RQ: Hamlet, Act 2

Directions

Keep the following questions in mind as you read Hamlet, Act 2 The questions are designed to guide your reading practices and our class discussions. You are not required to provide formal answers in class or online.

Why do Claudius and Gertrude think that Rosencrantz and Guildenstern will be able to discover the cause of Hamlet’s madness when no one else has been able to figure Hamlet out so far? Is the King and Queen’s faith in the pair misguided, why/why not?

What sort of deal does Voletemand (2.2.60-79) bring back from Norway for Claudius? Is the deal a good one? How does Claudius respond?

Polonius thinks that Hamlet is “mad, ‘tis true, ‘tis true ‘tis pity/And pity ‘tis ‘tis true: a foolish figure!” (2.2.996-7). What does he think has caused Hamlet’s madness? Do you agree?

What’s your assessment of Hamlet’s letters to Ophelia (2.2.107-124)?

Can you think of an example of a time when Polonius “said ‘tis so/When it proved otherwise” (2.2.151-2)?

What plan do Polonius, Claudius, and Gertrude hatch to discovery the cause of Hamlet’s madness? Is their plan successful, why/why not? (Visor Effect)

At such time I’ll loose my daughter to him.

Be you and I behind an arras then,

Mark the encounter: if he love her not

And be not from his reason fallen theron

Let me be no assistant for a state

But keep a farm and carters. (2.2.159-63)

What does Hamlet read (2.2170-201)?

Is Hamlet telling the truth to Rozencrantz and Guildenstern when he describes his “symptoms” at 2.2.261-276? Why/Why not?

Why are the Players, the company of actors, who Hamlet knew while he was a school, traveling throughout the country? (2.2.295-6)

How does Hamlet react to the arrival of the Players?

What does Hamlet mean when he says, “I am mad but north-north-west. When the wind is southerly I know a hawk from a handsaw” (2.2.315-6)?

Summarize the speech that Hamlet begins, and the First Player completes 2.2.388-456. Why does Polonius interrupt the speech and is his interruption justified? Does the speech (re)tell the story of Hamlet and his family?

Is it weird that Hamlet wants to tell the story of the recent past and present with very old stories?

How does Hamlet “read this speech”? What’s Hamlet’s assessment of the Player’s speech and how does he “read” the Player’s speech as indictment of his own failure to respond to his father’s murder correctly? Is Hamlet a coward? What’s your assessment of his progress so far? Do you agree with him, why/why not?

What does Hamlet plan to do to “catch the conscience of the King” (2.2.540)?

First Player’s Speech 2.2.405-456

25 September. Claims, Close Reading, Hamlet 2.1

Hamlet, 1.2-1.5

Let’s chat briefly about your responses to the questions from Thursday:
  • 1. What does Hamlet say in his first soliloquy (1.2.311-344) that he cannot say to Claudius or Gertrude in the open? For example, how does he express his grief over his father’s death differently in public than he does in private?
  • 2. Who says,“Something is rotten in the state of Denmark” (1.4.678) and to what does “rotten” refer in this context?
  • 3. What’s the official story of Old King Hamlet’s death? How did the Old King actually die? (1.5.744-775)
  • 4. What does the Ghost ask Hamlet to do(1.5.776)?

Generating Claims

Follow along as we review the claim generating exercise and then be prepared to read your draft claim from Hamlet, Act 1 out loud:
  • 1. First, let’s review the Literary Analysis Essay Assignment
  • 2. According to the handout, what is the Destabilizing Condition?
  • 3. Before we read our claims out loud, take 2-3 minutes and revise your claim.
  • The Destabilizing Condition Claim

    Even though it seems as if ___________________________ because of

    ______________________, I’ll argue___________________________. I argue

    __________________ because____________________________________.

    Close Reading

    Our practice claims show how we will have two parts in our paper claims to establish and solve: 1. the problem of what the play means; 2. problems in the world. Just as the claim has two parts, so too should your analysis: the official story and the other gesture(s). To practice this bifurcated mode of reading we’re going to Close Read Hamlet’s response to the Ghost (1.5.777-97)

