Alexis Crause, 35862262
ENGV311 Julius Caesar Essay
Name: Alexis Crause
Student Number: 35862262
Module: ENGV 311
Lecturer: Mrs. Cushman
Essay Topic: 2
Topic quotation: “Brutus is a self-sacrificing patriot with never a thought for his own
interests.”
Brutus: The Honourable & Caesar: The Serpent
Brutus in Shakespeare’s Julius Caesar, is often painted to be the gruesome
murderous antagonist, however he is better suited to be an honourable protagonist.
By discussing the historical facts relevant to Caesar’s rule of the Roman Republic &
Shakespeare’s retelling of the events, it will be evident that Rome was in desperate
need of a change of leadership. Additionally, by examining Brutus’ character and
actions it is evident that by removing Caesar from Roman leadership, he serves Rome
patriotically and aims to better Rome selflessly.
It is known in history that Caesar was a dictator, (Toynbee, 2021) and Shakespeare’s
audience during his time would have had knowledge of the history of Julius Caesar as
a Roman dictator. (Pilkington, n.d.) Since Shakespeare was British, with a British
audience, they would have had a monarch rule and supported such a rule. (Ribner,
1957) Therefore, to him and his audience, a leader such as Caesar would not have
been regarded as a good nor a wanted leader. In the play, Caesar is described as a
“serpent’s egg,” (II.1.32) and when hatched, he would “grow mischievous.” (II.1.33)
These lines imply that he is cunning (Paolucci, 1960, pp. 330) and semantically the
word serpent can be seen to be a symbol of good and evil, as Paolucci (1960, pp.330)
notes, Caesar has a “dual personality”. Additionally, he is compared to an egg that has
not yet hatched, however when it does hatch the results are bad, and in this case, the
results are bad for Rome. Therefore Brutus decides to “kill him in the shell,” (II.1.34)
before the evil and tyrannical leader, that being Caesar, hatches to life. In addition,
Brutus asks the Roman citizens “had [they] rather Caesar were living, and die all
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Alexis Crause, 35862262
ENGV311 Julius Caesar Essay
slaves, than that Caesar were dead, to live all free men?” (III.2.22-24) he states here
that should Caesar have continued his rule, that the citizens of Rome would have
suffered and not be considered “free men.” Caesar’s rule was not democratic resulting
in an unhappy nation and Shakespeare’s audience would have agreed that such a
dictator is unfit for leadership. It is thus evident that Caesar is the antagonist in this
play, whilst Brutus is the protagonist: the man that saved Rome from a dictator.
Brutus saving Rome is evident in his most famous line in this play, “Not that [he] loved
Caesar less, but that [he] loved Rome more.” (III.2.21-22) Brutus truly loves Rome
more, his actions are to protect Rome from a dictator, not to benefit himself. In the
minds of Shakespeare’s audience, they too would have supported Brutus in serving
his country patriotically. Brutus also makes it clear that the conspirators need not
murder Caesar violently. He instructs them to “carve him as a dish fit for the gods,/ Not
hew him as a carcass fit for hounds.” (II.1.173) By doing so, he ensures that Caesar
dies with dignity, a clean and presentable murder, rather than a gruesome and vile
death. Again he emphasizes this by saying “let us be sacrificers, but not butchers.”
(II.1.166) Semantically, both “sacrificers” and “butchers” refer to killers but Brutus’
request is that they kill Caesar with purpose and good cause. A sacrifice implies that
the act is an offering to the gods, which usually results in a blessing. In this case the
blessing is for Rome, as Rome is Brutus’ primary focus. Kolbe (1896) says
Shakespeare’s Brutus has traits of “patriotism,” “justice,” and “modesty,” he thus finds
it fitting that Antony says “[Brutus’] life was gentle,” (V.5.73) and exclaims of him, “This
was a man!” (V.5.75) He describes Brutus as “gentle,” this is not a word that would
describe a power hungry individual that murdered Caesar for his own personal gain.
He is rather a “man” that wants equality and “balance” (Kolbe, 1896) in his beloved
Rome and seeks “justice” (Kolbe, 1896) for it’s citizens. However, some feel that
Brutus is not a patriotic protagonist.
