Hamlet Essay Topics

Choose one of the following prompts to write on. Your essay must be at least 4 pages and be written in MLA format. Have a topic chosen by Monday, January 7th.

1. Next to Hamlet, arguably the most complex character in the play is Claudius. Write an essay that considers the complex and often contradictory nature of Claudius’ character. This essay must look beyond the fact that Claudius is a murderer who has usurped his brother’s throne and married his brother’s wife. It must also consider his effectiveness or ineffectiveness as a political figure, and determine at precisely what point Claudius makes the transition from one to another.

 

2. Characters who parallel yet contrast one another are said to be foils. Authors often use foils to clarify character traits as well as issues in stories and plays. Discuss Shakespeare’s use of foils, focusing on the parallels and contrasts of any one of these pairs of characters: Hamlet and Laertes, Hamlet and Horatio, Hamlet and Fortinbras, Hamlet and Ophelia, Laertes and Horatio, Claudius and Hamlet’s father, Gertrude and Ophelia, Polonius and Claudius, Polonius and Hamlet. What do Shakespeare’s uses of foils accomplish in telling the story of the play?

 

3.      The Silent voice of women in "Hamlet" Gertrude and Ophelia. How would you compare and contrast their role of women in Hamlet, their purpose, the statement they make or lack of statement they make. What do their portrayals say about women politically, intellectually, socially, emotionally and economically? (You can start by comparing their roles in the castle along with their respective deaths).

 

4. “If you be sick, your own thoughts make you sick.” Ben Jonson.

Throughout Hamlet there are references to real and imagined mental illnesses as portrayed by Shakespeare’s characters. What part does madness-real or feigned-play in the tragedy of Hamlet? Contemplate whether or not Ben Jonson’s quote maintains validity in Hamlet, then take a stand and write about to whom this accurately applies.

 

5.      What are the hopes and despairs of the characters you encountered? In a solidly written essay, report how at least three of the characters you select from amongst family units (Polonius, Laertes, Ophelia, Gertrude, Hamlet, Claudius, and Fortinbras), would respond to August Napier’s comment, “In each family a story is playing itself out, and each family's story embodies its hope and despair.” One approach might be to select Hamlet, Laertes, and Fortinbras--all sons without fathers—to ascertain the similarities and differences between each one’s aspirations and despondency's. Or, examine the hopes and despairs of Danish court members Polonius, Laertes, and Ophelia, using evidence to call to attention to the family’s story of desires, and how court events may cause them grief and suffering.

Hamlet Act 4 Study Questions

SCENE THREE

1. Explain the worm metaphor. What does Hamlet’s explanation of Polonius’ situation suggest about Hamlet’s state of mind?
2. What is the purpose of the sealed letters?

SCENE FOUR

1. When Hamlet compares himself to Fortinbras’ men, what does he realize?

SCENE FIVE

1. How has Polonius’ death affected Ophelia?
2. How does Hamlet’s desire for revenge differ from Laertes’?

SCENE SIX

1. How does Hamlet escape the boat bound for England?

SCENE SEVEN

1. Explain Claudius’ plan for Hamlet’s eventual death. Why does he use such an elaborate plan?
2. Describe the conditions surrounding Ophelia’s death. What do they suggest about her? Would you argue that she actually killed herself?

Hamlet Act 3 Study Questions

Hamlet Act Three

Answer in complete sentences and use quotations/specific references to support your answers. Answer on a separate piece of paper.

SCENE 1

1. Cite proof that Claudius knows that there is more going on with Hamlet than meets the eye.
2. A) Paraphrase the critical problems in life/death in Hamlet’s famous soliloquy lines 64-98.  B) what is his main motivation for not taking action?
3. Read the conversation between Hamlet and Ophelia. Remember that Hamlet was very sarcastic, slightly funny, and a little cruel to Polonius in the previous Act. How is Hamlet’s treatment of Ophelia in this conversation different from his treatment of Polonius? Why do you think he is treating her in this way?

