HAMLET ESSAY
ASSIGNMENT on Different Speech Patterns for Different Characters
Due date for final, revised essay: Nov. tba paper and
email copy as attachment.
Essay Question:
To what extent does
Shakespeare give different characters in Hamlet different speech patterns
and what are the advantages to the actors, audience, and themes? Compare
and Contrast the speech patterns of two
different characters (or one character in private vs. in public).
Write a 3 to 5 page essay on how
different speech patterns are given to two different characters in Hamlet.
This assignment requires that you intensely focus on language, which you will analyze microscopically and discuss
precisely for patterns: repetition of words or types of words, predominance of
certain parts of speech (command forms of verbs, questions?), patterns of
syntax (how words are ordered), compliance to iambic pentameter—minute details
of patterns of language. These careful analyses of language are to be used as
direct evidence to support a clear, fresh, bold claim about how and why Shakespeare
gives two different characters two different types of speech. (Also, how is this
differentiation of language between characters useful to actors, to the
audience, and to the play’s themes?)
Hamlet
How do Hamlet’s speech patterns reflect the way he thinks
(about life, suicide, his parents, revenge, etc.)? What specific features of
his language show the equivocation and indecisiveness he feels? How is his
language a window into how he thinks? Do the language patterns change as the
play proceeds? Does Hamlet have different speech patterns in his soliloquies
versus in his conversations with Claudius or Horatio? What patterns show up
when he is performing for others? What patterns does he use when acting mad?
When engaged in wordplay? When speaking to women? Can you reveal two sides to
his character that are reflected in language? Narrow your focus. Analyze
examples. (Hint: Frame your own narrow question.)
Claudius (What
speech patterns reflect Claudius’s character: Ruthless ambition, authoritative,
dominating, self-serving, self-absorbed (“we ourself”), at times vulnerable and
feeling guilty). Can you reveal two sides to his character that are reflected
in language (as when praying)?
Gertrude (What
characteristics does Gertrude have and how are they borne out in her words?)
Polonius (What
are his dominant characteristics and how are they reflected in how he talks?
Does he alter his speech patterns when with Claudius versus with his children?)
What vs. HOW: Part of this assignment is also to investigate
the link between ‘What is Said’ (content) and ‘How it’s said’ (Language). Consider
how a paraphrase of a speech is not a good substitute. Explain that the “How”
(or Style) actually influences our understanding of the “What” (or content).
Questions to get started:
1.
How is Hamlet’s language different when alone or with
others? What does this provide the actor
with? How is Hamlet’s language different from Claudius’s language? What does
each reflect about the inner person? About legitimacy to be king? How do
different language patterns give the actors an advantage even before they start
working on the lines? How does it help enhance the characters and the themes
for the audience?
PLAN BEFORE YOU WRITE
[] 0. Start Early! Don’t begin
the day before. Work a little every day. Make a plan, an outline, and a rough
draft. Go to the Writing Lab for feedback.
[] 1. Choose your two
characters (or one with two sides to him or her). List personal characteristics
of each that may be reflected in the way each talks or thinks. Does either
character have two modes of speaking?________________________________
[] 2. Find representative
language for each character and analyze the best passages in some detail. What
does the language suggest about who they are? (see 3 below)
___________________________________
_________________________________
[] 3. How do you think the
language reflects the personality of each of your chosen figures? _______________________________
_________________________________
[] 4. Craft a title and a
thesis statement. Experiment with the following format: “While at first it
might appear that X and Y speak ___, close examination reveals that each uses
speech that reflects _____.” Consider
tacking on a very short second thesis to clarify the long one that begins “In
short.”___________________________________ _________
[] 5. Begin writing your outline,
introduction, and topic sentences so that when you sit down to type, you are
well begun.
[] 6. As you continue writing,
look at how each example can do more than just supply evidence, but
rather can help you develop new insights that develop your thesis claim.
[] 7. Save plenty of time to
proofread, use proper MLA documentation, change words, etc. Notes on writing essays:
- Opening:
Be direct. Introduce your topic quickly. Catch our interest.
- In
your thesis say something surprising.
