Writing
The Wyfe of Bath and Feminism
In Geoffrey Chaucer’s The Canterbury Tales, the Wyfe of Bath is one of the most memorable and unconventional female characters. Unlike the idealized or submissive women often represented in medieval literature, she is outspoken, confident, sexually independent, and determined to control her own life. Through her appearance, marriages, sexuality, and relationships with men, Chaucer presents a woman who refuses to hide or apologize for who she is. At the same time, the Wyfe of Bath possesses some qualities traditionally associated with women, such as gossiping, jealousy, and a desire for attention. This combination makes her a complicated character rather than a simple symbol of feminism. The Wyfe of Bath challenges traditional ideas about women while also reflecting some of the stereotypes of her society.
The Wyfe of Bath represents woman as a jolly, healthy, rounded personage. She is a sort of Dr. Ruth, in that she knows love’s troubles and is willing to help troubled souls. The Wyfe of Bath is the Nun’s foil because she knows what she is and does not try to cover up or repress her sexuality. She “lets it all hang out” and revels in her sexuality.
Chaucer uses the Wyfe of Bath to contradict the dehumanizing views of women that existed during his time. Women were often placed on a pedestal and admired; they were not supposed to be touched or “soiled” in any way. If women remained virgins their whole lives, they could be admired, exalted, canonized, and worshipped. Women could even become martyrs in the name of protecting their “honor.” Odes were written in the name of women, and Courtly Love became a popular ideal. In Courtly Love, a man would sing, write, and do everything in the name of a woman, preferably a married one, except sleep with her. One was never supposed to bed the woman one loved; mistresses fulfilled that purpose instead. Although we cannot know exactly how medieval women felt about this tradition, it is possible that many did not find it particularly appealing. The idealized image of women left little room for them to express their own desires.
The Wyfe of Bath, on the other hand, does not repress anything. She is not dowdy, priggish, prudish, or anyone’s servant. She makes no effort to hide her sexual past, especially her relationships with men younger than herself. In fact, she talks about her experiences at length. She loves sexual pleasure and has been married five times while actively looking for a sixth husband. She claims to have loved three of her husbands, but she also explains at length how she would tell the husbands she disliked how bad they were. She was clearly the dominant wife. She even pretended to be dead so that her fifth husband would feel guilty and do as she wished. The Wyfe of Bath knew what she wanted, knew how to get it, and often succeeded in getting it.
Physically, the Wyfe of Bath is described as a healthy, large woman. Her scarlet stockings suggest that she is sensual and perhaps a bit of a rebel. Red stockings would certainly stand out in a company of nuns and priests. Her broad hat and wimple show that she knows how to dress and is not simply a floozy in public, unlike Madame Eglantyne, who strategically places her veil to improve her appearance. The Wyfe of Bath has a handsome red face and is gap-toothed, which was traditionally thought to suggest a strong sexual appetite. She also has large hips, which could symbolize fertility as well as her physical strength and presence.
The Wyfe of Bath makes both a feminist stand and represents some of society’s traditional views of women. She is not at all the traditional obedient woman. She defies her husbands and has the confidence to tell them that their rules were wrong in the first place. She says:
“After your text, and after your rubric
I will not follow more than would a gnat.”
She also threatens to retaliate against her husbands’ infidelity:
“With wenches I would charge him, by this hand,
When, for some illness he could hardly stand.”
She calls her husbands names such as “Sir Dottard” and “Lord Fool.” The Wyfe of Bath is fully aware that she wears the pants in her marriages. She is also very sly; she had Jankyn lined up as a husband almost immediately after her fourth husband died. Her ability to manipulate the men around her demonstrates that she understands how to use the limited power available to her and turn it into personal authority.
At the same time, the Wyfe of Bath also seems to embody a few traditional views of women. She is gossipy and often leaves her duties to tell her friend Alison about the foolish things her fifth husband did. Even after he hit her so hard that she became deaf in one ear, she continued telling her friends about what had happened. This quality resembles the traditional housewife character often portrayed in modern sitcoms. The Wyfe of Bath is subversive toward her husbands; although she is dominant, she often does things behind their backs, which can get her into difficult situations. In this respect, she is somewhat like Lucy Ricardo from I Love Lucy.
