Personality Types in Shakespeare’s Hamlet:
Your final writing assignment!
The central mystery in it -- namely the meaning of Hamlet's hesitancy in seeking to obtain revenge for his
father's murder -- has been called the Sphinx of modern literature. - Ernest Jones, Hamlet and Oedipus,
W.W.Norton, N.Y. 1976. p.22.
Shakespeare wrote in a time before psychology or psychiatry existed as we know them; in fact, Shakespeare
was writing at a time pre-dating the idea of a subconscious, yet his characters demonstrate complex
personalities and they grapple with substantive mental and emotional challenges. The character of Hamlet has
long been a challenge for psychologists who itch to explain him. Freud wrote:
The play is built up on Hamlet's hesitations over fulfilling the task of revenge that is assigned to him; but
its text offers no reasons or motives for these hesitations and an immense variety of attempts at
interpreting them have failed to produce a result. According to the view which was originated by Goethe
and is still the prevailing one today, Hamlet represents the type of man whose power of direct action is
paralyzed by and excessive development of his intellect. - Sigmund Freud, The Interpretation of
Dreams, tr. James Strachey, Avon, N.Y. 1965. p.298.
In your Hamlet essay, you will be applying a modern tool to gain insight into a character in Hamlet. In Health
you learned about the Myers-Briggs personality types. Choosing either Hamlet or Ophelia, you will
determine which personality type he/she is, and analyze how this type influences his/her choices and
actions.
Your essay should have:
Intro:
 A good hook
 Brief background on Myers-Briggs
 Brief background info on Hamlet (if you need summarize the plot, do it here!)
 Strong thesis that states what personality type your character falls into
Body paragraphs should include (you decide the best organization/set up-this is a list of components, not a
roadmap):
 Description of the personality type
 Evidence and analysis proving that Hamlet/Ophelia is the personality type you claimed (this means
quotes followed by analysis)
 Analysis of how this personality type influences his/her choices/actions (think about how someone else
would react, etc.) Again, use quotes. Make sure you are not just summarizing what happens—look at
how the personality type creates the action
 Make sure quotes are from the entire play, not just one act
 Cite your quotes with the Act, the scene, and the line (Act.scene.line).
o Example: The Ghost’s first line, “Mark me,” draws both the audience’s and Hamlet’s rapt
attention (Hamlet I.iv.2).
Conclusion—Shakespeare’s intent (This should be a long conclusion, not just a few sentences)
 Why did Shakespeare choose this personality type?
 What effect did he intend?
Resources:
http://similarminds.com/jung.html This website lets you take a brief version of the Myers-Briggs test—pretend
to be your character and see what results you get.
http://www.personalitypage.com/high-level.html This site gives some information on the different types. Ms.
Wheeler also has some books that will give you information.
10th Grade:
Second Semester Common Assessment
Literary Analysis (Character)
Tr a i t s
R e pr e s e nt e d
Focus
(20 pts)
Concrete Details/
Supporting
Evidence
Exceeds standard
Meets standard
Progressing to
standard
Maintains exceptional
focus on the topic; has
a one sentence thesis
statement that clearly
answers the prompt.
(17,18,19,20)
Provides ample
evidence representative
of the entire text
(17,18,19,20)
Maintains consistent
focus on the topic & has a
one sentence thesis
statement that answers
the prompt.
(14,15,16)
Provides adequate
evidence representative
of the entire text
(14,15,16)
Provides inconsistent
focus on the topic &
thesis statement is
unclear.
Demonstrates little
or no focus & no
thesis statement.
(11 and below)
Includes
inconsistent or little
evidence which
may interfere with
the meaning of the
text
(11 and below)
Relevance of evidence
clearly and effectively
explained in all cases
(17,18,19,20)
Relevance of evidence
clearly explained most of
the time
(14, 15, 16)
(12,13)
Includes some
evidence, but may
include extraneous or
loosely related
material or only is
representative of
portions of the text
(12,13)
Meaning of evidence
occasionally
explained
(12, 13)
Organizational pattern
is logical; conveys
completeness &
wholeness
(14, 15)
Organizational pattern is
logical &; conveys
completeness &
wholeness with few
lapses (12,13)
Little evidence of
organization or any
sense of wholeness
& completeness
(10 and below)
Provides transitions
that eloquently serve to
connect ideas
(5)
Provides transitions
which serve to connect
ideas
(4)
Achieves little
completeness &
wholeness though
organization
attempted
(11)
Provides transitions
which are weak or
inconsistent
(3)
Uses effective
language; makes
engaging, appropriate
word choices for
audience & purpose (5)
Uses effective language
& appropriate word
choices for intended
audience & purpose (4)
Sentences/phrases
appropriately varied in
length & structure
(5)
Consistently follows the
rules of Standard
English for conventions,
including MLA
formatting
(9,10)
Sentences/phrases
somewhat varied in
length & structure
(4)
Generally follows the
rules for Standard English
for conventions, including
MLA formatting
(7,8)
Limited & predictable
vocabulary, perhaps
not appropriate for
intended audience &
purpose
(3)
Shows limited variety
in sentence length &
structure
(3)
Generally does not
follow the rules of
Standard English for
conventions,
including MLA
formatting
(6)
Has a limited or
inappropriate
vocabulary for the
intended audience
& purpose
(2 and below)
Has little or no
variety in sentence
length & structure
(2 and below)
Does not follow the
rules of Standard
English for
conventions,
including MLA
formatting
(5 and below)
(20 pts)
Commentary/Anal
ysis
(20 pts)
Coherence
(15 pts)
Transitions
(5 pts)
Word Choice
(5 pts)
Sentence Fluency
(5 pts)
Conventions
(10 pts)
Total:
Below standard
Little or no analysis
on evidence
(11 and below)
Uses poor
transitions or fails
to provide
transitions
(2 and below)
_____/100