How does Hamlet use language in his 'To be or not to be' soliloquy?

[Mr. Hendrick]

1. Create your answer in a Google doc and post in this topic. 

2. Evaluate at least one other person's answer focusing on its strengths and what could be improved. 

Soliloquy. 

[calveym]

https://docs.google.com/document/d/1nHa4v3HctvmEKtXeD6yLMa7Ks_iXioKfpUJGDPPXRbE/edit

[Eliza Cudmore]

https://docs.google.com/document/d/1GDh__HqZ3zbkxvweuANqaG6Zye6u8ejMGJGvAPEz6mo/edit 

[auerbac]

[probert]

https://docs.google.com/document/d/1PtqjWoIAcmVA9YcikYCmx4OemPZ-mdl6F_ruwRyg_ws/edit

[novisc]

                Hamlets famous soliloquy is one of the most powerful pieces of writing in English literature; one reason for this is the way in which Shakespeare uses language to explore Hamlets existential dilemma ‘to be or not to be’, and his longing ‘to die, to sleep’ which he reiterates.

                The speech is filled with metaphors, directly linking abstract feelings and concepts to visual links, to create a vivid image of ideas which otherwise can only be felt or imagined.  Although Shakespeare uses many metaphors, he never uses a simile. The reason, I think, for this is that, stating that something ‘is’ as opposed to stating that it ‘is similar to’ something makes it more powerful, due to the fact that the link between the supernal and the visual is made stronger. This level certainty is often used in this speech, whenever Hamlet thinks something; he states it as fact, as though he is answering the question asked by his first line.

                Furthermore, Hamlet asks himself many rhetorical questions in the extract, this is a cunning tool due to the fact that the text leads the reader to an answer and makes him feel  as though it is his own, allowing the idea to take root, thus troubling the onlooker even further. 

[hockeng]

https://docs.google.com/document/d/1QvAj46wpq7GhrajgWTuUoH6oikklXQO2uVgetxElcs0/edit

[russela]

https://docs.google.com/document/d/14Gkw8fPESRENLalXB91sGkbcKLZasVMOdpFsqOzWsIU/edit

[Cotters]

https://docs.google.com/document/d/1mJ7goBPK_34iXQHduK4EsOw0Ny0xLq4FvmIFoe4dQcs/edit

[farahg]

https://docs.google.com/document/d/135VaI_ga1cKNjqZ2WipGUsXF7_rzBIbatpbSG4Xt86w/edit

[maxwels]

[bai...@wellingtoncollege.org.uk]

https://docs.google.com/document/d/1vpzRmXq37EvgDqqemnLqbj9cOR2_oVGyW_zHj4Y1J3I/edit

[verdenh]

[gaddj]

https://docs.google.com/document/d/1XGalgx97XUiO0wlBfj4YGNJA1YaDGtTGh3Pv9VDn86Y/edit

[zoe weingarten]

https://docs.google.com/document/d/1YQ9SkdAAuZmYqAeFAX-y9FU6SK3neZ9FFC3ySkA37jE/edit

[jack ingall]

https://docs.google.com/open?id=0B5maAvl35JVgY29wMjFiY1lsUms

[symondl]

https://docs.google.com/document/d/1MD24BfBmB-ey0yNeIBDy2Id7ju5NhNY-_Sef4yorrCQ/edit?overridemobile=true

[Alexandra Russell]

Eliza this is really good! I like how you described Hamlet's emotions as 'controversial' and 'directly proportional' to the events around him.

[Georgie Hockenhull]

Good embedding and use/choice of quotations, and good adjectives used to describe Hamlet, when you say about David Tennant's interpretation it is one way Hamlet may have been portrayed not necessarily the only way or the way Shakespeare imagined.

[Georgie Hockenhull]

(for Lewis)

[Mr. Hendrick]

Zoe, this is a very good piece of writing.  

1. Can you please explain to the class what 'belletristic' means and how it is useful in writing an essay?

2. Can you use a better phrase than 'a very deep sentence?"

3. Try to expand more. Use connectives such as 'Alternatively' or "In direct contrast to this...' to further explore your ideas.

(Anyone else is free to jump in here with advice also.)

[Mr. Hendrick]

Eliza this is really excellent writing. I particularly love this:

The choice of the word ‘arrows’ represents a direct and painful event that has hurt him previously, this prominent word is used to enable the reader to imagine a weapon that is capable of killing or wounding.   

Take a look at the comments I've left in the document.

Well done!

[Mr. Hendrick]

Chibi, this is a really strong piece of writing. I really like this:

the verb is then phrased in the infinitive, “to be”, rather than attaching it to

any specific noun or pronoun. The simplicity in Shakespeare’s language immediately

portrays clearly to the audience that Hamlet is reasoning with himself, pondering the

prospect of suicide.

EXTENSION WORK: The word 'ontological' will be useful for you here. It comes from the word 'ontology' which means the study of being. It is a bit of a complicated philosophical idea but it would be very useful for you writing about Hamlet. for example, 'Hamlet is really posing an ontological question....'  I want you to research the word.

Excellent work. 

[Mr. Hendrick]

Tom, good work. A few points however:

1. Be careful when using phrases like 'This is a powerful thing to be saying...' Make sure you keep the correct analytical register. Keep it formal when analysing literature.

2. Try to expand on your points more. See other examples here for guidance on how to do this.

[Mr. Hendrick]

Very insightful Corey, and as usual you are coming at this from a very philosophical bent.

I really like this:

Although Shakespeare uses many metaphors, he never uses a simile. The reason, I think, for this is that, stating that something ‘is’ as opposed to stating that it ‘is similar to’ something makes it more powerful, due to the fact that the link between the supernal and the visual is made stronger.

Good work.