- Analyze
quotes, don’t just quote them. Integrate quotes into your prose
- MLA
header: No page number on page 1, last name, space, page number starting
page two in the header
- Use a
two-part title with a catchy phrase, a colon, and the name of the work or
author mentioned. Give away your best idea in the title, your main point.
- Don’t
underline or italicize your title, only the novel’s.
- Use
proper MLA punctuation” (Smith 22). Period after parenthesis, quote marks
before, no comma or “p” before page number.
- Develop
your main idea: don’t just repeat it and give examples of it. Say more
about your ideas as the examples are discussed.
- Narrow
your topic or main idea: cover less territory in 3-5 pages, but more in
depth.
- Topic
sentences: first sentence of paragraph makes a claim (not an example) that
predicts the main topic for the entire paragraph.
- Use
paragraphing effectively.
- Make closing
sentences of paragraphs sum up the paragraph’s main idea or link back to
the developing thesis idea or transition to the next paragraph’s idea.
- Write
a conclusion that reminds us of your best ideas and examples but also goes
beyond, hinting at some of the implications of what you’ve shown us.
- Avoid comma
splices, they join two sentences by a comma.
- Agreement
(of noun and verb, or noun and pronoun: reader/their)
- A sentence
fragment.
- Don’t
space differently between paragraphs
- Don’t
use a comma between subject and verb.
- Ellipsis
is made by spaced periods. . . .
- Period
after page number” (27).
- Use
two hyphens--to make a dash.
- Try
this structure: “At first it would appear, but. . .”
- Shorten
your quotes: only use the words from the text you need to repeat.
How to Tell a Strong Thesis Sentence from a Weak One
Create a strong, arguable Thesis Statement; it is your essay’s claim, main point, or argument.
Don’t write an over-general thesis statement. Instead, write an interesting
and debatable claim—that is specific, not vague or general. Avoid the shotgun
approach of listing several possible topics or merely announcing the topic.
Narrow the focus and revise the thesis to fit what you say in the body of the
essay
Show your conclusions about a subject in your thesis. (Don’t save your concluding ideas for
the end.) a. A strong thesis takes some sort of stand. b. A strong thesis
justifies discussion. C. A strong thesis expresses one main idea.
Readers need to be able to see
that your paper has one main point. If your thesis expresses more than one
idea, then you might confuse your readers about the subject of your paper. d. A strong thesis statement is specific. A thesis statement should show exactly what your paper will be about, and
will help you keep your paper to a manageable topic. (See www.indiana.edu)
PLAGIARISM: Always
remember: Browsing the internet or Spark Notes or Wikipedia for an overview of
your text or topic can lead to intentional or unintentional plagiarism, which
are treated the same way. As seniors, if caught, you would need to report
suspension for academic dishonesty to your prospective colleges. Next year in
college, you could be expelled from the university or put on academic
probation. Rather than that, it’s always better to do your own work, even if
you feel it’s not your best or you feel rushed.
When
using another person's words, to avoid plagiarism one must always do both
of the following: 1. provide a parenthetical citation in the text and 2.
either enclose their words inside quotation marks. (Note that the intent of a
plagiarist is irrelevant. It is no defense for the
plagiarist to say "I forgot." or
"It is only a rough draft." or "I did
not know it was plagiarism.") College rules for student conduct
sometimes say that plagiarism is an academic offense, not a legal offense.
That statement is not completely correct. Colleges certainly have the authority
to punish plagiarists in various ways, including expulsion from the college or
revoking a degree earned in part by plagiarism. But plagiarism is also a legal
issue. Michael Hand "earned" a Ph.D. in counseling psychology at
New Mexico State University in 1982. In the Fall of 1987 an anonymous
tipster sent to the University a copy two scholarly sources that Hand had
plagiarized in his dissertation. In April 1988, the University rescinded the
Ph.D. it had awarded to Hand. “Having
someone help you write a paper (peers, tutor, writing center) is allowed as
long as their contributions are not to the extent where they could reasonably
be listed as a co-author. Not knowing the correct way to attribute sources is
not an excuse for submitting improperly cited papers.” (from USC’s website)
No comments:
Post a Comment