    Let’s respond to the following questions:
    • 1. Set the scene: What’s going on?  Who can hear him? Does the speech have larger effects on the plot or action of the play?
    • 2. Key images: What are some key images? For example, what does Hamlet mean when he uses images such as, “this distracted globe” (1.5.782)
    • 3. Rhetorical Features: To whom does Hamlet address the speech? What sorts of sentences does he use and how do those sentences shift?
    • 4. Interpretation 1 (official story): What’s the main point of this speech? What sorts of promises does Hamlet make? What steps does he take to fulfill his promises?
    • 5. Interpretation 2 (other gestures): Do you believe Hamlet will fulfill his promise? Why or why not? 

    Student Teaching Groups

    Look over the Student Teaching dates posted below and then get into your groups. Please note that the Oct 16 date has been changed to Nov 18 because one of our guest speakers had to revise his schedule. If you have been assigned that date, and need to change it, let me know after class.

    ENGL 1101.F2


    Group Number Group Names Dates
    G1 Zeyu, Enerelt, Jialou, Firaas R, Oct 25
    G2 Brandon, Max, Hannah, Hui Min, Dorian R, Nov 8
    G3 Jintong, Fei, Hae Won, Eni R, Nov 1
    G4 Mark, Tejas, Jiale, Akhil R, Oct 18
    G5 Jarod, Elton, Esther, Sanyu R, Oct 4
    G6 Thiago, Danya, Akshay, Elias, Ashley R, Oct 11

    ENGL1101.N2


    Group Number Group Names Dates
    G7 Patrick, Margaret, Mathew, Mai R, Oct 11
    G8 Melissa, Samantha, Henrick, John T, Nov 6
    G9 Dov, Omar, Dustin, Giancarlo R, Oct 18
    G10 Danny, Maya, Kyle, Rishi T, Oct 2
    G11 Henna, Lauren, Jeremy R, Nov 1
    G12 Shrya, Greyson, Alvin, Summahay R, Oct 4

    ENGL 1101.D2


    Group Number Group Name Dates
    G13 Brandon, Ravi, Andres, David T, Oct 2
    G14 Ben, Anna, Siddarth, Cecelia, Andrew R, Nov 8
    G15 Maya, Manisha, Avni, Jennifer R, Nov 1
    G16 Kevin, Jason, Brett, Wyatt R, Oct 18
    G17 Shakeeb, Mitchell, Michael Tang, Andy R, Oct 11
    G18 Thomas, Kenny, Michawel Chen, Kiet R, Oct 25

    Student Teaching Dates

    ENGL 1101.F2


    Group Number Group Names Dates
    G1 Zeyu, Enerelt, Jialou, Firaas R, Oct 25
    G2 Brandon, Max, Hannah, Hui Min, Dorian R, Nov 8
    G3 Jintong, Fei Pei, Hae Won, Eni R, Nov 1
    G4 Mark, Tejas, Jiale, Akhil R, Oct 18
    G5 Jarod, Elton, Esther, Sanyu R, Oct 4
    G6 Thiago, Danya, Akshay, Elias, Ashley R, Oct 11

    ENGL1101.N2


    Group Number Group Names Dates
    G7 Patrick, Margaret, Mathew, Mai R, Oct 11
    G8 Melissa, Samantha, Henrick, John T, Nov 8
    G9 Dov, Omar, Dustin, Giancarlo R, Oct 25
    G10 Danny, Kyle, Rishi T, Oct 2
    G11 Henna, Lauren, Jeremy R, Nov 1
    G12 Shraya, Greyson, Alvin, Summayyah R, Oct 4

    ENGL 1101.D2


    Group Number Group Name Dates
    G13 Brandon, Ravi, Andres, David T, Oct 2
    G14 Ben, Anna, Siddarth, Cecelia, Andrew R, Nov 8
    G15 Maya, Manisha, Avni, Jennifer R, Nov 1
    G16 Kevin, Jason, Brett, Wyatt R, Oct 18
    G17 Shakeeb, Mitchell, Michael Tang, Andy R, Oct 11
    G18 Thomas, Kenny, Michawel Chen, Kiet R, Oct 25

