Categories
Shakespeare

1. find a web site relevant to Hamlet or Shakespeare on the Internet; Post a lin

1. find a web site relevant to Hamlet or Shakespeare on the Internet; Post a link and a minimum-50-word review of the site on the “Hamlet Web Sites” discussion forum. Use the “Web Site Review” template.
2.Finally, Read Hamlet Acts I & II.
After reading Acts I and II, write responses to one or more of the questions below and post them to the “Hamlet: Acts I and II” discussion forum. You can answer one question, or several, in the same single response, but that response should be at least 200 words long.
This week and next week, you will make such responses as we read the play. I am interested in your own responses to these questions; you don’t need to discover the answers online somewhere, because I will give you at least 80% for a sincere response of your own, anyway. True, a thoughtful, well-written response will gain more points; but uncited, plagiarized sources will gain you a zero, and possibly removal from the course with an F.
If you want to use sources, you can (as not in the formal essays) use open-Internet as well as formal academic sources; but CITE them properly! That is one of the most important aspects of this class.
In your responses, try to make precise, economical use of illustration from the play. That is, after your interpretive proposition, segue into a short passage from the play – one word, or a set of lines – that illustrate your proposition.
Again, write a minimum of 200 words for your responses each time. You can respond to one or more of the following questions; you do not need to respond to all questions. You can spread your thoughts out, in other words, through two or more questions about more than one act; or, you can focus narrowly but deeply on one question.
Act I:
Consider the play’s opening – Scene 1. What is the mood? How does it contrast with the mood in Scene 2?
From his initial speech to the court, what kind of man, monarch, husband, and uncle/stepfather is Claudius?
What kind of woman/Queen/widow/mother is Gertrude?
Study Hamlet’s first soliloquy (“O, that this too, too solid flesh…”). How do you explain his emotions and thoughts in clear, 21st-century English?
How would you characterize the relationship between Polonius and his son Laertes, and his daughter Ophelia, and between Laertes and his sister Ophelia?
What in the words of the Ghost seem to support the truth of the spirit’s claims? Does anything about the scene seem ambiguous or doubtful?
Act II:
Considering the Act I question about the relationship between Polonius and Laertes, what does Act II, Scene 1 add to your sense of that relationship, and what might it tell us of Polonius’ true character?
Study Ophelia’s account of Hamlet’s behavior: what evidence do you see for Hamlet’s being mad, melancholy, in love, ambitious, scheming, a performer, or perhaps just a prankster – or any combination, or some other characterization?
Five a verbal portrait of Polonius thus far: as father, courtier, counselor, speechmaker, etc. What is his role in the play, or in the dynamics of the play?
How would you characterize the relationship between Claudius and Gertrude?
Study Hamlet’s behavior in his responses to Polonius, and also in his responses to Rosencrantz and Guildenstern – with reference, as you like, to anything so far in the play that informs your understanding of Hamlet as a man.
Study Hamlet’s behavior and words in the scene after the arrival of the Players. How does it add to your understanding of his character – his moods, his ethical self, his sensibilities – anything.
Study the next soliloquy (“O, what a rogue and peasant slave…”); looking back at the first soliloquy, how does this passage advance our understanding of Hamlet’s mind?
[end]

