Hamlet In-Class Essay
You will write a 5 paragraph in-class essay on Tuesday December 17th. Your essay must include an
introduction, 3 body paragraphs and a conclusion. You should have a strong thesis statement supported
by 3 specific examples from the text. Make sure your paper is well written, organized and free of errors.
Please choose 1 of the following topics:
1. Compare Hamlet’s approach to avenging his father’s death to Laertes’ approach. At this
point in the play, does one seem better than the other? Using specific details from the text,
prove one approach is better than the other.
2. Analyze Shakespeare’s portrayal of women in his play. Outline their strengths and
weaknesses. Using specific details from the text, explain what Shakespeare is trying to
reveal through the women in his play.
3. One of the social justice teachings for Grade 12 University is the “Rights and
Responsibilities” of individuals. From a Catholic viewpoint, what do you think Hamlet’s
Rights and Responsibilities are after learning of his father’s death. Using specific details
from the text, explain whether or not he goes against this social teaching.
4. One of the more famous lines in Hamlet is, "To thine own self be true, and it must follow, as
the night the day, thou canst not then be false to any man" (1.3.1). Which of the characters
in Hamlet are true to themselves? Using specific details from the text, identify whether or
not characters (male or female) follow this rule.
5. Hamlet is full of madness, both real and feigned (maybe). What is the difference between the
mad and the sane characters in the play, especially in what they say and how they say it?
What are the similarities and differences between Hamlet's madness and Ophelia's? Using
specific evidence from the text, determine whether or not a character is mad.
Hamlet In-class Essay Rubric
Categories/Criteria
Knowledge/
Understanding

Thinking/Inquiry

Thesis is too
unclear

Thesis is clear

Thesis is clear
and thoughtful

Communication

Organizes ideas
in essay as a
series of
random points

Organizes ideas
in essay clearly;
attempt to connect paragraphs

Organizes ideas
in essay clearly;
paragraphs
connected


Introduction
and /or
conclusion are
simplistic

Introduction and
/or conclusion
may include
some effective
elements, but
tend to be weak

Introduction and
conclusion
include
effective
elements

Introduction and
conclusion are
strong and
effective

Occasionally
uses
conventions
correctly:
several major
and minor
errors are evident and often
interfere with
understanding
Almost no
variety in
sentence length
and structure

Frequently uses
conventions
correctly: some
minor errors are
evident and
occasionally
interfere with
reader’s
understanding

Frequently uses
conventions
correctly: some
minor errors are
evident but do
not interfere
with reader’s
understanding

Usually uses
conventions
correctly: a few
minor errors are
evident but do
not interfere
with reader’s
understanding

Little variety in
sentence length
and structure

Some variety in
sentence
structure and
length

Sentences vary
in structure and
length

Many errors in
vocabulary;
frequent use of
colloquial
language

Some vocabulary errors;
mostly formal
level of
language

Mostly accurate
vocabulary;
formal level
of language

Varied, accurate
vocabulary;
formal level of
language

Little or no evidence of writing
process

Uses the writing
process with
limited
effectiveness,
i.e. few
revisions

Uses the writing
process with
considerable
effectiveness;
i.e. revisions
which improve
draft

Uses the writing
process with a
high degree of
effectiveness;
i.e. numerous
revisions which
improve draft

Uses essay
format with
limited
effectiveness

Uses essay
format with
limited
effectiveness

Uses essay
format with
considerable
effectiveness

Uses essay
format with a
high degree of
effectiveness
Application

Level 1
Supports central
ideas with
information that
is irrelevant,
inaccurate, or
insufficient

Level 2
Supports central
ideas with
information that
is relevant, but
somewhat
inaccurate or
insufficient

Level 3
Supports central
ideas with
information that
is relevant,
accurate, and
sufficient

Level 4
Supports central
ideas with
information that
is relevant,
accurate,
sufficient and
compelling
Thesis is fresh,
as well as clear
and thoughtful
Organizes ideas
in essay clearly;
effective flow
from one paragraph to next