    20 September. Hamlet, Act 1 & Generating Claims

    Remote Classroom Instructions

    For full attendance/participation on R, Sept 20, please complete the following:
    • 1. Read Hamlet 1.2-1.5
    • 2. Respond to the following prompts and then bring your responses to class on Tuesday, September 25

    Hamlet, 1.2-1.5

    Please read through the following questions, choose one, and respond to it in a approx. 150-200 words.
    • 1. What does Hamlet say in his first soliloquy (1.2.311-344) that he cannot say to Claudius or Gertrude in the open? For example, how does he express his grief over his father’s death differently in public than he does in private?
    • 2. Who says,“Something is rotten in the state of Denmark” (1.4.678) and to what does “rotten” refer in this context?
    • 3. What’s the official story of Old King Hamlet’s death? How did the Old King actually die? (1.5.744-775)
    • 4. What does the Ghost ask Hamlet to do(1.5.776), and how does Hamlet respond to the Ghost’s request (1.5.777-797)?

    Claim Generating Exercise

    • 1. First, review the Literary Analysis Essay Assignment
    • 2. Next, read trough the sample claim on this handout from the Yale Writing Center: Destabilizing Condition. Consider the following while you read: What is her argument? How does the author of the sample paragraph establish her argument and how does she establish the stakes of the argument?
    • 3. Now read over the response you wrote to one of the questions above
    • 4. Finally, use your response to the question above to fill out the template below:

    Template: The Destabilizing Condition Claim

    Even though it seems as if ___________________________ because of

    ______________________, I’ll argue___________________________. I argue

    __________________ because____________________________________.

     

    At the start of class on Tuesday, Sept 25, you will all read your “destabilizing condition claim” out loud, so please be sure to fill out the template above.

    RQ: Hamlet 1.2-5

    Directions

    Keep the following questions in mind as you read Hamlet 1.2-5 The questions are designed to guide your reading practices and our class discussions. You are not required to provide formal answers in class or online.

    1.2

     

    What is the occasion of 1.2? Why have all the courtiers gathered in the Courtroom? Is the occasion official and why?

    When does 1.2 take place?

    What are some things that are topsy-turvy, preposterous, or dislocated in 1.2?

    What does Fortinbras want from King Claudius and how does Claudius respond?

    What does Laertes want from Claudius and how does he respond?

    Why does Claudius address Hamlet last and what does he want him to do?

    What is Hamlet’s first line and what does he mean when he says, “A little more than kin and less than kind” (1.2.65)? What sorts of characteristics does Hamlet establish with this line?

    How/why do Hamlet and Gertrude play on the term “common” (1.2.72 & 73); what does the term “common” denote when Claudius uses it later (1.2. 98 & 103)?

    According to Hamlet what are some affects or attributes of mourning or grief that a person might perform? Why is grief the opposite of a performance? How can we know for sure that he is telling us the truth?

    How does Claudius react to Hamlet’s mourning? How does Claudius try to persuade Hamlet to a different mood? Is he successful? Why/why not?

    What’s a soliloquy?

    What does Hamlet reveal to the audience in his first soliloquy (1.2.126-58)? For example, what has he lost? What is his reaction to that loss? Is his reaction to loss appropriate, why/why not? What sorts of words does he use to frame his loss, OR what discourse communities does he draw from to depict his suffering?

    How does Horatio react when Hamlet says, “My father, methinks I see my father” (1.2.183)?

    How does Horatio convince Hamlet to come see the ghost? Is Hamlet a sceptic? Is Horatio?

    Why do you think Shakespeare makes the audience sit through a retelling of the scene we just watched?

    How faithful is Horatio’s retelling of the events of 1.1? Does he embellish?

    1.3

    What advice does Laertes give to his sister Ophelia? What’s your assessment of Laertes and/or his advice?

    What are Ophelia’s first lines?

    How does Ophelia respond to her brother’s advice?

    Compare Hamlet to Laertes.

    What advice does Polonius give to Laertes? Does Polonius give his son good advice? What are some ironies in the advice Polonius gives?