The Wyfe of Bath also openly enjoys sex, which would have challenged traditional attitudes toward women. Often, when a woman is known to enjoy sex, she is judged negatively. This double standard was particularly significant in the Middle Ages, when virginity was considered one of the most valuable qualities a woman could possess. The Wyfe of Bath essentially asks: if all women were virgins, who would be left to give birth to more virgins? Her argument challenges the idea that female sexuality should automatically be considered shameful. The Oxford Cleric, however, clearly disapproves of her attitude and tells a story suggesting that women are happiest when dominated. The conflict between these perspectives highlights the larger debate about female independence and male authority in the text.
The Wyfe of Bath also has a jealous streak. She is proud of the cloth she makes, and it has to be placed on the church altar. If she is not first in line for something, she becomes upset. These characteristics can be interpreted as reflecting traditional stereotypes about women. Chaucer therefore does not portray her as a perfect feminist figure. Instead, he creates a complicated woman who possesses both traditionally feminine qualities and characteristics that challenge the expectations placed upon women.
All in all, the Wyfe of Bath is a charismatic and complicated character who pulls the reader into her world. She stands out among the other pilgrims because she is incredibly proud of her past rather than ashamed of it. She has traveled extensively, experienced several marriages, and openly discusses subjects that many people would consider inappropriate. She is learned to some extent, yet she relies heavily on her own personal experiences when teaching others. Most importantly, she refuses to allow society, religion, or her husbands to completely define who she is. Although she sometimes reflects traditional stereotypes about women, her confidence, independence, and willingness to openly embrace her sexuality make her an important challenge to medieval expectations of femininity. Through the Wyfe of Bath, Chaucer presents a woman who demands control over her own life and insists that her experiences and desires have value. In this way, she can be viewed as a surprisingly feminist figure, even though she does not fit neatly into the modern definition of feminism.
Ben Jonson’s Volpone: Satire, Morality, and the Beast Fable
(1314 Words)
Ben Jonson’s Volpone occupies a distinctive position within early modern comedy because it combines the conventions of satire with the moral structure of the morality play and the symbolic framework of the beast fable. By adopting characteristics of the morality tradition, Jonson sought to “imitate justice” and “instruct to life” (Volpone, lines 112–113), combining moral instruction with satiric comedy. The severity of the punishments imposed at the end of the play aligns more closely with the morality tradition than with conventional comic satire. As Watson argues, “The surprisingly blunt exposure and punishment in Volpone pits the indulgent conventions of satiric comedy, in which wit is the sole criterion for success, against the forces of conventional moralism” (83). Thus, although Volpone contains the wit, deception, and comic intrigue characteristic of satire, Jonson ultimately subordinates these elements to a broader moral purpose. Through the use of animal symbolism, exaggerated characters, and a deliberately punitive conclusion, Jonson transforms the traditional beast-fable structure into a vehicle for social criticism, exposing the destructive effects of greed, materialism, hypocrisy, and moral corruption.
In a conventional satiric comedy, Volpone might have escaped punishment, particularly after successfully deceiving the other characters at the end of Act IV. Jonson, however, deliberately rejects such an ending. Instead, he uses the final act to establish moral consequences for the characters’ greed, deception, and corruption. Throughout the play, he satirises both contemporary social conventions and the growing materialism of London society. In doing so, Jonson develops a distinctive form of comedy that draws not only on contemporary satire but also on the moral structure of the ancient beast fable, particularly the tradition associated with Aesop.
The classification of Volpone as a beast fable is largely based on its use of animal names and its moral conclusion. Volpone, Voltore, Corbaccio, and Corvino are all associated with particular animals, and their behaviour reflects characteristics traditionally attributed to those creatures. Nevertheless, Volpone does not reproduce the traditional fable exactly. In many beast fables, the clever protagonist succeeds through intelligence and deception. In Jonson’s play, however, the fox’s wit ultimately fails. This departure from the conventional fable structure allows Jonson to combine comic ingenuity with moral judgment, transforming the familiar figure of the cunning fox into a character whose intelligence becomes a source of his downfall.
The beast-fable framework therefore provides Jonson with an effective method of presenting his social criticism. By transforming his characters into symbolic animals, he can expose human greed and corruption while maintaining a degree of comic distance. The dedication of the play indicates Jonson’s intention to provide entertainment that also offers moral instruction. The fable form supports this purpose by allowing the audience to recognise human weaknesses through exaggerated animal characteristics. The characters’ animal identities consequently function not merely as comic devices but also as moral indicators, revealing the vices that dominate their behaviour.
