AP Literature

Theme

Quotations

Analysis

Gender Inequality and Societal Expectations

• “World had changed … but the little rules, contracts and customs had not”

• “The dumb girls are too dumb, the smart girls are too smart”

• “Offenders were in fear of losing…privilege … victims… losing everything.”

• “Jiyoung grew up being told to be cautious … your fault for not noticing/avoiding.”

• “Everything began with the boys, and that felt like the right, natural thing.”

• “Gender pay gap in Korea is the highest among the OECD countries.”

• “More than half of the women who quit their jobs are unable to find new work for more than five years.”

• “Even the best female employees can cause many problems … make sure her replacement is unmarried.”

• “Jiyoung quit cram school… was afraid of all men”

• “Women don’t stay because you make it impossible for us to stay.”

• “World had changed … but the little rules, contracts and customs had not.”

  • Analysis: This quote illustrates the disconnect between societal progress and the persistence of outdated gender norms. Despite advancements in technology and globalization, traditional expectations surrounding gender roles remain unchanged, perpetuating inequality.

  • Literary Devices:

    • Juxtaposition: The modern world is contrasted with "little rules," highlighting how archaic systems persist in contemporary society.

    • Ellipsis: Suggests the stagnation of societal attitudes, leaving the thought hanging as if progress is incomplete.

• “The dumb girls are too dumb, the smart girls are too smart.”

  • Analysis: This reflects the double standards placed on women, where societal expectations create a lose-lose scenario. Women are criticized regardless of their capabilities, trapped in an inescapable paradox.

  • Literary Devices:

    • Irony: Society demands intelligence yet punishes it, while also disparaging lack of intelligence.

    • Alliteration: Repetition of "dumb" and "smart" underscores the rigidity of the dichotomy.

• “Offenders were in fear of losing… privilege … victims… losing everything.”

  • Analysis: Highlights the societal power imbalance where perpetrators fear minor consequences compared to victims, who risk losing their reputation, security, and dignity.

  • Literary Devices:

    • Parallelism: Balanced structure emphasizes the unequal stakes.

    • Ellipsis: Implies a systemic, unspoken acceptance of these dynamics.

• “Jiyoung grew up being told to be cautious … your fault for not noticing/avoiding.”

  • Analysis: This quote captures victim-blaming culture, where women are held responsible for their own victimization, reinforcing fear and submission.

  • Literary Devices:

    • Second-person perspective: "Your fault" directly implicates women, making the accusation feel personal.

    • Ellipsis: Represents how normalized and pervasive this mindset is.

• “Everything began with the boys, and that felt like the right, natural thing.”

  • Analysis: Suggests male dominance is ingrained as the default in societal structures, creating a sense of inevitability and justification for unequal treatment.

  • Literary Devices:

    • Generalization: "Everything" conveys the ubiquity of male-centered norms.

    • Tone: Detached acceptance reflects internalized patriarchy.

• “Gender pay gap in Korea is the highest among the OECD countries.”

  • Analysis: A statistical reference underscores systemic inequality, linking it to global standards. It points to the economic disadvantages women face even in developed countries.

  • Literary Devices:

    • Logos: The use of data appeals to logic, presenting an undeniable truth.

    • Hyperbole: While factual, the "highest" exaggerates Korea’s disparity for emphasis.

• “More than half of the women who quit their jobs are unable to find new work for more than five years.”

  • Analysis: This emphasizes the systemic barriers faced by women in re-entering the workforce, perpetuating dependency and economic disparity.

  • Literary Devices:

    • Statistics: Adds credibility and highlights the severity of the issue.

    • Diction: "Unable" suggests helplessness imposed by external structures.

• “Even the best female employees can cause many problems … make sure her replacement is unmarried.”

  • Analysis: Highlights prejudice in the workplace where women are seen as liabilities due to potential life events like marriage or motherhood.

  • Literary Devices:

    • Sarcasm: "Even the best" mocks the superficial appreciation for women’s contributions.

    • Tone: Cynical, exposing ingrained biases.

• “Jiyoung quit cram school… was afraid of all men.”

  • Analysis: A direct consequence of pervasive misogyny, this reveals how fear affects women’s choices and opportunities.

  • Literary Devices:

    • Ellipsis: Suggests emotional weight and trauma behind the decision.

    • Hyperbole: "All men" conveys the intensity of her fear.

• “Women don’t stay because you make it impossible for us to stay.”

  • Analysis: This directly challenges systemic obstacles in workplaces that alienate women through discriminatory policies and expectations.

  • Literary Devices:

    • Second-person perspective: Directly confronts the system, placing blame on those in power.

