Macbeth In-Class Essay Prompts
November 28-29, 2012
Write a 3-part (introduction, multiples body paragraphs, and conclusion) academic essay on one of the following 4 prompts. Your essay should
include a strong thesis, supported thoroughly with textual evidence that shows comprehension and analysis of the play in its entirety. You should pay
careful attention to conventions including essay components, quote integration, spelling, and grammar. On the first day of this timed writing, you will
plan, find support, outline, and possibly write a draft of your essay. On the second day, you will write and polish a final essay to be graded and turned
in using the rubric below.
1.
“All power tends to corrupt and absolute power corrupts absolutely.” - Lord John Dalberg-Acton. How is the idea expressed in this
quotation supported through Macbeth’s development throughout the play? Your support should focus on events or statements that show
this progression.
2.
Analyze the role of a supporting character. How does s/he influence Macbeth and the plot of the work? How does Shakespeare use
conventions of drama (such as dramatic irony, monologues, etc.) to indicate the influence and role of this character? How does this
character change throughout the plot in relation to Macbeth?
3.
Analyze the theme of appearance vs. reality in Macbeth. How does Shakespeare use conventions of drama (such as dramatic irony,
monologues, etc.) to show this theme? What statement does he make about appearance vs. reality through his discussion of it in the work
(with examples such as, “fair is foul and foul is fair”)?
4.
Supernatural elements—witches, ghosts, apparitions, and invocations of evil spirits—abound in the play. Should they be viewed as
manipulators of Macbeth’s own free will; figments of his imagination, desires and guilt; oracles of fate; controlling agents of hell? If you
select more than one of the preceding ideas, find a way to connect them to prove something significant about the character of Macbeth.
Essay Rubric
19-20
17-18
15-16
13-14
12 or less
Grammar and
Mechanics
Excellent use of
grammar and
mechanics.
Strong use of
grammar and
mechanics.
Good use of grammar
and mechanics.
Uneven use of
grammar and
mechanics.
Weak use of grammar
and mechanics.
Argument/
Thesis
Clearly stated thesis
and argument that
remains consistent
through the essay with
analysis of at least 3
supporting details.
Thesis is difficult to
understand and has up
to 2 supporting details
or is decipherable and
has 1 or fewer
supporting details.
Has ineffective thesis
and/or inappropriately
used supporting
details.
There is no thesis or
there are no
supporting details for
the thesis.
Textual Support
Thesis is fully
supported by the text
with direct quotations
or line numbers
indicating direct
support for each
point.
There are specific
examples from the
text given for each
point, but not citations
given. Or there are
only examples (with
citations) for half of
the points.
Thesis has little
textual support using
specific examples and
no citations from the
text.
There is no support
from the text.
Accuracy of Content
Student shows clear
understanding of the
text and the literary
devices being
discussed.
Essay is well
organized with
arguments that flow
into each other.
Introduction and
conclusion sum up
and support the thesis
statement. Sentences
are easy to understand
and are well-crafted.
Thesis is easily
understood and
supported with at least
2 supporting details.
Or thesis is
decipherable with
more than 3
supporting details.
Thesis is supported by
the text with direct
quotations or line
numbers for most
points. For those
without citations,
there are specific
examples given from
the text.
Student shows
understanding of the
text and devices with
1 or 2 minor errors.
Student shows
understanding of
about half of the
content discussed.
Student shows little
understanding of the
text or of literary
devices.
Discussion is
unfounded in the text
and definitions of
devices are incorrect.
Essay contains a clear
thesis, introduction,
and conclusion. It has
a mostly organized
structure with some
possible overlap of
ideas or
disorganization.
Sentences are easily
understood.
Essay is disorganized,
but held together with
a mostly clear
introduction and
conclusion and
arguments are
decipherable.
Sentences are mostly
clear.
Essay is missing 2-3
key components,
which hinders
comprehension. Or
sentences are difficult
to understand and get
in the way of
comprehension of the
argument.
Essay is disorganized
with no clear thesis,
no coherence of
arguments and
sentences that are
difficult to
comprehend.
Clarity and
Organization