 

SCENE 2

1. What happens to Hamlet’s relationship to Rosencrantz and Guildenstern in this scene? How does Hamlet treat them?

SCENE 3

1. In Claudius’ first monologue the reader saw a smart, calculating politician who seemed to be in love. In this Act’s Soliloquy, the reader witnesses a much different villain. Write a paragraph describing Claudius feelings in this speech. What concerns Claudius in his soliloquy? How is his behavior different from the first Act? What kind of villain is he? Use a quote in your paragraph  (lines 39-75)
2. Why does Hamlet not kill Claudius when he has the chance? Do you think this is a rational reason for not killing the King, or is there something else going on in Hamlet’s mind?

SCENE  4

1. A) Cite and explain one of Hamlet’s most damning accusations against his mother. B) Does he seem to be following his father’s earlier request?
2. What might be significant that Hamlet is the only one who sees the ghost in this scene?
3. What advice does Hamlet give Gertrude in lines 160-217?

Act 3 Summary Question:

 

1. How would you characterize Hamlet’s behavior at the end of this Act? How would you describe his emotional state and how is this different from the previous Acts?

Hamlet's Emotional Rollercoaster

Hamlet's Act 2 Soliloquy:

 1. Shock bewilderment: what’s wrong with me?

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? What would he do,

 Had he the motive and the cue for passion

 That I have? He would drown the stage with tears

 And cleave the general ear with horrid speech,

 Make mad the guilty and appal the free,

 Confound the ignorant, and amaze indeed

 The very faculties of eyes and ears.

 

2. Self-deprecation / suicidal depression: I’m useless.

Yet I,

 A dull and muddy-mettled rascal, peak,

 Like John-a-dreams, unpregnant of my cause,

 And can say nothing; no, not for a king,

 Upon whose property and most dear life

 A damn'd defeat was made.

 

3. Anger / defensive aggression: are you looking at me?

Am I a coward?

 Who calls me villain? breaks my pate across?

 Plucks off my beard, and blows it in my face?

 Tweaks me by the nose? gives me the lie i' the throat,

 As deep as to the lungs? who does me this?

 Ha!

 

4. Resignation / acceptance: ok, I’m a wimp.

 'Swounds, I should take it: for it cannot be

 But I am pigeon-liver'd and lack gall

 To make oppression bitter, or ere this

 I should have fatted all the region kites

 With this slave's offal:

 

5. Fury / rage: bastard!

bloody, bawdy villain!

 Remorseless, treacherous, lecherous, kindless villain!

 O, vengeance!

 

6. Sarcasm: oh right, brilliant!

 Why, what an ass am I! This is most brave,

 That I, the son of a dear father murder'd,

 Prompted to my revenge by heaven and hell,

 Must, like a whore, unpack my heart with words,

 And fall a-cursing, like a very drab,

 A scullion!

 

7. Irritation / frustration: pull yourself together.

 Fie upon't! foh! About, my brain!

 

8. Calculating / plotting / scheming: ok, let’s see...
 

I have heard

 That guilty creatures sitting at a play

 Have by the very cunning of the scene

 Been struck so to the soul that presently

 They have proclaim'd their malefactions;

 For murder, though it have no tongue, will speak

 With most miraculous organ. I'll have these players

 Play something like the murder of my father

 Before mine uncle: I'll observe his looks;

 I'll tent him to the quick: if he but blench,

 I know my course.

 

9. Fear / nervousness: it could all be a set-up.
 

The spirit that I have seen

 May be the devil: and the devil hath power

 To assume a pleasing shape; yea, and perhaps

 Out of my weakness and my melancholy,

 As he is very potent with such spirits,

 Abuses me to damn me:

10.  Decisive: here’s what I’ll do.

I'll have grounds

 More relative than this: the play 's the thing

 Wherein I'll catch the conscience of the king.

                           

Quintessence of Dust

I have of late--but

 wherefore I know not--lost all my mirth, forgone all    

 custom of exercises; and indeed it goes so heavily

 with my disposition that this goodly frame, the

 earth, seems to me a sterile promontory, this most

 excellent canopy, the air, look you, this brave

 o'erhanging firmament, this majestical roof fretted     

 with golden fire, why, it appears no other thing to

 me than a foul and pestilent congregation of vapours.