    • Repetition: Emphasizes the cyclical nature of the issue.

Identity and Psychological Strain

• “Jiyoung became different people from time to time… women she knew.”

• “Jiyoung quit cram school… was afraid of all men”

• “Why do I have to deny myself something I want right now to prepare for a future that may or may not come?”

• “Sane ones verbally degrade women—even the women they have feelings for.”

• “She couldn’t win: utilizing the benefits made her a freeloader … fighting tooth and nail to avoid the accusation made things harder for colleagues”

• “Jiyoung grew up being told to be cautious … your fault for not noticing/avoiding.”

• “What do you lose by gaining a child?”

• “Jiyoung became different people from time to time… women she knew.”

• Analysis: Reflects the fragmentation of identity caused by societal pressures. Jiyoung embodies the struggles of various women, losing her individuality in the process.

• Literary Devices:

  • Metaphor: "Became different people" symbolizes her loss of self.

  • Ellipsis: Suggests an ongoing, unresolved process.

“Why do I have to deny myself something I want right now to prepare for a future that may or may not come?”

• Analysis: Captures the emotional toll of sacrificing personal desires due to societal expectations, reflecting existential frustration.

• Literary Devices:

  • Rhetorical question: Challenges societal norms and provokes reflection.

  • Juxtaposition: Contrasts immediate desires with an uncertain future.

“Sane ones verbally degrade women—even the women they have feelings for.”

• Analysis: Exposes how misogyny is ingrained even in those considered rational, suggesting it’s a societal norm rather than an individual flaw.

• Literary Devices:

  • Irony: Highlights the contradiction between rationality and degrading behavior.

  • Tone: Bitter, revealing disillusionment.

“She couldn’t win: utilizing the benefits made her a freeloader … fighting tooth and nail to avoid the accusation made things harder for colleagues.”

• Analysis: Highlights the impossible standards women face, where their actions are criticized regardless of intent or outcome.

• Literary Devices:

  • Paradox: No action is free from judgment.

  • Colloquialism: "Fighting tooth and nail" adds emotional intensity.

“What do you lose by gaining a child?”

• Analysis: Captures societal rhetoric that downplays women’s sacrifices while romanticizing motherhood.

• Literary Devices:

  • Rhetorical question: Challenges the framing of motherhood as purely positive.

  • Irony: Suggests a loss is inevitable, despite the question’s optimism.

Generational Conflict

• “Checking the sex of the fetus and aborting females was common practice, as if 'daughter' was a medical problem.”

• “Help out’ with raising our baby... like you’re volunteering to pitch in on someone else’s work?”

• “The alums are all guys. How many women have you seen at the job fairs?”

• “I’m putting my… future on the line. What do you lose by gaining a child?”

• “I also wanted to be a teacher… I was the best student out of all my siblings… better than your older uncle.’"

• “Jiyoung felt she was a rock… heavy and unyielding, holding down her mother’s long skirt train”

• "The more their mother praised, the more impossible it became for Jiyoung to complain."

“Checking the sex of the fetus and aborting females was common practice, as if 'daughter' was a medical problem.”

• Analysis: Critiques the devaluation of female life, equating daughters to burdens and reinforcing patriarchal values.

• Literary Devices:

  • Simile: "As if 'daughter' was a medical problem" highlights absurdity.

  • Tone: Critical and somber.

“Help out’ with raising our baby... like you’re volunteering to pitch in on someone else’s work?”

• Analysis: Reflects the unequal burden of childcare, where fathers see parenting as optional.

• Literary Devices:

  • Quotation marks: Sarcasm in "help out" emphasizes inequality.

  • Rhetorical question: Critiques societal expectations of motherhood.

“The alums are all guys. How many women have you seen at the job fairs?”

• Analysis: Highlights systemic barriers women face in professional settings, perpetuating gender inequality.

• Literary Devices:

  • Rhetorical question: Forces recognition of the disparity.

  • Exclusion: "All guys" conveys a sense of alienation.

“Jiyoung felt she was a rock… heavy and unyielding, holding down her mother’s long skirt train.”

• Analysis: Illustrates the generational burden of tradition and sacrifice passed onto daughters.

• Literary Devices:

  • Metaphor: "Rock" symbolizes the weight of expectations.

  • Imagery: "Mother’s long skirt train" evokes a sense of confinement.

“The more their mother praised, the more impossible it became for Jiyoung to complain.”

• Analysis: Reflects the pressure to conform to family expectations, stifling individual desires.

• Literary Devices:

  • Paradox: Praise leads to silence rather than empowerment.