The central plot particularly resembles the traditional fox fable. In many fables, the fox represents intelligence and cunning and defeats stronger or more predatory creatures through deception. Volpone similarly uses his intelligence to manipulate the “birds of prey” who compete to become his heir. As Watson observes, the fox “outwits ‘the birds of prey and finally entraps them by feigning death’” (85). Volpone therefore initially appears to fulfil the traditional role of the clever fox who triumphs through wit. His success, however, is only temporary, and Jonson ultimately reverses the expectations of the conventional fable by ensuring that the fox himself is caught.
The principal characters form a carefully constructed animal hierarchy. Volpone is the fox, while Mosca functions as a parasitic fly who benefits from the fox’s schemes. Voltore, Corbaccio, and Corvino represent predatory birds: the vulture, raven, and crow. These associations reinforce the characters’ moral identities. Their pursuit of Volpone’s wealth transforms them into predators competing for material gain. Volpone’s deception is therefore satirical because it exposes the greed of those who are willing to sacrifice morality, family, and dignity for the possibility of inheriting his fortune. The animal imagery intensifies this criticism by suggesting that their desire for wealth reduces them to instinctive predators.
Corbaccio’s treatment of his son provides a particularly strong example of this corruption. He is willing to disinherit his own child in the hope of becoming Volpone’s heir. His behaviour contradicts the natural responsibilities associated with parenthood. White notes that Jonson uses Corbaccio’s character to emphasise this unnatural rejection of paternal duty (141–142). Similarly, Corvino violates the expected role of a husband by treating his wife, Celia, as a means of acquiring wealth. Through these characters, Jonson uses the beast-fable structure to represent a society in which natural and moral values have been inverted. Greed becomes stronger than familial loyalty, marital responsibility, or social morality.
However, Jonson deliberately disrupts the traditional fable by allowing the fox’s schemes to fail. Volpone’s punishment demonstrates that intelligence and deception cannot ultimately guarantee success. Watson argues that the ethical conclusion of Jonsonian comedy adopts a “conventional and comfortable form” only to reject the unrealistic expectation that the world should conform to a pleasant literary formula (96–97). Jonson’s ending is therefore significant because it prioritises moral realism over the conventional triumph of comic wit. The punishment of Volpone and his associates establishes that cleverness without morality is ultimately destructive.
This combination of satire and morality is particularly evident in the subplot involving Sir and Lady Would-be. The subplot provides a parallel to the corruption of the main plot while introducing a different form of social criticism. As Barish argues, “It is on the thematic level that the presence of the Would-be’s can be justified and their antics related to the major motifs of the play” (93). The Would-be couple imitate aspects of the social and cultural behaviour associated with the main characters, but they are not morally equivalent to them.
Sir Would-be can be understood as “a comic distortion of Volpone” (Barish 94), while Lady Would-be represents an exaggerated imitation of Venetian sophistication. Their behaviour reflects folly rather than the serious vice displayed by Volpone and his associates. Jonson therefore distinguishes between genuine moral corruption and the foolish imitation of corruption. Through the Would-be’s, he suggests that English society may still avoid the fate of the characters in the main plot if it recognises and rejects such behaviour. Their comic treatment also prevents the play from becoming entirely severe, allowing Jonson to maintain the entertaining qualities of comedy while continuing to develop his moral argument.
The contrast between the two plots is essential to Jonson’s moral purpose. Those who are genuinely committed to vice are ultimately punished, whereas those whose faults are primarily foolishness are allowed to escape. The structure suggests that society faces serious consequences if it allows greed and moral corruption to dominate. At the same time, Jonson does not necessarily present England as irredeemably corrupt. Instead, the play functions as a warning: audiences can recognise the dangers represented by the characters and change their behaviour before those dangers become fully established. Comedy therefore becomes a means of moral education, encouraging audiences to laugh at vice while also recognising its potentially destructive consequences.