 What a piece of work is a man! how noble in reason!

 how infinite in faculty! in form and moving how

 express and admirable! in action how like an angel!  

 in apprehension how like a god! the beauty of the

 world! the paragon of animals! And yet, to me,

 what is this quintessence of dust? man delights not me

 

 

1) What is Hamlet’s opinion of the world? Of Mankind?

2) Do you agree with this outlook? In what ways is he correct? Incorrect?

3) Think about everything that has preceded this monologue and the exact moment that he is giving it. Do you believe that this speech is an accurate representation of what is on Hamlet’s mind? Or is he purely acting and making this stuff up? Why?

Hamlet Act 2 Study Questions

Answer each question in one or two complete sentences and use quotations/specific references to support your answers. Questions in bold should be answered in a full paragraph with more depth in your analysis. Answer on a separate piece of paper.

SCENE 1

1. Explain how the exchange with Reynaldo helps to develop Polonius’ suspicious and cynical nature.
2. Describe Hamlet’s behavior as Ophelia reports it. How does Polonius respond?
3. Even though Laertes is away in France, we still see Polonius meddling in the lives of his children. What similarities are there in the way he is interacting in Ophelia’s life and his attempt to influence Laertes’s life in France? Are there differences?

SCENE 2

1. Explain Rosencrantz’ and Guildenstern’s purpose. How do they react?
2. Who from the previous scene do R & G remind you of? How is their job similar to this other character?
3. After reading the conversation between Polonius and the King and Queen, how are the relationships between Polonius and his children similar to the relationship between the King/ Queen and Hamlet?
4. Describe Hamlet’s behavior during his encounter with Polonius. What is its purpose?
5. How does Hamlet’s mood change upon R & G’s arrival?
6. Paraphrase Hamlet’s speech/ monologue lines         (“I have of late…”). Focus on his view of mankind. What does this tell you about Hamlet’s current state of mind? Is this all just part of his antic disposition?
7. Paraphrase Hamlet’s soliloquy at the end of the scene. Compare/contrast Hamlet’s mood at the end of act two with that of act one.

Political Speeches

 

Read these two excerpts from speeches given by President Reagan and President Obama. In what ways are they similar to Claudius' speech at the beginning of Act 1 Scene 2 of Hamlet? What literary devices do all three politicians use? What common themes are presented?

Well, I believe we, the Americans of today, are ready to act worthy of ourselves, ready to do what must be done to ensure happiness and liberty for ourselves, our children, and our children's children. And as we renew ourselves here in our own land, we will be seen as having greater strength throughout the world. We will again be the exemplar of freedom and a beacon of hope for those who do not now have freedom.

To those neighbors and allies who share our freedom, we will strengthen our historic ties and assure them of our support and firm commitment. We will match loyalty with loyalty. We will strive for mutually beneficial relations. We will not use our friendship to impose on their sovereignty, for our own sovereignty is not for sale.

As for the enemies of freedom, those who are potential adversaries, they will be reminded that peace is the highest aspiration of the American people. We will negotiate for it, sacrifice for it; we will not surrender for it, now or ever.

Our forbearance should never be misunderstood. Our reluctance for conflict should not be misjudged as a failure of will. When action is required to preserve our national security, we will act. We will maintain sufficient strength to prevail if need be, knowing that if we do so we have the best chance of never having to use that strength. - President Reagan

 

The road ahead will be long. Our climb will be steep. We may not get there in one year or even one term, but America – I have never been more hopeful than I am tonight that we will get there. I promise you – we as a people will get there. I will always be honest with you about the challenges we face. I will listen to you, especially when we disagree. And above all, I will ask you join in the work of remaking this nation the only way it's been done in America for two-hundred and twenty-one years – block by block, brick by brick, calloused hand by calloused hand. So let us summon a new spirit of patriotism; of service and responsibility where each of us resolves to pitch in and work harder and look after not only ourselves, but each other. Let us remember that if this financial crisis taught us anything, it's that we cannot have a thriving Wall Street while Main Street suffers – in this country, we rise or fall as one nation; as one people.