  • Tone: Restrained, revealing emotional suppression.

The Role of Silence and Speaking Out

• “She couldn’t picture herself at the company ten years down the road and resigned after some thought.”

• “People who pop a painkiller at the smallest hint of a migraine… demand that women giving birth should gladly endure the pain, exhaustion, and mortal fear.”

• “The young laborers worked without adequate sleep, rest or food, thinking that was what working entailed for everyone.”

• “They say they neither set up those cameras nor took the picture… said we are treating them like sexual offenders.”

• “I realise that I may have diagnosed her hastily. I’m not saying I was wrong”

• “She couldn’t picture herself at the company ten years down the road and resigned after some thought.”

• Analysis: This exchange highlights the systemic barriers women face in workplaces and the cultural tendency to blame women rather than addressing structural issues. By speaking out, Jiyoung challenges a culture of resignation and silence.

  • Literary Devices:

    • Dialogue: The interaction underscores the clash between ingrained misogyny and an individual’s resistance.

    • Irony: The boss blames women for leaving while perpetuating the exact environment that drives them away.

• “People who pop a painkiller at the smallest hint of a migraine, or who need anaesthetic cream to remove a mole, demand that women giving birth should gladly endure the pain, exhaustion, and mortal fear.”

  • Analysis: Critiques the societal expectation that women must accept physical suffering as part of their role, contrasting it with the reluctance of others to endure minor discomforts.

  • Literary Devices:

    • Juxtaposition: Highlights the hypocrisy of attitudes toward pain and suffering.

    • Hyperbole: Exaggerates the triviality of the situations being compared to emphasize the injustice.

• “The young laborers worked without adequate sleep, rest or food, thinking that was what working entailed for everyone.”

  • Analysis: Reflects the normalization of exploitation and the silence surrounding unfair labor practices, suggesting that cultural conditioning perpetuates inequality.

  • Literary Devices:

    • Imagery: Describes the physical toll of exploitation, making the suffering vivid.

    • Tone: Neutral yet critical, exposing systemic abuse.

• “They say they neither set up those cameras nor took the pictures, they just saw some photos posted on a website everyone has access to, and we are treating them like sexual offenders.”

  • Analysis: Explores the minimization of complicity in systemic misogyny and victimization. Silence from bystanders enables such offenses, and speaking out is seen as disproportionate.

  • Literary Devices:

    • Irony: The offenders’ defense highlights their refusal to accept responsibility.

    • Repetition: “They” emphasizes collective denial and complicity.

• “Looking at the moments and scenes in Kim Jiyoung’s life that she chose to share in our sessions, I realise that I may have diagnosed her hastily. I’m not saying I was wrong, only that I’ve come to realise there is a world that I wasn’t aware of.”

  • Analysis: Acknowledges the speaker’s limited perspective and the importance of listening to lived experiences. Breaking silence allows for the unveiling of hidden truths and systemic issues.

  • Literary Devices:

    • First-person narration: Adds authenticity to the realization and personal growth.

    • Tone: Reflective, showing humility and acknowledgment of bias.

The Impact of Cultural Surroundings

• “Some demeaned it as 'bumming around at home/ “work that sustains life,' but none tried to calculate its monetary value. 

• “The moment you put a price on something, someone has to pay.”

• “Do laws and institutions change values, or do values drive laws and institutions?”

• “ I realise that I may have diagnosed her hastily… I’m not saying I was wrong”

• “Girls quietly waited their turn… never thinking this was a strange practice.”

• “You think girls don't play sports because they don't want to?... uncomfortable to play wearing skirts, tights, and dress shoes!”

• "Girls don't need special treatment… instead of choosing the lunch menu, they want to run for president.”

• “Entering high school meant a sudden expansion of her geographical and social world… wide world out there filled with perverts.”

• “Since she became a full-time housewife, she often noticed that there was a polarised attitude regarding domestic labour.

• "The more their mother praised, the more impossible it became for Jiyoung to complain."

“Some demeaned it as 'bumming around at home'/'work that sustains life,' but none tried to calculate its monetary value.”

• Analysis: Critiques the societal devaluation of domestic labor, pointing out the lack of recognition despite its essential nature.

• Literary Devices:

  • Contrast: Opposes dismissive language with the intrinsic value of domestic work.

  • Quotation marks: Highlight the disdain in societal attitudes.

“The moment you put a price on something, someone has to pay.”

• Analysis: Reflects how societal resistance to valuing unpaid labor stems from the unwillingness to invest resources, reinforcing existing inequalities.

