Hamlet: Archetypal Analysis Essay
PROMPT: Based on his use of archetypes in the play Hamlet, what is Shakespeare saying about the human condition?GOALS:
- To demonstrate comprehension of Hamlet through critical thinking and reasoned argument.
- To demonstrate awareness of multiple archetypal characters in a classic play, as well as the implications of the use of these archetypes in literature.
- To compose an evidence-based argument that draws a conclusion about a writer’s message and defends this conclusion.
AUDIENCE: Your reader has read the entirety Hamlet, though you still must establish you own ethos through an effective introductory synopsis and adequate context within body paragraphs.
FORM:
- The essay you compose must include an introduction, thesis, BALANCED body paragraphs, and a conclusions paragraph.
- NO FIVE PARAGRAPH ESSAYS.
- The essay must follow MLA formatting and citation guidelines—since you are using only one text as a source, you only need to cite page numbers in parenthetical citation.
- The essay must present an academic voice, avoid first-person voice, and use limited-second person inclusive (use of we, us, and our is permissible in the conclusions paragraph).
- There is no length minimum or maximum for this essay; however, you must write enough to convincingly communicate your interpretation of the prompt.
TIMELINE:
- Monday, November 23rd:Compile data for archetypal brainstorming worksheet; write thesis statement
- Tuesday, November 24th:Use Monday’s work and today’s mini-lesson on paragraph organization as a basis for building an outline.
- Wednesday, November 25th – Thursday, December 3rd: work independently to 1. Complete the outline; 2. Write a draft of the essay; 3. Revise the essay with a trusted adult OR brilliant peer, 4. Edit the essay for grammar and conventions.
The essay is due by 8:00 am on Friday, 12/4 (through Google Docs).
**You will not be receiving formative feedback on this essay, however, if you have specific questions about an aspect of your essay, please see me/email me.
Suggestions for Writing Success
Remember: everything happens for a reason.
All assignments given during this unit were planned around this final essay. You can use past writing and thinking on this final essay. Build upon work you’ve already completed. And, use all tools that I provided for you regarding both the play and archetypal characters/settings/journeys.
Follow the proven method.
It may seem like “filling out a form,” but the organizational pattern of TS/Cx/CD/Cm is a proven winner. Know that if you follow the pattern well, you will be accomplishing exactly the critical thinking and evidentiary support I will be looking for in the essay.
Also, be willing to stretch by utilizing the best possible organizational structure for your essay. If you need help choosing one, ask!
Acceptable ways to use the internet to help you with this writing assignment: / Unacceptable ways to use the internet to help you with this writing assignment:Using my website resources to help you with aspects of your essay organization, conventions, or structure.
Using the web to find examples of archetypal analysisNOT analyzing Shakespeare or Hamlet.
Using the web to find hints, help, or examples of good introductions, conclusions, or analytical paragraphs you can use as models for your own writing.
Using the web to find hints about “things to look for” when doing an archetypal analysis essay (in general). / Doing any search whatsoever aboutHamlet, or analysis and summaries of Hamlet. This includes Sparknotes.
Searching for and/or using and/or purchasing style analysis essays, paragraphs, or commentary about Shakespeare and/or Hamlet.
Just in case I have not been clear: you are not allowed to search things like “Hamlet Archetypal Analysis” or “Shakespeare Archetypal Analysis” or “Free essays about Shakespeare Archetypal Analysis,” or “Hamlet B+ paper.”
** The internet is a tool to help you understand, not a tool to help you finish a paper. There is a distinction. It is an important distinction. If you don’t understand, don’t use the internet.
