, seemed conciliatory.

And yet, by the end, it seemed Dr. Shafik and other campus leaders had successfully diffused Republican lines of attack, repeatedly and vigorously agreeing that antisemitism was a serious problem on their campus and vowing that they would do more to fight it.

But as Dr. Shafik spoke, the tempest that she had been brought in to account for appeared to intensify. Back on campus in Manhattan, pro-Palestinian students erected an encampment with dozens of tents on a central campus lawn, vowing not to move until Columbia divested from companies with ties to Israel and met other demands. Hundreds of other students joined them to rally throughout the day.

The split-screen moment offered a glimpse of the precarious landscape and perilous choices Dr. Shafik still faces as she comes home from the antisemitism hearing. The protesting students, and the hundreds of others who have chanted and marched at pro-Palestinian rallies, along with dozens of supportive faculty members, have repeatedly rejected a point their leaders largely conceded on Wednesday in Washington — that their activism was antisemitic and should be punished.

“I think that antisemitism is horrible, but I don’t think that using the conflation of antisemitism and anti-Zionism as an excuse to crack down on pro-Palestine advocacy is justifiable or related in any sense,” said Maryam Alwan, a senior and pro-Palestinian organizer on campus, speaking from the tent encampment.

“And I think the fact that we are doing this on the day of the hearing,” she added, “I think it’s a testament to the fact that we truly will only rise stronger every time they crack down.”

How Dr. Shafik navigates this tension may well define her early presidency, even if the initial fallout from her appearance turns out to be far less than what faced her Ivy League colleagues at an earlier hearing in December. After that hearing, the presidents of Harvard University and the University of Pennsylvania were pushed out of their positions, having given lawyerly answers to the question of whether calling for the genocide of Jews would violate campus rules.

In an opinion piece published this week , Dr. Shafik acknowledged the dilemma confronting college leaders trying to stay true to values of academic freedom while also trying to keep students safe and preventing discrimination.

“Trying to reconcile the speech rights of one part of our community with the rights of another part of our community to live in a supportive environment or at least an environment free of fear, harassment and discrimination, has been the central challenge at our university and on campuses across the country,” she wrote.

Ms. Shafik appeared at the hearing with the chairs of her board of trustees, Claire Shipman and David Greenwald, and with a senior law professor, David Schizer, who is a co-chair of the school’s antisemitism task force. From the beginning, the witnesses made clear that they were not going to take an oppositional stance.

“I am grateful,” Ms. Shipman said in her opening remarks, “for the spotlight that you are putting on this ancient hatred, and the critical role you play holding our most important institutions to account.”

The audience was friendly. Some student activists who support Palestinian rights had traveled from New York to attend, but they were excluded from the hearing room, which had very limited seats for the public. They shouted periodically from outside, “Let the students in.”

Inside the room, a row of about 20 Jewish students who have expressed concern about antisemitism at Columbia were given seats by arrangement with the committee. Some of them said afterward that what they heard from Dr. Shafik was a good start. Others wanted Columbia to go further.

Xavier Westergaard, a Ph.D. student in biology, said that he was disappointed when Dr. Shafik did not clearly state that some of Columbia faculty were antisemitic, even though the president did concede, under questioning, that some had said antisemitic things.

“The people who say antisemitic things are antisemitic,” he said. “It’s a very, very easy line to draw.” He said such professors should be fired.

But back in New York, where the hearing was playing on a big screen at a student center, the reaction was often much different.

Debbie Becher, one of more than 20 Jewish professors at Columbia and Barnard who have objected to what they call the weaponization of antisemitism by the congressional committee, was deeply upset.

“In today’s hearing, members of Congress tried to exert control over the university, and university leadership largely gave into their pressure,” she said. “President Shafik’s concessions to the committee set dangerous new precedents for university policy.”

The hearing room was full of lawmakers for the first several hours, but toward the end, some members trickled out of the room. Ms. Stefanik, who had so effectively acted as chief prosecutor for the Republicans in the December hearing, was as aggressive in her questioning as ever. She managed to catch Dr. Shafik off guard several times, particularly when she was questioned at length about why professors whose statements she conceded were abhorrent were still teaching on campus.

But this time, a few of her fellow party members also praised Columbia’s officials for doing better in the hearing than their Ivy League peers.

After the hearing ended, more protesters gathered on Broadway, outside the campus gates in Manhattan. They hoisted signs reading “Israel is starving Palestinians” and “Cease Genocide.” Several had verbal confrontations with police officers, who had begun boxing the protesters in with a maze of barricades. Others, delayed in getting to class, shook their heads in frustration.

Jin Hokkee, 23, a pre-med student at Columbia, waved a Palestinian flag. He said that the demonstration was influenced by the Washington testimony. “A lot of people don’t understand what we’re about, we’re not against Jewish people, we are showing support for people in Gaza,” he said.

Behind him, in call-and-response style, the demonstrators shouted some of the refrains that lawmakers had condemned earlier in the day.

“From the river to the sea, Palestine will be free!”

“Intifada, intifada, long live the intifada!”

A Columbia graduate student, Kim Silberman, 22, standing beside a man with a photo of an Israeli hostage, said that her parents moved from Israel to America after an attack had killed several of their neighbors.

“It’s really hard being a Jewish student here right now,” she said. “I would never have come here if I had known this was the case.”

Anusha Bayya and Nate Schweber contributed reporting.

Sharon Otterman is a Times reporter covering higher education, public health and other issues facing New York City. More about Sharon Otterman