Ultimately, Volpone presents a distinctive form of comedy by combining satire, morality, and the beast-fable tradition. Jonson uses humour and deception to entertain his audience while simultaneously exposing the dangers of greed, materialism, hypocrisy, and moral corruption. Issues such as the elevation of gold above religious and moral values, as well as Corvino’s treatment of Celia, demonstrate that the play’s concerns extend beyond individual characters to wider questions of social and ethical behaviour. The beast-fable framework allows Jonson to distance his audience from these problems sufficiently to laugh at them, while the moral ending forces them to consider their consequences. In this way, Volpone successfully merges comic entertainment with moral instruction, creating a form of satire that challenges its audience not merely to laugh at human vice but also to recognise and resist it.
Teaching Young Learners – Writing Activities
(924 words)
For this writing task, I was asked to give my response to 5 statements about writing activities to support young learners to improve their writing and learn a language. I will answer True or False to statements 1- 5 and explain why.
1. Writing should be developed in isolation from other skillls.
Is this True or False?
2. We should not restrict the age at when children begin to write.
Is this True or False?
3. Handwriting and spelling are only part of the process of writing.
Is this True or False?
4. Attention should be paid to developing good habits in alphabet letter formation.
Is this True or False?
5. Using joined-up writing may help develop the learning of the common letter strings found in English.
Is this True or False?
- Writing should be developed in isolation from other skillls. T/F
I would say this is false. Many concrete experiences such as painting, drawing, using play-doh, dramatic play, or building with blocks help children develop the physical, cognitive, socio-emotional skills and understandings that are the foundations of conventional reading and writing. All these skills should be encouraged at home and at school from early age. It is how the learners use these experiences that are gathered to help with their writing skills. This is how literacy ‘emerges’ in children that is significant and can lead to writing. These skills are used when teachers and parents encourage ‘literacy play’ by adding notepads and pencils to the resources provided to encourage role-play and dialogue. Vocabulary can be built through games and activities that increase the range of words your child will know to write with depth. Children can learn how reading and writing are used to achieve goals. For example, at home a child might see thier grandmother following a recipe in a cookbook or watch his mother reading the directions for putting a toy together. From these observations, children learn that reading and writing are used to carry out daily tasks and to communicate and receive information.
2. We should not restrict the age at when children begin to write. T/F
This is true. From an early age, children start using a pen and pencils. Long before they go to school, before they even know the alphabet, children begin to write. In fact, for most children literacy begins at home such as with crayons. The scribbles of very young children have meaning to them, and scribbling actually helps them to develop and become familiar with holding a pen/pencil with their writing. Young children who are encouraged to draw and scribble stories will learn to write more easily, effectively, and confidently once they head off to school. Young children can learn a lot by watching someone write, imitating adults and older children, exploring, and experimenting. Literacy learning does not begin at a certain age and I think should not be limited to the classroom. It can develop significantly during the pre-school years and be influenced by social contexts as well as individual skills and applications.
3. Handwriting and spelling are only part of the process of writing. T/F
This is true. The one major fact of writing is that of putting a pen to paper. This involves the transcription aspects of writing, combining handwriting and spelling abilities with the choice of the right words, shaping these into the appropriate syntax and general organisation. Other parts of writing include emulating and exploring the different genres of writing. For example, the child can write but how do they organise their writing, and who is the audience. For a younger child chronologically, organised writing may be easier to tackle at first, such as stories and reports where what happened next provides a major prompt. Appreciation of the possibilities of different kinds of non-chronological text is a major part of writing such as descriptions classifications, explanations, and arguments. Teachers and parents can help by pointing out the distinctive features of these types of writing as opportunities arise. Teachers and parents influence the learners writing through wider reading and of being read to highlight the many facets to writing.
4. Attention should be paid to developing good habits in alphabet letter formation. T/F
This is true. It could be assumed that children’s early ‘invented’ spellings will evolve into conventional versions over time. Parents and teachers need to encourage correct hand movements for forming each letter of the alphabet from a very early age. As a learner gets exposed to more literature he will try out new hand movements. The teacher and parent’s role is to show the visually patterned nature of the English spelling system. Letters have starting points and mistakes from the start can be hard to change as time moves on. Words with time will begin to flow into each other.
5. Using joined-up writing may help develop the learning of the common letter strings found in English. T/F
This is true. How a child writes each letter relates to how they can join that letter up to the next letter. When the child makes a writing mistake for instance beginning a g at its tail, forming an e with a clockwise motion, this can quickly become habitual and can be very difficult to change. Such errors also prevent children from developing the sense of ‘flow’ in the formation of commonly occurring letter strings which are spontaneously joined by correct exit strokes leg. in. ly. ch). This kinaesthetic control over written language production is not only more efficient but is also likely to promote success in spelling.