• Literary Devices:

  • Aphorism: A succinct, impactful statement summarizing societal hypocrisy.

  • Tone: Philosophical and critical.

“Do laws and institutions change values, or do values drive laws and institutions?”

• Analysis: Explores the relationship between cultural values and systemic structures, questioning whether change is top-down or bottom-up.

• Literary Devices:

  • Rhetorical question: Provokes thought about the interplay of law and culture.

  • Parallelism: Balanced structure underscores the complexity of the issue.

“Girls quietly waited their turn… never thinking this was a strange practice.”

• Analysis: Highlights how ingrained cultural norms condition women to accept subservience without question.

• Literary Devices:

  • Ellipsis: Suggests the quiet persistence of such norms.

  • Tone: Reflective, pointing out normalization of inequality.

“You think girls don't play sports because they don't want to?... uncomfortable to play wearing skirts, tights, and dress shoes!”

• Analysis: Exposes how societal expectations around femininity limit women’s participation in activities, perpetuating stereotypes about their interests and capabilities.

• Literary Devices:

  • Rhetorical question: Challenges assumptions about gender and physical activity.

  • Imagery: Highlights the impracticality of imposed norms.

“Girls don't need special treatment… instead of choosing the lunch menu, they want to run for president.”

• Analysis: Critiques token gestures of equality that trivialize women's aspirations rather than addressing structural barriers.

• Literary Devices:

  • Irony: Contrasts societal assumptions with women’s real ambitions.

  • Tone: Satirical, mocking superficial equality.

“Entering high school meant a sudden expansion of her geographical and social world… wide world out there filled with perverts.”

• Analysis: Reflects how cultural surroundings frame women’s experiences with fear and caution rather than empowerment.

• Literary Devices:

  • Juxtaposition: Contrasts the promise of new opportunities with the dangers lurking in the world.

  • Ellipsis: Suggests the unfinished, ongoing nature of these societal challenges.

“Since she became a full-time housewife, she often noticed that there was a polarised attitude regarding domestic labour.”

• Analysis: Highlights the conflicting societal attitudes toward women’s work, both undervaluing and exploiting their contributions.

• Literary Devices:

  • Contrast: Between appreciation and disdain for domestic labor.

  • Tone: Observational and critical.

“The more their mother praised, the more impossible it became for Jiyoung to complain.”

• Analysis: Reflects the silencing effect of generational expectations and the emotional suppression it causes.

• Literary Devices:

  • Paradox: Praise silences rather than empowers Jiyoung.

  • Tone: Restrained, mirroring Jiyoung’s inability to express herself.

Theme

Quotations

Analysis

Ambition and Moral Corruption

• If chance will have me king, why, chance may crown me, Without my stir. (Act 1, Scene 3)

• Stars, hide your fires; Let not light see my black and deep desires (Act 1, Scene 4)

• Thou wouldst be great; Art not without ambition, but without The illness should attend it. (Act 1, Scene 5)

• Come, you spirits That tend on mortal thoughts! unsex me here - Lady Macbeth (Act 1, Scene 5)

• All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown’d withal. (Act 1, Scene 5)

• Come to my woman’s breasts, And take my milk for gall, you murdering ministers. (Act 1, Scene 5)

• I have no spur To prick the sides of my intent, but only Vaulting ambition, which o’erleaps itself, And falls on the other. (Act 1, Scene 7)

• Thriftless ambition, that wilt ravin up Thine own life’s means! (Act 2, Scene 4)

• Where our desire is got without content: ‘Tis safer to be that which we destroy Than by destruction dwell in doubtful joy. (Act 3, Scene 2)

• We have scorched the snake, not killed it; (Act 3, Scene 2)

• “I fear, Thou play’dst most foully for ‘t.” (Act 3, Scene 1)

1. “If chance will have me king, why, chance may crown me, Without my stir.” (Act 1, Scene 3)

   • Analysis: Macbeth initially contemplates a passive approach, letting fate fulfill the prophecy. His reluctance suggests that ambition hasn’t yet overtaken his morality.

   • Literary Devices:

     • Personification: “Chance” is personified as an agent capable of action.

     • Irony: Despite his assertion, Macbeth’s actions later show his inability to rely on chance alone.

2. “Stars, hide your fires; Let not light see my black and deep desires.” (Act 1, Scene 4)

   • Analysis: Macbeth’s ambition begins to conflict with his moral compass. He wishes to conceal his dark intentions from both himself and others.

   • Literary Devices:

     • Imagery: The “stars” and “fires” symbolize light and morality, while “black and deep desires” evoke darkness and evil.