Categories
Shakespeare

1. find a web site relevant to Hamlet or Shakespeare on the Internet; Post a lin

1. find a web site relevant to Hamlet or Shakespeare on the Internet; Post a link and a minimum-50-word review of the site on the “Hamlet Web Sites” discussion forum. Use the “Web Site Review” template.
2.Finally, Read Hamlet Acts I & II.
After reading Acts I and II, write responses to one or more of the questions below and post them to the “Hamlet: Acts I and II” discussion forum. You can answer one question, or several, in the same single response, but that response should be at least 200 words long.
This week and next week, you will make such responses as we read the play. I am interested in your own responses to these questions; you don’t need to discover the answers online somewhere, because I will give you at least 80% for a sincere response of your own, anyway. True, a thoughtful, well-written response will gain more points; but uncited, plagiarized sources will gain you a zero, and possibly removal from the course with an F.
If you want to use sources, you can (as not in the formal essays) use open-Internet as well as formal academic sources; but CITE them properly! That is one of the most important aspects of this class.
In your responses, try to make precise, economical use of illustration from the play. That is, after your interpretive proposition, segue into a short passage from the play – one word, or a set of lines – that illustrate your proposition.
Again, write a minimum of 200 words for your responses each time. You can respond to one or more of the following questions; you do not need to respond to all questions. You can spread your thoughts out, in other words, through two or more questions about more than one act; or, you can focus narrowly but deeply on one question.
Act I:
Consider the play’s opening – Scene 1. What is the mood? How does it contrast with the mood in Scene 2?
From his initial speech to the court, what kind of man, monarch, husband, and uncle/stepfather is Claudius?
What kind of woman/Queen/widow/mother is Gertrude?
Study Hamlet’s first soliloquy (“O, that this too, too solid flesh…”). How do you explain his emotions and thoughts in clear, 21st-century English?
How would you characterize the relationship between Polonius and his son Laertes, and his daughter Ophelia, and between Laertes and his sister Ophelia?
What in the words of the Ghost seem to support the truth of the spirit’s claims? Does anything about the scene seem ambiguous or doubtful?
Act II:
Considering the Act I question about the relationship between Polonius and Laertes, what does Act II, Scene 1 add to your sense of that relationship, and what might it tell us of Polonius’ true character?
Study Ophelia’s account of Hamlet’s behavior: what evidence do you see for Hamlet’s being mad, melancholy, in love, ambitious, scheming, a performer, or perhaps just a prankster – or any combination, or some other characterization?
Five a verbal portrait of Polonius thus far: as father, courtier, counselor, speechmaker, etc. What is his role in the play, or in the dynamics of the play?
How would you characterize the relationship between Claudius and Gertrude?
Study Hamlet’s behavior in his responses to Polonius, and also in his responses to Rosencrantz and Guildenstern – with reference, as you like, to anything so far in the play that informs your understanding of Hamlet as a man.
Study Hamlet’s behavior and words in the scene after the arrival of the Players. How does it add to your understanding of his character – his moods, his ethical self, his sensibilities – anything.
Study the next soliloquy (“O, what a rogue and peasant slave…”); looking back at the first soliloquy, how does this passage advance our understanding of Hamlet’s mind?
[end]

Categories
Shakespeare

Within a creatively crafted narrative, trace the arc of Hamlet’s efforts to unde

Within a creatively crafted narrative, trace the arc of Hamlet’s efforts to understand his purpose and the nature of his disposition by the end of the play. Along with including background on Hamlet (where is he coming from?), highlight the following interactions:
1. Describe why he and Horatio discuss Claudius’ behavior in Act I scene iv. (include one quote)
2. Describe why Hamlet asks Player 1 to recite a speech from a play that has to do with the Trojan War and also includes the Medieval conception of Fortune in Act II scene ii. (include one quote)
3. Describe Hamlet’s transformation when he is sent by Claudius to England and the nature of his return. (include one quote)
Keep in mind the guiding questions that we talked about in class which include:
Why do bad things happen to good people?
Why am I here?
What is my purpose?
Use quotes and in-text citations which should look like this:
Hamlet further derides any apathetic nature in people when he asks, “What is a man, / If his chief good and market of his time / Be but to sleep and feed?” (IV.iv.33-35).
You can find the story of Hamlet via the link below:

Hamlet


Comments from Customer
Discipline: English 102

Categories
Shakespeare

Within a creatively crafted narrative, trace the arc of Hamlet’s efforts to unde

Within a creatively crafted narrative, trace the arc of Hamlet’s efforts to understand his purpose and the nature of his disposition by the end of the play. Along with including background on Hamlet (where is he coming from?), highlight the following interactions:
1. Describe why he and Horatio discuss Claudius’ behavior in Act I scene iv. (include one quote)
2. Describe why Hamlet asks Player 1 to recite a speech from a play that has to do with the Trojan War and also includes the Medieval conception of Fortune in Act II scene ii. (include one quote)
3. Describe Hamlet’s transformation when he is sent by Claudius to England and the nature of his return. (include one quote)
Keep in mind the guiding questions that we talked about in class which include:
Why do bad things happen to good people?
Why am I here?
What is my purpose?
Use quotes and in-text citations which should look like this:
Hamlet further derides any apathetic nature in people when he asks, “What is a man, / If his chief good and market of his time / Be but to sleep and feed?” (IV.iv.33-35).
You can find the story of Hamlet via the link below:

Hamlet


Comments from Customer
Discipline: English 102

Categories
Shakespeare

What individual(s) from your family has a direct impact on the turn of events in the play?

Character Diary: (Alternate assignment for Shakespeare Parody)
As a Montague or a Capulet consider the following questions. Be sure to pick a character so you can respond in 1st-person, just the way you would write in a personal diary! 
*5 pages, double spaced, size 12 font
Once you have selected what character you want to play, begin a Character Diary!
Within the diary, enter all the important events in the life of your character, from the play’s perspective.
How do the events shape YOUR life?
Will you take action to overcome the obstacles set before you and your family?
Will you endure hardship? Love? Loss?
Will you overcome?
Will you survive?
Consider the following as you write:
1.) How do the major events in the play affect you and your family (Capulet or Montaque) as a whole?
2.) What individual(s) from your family has a direct impact on the turn of events in the play?
3.) What individual was most affected? How? Why?
Remember this: Not all characters are aware of the peril their family, or particular members are in. How might this lack of knowledge shape future events?

Categories
Shakespeare

How do the major events in the play affect you and your family (capulet or montaque) as a whole?

Character Diary: (Alternate assignment for Shakespeare Parody)
As a Montague or a Capulet consider the following questions. Be sure to pick a character so you can respond in 1st-person, just the way you would write in a personal diary! 
*5 pages, double spaced, size 12 font
Once you have selected what character you want to play, begin a Character Diary!
Within the diary, enter all the important events in the life of your character, from the play’s perspective.
How do the events shape YOUR life?
Will you take action to overcome the obstacles set before you and your family?
Will you endure hardship? Love? Loss?
Will you overcome?
Will you survive?
Consider the following as you write:
1.) How do the major events in the play affect you and your family (Capulet or Montaque) as a whole?
2.) What individual(s) from your family has a direct impact on the turn of events in the play?
3.) What individual was most affected? How? Why?
Remember this: Not all characters are aware of the peril their family, or particular members are in. How might this lack of knowledge shape future events?

Categories
Shakespeare

How does the hatred among the families in the play romeo and juliet factor into the daily life of the community?

You are required to write 2-3 pages (of thoughtful material) regarding only ONE of the following questions, citing no less than three times directly from the play.
You must cite directly from the play, at least four times, for full credit on this exam.
OF COURSE you may use both a dictionary, and your copy of the play Romeo and Juliet, for reference during the examination
This is the prompt that has to be used
How does the hatred among the families in the play Romeo and Juliet factor into the daily life of the community? How does Prince Escalus foreshadow the events to come in the first act of the play? According to Benvolio, how much of a hand did Romeo have in the fight at the beginning of the play?

Categories
Shakespeare

How does prince escalus foreshadow the events to come in the first act of the play?

You are required to write 2-3 pages (of thoughtful material) regarding only ONE of the following questions, citing no less than three times directly from the play.
You must cite directly from the play, at least four times, for full credit on this exam.
OF COURSE you may use both a dictionary, and your copy of the play Romeo and Juliet, for reference during the examination
This is the prompt that has to be used
How does the hatred among the families in the play Romeo and Juliet factor into the daily life of the community? How does Prince Escalus foreshadow the events to come in the first act of the play? According to Benvolio, how much of a hand did Romeo have in the fight at the beginning of the play?