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The Role of Irony in Oedipus Rex
Irony plays a central role in Sophocles’ Oedipus Rex, shaping both the structure of the play and its tragic meaning. Sophocles uses dramatic irony to create a powerful contrast between what Oedipus believes to be true and what the audience already understands to be true. As Oedipus attempts to discover the murderer of King Laius, the audience knows that he is unknowingly searching for himself. This creates a sense of tension and inevitability because every step he takes towards solving the mystery brings him closer to discovering his own identity and his tragic fate. Through irony, Sophocles explores themes such as human ignorance, pride, fate, and the limitations of human knowledge.
Oedipus’ life is revealed during the hours on stage. It is difficult to think of another play in which the unity of time, as a formal property of the drama, contributes more to meaning. Every step Oedipus takes to solve the old murder mystery, every new confrontation with those he summons to appear with pieces of the past, and every one of their chance disclosures brings him closer both to the solution he seeks and to the self-discovery he does not foresee. When the last piece falls into place, the detective becomes the criminal, his success becomes his doom, his happy ignorance becomes tragic knowledge, and the evil without becomes the evil within. This summary of the plot demonstrates the heavily ironic nature of the play.
Dramatic irony operates whenever the audience is aware of some circumstance in the plot or character that gives meaning beyond, or at odds with, what the speaker consciously intends. It can also occur when a situation has a significance that the character does not recognise. The more hostile the hidden significance is to the unwitting character, and the further that character is from realising it, the more poignant the irony becomes. Sophocles uses this technique throughout Oedipus Rex to ensure that the audience understands the tragic truth long before Oedipus does.
Dramatic irony begins with the appearance of Oedipus in his kingly robes and with his first words: “I myself come hither, Oedipus, famous among all men.” The pitiful townspeople have appealed for help to the very man who is, in reality, the cause of their suffering. This creates an immediate contrast between appearance and reality. The irony is further emphasised through the character of Tiresias, who is physically blind but can see the truth, while Oedipus, who has physical sight, is blind to his own identity and actions. Oedipus welcomes the information that Creon has brought from Delphi. His optimism and determination to follow Apollo’s commands and punish Laius’ murderer are deeply ironic because the audience knows that Oedipus himself is the murderer he intends to punish.
Sophocles develops this irony further through Oedipus’ words to the citizens in Scene 1: “sick as you are, not one is as sick as I.” On one level, we hear the King expressing genuine concern for his suffering people and identifying himself with their fate. However, the statement has a second and much darker meaning. Oedipus is indeed more “sick” than the citizens because he is unknowingly responsible for the plague affecting Thebes. The audience recognises the dreadful accuracy of his words, while Oedipus remains unaware of their true significance.
This pattern of irony continues when Oedipus curses Laius’ murderer and promises to avenge the dead king “just as though I were his son.” The irony is particularly powerful because Oedipus is, in fact, connected to Laius as both his killer and his son. Similarly, Oedipus berates Tiresias for his arrogance, mocks his blindness, and accuses him of being involved in the murder. The audience understands that Tiresias is the character who truly “sees” the truth, while Oedipus remains ignorant. Sophocles therefore uses blindness as both a physical condition and a metaphor for Oedipus’ lack of self-knowledge.
Oedipus even goes further by exhorting the people to help in the search for Laius’ murderer. He proclaims a curse upon the murderer, forbids him from having contact with the Thebans, and emphasises his own determination to bring the criminal to justice. These declarations are deeply ironic because Oedipus is unknowingly placing the curse upon himself. His determination to discover the truth ultimately becomes the means by which he destroys his own life. His greatest strength — his intelligence, confidence, and determination — becomes the instrument of his downfall.
Far from being an ineffective or premature revelation of the plot, Sophocles’ use of irony engages the audience with the deeper meaning of tragedy. The irony becomes an image of the frailty of human defences, the foolishness of human feelings of security and power, and the strange inevitability of fate. Oedipus believes that he can control his destiny through intelligence and action, yet every action he takes brings him closer to the fate he is attempting to escape. His confidence can also be understood in terms of the Greek concept of hubris, meaning excessive pride or self-confidence. Oedipus believes that he possesses the knowledge and power necessary to solve any problem, but he cannot recognise the truth about himself.