    How does Polonius respond to Ophelia’s disclosure that Hamlet has “of late made many tenders/Of his affections” (1.3.98-99)? What work does Polonius make the word “tender” perform?

    How does Ophelia respond to her father’s commands?

    How/why does Polonius treat Ophelia differently than he treats Laertes? What’s your assessment of Polonius’s relationship with his son and daughter? OR, what’s your assessment of him as a father/Father?

    Does Polonius read Hamlet’s affections toward Ophelia correctly, if not, why not?

    1.4

    What is Claudius doing while Hamlet, Horatio, and Marcellus are out on the wall again, watching for the ghost? What’s Hamlet’s opinion of his uncle/stepfather’s behavior?

    What are some questions that Hamlet asks the ghost? What are some names Hamlet uses to address the ghost and why?

    Why are Marcellus and Horatio afraid to let Hamlet follow the ghost? What bad things do they imagine the ghost could do to him? What reasons does Hamlet give for his lack of fear (1.4.64-8)?

    Do Horatio’s warnings about the ghost come true?

    Who says, “Something is rotten in the state of Denmark” (1.4.90), and what does he mean?

    1.5

    Where does the Ghost go when the sun comes up and why does he have to go there?

    What does the Ghost want Hamlet to do?

    What’s the official story of Old King Hamlet’s death?

    How did the Old King actually die?

    Why does the Ghost figure Claudius, his brother, as a snake in the retelling of both the false report and the true report of his murder?

    Compare Hamlet’s description of his parent’s marriage (1.2.137-146) to the Ghost’s description of their marriage (1.5.41-56). If you believe their accounts, then how do you read Gertrude?

    What does the Ghost want Hamlet to do to Gertrude?

    How does Hamlet respond to the Ghost’s request?

    To what does Hamlet command Marcellus and Horatio to swear?

    How does the following illustrate some of the benefits and drawbacks of preservation?

    Student Teaching Groups

    ENGL 1101.F2


    Group Number Group Members
    G1 Zeyu, Enerelt, Jialou, Firaas
    G2 Brandon, Max, Hannah, Huimin, Dorian
    G3 Jintong, Fei Pei, Hae Won, Eni
    G4 Mark, Tehas, Jiale, Akhil
    G5 Jarod, Elton, Esther, Sanyu
    G6 Thiago, Danya, Akshay, Alias, Ashley

    ENGL 1101.N1


    Group Number Group Members
    G7 Patrick, Margaret, Mathew Mai
    G8 Melissa, Samantha, Henrick, John
    G9 Dov, Omar, Dustin, Giancarlo
    G10 Danny, Maya, Kyle, Rishi
    G11 Henna, Lauren, Jeremy
    G12 Shrya, Greyson, Alvin, Summahay

    ENGL 1101.D2


    Group Members Group Members
    G13 Brandon, Ravi, Andres, David
    G14 Ben, Anna, Siddarth, Cecelia, Andres
    G15 Maya, Manisha, Avni, Jennifer
    G16 Kevin, Jason, Brett, Wyatt
    G17 Shakeeb, Mitchell, Michael Tang, Andy
    G18 Thomas, Kenny, Michawel Chen, Kiet

    18 Sept. Poster Reflection & Hamlet 1.1

    Reflection

    Take five minutes and respond to the following. Be prepared to share your answers in discussion:
  • 1. According to your First Week Videos, what WOVEN mode did you anticipate offering the most challenges? How did you address challenges you perceive in the mode you discussed through any portion of the Poster assignment? 
  • Mahara How-To

    Student Teaching Groups & Date Sign-up

    • Get into your assigned groups and them fill out the Student Teaching Date Preference form below. Just fill out one form per group, please.