     • Personification: Stars are portrayed as conscious entities capable of revealing truths.

3. “Thou wouldst be great; Art not without ambition, but without The illness should attend it.” (Act 1, Scene 5)

   • Analysis: Lady Macbeth critiques her husband’s ambition, implying that ruthlessness ("illness") is necessary for greatness. This reflects her own moral corruption.

   • Literary Devices:

     • Metaphor: Ambition as an “illness” that Macbeth lacks, underscoring the moral decay required for power.

     • Tone: Condescending and manipulative.

4. “Come, you spirits That tend on mortal thoughts! unsex me here.” (Act 1, Scene 5)

   • Analysis: Lady Macbeth calls upon dark forces to strip her of feminine qualities that might hinder her resolve to commit evil.

   • Literary Devices:

     • Apostrophe: Directly addressing spirits emphasizes her desperation.

     • Symbolism: Gender roles symbolize moral restraint, with her plea to be “unsexed” reflecting her rejection of societal norms.

5. “All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown’d withal.” (Act 1, Scene 5)

   • Analysis: Lady Macbeth views fate and supernatural forces as aiding Macbeth’s ascension but emphasizes removing obstacles, suggesting an active pursuit of ambition.

   • Literary Devices:

     • Symbolism: The “golden round” symbolizes the crown and ultimate power.

     • Foreshadowing: Hints at their willingness to commit heinous acts.

6. “Come to my woman’s breasts, And take my milk for gall, you murdering ministers.” (Act 1, Scene 5)

   • Analysis: Lady Macbeth seeks to replace her nurturing qualities with poison, reflecting her transformation into an agent of corruption.

   • Literary Devices:

     • Juxtaposition: The contrast between “milk” (nurturing) and “gall” (poison) highlights moral inversion.

     • Alliteration: Repetition of “m” sounds emphasizes her invocation of malevolent forces.

7. “I have no spur To prick the sides of my intent, but only Vaulting ambition, which o’erleaps itself, And falls on the other.” (Act 1, Scene 7)

   • Analysis: Macbeth acknowledges that his ambition drives him to act despite the absence of justification, foreshadowing his downfall.

   • Literary Devices:

     • Metaphor: Ambition is compared to a horse that vaults too high and falls.

     • Foreshadowing: Suggests the self-destructive nature of unchecked ambition.

8. “Thriftless ambition, that wilt ravin up Thine own life’s means!” (Act 2, Scene 4)

   • Analysis: Ross critiques ambition as a force that consumes its own sources, implying that Macbeth’s ambition will lead to his destruction.

   • Literary Devices:

     • Personification: Ambition is depicted as a ravenous force.

     • Tone: Critical and foreboding.

9. “Where our desire is got without content: ‘Tis safer to be that which we destroy Than by destruction dwell in doubtful joy.” (Act 3, Scene 2)

   • Analysis: Lady Macbeth laments the emptiness of their achieved ambition, foreshadowing the psychological consequences of their actions.

   • Literary Devices:

     • Irony: The success they sought brings misery rather than happiness.

     • Alliteration: “Desire…doubtful joy” emphasizes internal conflict.

10. “We have scorched the snake, not killed it.” (Act 3, Scene 2)

    • Analysis: Macbeth expresses anxiety about incomplete power consolidation, hinting at his paranoia and foreshadowing further violence.

    • Literary Devices:

      • Metaphor: The “snake” symbolizes threats to Macbeth’s reign.

      • Imagery: Evokes danger and unfinished business.

11. “I fear, Thou play’dst most foully for ‘t.” (Act 3, Scene 1)

    • Analysis: Banquo suspects Macbeth’s corruption and moral downfall, revealing the destructive nature of unchecked ambition.

    • Literary Devices:

      • Dramatic irony: The audience already knows Macbeth’s guilt.

      • Tone: Suspicious and foreboding.

Fate vs. Free Will

• All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown’d withal. (Act 1, Scene 5)

• Glamis thou art, and Cawdor; and shalt be What thou art promised. (Act 1, Scene 5)

• Thou hast it now: King, Cawdor, Glamis, all, As the weird women promised (Act 3, Scene 1)

• “Laugh to scorn the power of man, for none of woman born shall harm Macbeth"- Witches  (Act 4, Scene 1)

• Prithee, peace: I dare do all that may become a man; Who dares do more is none." (Act 1, Scene 7)

• "Rather than so, come fate into the list, / And champion me to the utterance!" (Act 3, Scene 1)

“All that impedes thee from the golden round, Which fate and metaphysical aid doth seem To have thee crown’d withal.” (Act 1, Scene 5)

• Analysis: Lady Macbeth acknowledges fate’s role in Macbeth’s rise but stresses the need for human action, blending fate and free will.

