Hamlet Essay ENG 4U OULINE AND INSTRUCTIONS, THESIS, OUTLINE, ROUGH COPY, GOOD COPY PDF

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hamlet essay outline for students to complete after reading the book in class, give students class time to complete incase they have questions then make deadlines for the thesis, outline, rough copy and final copy. more time you give students the more they will procrastinate. STRAIGHT deadlines and ...

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ENG 4U Ms. Catanzaro Hamlet: Analytical Essay Write a 5-paragraph essay on one of the following themes in Hamlet: 1 2. 3. 4. 5.

Appearance vs Reality Value of Living/Life Madness Thought vs Action Truth vs Deception

Your essay must: Have an introduction, three body paragraphs, and a conclusion. Each paragraph should be between 8-12 sentences. Essays should be 5 pages in length. The introduction must: a. Introduce your topic. b. Provide a context for the chosen theme/topic (define and explain all terms, relate to Shakespeare’s time in history). c. Provide direction to the reader on what your essay examines (evidence) in order to support your thesis. d. Have a thesis (what does Shakespeare want us to understand ABOUT your theme? This may have to change as you work through your ideas about the topic and theme.). *Make sure your thesis passes the BLOAT test Each body paragraph must: a. Focus on one aspect of your theme. b. Analyze the chosen theme/topic using significant quotations (2). c. Explain how figurative language helps to reveal your theme/topic. The conclusion must: a. Restate your thesis (rephrase) b. Relate the theme/topic to today: what universal lessons does Shakespeare’s Hamlet teach readers about your theme/topic? Remember to avoid personal pronouns. *No outside sources are to be used o Only class notes, reflection questions, act evaluations, and information stemming from reading and class discussions can be used in addition to the text o Plagiarism will result in a mark of 0 Rubric on following page: K: /10 T: /10 C: /10 A: /10

Hamlet Essay Rubric CATEGORY 4 (80-100%) 3 (70-79%) The intro names the The intro names the Introductory topic of the essay and topic of the essay and Paragraph the thesis statement (Thinking /Inquiry) the thesis statement provides a clear provides a clear opinion. The directional opinion. The directional statement outlines the statement outlines some main points to be of the points to be discussed. discussed.

2 (60-69%) 1 (50-59%) The intro does not The intro does not clearly outline the topic name the topic AND/OR a thesis AND/OR there is no statement is present but thesis statement. It does state a clear does not preview opinion. The what will be directional statement discussed. outlines some of the points to be discussed. The conclusion is The conclusion is The author's position is There is no Conclusion strong and leaves the recognizable. The restated within the conclusion - the paper Paragraph reader understanding writer’s position is closing paragraph, but just ends. (Thinking / the writer's position. restated within the first not near the beginning Inquiry) Effective restatement of two sentences of the or in a concise the thesis begins the closing paragraph. manner. closing paragraph. Demonstrating All of the evidence and Most of the evidence At least one of the Evidence and examples are specific, and examples are pieces of evidence and examples are NOT Understanding relevant and well specific, relevant and examples is relevant relevant AND/OR are (Knowledge / explained. explained. and explained. not explained. Understanding) Includes 2 or more Includes 2 pieces of Includes 1 piece of Includes 1 or fewer Support for pieces of evidence that evidence that support evidence that support pieces of evidence Position in Each the position statement. the position statement. that may or may not Body Paragraph support the position statement. support statement. (Application) Making The essay demonstrates The essay demonstrates The essay demonstrates The essay does not strong connections a connection between some connections demonstrate Connections (Application) between the text and the the text and the ideas of between the text and connections between ideas of the author. The the author. The student the ideas of the the text and the ideas student has applied has applied their author. The student of the author. The their understanding and understanding and has applied their student has not formed their own, formed their own, understanding and a applied themselves or strong, conclusion. conclusion. conclusion is present. formed their own conclusion. Paragraph All paragraphs include Most paragraphs Paragraphs included Paragraphing introductory sentence, include introductory related information but structure is not clear Construction / and sentences are not Sentence Structure explanations or details, sentence, explanations are typically not or details, and constructed well. Most typically related (Communication) and concluding sentence. All sentences concluding sentence. sentences are well within the paragraphs. are well-constructed Most sentences are constructed, but there Most sentences are is no variation is not well-constructed with varied structure. well-constructed and there is some varied structure. or varied. sentence structure in the essay. Organization, Information is very Information is Information is The information is organized. A variety of organized. Transitions organized, but some disorganized. The Transitions Mechanics/ thoughtful transitions show how ideas are transitions do not work transitions between are used. Clearly shows connected, but there is to show connections ideas are unclear OR Grammar & Spelling how ideas are little variety. Almost no between ideas. A few non-existent. Many (Communication) connected. No errors in errors in grammar or errors in grammar or errors in grammar or grammar or spelling spelling that distract the spelling that distract spelling that distract that distract the reader reader from the content. the reader from the the reader from the from the content. content. content....