    ENGL 1101.F2


    Group Number Group Members
    G1 Zeyu, Enerelt, Jialou, Firaas
    G2 Brandon, Max, Hannah, Hui Min, Dorian
    G3 Jintong, Fei Pei, Hae Won, Eni
    G4 Mark, Tejas, Jiale, Akhil
    G5 Jarod, Elton, Esther, Sanyu
    G6 Thiago, Danya, Akshay, Elias, Ashley

    ENGL 1101.N1


    Group Number Group Members
    G7 Patrick, Margaret, Mathew, Mai
    G8 Melissa, Samantha, Henrick, John
    G9 Dov, Omar, Dustin, Giancarlo
    G10 Danny, Maya, Kyle, Rishi
    G11 Henna, Lauren, Jeremy
    G12 Shrya, Greyson, Alvin, Summahay

    ENGL 1101.D2


    Group Members Group Members
    G13 Brandon, Ravi, Andres, David
    G14 Ben, Anna, Siddarth, Cecelia, Andrew
    G15 Maya, Manisha, Avni, Jennifer
    G16 Kevin, Jason, Brett, Wyatt
    G17 Shakeeb, Mitchell, Michael Tang, Andy
    G18 Thomas, Kenny, Michawel Chen, Kiet

    Student Teaching Date Preference Form

     

    Hamlet

    • Given what you already know about Hamlet and/or what Stephen Greenblatt covers in the introduction, in what ways is Hamlet psychological? In what ways is the play political? 

     “Who’s There” (1.1.20): Nonverbal Communication & Interpretation

    First, what are some characteristics of Nonverbal communication and how does Nonverbal communication effect meaning?

    Get into pairs and choose one person to play Barnardo and one person to play Francisco.

    Read through the lines according to the directions below, and then be prepared to share your interpretations with the class

    • 1. Read lines 1.1.1-1.1.20 with no inflection
    • 2. Read lines 1.1.1-1.1.20 and emphasize the psychological themes audiences can expect from the play 
    • 3. Read lines 1.1.1-1.1.20 and emphasize the political themes audiences can expect from the play

     

    RQ: Hamlet, Intro. & Act 1.1

    Directions

    Keep the following questions in mind as you read Hamlet, Scenes 1.1-1.2. The questions are designed to guide your reading practices and our class discussions. You are not required to provide formal answers in class or online.

    1.1

    “Who’s there” (1.1.1)?

    Who’s there first? Why does Bernardo ask Francisco to disclose himself and not the other way around? What’s implied by this funny, famous opening? Is this a play about trying to find out who’s there and ultimately failing in the attempt?

    Why “unfold” (1.1.2)?

    What does Francisco mean when he says, “You come very carefully upon your hour” (1.1.4)? Why is Francisco “sick at heart” (1.1.7)?

    Why does “rivals”(1.1.11)  mean partners?

    Why do Barnardo and Marcellus want Horatio to join them on the watch (1.1.22-26)?

    What time is it? What time did Barnardo and Marcellus see the ghost before?

    What does the ghost look like? How do the men of the watch know he is the ghost of old Hamlet?

    How do they know the ghost “would be spoke to” (1.1.44)?

    What’s the first question that Horatio asks the ghost? What does Horatio imply that the ghost “usurp’st” (1.1.45)? Why is the ghost offended by Horatio’s question?

    What confirms for Horatio that the ghost is real, or that the ghost is “something more than fantasy” (1.1.53)?

    What sort of relationship do the characters have to nature?

    According to Horatio what does the appearance of the ghost mean for Demark? What precedent does Horatio site for similar supernatural and portentous events? Did the Romans heed such signs as reanimated corpses, floods, eclipses, and comets?  Do the characters in Hamlet read the signs?

    What does the triple repetition of the word “like” (1.1.40, 1.1.43, & 1.1.44) signify? Is the ghost a reanimated corpse OR as is the ghost, as Stephen Greenblatt suggests, “an embodied memory” (212)? But if yes, then what memory or better yet, who’s memory?

    What is the boundary between memory and haunting?

    For what reasons do the watcher surmise the old king (or something “like” it) has returned from the grave as a ghost?

    Why do the actors keep sitting down, (1.1.34, 1.1.69)?

    When Horatio, Benardo, and Marcellus look out over the wall, what sort of activities are going on? Why is Denmark preparing for war and against whom?

    Why does Horatio couch the description of Fortinbras and the preparation for war in terms that evoke eating?

    Why is Horatio who addresses the ghost? Why don’t Marcellus or Bernardo address the ghost? Why did they have to bring in Horatio special?