• Literary Devices:

  • Symbolism: The “golden round” represents destiny fulfilled through effort.

  • Allusion: “Metaphysical aid” references supernatural influences.

“Glamis thou art, and Cawdor; and shalt be What thou art promised.” (Act 1, Scene 5)

• Analysis: Lady Macbeth’s certainty in fate reflects her belief that prophecy ensures Macbeth’s success, influencing their actions.

• Literary Devices:

  • Repetition: “Thou art… shalt be” reinforces inevitability.

  • Tone: Determined and resolute.

“Thou hast it now: King, Cawdor, Glamis, all, As the weird women promised.” (Act 3, Scene 1)

• Analysis: Banquo reflects on Macbeth’s ascent, attributing it to fate but implying suspicion of foul play.

• Literary Devices:

  • Alliteration: “King, Cawdor, Glamis” emphasizes Macbeth’s accumulation of titles.

  • Irony: Banquo’s recognition of prophecy contrasts with Macbeth’s corruption.

“Laugh to scorn the power of man, for none of woman born shall harm Macbeth.” (Act 4, Scene 1)

• Analysis: The witches manipulate Macbeth by presenting fate in riddles, influencing his belief in invincibility.

• Literary Devices:

  • Irony: The prophecy is misleading, as Macduff’s unique birth fulfills it.

  • Symbolism: Fate as a double-edged sword, shaping but also dooming Macbeth.

“Rather than so, come fate into the list, / And champion me to the utterance!” (Act 3, Scene 1)

• Analysis: Macbeth challenges fate, personifying it as an adversary he must confront to secure his position.

• Literary Devices:

  • Personification: Fate as a combatant in a duel.

  • Tone: Defiant and combative.

The Destructive Power of Guilt

• Is this a dagger which I see before me, the handle towards my hand?- Macbeth (Act 2, Scene 1)

• Will all Neptune's ocean wash this blood clean from my hand? (Act 2, Scene 2)

• How is't with me, when every noise appals me? (Act 2, Scene 2)

• "Sleep no more! Macbeth does murder sleep" (Act 2, Scene 2)

• "This is the very painting of your fear. This is the air-drawn dagger which you said led you to Duncan"(Act 3, Scene 4)

• "Here's the smell of the blood still: all the perfumes of Arabia will not sweeten this little hand.” (Act 5, Scene 1)

• "But get thee back; my soul is too much charged with blood of thine already." (Act 5, Scene 8)

“Is this a dagger which I see before me, the handle towards my hand?” (Act 2, Scene 1)

• Analysis: Macbeth’s hallucination reflects his guilt and moral conflict before committing murder.

• Literary Devices:

  • Imagery: The vivid description of the dagger conveys Macbeth’s inner turmoil.

  • Symbolism: The dagger represents guilt and inevitable violence.

“Will all Neptune's ocean wash this blood clean from my hand?” (Act 2, Scene 2)

• Analysis: Macbeth’s hyperbolic lament illustrates the overwhelming burden of guilt.

• Literary Devices:

  • Hyperbole: Suggests that guilt is insurmountable.

  • Allusion: References Neptune, the Roman god of the sea.

“How is’t with me, when every noise appals me?” (Act 2, Scene 2)

• Analysis: Macbeth’s paranoia shows how guilt amplifies his fear and instability.

• Literary Devices:

  • Rhetorical question: Reflects self-doubt and anxiety.

  • Tone: Nervous and apprehensive.

“Sleep no more! Macbeth does murder sleep.” (Act 2, Scene 2)

• Analysis: The personification of sleep underscores the psychological consequences of guilt.

• Literary Devices:

  • Repetition: “Sleep” emphasizes its significance as a symbol of peace.

  • Personification: Sleep as an entity Macbeth has “murdered.”

“Here’s the smell of the blood still: all the perfumes of Arabia will not sweeten this little hand.” (Act 5, Scene 1)

• Analysis: Lady Macbeth’s descent into madness stems from her guilt, vividly conveyed through sensory imagery.

• Literary Devices:

  • Hyperbole: Exaggerates the inescapability of guilt.

  • Imagery: The “smell of the blood” evokes lingering remorse.

“But get thee back; my soul is too much charged with blood of thine already.” (Act 5, Scene 8)

• Analysis: Macbeth acknowledges his guilt in killing Macduff’s family, showing fleeting remorse amid his downfall.

