Julius Caesar: Characters (AQA GCSE English Literature): Revision Note

Exam code: 8702

Sam Evans

Written by: Sam Evans

Reviewed by: Deb Orrock

Updated on

Your exam question on Julius Caesar will ask you to focus on either a theme or a character. Understanding Shakespeare’s choices when devising his characters, and how they deliver ideas (or convey themes), will help you write a convincing analysis and exploration. 

Shakespeare’s characters symbolise various ideas about society and human nature, so it’s a good idea to consider how characters relate to each other, how they contrast each other, and how they reflect debates about betrayal, honour, manipulation, or leadership. 

Below you will find character profiles of:   

  • Brutus

  • Cassius

  • Caesar

  • Antony

Other characters:

  • Calpurnia

  • Portia

  • Soothsayer

  • Casca

Brutus

  • Brutus can be seen as the tragic hero, a politician devoted to the Roman republic:

    • His hamartia (opens in a new tab), or fatal flaw, is his naïvete and idealism, which allow him to be easily swayed by Cassius’ forecast that Caesar will become dictatorial

  • Shakespeare presents Brutus as a complex character: while he is intelligent and fair, he is easily influenced by traditional ideals:

    • His advice not to to kill Antony as well as Caesar stems from a desire to be honourable, yet this ultimately leads to his death

    • He loves his wife and describes her as “noble”, yet he refuses to confide in her or listen to her warnings, which leads to the fated assassination

  • Typical for a tragic hero, Brutus is later haunted by his actions: here, Caesar’s ghost

  • In the play’s denouement (opens in a new tab)Brutus’ hubristic (opens in a new tab)desire to be brave and honourable culminates in defeat by Antony’s army, as well as his suicide:

    • However, Antony’s final words honour him as a good Roman: “Nature might stand up/And say to all the world 'This was a man!'”

Examiner Tips and Tricks

Examiners suggest that the extract given in the question is best used as a springboard for your examination of the whole play. It is a good idea to explore, therefore, how the character in the extract behaves and speaks in relation to elsewhere in the play.

For example, if the extract comes from Act 1, then it will be worth exploring how Shakespeare introduces the character initially, before moving into a coherently argued analysis of how, and why, the character changes throughout the rest of the play. 

Cassius

  • Cassius is crafted as a cynical and manipulative character, paranoid about tyranny:

    • In a soliloquy (opens in a new tab), he says that everyone is incapable of avoiding temptation

  • Shakespeare presents a Machiavellian nature, which makes him the play’s villain:

    • He sends out propaganda-like letters to exaggerate Caesar’s ambition

  • Caesar suggests his “lean and hungry” look is jealousy and ambition:

    • But Cassius often mentions freedom: he tells Brutus that he was “born a free man” just like Caesar, and asks his servant to be a “freeman” and stab him

    • A rhyming couplet (opens in a new tab) ending his soliloquy implies a fear of tyranny: “And after this let Caesar seat him sure;/For we will shake him, or worse days endure”

  • His character is a foil to his ally, Brutus: he is shrewd where Brutus is trusting:

    • He is proven correct in his warnings about Antony’s skilful speech

  • Cassius’ death is one of the most important in the play, implying his significance:

    • Wrongly believing his army has been defeated, he asks his servant to kill him, exclaiming “O, coward that I am, to live so long”, revealing traditional ideals

    • He declares Caesar’s revenge: he is killed by the same sword  

    • One of his men, upon finding Cassius dead, states: “The sun of Rome is set!”

Caesar

  • While Shakespeare portrays Caesar as a calm, strong, and heroic character, he also presents his over-confidence as a flaw:

    • Caesar’s strength as a general is symbolised by a “lion”, which, ironically, he believes represents his prowess, but others foresee as his death

    • Caesar often refers to himself in the third person (opens in a new tab), which presents him as aloof and superior, as well as fatalistic: “Yet Caesar shall go forth” 

  • Certainly, Caesar’s stoicism is presented as foolishness at times:

    • He ignores warnings from a soothsayer and his wife that predict his death

    • Calpurnia, his wife, tells him that his “wisdom is consumed in confidence”

  • His belief that death will “come when it will come” links to ideals of bravery: “Cowards die many times before their deaths;/The valiant never taste of death but once”

  • He is an admirable speaker, and refers to himself as constant as the “northern star”

Antony

  • Antony is an unpredictable character who represents ideas of loyalty and ambition:

    • Shakespeare first presents Antony as submissively loyal, which contrasts sharply with his later cunning

    • Caesar orders him to touch Calpurnia’s skirt, to which he replies, “I shall remember:/When Caesar says 'do this,' it is perform'd”

    • Later, Brutus refers to him as Caesar's “arm”, implying he is useless alone

    • This proves to be Brutus’ undoing, as Antony later controls Rome

  • The play often shows flawed politicians and generals underestimating others:

    • For example, Antony says of Cassius in Act 1, “Fear him not, Caesar; he's not dangerous;/He is a noble Roman and well given”

    • Later, Brutus believes Antony has made peace, only to be criticised in Antony’s powerful speech at Caesar’s funeral