    What three exhortations does Horatio put the ghost?

    Who else made three statements before a cock crowed?

    Why does Horatio stop questioning the ghost?

    What are some reasons the Horatio and Marcellus give for why the ghost disappeared?

    How does the first scene establish for the audience that they are about to watch a play that is topsy-turvy, dislocated, or in Hamlet’s own words, “out of joint” (1.5.186)

     

    11 & 13 September. Poster Sessions.

    Presenters:

    Set up by taping your posters to the white boards around the room.

    Audience:

    As the presenters set up, we’ll go over a few ‘best practices’ for responding to presentations

    Audience Best Practices

    Listen

    Try to keep the following in mind as you listen to the presenters’ pitches:
    • 1. What sort of development project does the speaker present?
    • 2. According to the presenter, what makes the project sustainable?

    Look

    Keep the following in mind as you look at the presenters’s posters:
    • 1.How the poster respond to the rhetorical situation, i.e. illustrate an issues related to sustainability trough a local/national development project?
    • 2. How does the poster catch and sustain your attention via design choices: alignment, proximity, contrast, chunking, etc.?

    Respond

    Synthesize your looking and listening into a question that helps the presenter make connections and/or advances their project or your understanding:
    • 1.Key terms: I like that you drew our attention to ________ project. I wonder if you could say more about how Caradonna, Morton, or Clark’s terms describe the project you illustrate.
    • 2. Imagery/Design: You do a really nice job illustrating ___________ in___________ portion of your poster. What guided your design decisions?
    • 3. Scaling up: I love that you chose to illustrate _______ as an example of ________. What does the development project you chose say about the context in which it was created? Does the issue you chose challenge assumptions about the defintion of sustainability?   

    Presentation Groups

    ENGL 1101.F2


    Dates/Time Presentation Groups
    Tuesday, Sept 11 Group One: Hannah, Enioluwa, Enerelt, Fei, Thiago, Esther, Jintong, Brandon, Akhil, Jarod, and Hae Won
    Thursday, Sept 13 Group Two: Akshay, Hui Min, Mark, Qichen, Dorein, Elton, Tejas, Firaas, Elias, Ashley, Zeyu, Sanyu, Max Jialuo, Danya, and Jiale

    ENGL 1101. N1

    Both Poster Sessions will be held in Hall 102, the room across from our classroom.


    Dates/Times Presentation Groups
    Tuesday, Sept 11 Group One: Samantha, Henrik, Lauren, Alvin, Dustin, Summayyah, Melissa,  Omar, and Henna
    Thursday, Sept 13 Group Two: Kyle, Rishi, Patrick, Danny, Margaret, Grayson, Giancarlo,  Mai, Shreya, Jermey, Dov, John, Matthew

    ENGL 1101. D2


    Dates/Time Presentation Groups
    Tuesday, Sept 11 Group One: Brandon, Michael Chen, Benjamin, Anna, Andrew, Andy, Kevin, Maya, Yeajin, Jing Xi, Jason, Wyatt
    Thursday, Sept 13 Group Two: Kenny, Manisha, Yue, Shakeeb, Siddarth, Avni, Brett, Ravi, Kok Wei, Michael Tang, Mitchell, Andres, Kiet

     

    6 September. Poster W/S

    Housekeeping

    • 1. Give yourself enough time to print.
    • 2.Printing at the Multimedia Studio can take up to 48 hours, and printing at Paper and Clay can take up to 72 hours
    • 3. You DO NOT need to mount your posters to foam core

    Multimedia Center

    Poster Design Presentation & Workshop

    Please give the Communication Center Fellow your complete attention, as they lead us through the following:
    • 1. Key elements of visual and oral rhetoric
    • 2. Poster draft workshop

    Poster Pitch Drafting Activity

    If you have not , take 5 minutes and respond to the following:
    • 1. Describe the collection you chose. 
    • 2. Describe how the collection you chose illustrates a key concept from the reading.
    • 3. What new information does your Poster and Pitch contribute to either the conversation about the collection you illustrate OR the key concept you illustrate? 

    Poster Pitch Session Model

    1 2 3 4 5