• Literary Devices:

  • Metaphor: Guilt as a “charge” weighing on his soul.

  • Tone: Regretful but resigned.

The Nature of Kingship and Tyranny

• Great Glamis! worthy Cawdor! Greater than both, by the all-hail hereafter! (Act 1, Scene 5)

• To be thus is nothing; But to be safely thus. (Act 3, Scene 1)

• Upon my head they placed a fruitless crown, And put a barren sceptre in my gripe, Thence to be wrench’d with an unlineal hand, – No son of mine succeeding (Act 3, Scene 1)

• "Those he commands move only in command, nothing in love." (Act 5, Scene 2)

• Bleed, bleed, poor country! Great tyranny, lay thou thy basis sure (Act 4, Scene 3)

• His virtues will plead like angels trumpet-tongued against the deep damnation of taking off (Act 1, Scene 7)

• It will have blood they say, blood will have (Act 3, Scene 4)

• Of this dead butcher and his fiend-like queen (Act 5, Scene 9)

1. "Great Glamis! worthy Cawdor! Greater than both, by the all-hail hereafter!" (Act 1, Scene 5)

   • Analysis: Lady Macbeth’s greeting reflects her acknowledgment of Macbeth’s potential kingship. Her tone is ambitious and sycophantic, urging him to embrace tyranny to fulfill the prophecy.

   • Literary Devices:

     • Repetition: The repetition of titles emphasizes Macbeth’s growing power.

     • Irony: Though she praises him, her manipulation will lead to his downfall.

2. "To be thus is nothing; But to be safely thus." (Act 3, Scene 1)

   • Analysis: Macbeth, now king, reflects on his insecurity. Kingship without security feels meaningless, highlighting his tyrannical obsession with control.

   • Literary Devices:

     • Antithesis: Contrasts "to be" with "nothing" to emphasize his dissatisfaction.

     • Tone: Paranoid and anxious.

3. "Upon my head they placed a fruitless crown, And put a barren sceptre in my gripe, Thence to be wrench’d with an unlineal hand, – No son of mine succeeding." (Act 3, Scene 1)

   • Analysis: Macbeth laments that his kingship is temporary and without legacy. His obsession with power drives his tyranny.

   • Literary Devices:

     • Imagery: “Fruitless crown” and “barren sceptre” symbolize his empty rule.

     • Metaphor: The crown as "fruitless" emphasizes his lack of heirs.

4. "Those he commands move only in command, nothing in love." (Act 5, Scene 2)

   • Analysis: Macbeth’s rule is characterized by fear and obligation rather than respect and loyalty, contrasting tyranny with virtuous kingship.

   • Literary Devices:

     • Juxtaposition: “Command” versus “love” contrasts tyranny with legitimate rule.

     • Tone: Critical and disdainful.

5. "Bleed, bleed, poor country! Great tyranny, lay thou thy basis sure." (Act 4, Scene 3)

   • Analysis: Macduff laments the suffering of Scotland under Macbeth’s tyrannical rule. He appeals for resistance against oppression.

   • Literary Devices:

     • Personification: Scotland as a bleeding victim emphasizes its suffering.

     • Repetition: “Bleed” conveys despair and urgency.

6. "His virtues will plead like angels trumpet-tongued against the deep damnation of taking off." (Act 1, Scene 7)

   • Analysis: Macbeth reflects on Duncan’s noble qualities, contrasting Duncan’s virtues with the moral corruption of his impending murder.

   • Literary Devices:

     • Simile: Duncan’s virtues are likened to angels to highlight his goodness.

     • Imagery: “Trumpet-tongued” evokes divine judgment.

7. "It will have blood they say, blood will have blood." (Act 3, Scene 4)

   • Analysis: Macbeth acknowledges the cyclical nature of violence, recognizing that his tyrannical actions will bring retribution.

   • Literary Devices:

     • Repetition: “Blood” emphasizes the inevitability of justice.

     • Foreshadowing: Suggests Macbeth’s eventual downfall.

8. "Of this dead butcher and his fiend-like queen." (Act 5, Scene 9)

   • Analysis: Malcolm condemns Macbeth and Lady Macbeth’s tyrannical reign, reducing them to caricatures of cruelty and evil.

   • Literary Devices:

     • Metaphor: “Butcher” and “fiend” dehumanize them.

     • Tone: Judgmental and final.

