Shakespeare+Impromptu+Comments

=**You did much well on your impromptus! But there is always room for improvement. Here are the most common problems I found.**= = = =**The "little things" --**=

= = = **1. Spelling:** = =__**Shakespeare**__ ("e" on the end!)= =__**soliloquy**__, or plural - __**soliloquies**__= =**__tragedy__** (not tradegy, trajidy, trajety, or tradgedy)=

= 2. Apostrophes show possession! = =Hamlet__'s__ soliloquy= =Shakespeare__'s__ tragedy=

= = = 3. Underline titles: __Hamlet__ =

= 4. Wording: Shakespeare's use of metonymy (not Shakespeare's metonymies) =

= 5. Use PRESENT TENSE when speaking about fiction!! = = -Polonius spie__s__ on Hamlet, and Hamlet kill__s__ him. =

=__THE BIGGER ISSUES:__=

=**Here is the prompt:**= = **The great mythologist Edith Hamilton once wrote: "The spirit of inquiry meets the spirit of poetry, and tragedy is born." Explore what Hamilton is suggesting by this statement. Focus on Shakespeare's tragic vision in __Hamlet__ and how his use of elevated language is crucial to the depth and power of his ideas.** =

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= = = __1. Lack of specific examples__ : in this case, references to specific soliloquies and scenes, metaphors, rhymes, images. You journalled on literary and poetic devices for the whole unit, and I recommended that you review these beforehand. You should have been able to name some of them, even quote one or two -- especially from the soliloquies you worked with closely.= = =

= = = __2. Discussion of irrelevant details or issues__ : in this case, elements of comedy and humor in the play, the killing of females in the play. Neither of those topics is relevant here. Some of you mentioned that the play switches back and forth from poetry to prose -- which would be relevant if you explained that the PROSE sections were where Hamlet was pretending to be mad, and was therefore not comtemplating deep issues related to the tragedy.= = =

= = = __3. Simple plot summary or definitions without any larger point or purpose__. Many of you gave me beautiful definitions of tragedy without tying it to the PROMPT. How do the elements of THIS tragedy work to create a particular theme? Point? What is Shakespeare saying???=

(Hint: It's about death. And decay.)
= __4. Disjointed parts lacking cohesion__ -- in this case, discussion of tragedy and then discussion of poetic elements as 2 separate mini-essays but unrelated to the PROMPT.=

= __5. Vague, misguided, or missing use of terms__: "Shakespeare's tragic vision," "spirit of inquiry," "spirit of poetry." What do these mean? How does Shakespeare explore them in the play? WHERE does he explore them?=

= (Who does Hamilton suggest is using inquiry? The playwright? The character? Us? All?) = = = = = =What are the poetic elements Shakespeare uses, particularly in the __soliloquies__, that deepen the tragic vision? The key soliloquies to use here were Hamlet's "To be" and the King's.= = = = "The spirit of poetry" means beautiful, rich, imagery-filled, metaphoric language. How does the SOUND add to the SENSE in this case? What does poetry add to the exploration of death, God, ghosts and profound guilt that simple prose cannot capture? = = =

= = = KEY POETIC ELEMENTS FOR THIS TOPIC: = = --figurative language (metaphor, personification, metonymy) = = --allusions (to Greek gods, historical figures, Biblical characters) = = --imagery (esp. worms, rotting) = = --sound devices (rhyme, alliteration, assonance, cacophony, euphony) =

= NOTE: Don't confuse __poetic elements__ with __rhetorical strategies__ -- there is little crossover. =

= SECOND NOTE: __Iambic pentameter__ is known as __blank verse__, and the prose parts of the play are simply __prose__. There is no free verse in this play, nor in anything Elizabeth writers wrote. Free verse was not invented until the 20th century. =

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= __6. Failure to jump to the UNIVERSAL__: What themes does this play explore that are still relevant today? That speak to the "grand conversation?" =

Sample introductions