Some claim that Brutus is fixated with the idea of power and murdered Caesar for his
own benefit. The most significant event to represent this is Brutus making the final fatal
wound that killed Caesar. This is to Caesars astonishment, and the famous line “Et tu,
Brut?” (III.1.77) is said. Caesar never doubted their friendship, it was a complete shock
to him that Brutus was disloyal to him. Additionally, Brutus did not read Caesar’s will,
and shows no intention to. Caesar’s will states that land and money is to be left to the
Roman citizens. (III.2.248-252) Some claim that the above actions were driven by his
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Alexis Crause, 35862262
ENGV311 Julius Caesar Essay
desire for power, this is evident after Caesar’s death when Cassisus assumes that
“Brutus shall lead.” (III.1.120) They claim that Brutus planned for himself to be the
assumed leader, thus killing Caesar to be next in line. This disloyalty is seen again
when he says that himself and the conspirators “must appear bloody and cruel,”
(III.1.165) which they do, and semantically, the words “bloody” and “cruel” are
associated with evil actions. Although there is validity to this argument, it does not
examine the text fully. The following line from Brutus is that their “hearts… they are
pitiful,” (III.1.169) showing that Brutus and the conspirators did not murder Caesar out
of malice, rather it made them sorrowful to do so. More so, Brutus knows that reading
Caesar’s last wishes will result in civil unrest, as Antony proves, he avoids this to keep
peace in Rome. This argument also ceases to examine the leader that Caesar was a
dictator, and that Brutus grouped with the conspirators to save Rome from a dictatorial
leadership, not for his own personal benefit. Consequently, this argument cannot be
seen as valid.
The character Brutus, in Shakespeare’s Julius Caesar, shows characteristics of being
a true Roman patriot and protagonist as his love for Rome is his deciding factor in all
of his actions. Shakespeare’s purpose of making Brutus his protagonist is for the
audience to side with the character that strives to better their country. Consequently,
Shakespeare also shows the dangers of a dictator, like Caesar, being in power and
that the effects of such a leader results in civil unrest and grievances. In essence,
Brutus is the protagonist politician that all citizens wish to have in their country’s
governing party.
(1043 words)
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Alexis Crause, 35862262
ENGV311 Julius Caesar Essay
References:
Kolbe, F.C. 1896. Shakespeare’s Julius Cæsar. II: The Brutus Difficulty. The Irish
Monthly. 24(280)
https://www.jstor.org/stable/20499030?seq=1#:~:text=https%3A//www.jstor.org/stabl
e/20499030
Pilkington, A.G. n.d. The Truth About Julius Caesar. https://www.bard.org/studyguides/the-truth-about-juliuscaesar/#:~:text=Most%20members%20of%20his%20audience,they%20had%20read
%20at%20school. Date of Access: 23 Jun. 2022.
Paolucci, A. 1960. The Tragic Hero in Julius Caesar. Shakespeare Quarterly. 11(3).
https://doi.org/10.2307/2867298
Shakespeare, W. 1967. Julius Caesar, edited by N. Sanders. London: Clays Lts.
Toynbee, A.J. 2021. Julius Caesar. In: Encyclopedia Britannica.
https://www.britannica.com/biography/Julius-Caesar-Roman-ruler Date of Access: 23
Jun. 2022.
Wiggins, M. 1967. Politics and History. In: Edmondson, P., Sanders, N., Spencer,
T.J.B., Wells, S., eds. Shakespeare, W. Julius Caesar. London: Clays Ltd.
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Alexis Crause, 35862262
ENGV311 Julius Caesar Essay
ENGV311 ESSAY on Julius Caesar
Exemplary
2022 Rubric
Competent
40 marks
Unsuccessfully
Poor, no effort
attempted
9-10
ARGUMENT
and
SUPPORT
●
Critical
Quality of
argument
●
Clearly
developed
relevant
points in body
of essay
●
Appropriate
references to
the play
●
of
Academic
sources,
properly used
and quoted
in-text
3-5
0-2
strong
Evidence of analysis,
Essay
synthesis,
logic, synthesis, and
inconsistent
analysis,
logic and evaluation.
evaluation.
application of analysis,
logical argument, and
The topic sentence of
indications of individual
synthesis,
evaluation.
each
is
and independent voice.
evaluation. Essay is
mostly
stated clearly and is
The topic sentence of
more descriptive than
Random, parochial and
relevant to the thesis.
each
analytical.
clichéd
Main
in
stated and is relevant
irrelevant
and
Topic sentences are
paragraphs
clearly
to the thesis. Not all
issues. Sometimes the
irrelevant to the thesis.
developed.