  • Antony’s character represents the danger of powerful and deceptive language:

    • Sometimes he uses honesty to appear sincere, but only when it serves him, such as when he admits his “slippery” position to Cassius and Brutus

    • Anything he tells them, he says, makes him “Either a coward or a flatterer”

    • He admits freely that he loved Caesar, “O, 'tis true”

    • This is revealed as deceptive in his powerful funeral speech, during which he persuades the citizens to turn on the conspirators on behalf of Caesar

  • Nevertheless, in the denouement (opens in a new tab), Shakespeare presents him as an honourable leader, if a dangerously shrewd one: he calls Brutus the “noblest Roman of them all”

Examiner Tips and Tricks

One of the things examiners will be looking for in your response to an exam question on Julius Caesar is how Shakespeare presents character contrasts or, as the examiners state, look at “contrasts and parallels in characters and situations at different points in the text”. 

You don’t always need to use quotations to support your ideas. For example, you could write: “While Brutus is presented as sophisticated, and employs rich metaphor (opens in a new tab) in his speech to the citizens, his powers of persuasion are inferior to Antony’s who delivers his persuasive monologue in blank verse (opens in a new tab).”

Other characters

Calpurnia  

  • Shakespeare’s female characters are often portrayed as intuitive and sensible:

    • Calpurnia warns her husband Caesar about a dream in which she saw “horrid sights” and omens predicting death and destruction

    • While Caesar agrees to stay home, he changes his mind and leaves for the senate, where he is assassinated

    • Calpurnia’s words, that his confidence overpowers his wisdom, prove an accurate description of Caesar whose arrogance leads to a destined fate

Portia 

  • Another intuitive female character in Julius Caesar is Brutus’ wife, Portia, daughter of Cato, a Roman statesman

  • Portia is worried about Brutus’ secretive behaviour: she asks if he is “sick”:

    • Her pleas for him to confide in her are ignored, despite Brutus describing her as “gentle”, “noble”, “true” and “honourable”

  • Although she protests that Brutus is treating her as if she lacks intelligence, her words still reveal gender norms of the time:

    • She credits herself by referring to her connections with men of status: “Think you I am no stronger than my sex, / Being so fathered and so husbanded?”

Soothsayer 

  • The soothsayer appears in the exposition (opens in a new tab) to create suspense: 

    • The warning “Beware the ides of March” is given to Caesar twice, and his attention is also drawn to it by Cassius and Brutus

    • Caesar calls the soothsayer a “dreamer” and ignores him

  • As with many of Shakespeare’s spiritual or ‘supernatural’ characters, their words are presented as wisdom and foresight, rather than magic:

    • In Act 2 Scene 4, when Portia asks if he knows Caesar is in danger, he replies: “None that I know will be, much that I fear may chance”

    • This implies a well-informed guess, rather than magical foreknowledge

  • In Act 3 Scene 1, Caesar is the one to repeat the warning back to the soothsayer, who once again warns him there is still time to avoid his fate, and is again ignored:

    • Thereafter the soothsayer does not appear in the play 

Casca

  • Casca’s function in the play is to act as a messenger and, at times, a gossip-monger:

    • In the exposition, Cassius says, “pluck Casca by the sleeve;/And he will, after his sour fashion, tell you/What hath proceeded worthy note to-day”

    • Once Casca has related most of the news, he adds, “I could tell you more news”, and describes the tribunes taking scarves off Caesar’s statues 

    • This introduces him as a pessimistic, opportunistic character who knows all the goings-on in Rome

  • Shakespeare uses Casca to represent the power of the spoken word: he builds a sense of foreboding as he spreads biased ‘news’:

    • He relates how Caesar was offered a crown but refused it twice, adding: “to my/thinking, he would fain have had it”, hinting at Caesar’s ambition

    • He tells the men about Caesar’s “falling sickness” in which he fell, “foaming” at the mouth, but turns sympathy against him by exaggerating his power

    • He describes the women in the city fawning over Caesar “if Caesar had/stabbed their mothers, they would have done no less”

    • He tells Cicero an owl hooted at midday, a sign of “portentous things” 

Sources

https://shakespeare.mit.edu/julius_caesar/full.html (opens in a new tab).

“Julius Caesar Character Descriptions | Shakespeare Learning Zone.” Royal Shakespeare Company, https://www.rsc.org.uk/shakespeare-learning-zone/julius-caesar/character/whos-who (opens in a new tab). Accessed 1 August 2025.


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Sam Evans

Author: Sam Evans

Expertise: English Content Creator

Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.

Deb Orrock

Reviewer: Deb Orrock

Expertise: English Content Creator

Deb is a graduate of Lancaster University and The University of Wolverhampton. After some time travelling and a successful career in the travel industry, she re-trained in education, specialising in literacy. She has over 16 years’ experience of working in education, teaching English Literature, English Language, Functional Skills English, ESOL and on Access to HE courses. She has also held curriculum and quality manager roles, and worked with organisations on embedding literacy and numeracy into vocational curriculums. She most recently managed a post-16 English curriculum as well as writing educational content and resources.