Senior English 243: Shakespeare Name:
Hamlet End-of-Play In-Class Essay
Assignment:
START OR CONTINUE A CONVERSATION; SAY SOMETHING IMPORTANT TO YOU. Start anywhere—with a quotation, an idea, a comment from class—and explore your thinking on the page as a way to reveal your knowledge of and thinking about the play. You may use your book, reading questions, and/or other notes you’ve taken on the play. Write clearly and fully (approx. 700-800 words). Use a computer or write in hand.
INTENSIVE (HONORS): Please include at least two references to the weekly criticism assignment (which may be two references to the same article).
Consider among the following areas of significance (or something else entirely):
· CHARACTER. Revelation of character or character complexity
o Hamlet, Claudius, Gertrude, Ophelia
o The roles of lesser characters
§ Horatio, Polonius, Laertes, Rosencrantz and Guildenstern
§ Foils in the play—Fortinbras, Pyrrhus, Laertes, Ophelia
· THEME. An important theme or idea in the play
o Duplicity/Spying
o Suicide and the meaning of life
o Sanity/Madness
o Honor/Revenge
o Action/Inaction
o Filial Love
· PROBLEM PLAY OR NOT? The poet T.S. Eliot wrote in his 1920 essay, “Hamlet and his Problems,” that the problem with the play is that Hamlet’s motivation in it is not sufficient (that is, Shakespeare doesn’t give us enough information) to merit the way he behaves: “Hamlet (the man) is dominated by an emotion which is inexpressible, because it is in excess of the facts as they appear.” What do you think?
Is it a bad play? OR is the play, as Martin Evans suggests, purposefully—and meaningfully—ambiguous? (Greenblatt calls this “strategic opacity.”)
· POSSIBLE QUOTATIONS (BELOW AND REVERSE SIDE)
HAMLET
O, that this too, too sullied flesh would melt,
Thaw, and resolve itself into a dew,
Or that the Everlasting had not fixed
His can ‘gainst self-slaughter.
As I perchance hereafter shall think meet
To put an antic disposition on;
I am but mad north-north-west: when the wind is
southerly I know a hawk from a handsaw.
Get thee to a nunnery: why wouldst thou be a
breeder of sinners?
O, what a rogue and peasant slave am I!
Is it not monstrous that this player here,
But in a fiction, in a dream of passion,
Could force his soul so to his own conceit
That from her working all his visage wann'd,
Tears in his eyes, distraction in's aspect,
A broken voice, and his whole function suiting
With forms to his conceit? and all for nothing!
For Hecuba!
What's Hecuba to him, or he to Hecuba,
That he should weep for her?
No!
Up, sword; and know thou a more horrid hent:
When he is drunk asleep, or in his rage,
Or in the incestuous pleasure of his bed;
At gaming, swearing, or about some act
That has no relish of salvation in't;
Alexander died, Alexander was buried,
Alexander returneth into dust; the dust is earth; of
earth we make loam; and why of that loam, whereto he
was converted, might they not stop a beer-barrel?
Imperious Caesar, dead and turn'd to clay,
Might stop a hole to keep the wind away:
O, that that earth, which kept the world in awe,
Should patch a wall to expel the winter flaw!
We defy augury. There is a special providence in the fall of a sparrow. If it be now, ‘tis not to come; if it be not to come, it will be now; if it be not now, yet it will come. The readiness is all. Since no man of aught he leaves knows, what is ‘t to leave betimes. Let be.
CLAUDIUS
O, my offence is rank it smells to heaven;
It hath the primal eldest curse upon't,
A brother's murder. Pray can I not,
Though inclination be as sharp as will:
My stronger guilt defeats my strong intent.
The queen his mother
Lives almost by his looks; and for myself--
My virtue or my plague, be it either which--
She's so conjunctive to my life and soul,
That, as the star moves not but in his sphere,
I could not but by her.
GERTRUDE
O Hamlet, speak no more:
Thou turn'st mine eyes into my very soul;
And there I see such black and grained spots
As will not leave their tinct.
(GERTRUDE ON OPHELIA)
There, on the pendent boughs her coronet weeds
Clambering to hang, an envious sliver broke;
When down her weedy trophies and herself
Fell in the weeping brook. Her clothes spread wide;
And, mermaid-like, awhile they bore her up:
Which time she chanted snatches of old tunes;
As one incapable of her own distress,
Or like a creature native and indued
Unto that element: but long it could not be
Till that her garments, heavy with their drink,
Pull'd the poor wretch from her melodious lay
To muddy death.
Scoring Guide for Topic/Idea Development
A/A- / · Perceptive, sophisticated topic development; compelling details (clout)· Careful and/or subtle organization (clarity)
· Effective/rich use of language (class)
B+/B / · Full topic/idea development; solid, relevant details (clout)
· Logical organization (clarity)
· Appropriate use of language (class)
B-/C+ / · Moderate topic/idea development; adequate, relevant details (clout)
· Some organizational confusion (clarity)
· Some variety in language (class)
C / · Rudimentary topic/idea development; basic supporting details (clout)
· Overall organizational confusion (clarity)
· Simplistic language (class)
Scoring Guide for Standard English Conventions—CLEANLINESS
A / · Control of sentence structure, grammar and usage, and mechanicsB / · Errors do not interfere with communication and/or
· Few errors relative to length of essay or complexity of sentence structure, grammar and usage, and mechanics
C / · Errors interfere somewhat with communication and/or
· Too many errors relative to the length of the essay or complexity of sentence structure, grammar and usage, and mechanics