Ideas and Content (25) / Organization
(25) / Voice
(10) / Word Choice
(10) / Sentence Fluency
(10) / Conventions
(10) / Personal Goal Setting (10)
Excellent / Exceptionally focused, engaging with specific, credible, relevant supporting detail; original & insightful commentary; Answers all of reader’s questions. / Order, presentation, and internal structure of piece are clear and logical. Uses appropriate & varied transitions and syntax to link major sections of the text. Cohesive, with clear relationships among complex ideas and concepts. / Style is formal, when appropriate; tone maintains objectivity throughout. Voice is expressive, engaging and sincere and demonstrates a strong sense of audience. / Vocabulary is active, powerful and engaging, creating vivid imagery; words convey intended message in a precise, interesting, and natural way. / Sentences have flow, rhythm, and cadence;
Sentence structure enhances meaning; engages and moves reader from beginning to end in fluid fashion;
Varied sentence beginnings add interest and energy. / Grammar/usage is correct and contributes to clarity and style; Uses standard writing conventions effectively; punctuation and spelling are correct and enhance readability; errors are few and only minor. / Meets goal with abundance of evidence that proves heavy focus on improving in self-identified manner. Goal is reasonable, substantial, and appropriate for the student.
Proficient / Clear, focused, interesting ideas with appropriate support & level of detail. Fresh, relevant commentary. Reader may have some questions. / Order, presentation, & internal structure of the piece are clear and logical in most of the paper. Student uses appropriate and varied transitions and syntax that links the majority of text, creates cohesive ideas and clarifies most complex concepts. / Tone is objective, with few or no lapses; appropriate to audience and purpose. A sense of the writer behind the words comes through. / Vocabulary is strong; imagery helps paint a mental picture that lingers. In most cases words are just right and clearly communicate the writer’s message. / Sentences are varied, may still be more mechanical than rhythmic or fluid; easy to read aloud; sentences have a good flow; well-suited and varied transitions move reader easily through piece. / Though minor mistakes are still present, basic conventions have been mastered and meaning is still clear; punctuation and spelling are correct and enhance readability in most places; minor editing still needed. / Meets goal with evidence that proves focus on improving in self-identified manner. Goal is reasonable and appropriate for the student.
Developing / Evident main idea with some support and detail which may be general or limited. Commentary seems to restate the obvious. / The student partially demonstrates unified ideas. The student uses basic transitions and syntax that link a few concepts of the text, and attempts to create cohesion of ideas. / Objective tone maintained in many sections, with lapses that do not distract reader from the overall purpose. A sense of the writer behind the words is present, but may be inconsistent. / Vocabulary is understandable yet lacks energy; some interpretation is needed to understand some sections.
New words and phrases are usually correct. / Sentences vary little and sound mechanical when read aloud; sentence structure works, but phrasing sounds unnatural; many sentences begin in same way and are simple; transitions may be inconsistent. / Punctuation, grammar, and spelling are inconsistent, although basic meaning is communicated; substantial editing is needed. / Meets goal, to some degree, with some evidence that proves focus on improving in self-identified manner. Goal is somewhat reasonable and appropriate for the student. The goal and/or the effort toward meeting it would be strengthened with revision.
Beginning / Main idea may be cloudy because supporting detail is too general. No direct quotes. Evidence merely paraphrased. Commentary does not reflect meaningful analysis. / The student does not demonstrate unified ideas. The student does not use basic transitions and syntax to link sections of the text; creates almost no cohesion or relationship between ideas and concepts. / Tone lacks objectivity, or may sound forced or contrived in a way that distracts the reader from the overall purpose. Sense of the writer behind the words is missing, or is inconsistent. / Vocabulary is limited or flawed, resulting in impaired meaning, wrong words are used and reader can't picture message or content. / Sentences are incorrectly structured;
Very difficult to read aloud; Sentences are choppy, incomplete, rambling, or awkward; run-ons and fragments. / Mistakes in conventions repeatedly distract reader, making meaning unclear; Spelling errors are frequent, even on common words; Punctuation is often missing or incorrect. Editing & revision needed. / Does not meet goal, or with lacks evidence that proves focus on improving in self-identified manner. Goal is either not stated or is not appropriate for the student. The goal and/or the effort toward meeting it needs significant revision.