Description
Assessment Instructions
In Hamlet, Shakespeare makes significant use of extended monologues, or soliloquies, to express the thoughts and feelings of Hamlet in dramatic form. For this assessment, write an essay in which you explore the use of this technique in three distinct ways:
- Select one of Hamlet’s soliloquies from the play and analyze how it displays his inner thoughts for the audience in dramatic form.
- Use evidence from the play to compose a soliloquy that expresses the point of view of one of the following characters: Gertrude, Claudius, Ophelia, or Polonius. Into which act of the play would you insert this additional speech?
- Write a soliloquy for yourself, expressing the central narrative of your own life in dramatic form. Think of yourself as a character explaining yourself to an audience that does not include those who play the most important roles in your life.
This assessment requires you to employ your critical skills in analyzing a work of literature but also gives you the opportunity to apply what you have learned in creative expression of your own.
Additional Requirements
- Written communication: Written communication should be free of errors that detract from the overall message.
- APA formatting: Should be formatted according to APA (6th edition) style and formatting.
- Length: 6–8 typed and double-spaced pages.
- Font and font size: Times New Roman, 12 point.
Required Resources
The following resource is required to complete the assessment.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
- Raffel, B. (Ed.). (2007). William Shakespeare: Hamlet. New Haven, CT: Yale University Press.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
The following resource encourages you to think clearly about the presentation of internal thoughts through soliloquy in Shakespeare’s Hamlet. A series of thought-provoking text-entry writing prompts give you a chance to rehearse your thoughts in preparation for each of the elements in the assessment.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the HUM-FP1000 – Introduction to Humanities Library Guide to help direct your research.
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.
- Fiero, G. K. (2016). Landmarks in humanities (4th ed.). Boston, MA: McGraw-Hill Higher Education.
- Chapters 7–8.
11/13/2018
Assessment 3 Context
Print
Assessment 3 Context
In the fifteenth century, European thinkers, educators, and artists began to rebel against the rigid control of
medieval authorities, promoting the Renaissance (meaning “rebirth”). Protestant reformers like Luther and Calvin
challenged ecclesiastical authority by holding individual believers responsible for their own relation to God.
Humanists, including Giovanni Pico della Mirandola and Marsillio Ficino, emphasized the power of human reason
as the source of reliable knowledge of our place in the world. Florentine diplomat Niccolò Machiavelli advised
Medici princes on how to exercise political control over their subjects.
The fine arts flourished during this period as well:
Giotto’s introduction of chiaroscuro shading rendered painting more realistic.
Raphael, Michelangelo, and Titian polished the art of composition and framing. Van Eyck, Bosch, Dürer,
Holbein, and Brueghel brought these advances north.
Donatello and Verrocchio pioneered idealized portraiture in the creation of sculpture.
Brunelleschi, Alberti, and Palladio emphasized harmony and proportion in architecture.
Josquin des Prez and Michael Praetorius helped sacred and secular music to thrive.
In all of these arts—and in science and technology as well—Leonardo da Vinci (the original “Renaissance Man”)
brought inventive intelligence and creative genius to everything he chose to do.
The discursive arts of poetry, drama, and other literature also thrived during these centuries:
Giovanni Boccaccio and Geoffrey Chaucer wrote episodic collections of popular fables.
Baldassare Castiglione described in detail the character of the well-rounded person.
Desiderius Erasmus and Thomas More explored the practical consequences of humanism.
Miguel de Cervantes and Michel de Montaigne wrote in Spanish and French vernaculars.
Renaissance scholarship also resulted in translations of the Bible into everyday languages, including French,
German, and English.
Shakespeare
In Renaissance literature, however, one figure stands out above all others: William Shakespeare. With a vocabulary
as large as any among his contemporaries and a capacity for combining familiar elements in the formation of new
words, Shakespeare contributed significantly to the rapid growth of the English language during the Elizabethan
era.
In poetry, Shakespeare relied heavily on the traditional iambic pentameter but modified both the form and the
content of his sonnets. Abandoning the Italian eight-and-six line structure, he created the “English sonnet,” with
three four-line quatrains with varying rhyme schemes followed by a single rhyming couplet at the close. Although
he, too, wrote of love, Shakespeare often adopted a stance of ironic detachment, reducing the “courtly love” of
Petrarch to a level that more ordinary people could appreciate.
Similarly, Shakespeare’s plays—including histories, romances, comedies, and tragedies—followed patterns akin to
those of other playwrights like Marlowe and Kyd. But his treatment of familiar themes transcended the usual,
bringing a unique level of creativity to each type of drama. Hamlet, for example, relies on a simple revenge plot in
which a son is duty bound to avenge his father’s death. But the introduction of a “play within the play,” political
intrigue involving a foreign invasion, a fatuous royal advisor, Hamlet’s relationship with his mother, and the death
of his sweetheart Ophelia all complicate the basic situation. Individual characters, acting on incomplete
information, blunder through the play clumsily. But Hamlet is different.