The audience’s suspense is therefore different from the suspense created by not knowing the outcome. The audience already understands much of Oedipus’ fate, but we remain interested in discovering how the individual ironies will eventually connect and reveal the truth. Each revelation brings the past into the present until Oedipus can no longer deny his identity. If we fail to recognise this pattern of irony, the plot may appear to be merely a series of shocking and brutal events. However, Sophocles’ use of irony gives the events a deeper significance by showing how human beings can be trapped by their own ignorance, pride, and attempts to control their destiny.
Irony is a rhetorical device for holding different or opposite truths in suspension and for focusing attention on the discrepancy between what seems to be and what actually is. It is therefore an appropriate technique for a tragedy centred on self-ignorance. At the beginning of the play, Oedipus has a clear and single purpose: to find Laius’ murderer. Later, he begins to investigate his own parentage. The obvious irony is that this wise and self-assured man does not realise that his purpose has changed. The deeper irony, however, is that his purpose has not really changed at all, because the answer to the question of whose son he is will also answer the question of who killed Laius. His search for the murderer and his search for his identity are ultimately the same quest. Pride motivates both, as Oedipus is determined to prove that he can uncover the truth regardless of the consequences.
In conclusion, irony is essential to the meaning and tragic impact of Oedipus Rex. Sophocles uses dramatic irony to create a constant gap between Oedipus’ understanding of events and the audience’s knowledge of the truth. Oedipus believes himself to be a powerful and intelligent king who can save Thebes, yet the audience knows that he is unknowingly responsible for the very suffering he is trying to end. His attempts to discover the truth, punish Laius’ murderer, and escape his fate ultimately lead him towards his own destruction. Through these ironies, Sophocles demonstrates the limits of human knowledge and the dangers of pride and self-confidence. Most importantly, irony transforms Oedipus’ search for the truth into a tragic journey of self-discovery, making the play a powerful exploration of fate, identity, and the difference between appearance and reality.
So, how does creative and continuous writing start?
(507 words)
I am reading this great book called ‘Teacher’ written by Sylvia Ashton-Warner which highlights her teaching of Moari kids in New Zealand in the 1960s. The facts are, how do you teach kids who have different upbringings and only know one way of life? You teach them ‘organic teaching’. You bring their inner feelings and stories to the fore. I hope this passage below gives you an insight into how a teacher can get too attached to lesson plans and teaching books while forgetting the reality of the classroom with the students and their own history.
I hope this passage below gives you an insight into how a teacher can get too attached to lesson plans and teaching books while forgetting the reality of the classroom with the students and their own history. I feel this can be very inspirational to teachers.
The passage starts with Sylvia getting the students to write……Yet there are times when one cannot start. He’s just plain not in the mood. You can’t always say an important thing because it is the time to say it. Sometimes he will say candidly, “I don’t want to write,” and that’s just what you get him to write: “I don’t want to write”. From there you ask, “Why?” and here comes an account of some grievance or objection which, after all, just as well as any other idea, delivers his mind of what is on it, practices his composition, and wraps him up in what is of interest to himself. You never want to say that it’s good or bad. That’s got nothing to do with it. You’ve got no right at all to criticise the content of another’s mind. A child doesn’t make his own mind. It’s just there. Your job is to see what’s in it. Your allowable comment is one of natural interest in what he is writing. As in conversation. And I never mark their books in any way; never cross out anything beyond helping them to rub out a mistake, never put a tick or a stamp on it and never complain about bad writing. Do we complain about a friend’s writing in a story-felt letter?
The attention is on the content. What I feel about their work has nothing to do with it. The thing is for them to write what is on their minds and if they do or do not accomplish that, it is you who are good or bad. From the teacher’s end, it boils down to whether or not she is a good conversationalist; whether or not she has the gift or the wisdom to listen to another; the ability to draw out and preserve that other’s line of thought. Which refers to the nature of the teacher. The best juniors I had on this work were the modest, self-effacing kind, while the worst of them was a very clever girl who was an insatiable talker and who in her personal life talked everyone else to pieces on the subject of herself (Ashton-Warner, 1963: 58).
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