Read Shakespeare’s Hamlet. Then, in 6–8 pages, write an analysis of one of Hamlet’s soliquoys and craft two soliquoys of your own.
This assessment allows you to demonstrate your understanding of a foundational piece of literature and of the use of extended monologues within it.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
- Competency 1: Describe the historical development of the humanities from the pre-historic era to the present.
- Assess the role of narrative structure and dramatic form in modern drama.
- Competency 2: Examine the forms of expression that instantiate the arts and humanities.
- Explain how Shakespeare’s Hamletexternalizes the inner thoughts of Hamlet.
- Develop a soliloquy that dramatizes a selected character’s point of view.
- Competency 3: Integrate the humanities with everyday life.
- Express a unique personal narrative in soliloquy form.
- Competency 4: Communicate effectively in forms appropriate to the humanities.
- Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
- Toggle Drawer
Effective literary analyses depend on an understanding of the history of literature. The Assessment 3 Context document provides a brief overview of literary history and of one of the most notable English-language authors, William Shakespeare. You may wish to review this document for key concepts and ideas on this topic.
- Toggle Drawer
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
- Our lives unfold in complicated ways—some we control and some we do not. But we all do our best to understand what we do and what happens to us in ways that give meaning to who we are. So, we tell stories; we construct narratives that give expression to what matters most to us. Sometimes we share these stories with other people, but many of them are private expressions that we use to make sense of ourselves to ourselves.
- Consider one of your own stories or one you know about someone else. How does that story construct, at least partially, the meaning of a human life?
- Reflect on whether even slight changes in the content of this story might alter the meaning entirely. How does the narrative framing help to shape the future of the individual who expresses it?
- Toggle Drawer
The following resource is required to complete the assessment.
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.
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.
Click the links provided to view the following resources:
- Assessment 3 Context.
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.
- Literature and Personal Narrative| Transcript.
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.
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.
- 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.
- 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.
Literature Analysis Scoring Guide
|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 Hamletexternalizes the inner thoughts of Hamlet.||Describes how Shakespeare’s Hamletexternalizes the inner thoughts of Hamlet.||Explains how Shakespeare’s Hamletexternalizes the inner thoughts of Hamlet.||Analyzes how Shakespeare’s Hamletexternalizes 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 personal narrative in soliloquy form.||Does not express a unique personal 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.||Does not 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.|