The Role of the Supernatural

• "So fair and foul a day I have not seen"- Macbeth (Act 1, Scene 3)

• "Come you spirits that tend on mortal thoughts"-  Lady Macbeth (Act 1, Scene 5)

• Is this a dagger which I see before me, the handle towards my hand?- Macbeth (Act 2, Scene 1)

• "Double, double toil and trouble. Fire burn and cauldron bubble."- Witches (Act 4, Scene 1)

• "From his mother's womb untimely napp'd" (Act 5, Scene 8)

• "My wife and children's ghosts will haunt me still"- Macduff  (Act 5, Scene 7)

• "Be bloody, bold, and resolute; laugh to scorn the power of man, for none of woman born shall harm Macbeth"- witches (Act 4, Scene 1)

• "Thunder and lightening" - Setting (Act 1, Scene 1)

• Come to my woman’s breasts, And take my milk for gall, you murdering ministers. (Act 1, Scene 5)

• Come, you spirits That tend on mortal thoughts! unsex me here - Lady Macbeth (Act 1, Scene 5)

"So fair and foul a day I have not seen." (Act 1, Scene 3)

• Analysis: Macbeth echoes the witches’ paradoxical language, foreshadowing the supernatural’s influence on him.

• Literary Devices:

  • Paradox: “Fair and foul” mirrors the witches’ cryptic speech.

  • Foreshadowing: Suggests the duality of Macbeth’s fate.

"Come you spirits that tend on mortal thoughts." (Act 1, Scene 5)

• Analysis: Lady Macbeth invokes supernatural forces to strengthen her resolve, emphasizing her moral corruption.

• Literary Devices:

  • Apostrophe: Directly addressing spirits highlights her willingness to embrace evil.

  • Imagery: Evokes dark and sinister forces.

"Is this a dagger which I see before me, the handle towards my hand?" (Act 2, Scene 1)

• Analysis: Macbeth hallucinates a dagger, suggesting the supernatural’s influence or his internal conflict.

• Literary Devices:

  • Imagery: The dagger is vividly described, blurring reality and illusion.

  • Symbolism: Represents guilt and temptation.

"Double, double toil and trouble. Fire burn and cauldron bubble." (Act 4, Scene 1)

• Analysis: The witches’ chant emphasizes the chaotic, malevolent nature of their influence on Macbeth.

• Literary Devices:

  • Repetition and Rhyming Couplet: Creates a rhythmic, incantatory effect.

  • Imagery: Evokes a sense of danger and witchcraft.

"From his mother's womb untimely ripp’d." (Act 5, Scene 8)

• Analysis: Macduff reveals his unique birth, fulfilling the witches’ prophecy and undermining Macbeth’s sense of invincibility.

• Literary Devices:

  • Irony: The witches’ prophecy is true, but not as Macbeth interpreted it.

  • Symbolism: Birth represents fate overturning Macbeth’s ambitions.

"My wife and children's ghosts will haunt me still." (Act 5, Scene 7)

• Analysis: Macduff’s guilt and grief over his family’s murder drive his desire for vengeance, blending the supernatural with psychological torment.

• Literary Devices:

  • Imagery: The “ghosts” symbolize his haunting guilt and unresolved grief.

  • Tone: Agonized and vengeful.

"Be bloody, bold, and resolute; laugh to scorn the power of man, for none of woman born shall harm Macbeth." (Act 4, Scene 1)

• Analysis: The witches deceive Macbeth with half-truths, encouraging his overconfidence and leading to his downfall.

• Literary Devices:

  • Alliteration: “Bloody, bold” emphasizes their manipulative tone.

  • Irony: The prophecy seems reassuring but is ultimately fatal.

"Thunder and lightning" (Act 1, Scene 1)

• Analysis: The witches’ initial appearance amidst a storm sets the ominous tone of the play and signals their disruptive role.

• Literary Devices:

  • Pathetic Fallacy: The storm reflects the chaos they bring.

  • Symbolism: Thunder and lightning signify supernatural interference.

"Come to my woman’s breasts, And take my milk for gall, you murdering ministers." (Act 1, Scene 5)

• Analysis: Lady Macbeth’s invocation of supernatural forces to transform her nature highlights her rejection of traditional femininity.

• Literary Devices:

  • Juxtaposition: “Milk” versus “gall” symbolizes the inversion of natural roles.

  • Alliteration: “Murdering ministers” emphasizes her sinister intent.

"Come, you spirits That tend on mortal thoughts! unsex me here." (Act 1, Scene 5)

• Analysis: Lady Macbeth’s plea to supernatural forces reveals her ambition and willingness to forgo morality for power.

• Literary Devices:

  • Apostrophe: Directly addressing spirits reinforces the theme of the supernatural.

  • Imagery: Vividly conveys her desire for unnatural transformation.