https://courserooma.capella.edu/bbcswebdav/institution/HUM-FP/HUM-FP1000/180700/Course_Files/cf_assessment_3_context.html
1/2
11/13/2018
Assessment 3 Context
For this one central character, Shakespeare devised a way to reveal private thoughts and feelings to the audience
(but not other characters) by writing for Hamlet a series of lengthy soliloquies, in which he gives voice to his
interior life. Hamlet alone thinks out loud, letting us in on the personal narrative through which he tries to make
sense of his own life. Although this technique has become a familiar part of cinematic portrayals now, it was
entirely new in Shakespeare’s day. It makes the role a weighty one—Hamlet has more than half the lines in the play
—but it renders him a real person with whom we can easily identify. Shakespeare shows us not only how this one
Danish prince can be interpreted but also how we might reflect upon the daily experience of our own lives.
https://courserooma.capella.edu/bbcswebdav/institution/HUM-FP/HUM-FP1000/180700/Course_Files/cf_assessment_3_context.html
2/2
11/13/2018
Literature Analysis Scoring Guide
Literature Analysis Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Assess the role of
narrative structure
and dramatic form in
modern drama.
Does not assess the
role of narrative
structure and
dramatic form in
modern drama.
Describes the role
of narrative
structure and
dramatic form in
modern drama.
Assesses the role
of narrative
structure and
dramatic form in
modern drama.
Analyzes the role of narrative
structure and dramatic form in
modern drama; analysis
includes specific quotations
and the appropriate literary
analysis terminology.
Explain how
Shakespeare’s
Hamlet externalizes
the inner thoughts
of Hamlet.
Does not explain
how Shakespeare’s
Hamlet externalizes
the inner thoughts of
Hamlet.
Describes how
Shakespeare’s
Hamlet
externalizes the
inner thoughts of
Hamlet.
Explains how
Shakespeare’s
Hamlet
externalizes the
inner thoughts of
Hamlet.
Analyzes how Shakespeare’s
Hamlet externalizes the inner
thoughts of Hamlet; analysis
uses specific quotations and
the appropriate literary
analysis terminology.
Develop a soliloquy
that dramatizes a
selected character’s
point of view.
Does not develop a
soliloquy that
dramatizes a
selected character’s
point of view.
Writes a soliloquy
in the voice of a
selected
character.
Develops a
soliloquy that
dramatizes a
selected
character’s point of
view.
Develops a soliloquy that
dramatizes a selected
character’s point of view;
development draws on
techniques and mirrors
language used in
Shakespeare’s Hamlet.
Express a unique
Does not express a
personal narrative in unique personal
soliloquy form.
narrative in soliloquy
form.
States a personal
narrative in
soliloquy form.
Expresses a
unique personal
narrative in
soliloquy form.
Creates a unique personal
narrative in soliloquy form;
creation draws on techniques
used in Shakespeare’s
Hamlet.
Write coherently to
support a central
idea in appropriate
format with correct
grammar, usage,
and mechanics.
Writes in support
of a central idea
with inconsistent
attention to
format, grammar,
usage, and
mechanics.
Writes coherently
to support a central
idea in appropriate
format with correct
grammar, usage,
and mechanics.
Writes coherently, using
evidence to support a central
idea in a consistent format
with correct grammar, usage,
and mechanics.
Does not write
coherently to support
a central idea in
appropriate format
with correct
grammar, usage, and
mechanics.
https://courserooma.capella.edu/bbcswebdav/institution/HUM-FP/HUM-FP1000/180700/Scoring_Guides/u03a1_scoring_guide.html
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attachment
Assessment 3 Context
Assessment 3 Context
In the fifteenth century, European thinkers, educators, and artists began to rebel against the rigid control of
medieval authorities, promoting the Renaissance (meaning “rebirth”). Protestant reformers like Luther and Calvin
challenged ecclesiastical authority by holding individual believers responsible for their own relation to God.
Humanists, including Giovanni Pico della Mirandola and Marsillio Ficino, emphasized the power of human reason
as the source of reliable knowledge of our place in the world. Florentine diplomat Niccolò Machiavelli advised
Medici princes on how to exercise political control over their subjects.
The fine arts flourished during this period as well:
Giotto’s introduction of chiaroscuro shading rendered painting more realistic.
Raphael, Michelangelo, and Titian polished the art of composition and framing. Van Eyck, Bosch, Dürer,
Holbein, and Brueghel brought these advances north.
Donatello and Verrocchio pioneered idealized portraiture in the creation of sculpture.
Brunelleschi, Alberti, and Palladio emphasized harmony and proportion in architecture.
Josquin des Prez and Michael Praetorius helped sacred and secular music to thrive.
In all of these arts—and in science and technology as well—Leonardo da Vinci (the original “Renaissance Man”)
brought inventive intelligence and creative genius to everything he chose to do.
The discursive arts of poetry, drama, and other literature also thrived during these centuries:
Giovanni Boccaccio and Geoffrey Chaucer wrote episodic collections of popular fables.
Baldassare Castiglione described in detail the character of the well-rounded person.
Desiderius Erasmus and Thomas More explored the practical consequences of humanism.
Miguel de Cervantes and Michel de Montaigne wrote in Spanish and French vernaculars.