Body
points
properly
plot is retold. Topic
No
developed. Body fairly
sentences may not be
cohesive argument, no
chosen references to
cohesive,
some
clearly stated, and not
points
the play support each
irrelevant points. Fairly
all of them are relevant
developed. Little or no
point. Individual and
well-chosen
to the thesis. Only 1
reference to the play.
independent voice is
references to the play
point clearly developed
No academic sources/
present throughout. All
support some of the
in
all
sources
statements.
loose and disjointed in
academic
parts.
appropriate to literary
analysis,
thinking
●
Evidence
6-8
paragraph
points
cohesive.
Powerfully
appropriate,
Some
paragraph
but
is
Some
logic
and
Often
info
Reasoning
well-chosen and well
sources
used.
others not. 2 or 3
references to the play
sources appropriately
academic
support one or two
quoted in-text.
appropriately
4+
academic
appropriate,
body.
shows
sources
quoted
in-text.
Some
points.
Relative absence of
synthesis,
Essay
narrative.
observations.
discernible
properly
sources
not
or
discussion.
Sources
inappropriate to literary
discussion or arbitrarily
chosen and/or only 1
academic
source
appropriately
quoted
in-text.
LANGUAGE
FEATURES
Excellent
and
EDITING
●
Language,
grammar,
spelling,
language,
grammar,
Many mistakes. Tense
Numerous
grammar,
etc. fairly consistent
changes are noticeable
essay obstruct clarity.
paragraphing,
and correct with some
but no effort to use the
Disregard of historic
and
lapses.
historic present tense.
present
Historic
present
Transitions ignored or
transitions,
incorrectly
managed.
inadequate transitions.
Poor editing, or editing
No editing. No care in
punctuation
spelling.
present
tense
successfully
Language,
is
applied
applied
lapses.
Historic
tense
with
is
minor
Transitions
5
errors
tense.
in
No
or
Alexis Crause, 35862262
●
●
●
ENGV311 Julius Caesar Essay
punctuation,
throughout the essay.
incorporated.
paragraphing
Virtual
lapses
Correct use
errors.
of tenses
skillfully
achieved.
Transition
Concerted
effort
words and
edit, and present essay
phrases to
professionally.
Essay
ensure
correct
length.
cohesion
Efficiently structured
absence
of
Transitions
in
Lapses
Some
done on parts of essay
preparing to complete
editing.
only. Essay either too
an
long
in
sound
structure.
or
Neglect
to
academically
too
short.
acceptable essay. No
of
sound
observation
structure.
structure
of
or
length
requirements.
Length:
1 100-1 200
words
●
Proof-reading
and editing
INTRODUCTION
●
Thesis
statement
●
Road map
●
General
5
3-4
1-2
0
Clear and effectively
No thesis statement
Only one of thesis
No thesis statement or
worded
thesis
OR no road map, OR
statement
road
road map. Introduction
road
either thesis statement
map, and whichever
sketchy and confused.
map. Introduction as a
or road map is unclear.
one is there is unclear
whole is an excellent
Average
well-
or muddled. Material
effort.
conceived introduction.
meant to be in body is
statement
and
to
soundness of
included
introduction
CONCLUSION
and
in
introduction.
Clearly
worded,
carefully
conceived
Fairly
clear,
well-
Mostly
repetition
of
expressed conclusion,
previously
No
repetition
thesis
points. The words “in
repetition of content in
statement
but
conclusion” are used in
introduction.
adequate conclusion.
conclusion.
of
made
No attempt at proper
conclusion.
the place of a wellwritten conclusion.
ACADEMIC
STYLE
and REGISTER
●
Academic
style
Academic
style
Academic
style
and
One or two examples
No
register
not
of academic style and
academic
or
appropriate register but
formality of register.
sustained throughout.
formal
Register
no
consistent
or
sustained, but there
overall,
are attempts.
Frequent lapses into
formal,
contractions
informal features.
6
too
casual.
evidence
style
of
or
Alexis Crause, 35862262
●
ENGV311 Julius Caesar Essay
Formal tone
personal
and register
moralizing.
REFERENCING
NWU
Harvard
Referencing
diatribe
Some
or
in-text
Referencing Guide in-
sometimes
correct,
text
referencing
sometimes
not.
followed
throughout.
Reference List done
Reference List but no
List
but not checked and
in-text
edited.
Referencing carelessly
Reference
correctly completed.
referencing
Reference
done.
7
but
List
no
OR
referencing.
No references. NWU
Harvard
Guide
Referencing
ignored.
Reference List.
No