And to all those watching tonight from beyond our shores, from parliaments and palaces to those who are huddled around radios in the forgotten corners of our world – our stories are singular, but our destiny is shared, and a new dawn of American leadership is at hand. To those who would tear this world down – we will defeat you. To those who seek peace and security – we support you. And to all those who have wondered if America's beacon still burns as bright – tonight we proved once more that the true strength of our nation comes not from our the might of our arms or the scale of our wealth, but from the enduring power of our ideals: democracy, liberty, opportunity, and unyielding hope. - President Obama

Due Dates

•Final Then and Now Draft Due on Friday (11/2)

•College 500 word essay due Friday (11/2) Make sure there is a word count listed at bottom of page!!!!

•If you want feedback for a second college essay, staple it to the back.

Proof-Reading College Essays for Content and Style

•  The opening sentence (and the opening ¶ as a whole) should intrigue the audience. Gauge the power of the opening; What can you revise if it falls short of compelling. Avoid bland openings. Think how you can help the reader experience what you are going through.

• Underline all the sentences that you believe fall under the “personal reflection” section of your prompt. Does this seem to be at least 1/3 of the total essay? Does it actually show the reader how this experience has shaped you?

•What final impression of the writer does the end of the last ¶ make? At the end, if the writing just seems to fade away, what can you do to form a more solid conclusion?

•Re-Read your prompt. Are you actually answering what it is asking? Or are you spending too much time on only one aspect of the prompt? (Personal Quality vs. Impact on you).

 

•Voice: What final impression does the author make?

•Do you hear the author’s narrative voice in the essay?  What personality comes through?  Do you have a favorable impression of this person, especially with the reflection?  Make suggestions if you think this person will not come across as s/he intended.

 

•Creativity and word choice:

·Box the first word of each sentence: See any patterns?  If there are too many of the same word(s), suggest ways to work around this ineffective repetition. 

·Circle each verb: See any patterns?  Suggest strong, specific verbs to replace generic ones; make sure you are operating in the same tense throughout.

·Redundancy: Are there other ineffective repetitions used by the writer? Make suggestions above the words you feel may need replacing.

Reflecitve Essay Rubric

	Clarity/ Technical	Effectiveness	Description
A	Essay is written with few or no grammatical errors. Sentences are not over-packed or too short. The writer has a variety of sentence structures that he/she uses in presenting ideas. The essay is at least 2-4 pages.	The essay contains essential reflective qualities including well balanced sections on experience, personal reflection, and universal reflection. The essay has a message that is either clear throughout most of the essay or is incorporated in a very effective manner by the end.	The essay does an effective job in portraying the experience of their reflective essay to the reader. The essay uses at least three sensory details and at least two instances of figurative language.
B	Essay has some grammatical and structural errors but they do not deeply impact the clarity of the writing. Minor issues remain on writing effective sentences. The essay is not quite 2 pages.	The essay contains essential sections on experience, personal reflection, and universal reflection, but may not be effectively balanced. The essay’s message is clear by the end of the essay.	The essay is able to show the reader key aspects of the experience that was significant to the writer. The essay uses two instances of figurative language along with sensory details.
C	Essay has a noticeable amount of grammatical and structural errors which at times takes away from the clarity of the writing. Sentences may be over-packed or too short with little structural variety. The essay falls short of the minimum length and requires some more content.	The essay contains a section on an experience, but has difficulty elaborating on personal and universal significance/ reflection. The essay’s message is slightly convoluted or is incorporated later in the essay.	The essay tells the reader about the experience that was significant to the writer. The essay uses an instance of figurative language and a few sensory details.
D and Below	Essay has an abundance of grammatical and structural errors which makes the writing very difficult to understand. The essay needs much more content.	The essay does not contain all the essential segments for a reflective essay. The essay’s message is not clear.	The essay is not entirely effective in sharing the experience that was significant to the writer. The essay does not use figurative language and uses few sensory details.