Renaissance scholarship also resulted in translations of the Bible into everyday languages, including French,
German, and English.
Shakespeare
In Renaissance literature, however, one figure stands out above all others: William Shakespeare. With a vocabulary
as large as any among his contemporaries and a capacity for combining familiar elements in the formation of new
words, Shakespeare contributed significantly to the rapid growth of the English language during the Elizabethan
era.
In poetry, Shakespeare relied heavily on the traditional iambic pentameter but modified both the form and the
content of his sonnets. Abandoning the Italian eight-and-six line structure, he created the “English sonnet,” with
three four-line quatrains with varying rhyme schemes followed by a single rhyming couplet at the close. Although
he, too, wrote of love, Shakespeare often adopted a stance of ironic detachment, reducing the “courtly love” of
Petrarch to a level that more ordinary people could appreciate.
Similarly, Shakespeare’s plays—including histories, romances, comedies, and tragedies—followed patterns akin to
those of other playwrights like Marlowe and Kyd. But his treatment of familiar themes transcended the usual,
bringing a unique level of creativity to each type of drama. Hamlet, for example, relies on a simple revenge plot in
which a son is duty bound to avenge his father’s death. But the introduction of a “play within the play,” political
intrigue involving a foreign invasion, a fatuous royal advisor, Hamlet’s relationship with his mother, and the death
of his sweetheart Ophelia all complicate the basic situation. Individual characters, acting on incomplete
information, blunder through the play clumsily. But Hamlet is different.
https://courserooma.capella.edu/bbcswebdav/institution/HUM-FP/HUM-FP1000/180700/Course_Files/cf_assessment_3_context.html
1/2
11/13/2018
Assessment 3 Context
For this one central character, Shakespeare devised a way to reveal private thoughts and feelings to the audience
(but not other characters) by writing for Hamlet a series of lengthy soliloquies, in which he gives voice to his
interior life. Hamlet alone thinks out loud, letting us in on the personal narrative through which he tries to make
sense of his own life. Although this technique has become a familiar part of cinematic portrayals now, it was
entirely new in Shakespeare’s day. It makes the role a weighty one—Hamlet has more than half the lines in the play
—but it renders him a real person with whom we can easily identify. Shakespeare shows us not only how this one
Danish prince can be interpreted but also how we might reflect upon the daily experience of our own lives.
https://courserooma.capella.edu/bbcswebdav/institution/HUM-FP/HUM-FP1000/180700/Course_Files/cf_assessment_3_context.html
2/2
11/13/2018
Literature Analysis Scoring Guide
Literature Analysis Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Assess the role of
narrative structure
and dramatic form in
modern drama.
Does not assess the
role of narrative
structure and
dramatic form in
modern drama.
Describes the role
of narrative
structure and
dramatic form in
modern drama.
Assesses the role
of narrative
structure and
dramatic form in
modern drama.
Analyzes the role of narrative
structure and dramatic form in
modern drama; analysis
includes specific quotations
and the appropriate literary
analysis terminology.
Explain how
Shakespeare’s
Hamlet externalizes
the inner thoughts
of Hamlet.
Does not explain
how Shakespeare’s
Hamlet externalizes
the inner thoughts of
Hamlet.
Describes how
Shakespeare’s
Hamlet
externalizes the
inner thoughts of
Hamlet.
Explains how
Shakespeare’s
Hamlet
externalizes the
inner thoughts of
Hamlet.
Analyzes how Shakespeare’s
Hamlet externalizes the inner
thoughts of Hamlet; analysis
uses specific quotations and
the appropriate literary
analysis terminology.
Develop a soliloquy
that dramatizes a
selected character’s
point of view.
Does not develop a
soliloquy that
dramatizes a
selected character’s
point of view.
Writes a soliloquy
in the voice of a
selected
character.
Develops a
soliloquy that
dramatizes a
selected
character’s point of
view.
Develops a soliloquy that
dramatizes a selected
character’s point of view;
development draws on
techniques and mirrors
language used in
Shakespeare’s Hamlet.
Express a unique
Does not express a
personal narrative in unique personal
soliloquy form.
narrative in soliloquy
form.
States a personal
narrative in
soliloquy form.
Expresses a
unique personal
narrative in
soliloquy form.
Creates a unique personal
narrative in soliloquy form;
creation draws on techniques
used in Shakespeare’s
Hamlet.
Write coherently to
support a central
idea in appropriate
format with correct
grammar, usage,
and mechanics.
Writes in support
of a central idea
with inconsistent
attention to
format, grammar,
usage, and
mechanics.
Writes coherently
to support a central
idea in appropriate
format with correct
grammar, usage,
and mechanics.
Writes coherently, using
evidence to support a central
idea in a consistent format
with correct grammar, usage,
and mechanics.
Does not write
coherently to support
a central idea in
appropriate format
with correct
grammar, usage, and
mechanics.
https://courserooma.capella.edu/bbcswebdav/institution/HUM-FP/HUM-FP1000/180700/Scoring_Guides/u03a1_scoring_guide.html
1/1
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