[Alexandra Russell]

Chibi, your writing is great! Your structure and reference to quotations combined with analysis proves to be very effective. Could you explain what you mean by 'archaism'?

[Mr. Hendrick]

Georgie, this is really suberb writing. 

I really like the comments and questions by Sam. Excellent work. Everybody please read them and respond accordingly.

Georgie this is such a good point you make:

Hamlet’s moral dilemma is further complicated by the worry that he may just be swapping one life of torment for an eternity of hell.

Really well done.

[Mr. Hendrick]

Alexandra, again this is exceptional work and a strong example to everyone.

I particularly like this:

The specific word ‘sea’ implies a heavy and impossible task to face, adding to this effect and serving as a metaphor in the description of living as a burden to him.

Well done.

[Mr. Hendrick]

Great work Sam, however  be careful when using personal pronouns in a piece of analytical writing. 

Have a look at this.

[Mr. Hendrick]

Gabriella this is really good. Take a look at some other examples here and make a note on how you could improve.

I would suggest adding to your doc of new critical vocabulary.

[Mr. Hendrick]

Max, 

1. Be careful when using semi-colons. Often a full stop is clearer.

2. Don't use phrases like 'I really understand what Hamlet is saying here.' Keep an objective, critical tone. 

3. Are you using the word counsels correct here? Try to find a better word.

[Mr. Hendrick]

Matthew, this is really good. Some great comments by Sam also.

Just be careful not to use personal pronouns in your writing. eg 'you' etc. Keep an objective, critical tone.

[Mr. Hendrick]

Harry, I can't read this as it is set to private. Also can you just put it in a Google doc, share it, then post the link here? 

[Mr. Hendrick]

Jessica this is set to private, I can't read it. Click the share option and mak it viewable.

[Mr. Hendrick]

Jack,

1. dont use personal pronouns in an analytical essay. eg. 'you can tell' etc. Keep a formal objective tone.

2. Capital letter for Hamlet and quotation marks if you are talking about the title of a play.

I really like this:

As is often expected in such a climatically important monologue, the way in which Shakespeare ends the speech is

effectively abrupt, ‘Be all my sins remembered’ this simply shows Hamlet’s personal disgust at his actions, in that he has accepted the inevitable end where he would ‘rot in hell’ for the crimes he has committed.

However, in terms of content organisation, should this sentence be broken up by a full stop? 

Good work.

[Mr. Hendrick]

Brilliant work Lewis. I love this:

Significantly the word "unprofitable" infers the meaning that the world has nothing left to offer for Hamlet.

You need a new phrase for 'sub-meaning.' What else could you use instead? anyone??

[laxtonj]

https://docs.google.com/document/d/1u5cwPXMdboI-rhJisMpbIIWHDpHrvRpH8TjtuyBIjUk/edit

Jonny

[Cotters]

Sir, 

I had a look at that "test" so to say, and I agreed with all of it, apart from the last question, I put a),d),e) & f) and I thought that you should entertain the reader in an essay, because otherwise are you just writing information to be thrown at them and hope that they give you a good mark? I read most of peoples work for this prep and I found them all interesting, but they were a bit repetitive, admittedly you would have repetition from a class of 20 people, but I noticed that they all took all of your words to heart. Where the majority had the same start which you gave us. I understand that we are learning techniques and that is part of why we are in school, but we are also in school to think for ourselves and most people only started thinking for themselves after the first paragraph. This is in NO way a criticism to anyone or anyones work. Also I find it quite ironic that after getting given an exercise telling me to think about writing objectively and not subjectively that I write a subjective paragraph.

Academic writing is about?

Which of the following statements are true?

	a)	Using subject specific vocabulary
	b)	Using 'I' as the observer and commentator
	c)	Mainly being assertive
	d)	Entertaining the reader
	e)	Using evidence and argument
	f)	Showing critical thinking
(a), (e) and (f) are true

[Harry Verden]

[Georgie Hockenhull]

https://docs.google.com/document/d/1WcRyjjziv9lsbGl5ZzwEEjygYPt7qQ0s79M98_qiJ_s/edit

First soliloquy rewritten 

[Mr. Hendrick]

Some interesting points there Sam. What I would say is that at this stage it is important to learn how to express yourself in order to open up new lines of enquiry. Critical thinking can be a new language in and of itself.

The reality is that in this class, there are already several pupils writing at a level way beyond their age and I think we can take many positives from that. 

However as you so rightly point out, the next step should be to use these tools to think critically and with independence and that can take confidence which is part of the job here - to build up our confidence as writers. 

But so far, I am very impressed with the quality of work.  

[Alberto TG]

https://docs.google.com/document/d/1ClNvERMJXC3fU9EOAfkeWh16P9KwA7ErrAv84HYEk7E/edit

[listd]

In the middle of this play, Hamlet is so traumatised that he is constantly thinking about killing himself and about what is holding him back.

When he says the well known "To be or not to be" quote in this soliloquy, Hamlet wonders whether to live or die, given the pain he feels at his father's murder, and his mother, the queen's very quick remarriage to the murderer. In this soliloquy, he wonders if it would be better to hold back his emotions so that no one knows what he feels, or to take action.

His father's ghost has told him what happened and he is seeking revenge over his uncle. Hamlet has a lot of different ways of handling things against a huge load of trouble he faces throughout the play. Some of these ways I would think would be, committing murder, or committing suicide. In his belief system, both would lead to an eternity of punishment in hell. 

Finally, As this soliloquy reflects, it seems that everywhere he looks there's a reason for him to continue life. Being a highly intelligent man, he considers everything possible whether it is to take no action and drown in his own emotions, murder his uncle along with avenging his father but be sentenced to hell, or commit suicide and never see his fair Ophelia again. This does very well to portray the box that Hamlet is trapped in and he can't find his way out of.

[Harry Verden]