To what extent does ethics play a role in Hamlet’s behavior once he feels betrayed by everyone he cares
about?
Shakespeare’s use of religion in the play catholicism vs protestantism
Shakespeare’s borrowing of other works to create new ones. The criticism involved.
Is hamlet going to heaven why would he kill claudius
After a certain point when does hamlet go overboard and lose his ethics
Possibly after talking to ophelia
Has ethical stance but betrays it at the end
Shakespeare uses juxtaposition of the Fortinbras plotline and the Hamlet plot line to show…
[Divine right of Kings]
“states rights”
“royal we”
He acts like he is one of the people when he has been born into royalty the conflation of the king with the
entire country … why is shakespeare saying about these two plot lines what’s he saying about that
relationship.
Criticism of the divine rights of kings
Look at political division between denmark and norway.
His uncertainty
Uncertainty about his identity
Can only follow through with killing Claudius when he gains a sense of identity
Thinker vs doer
Hamlet being a thinker means that he overthinks the situation regarding his father’s revenge to the point where
he experiences severe depression and anxiety which causes him to lash out at Ophelia.
Situation is mentally exhausting for Hamlet
Killing claudius is offensive to heaven, the state, and the peace of the common people
Goes against Hamlet’s faith
IB English
Higher Level (HL) Essay
The Task
Students are required to write a 1,200 –1,500 word formal essay that develops a particular line of inquiry of their own choice in connection with a literary text, or selection of short works, studied during the course.
Explanation of the Task
The HL essay offers students an opportunity to develop as independent, critical and creative readers, thinkers and writers by:
• exploring a literary or language topic over an extended period of time
• refining their ideas by means of a process of planning, drafting
• and re-drafting
The essay requires students to construct a focused, analytical argument examining the work from a broad literary or linguistic perspective. It also requires them to adhere to the formal framework of an academic essay, using citations and references.
It is assessed both internally (for all students) and externally, by the IBO.
Connection to the Learner Portfolio
The HL essay is based on the exploration the student has carried out in the learner portfolio. During this exploration process, the student will have investigated a number of works and texts from a variety of different perspectives. In the lead-up to the drafting of the essay, the student must decide which text or texts to focus on for further investigation, and which topic to write about in connection with them. In choosing the topic, the student can consult the course’s seven central concepts (the 7 CCs). Choose carefully because you will not be able to use this text again for any other IB assessment.
• What works are available to you?
o Hamlet
o A selection of Kafka’s stories
o Frankenstein
o Texts from junior year
• What works are not available to you?
o Works from other courses
Selection of Text, Texts or Work
Candidates must select the texts and topic for their essay independently; however, consultation with the teacher is essential in this process. Care must be taken to make sure that the chosen texts or works are rich enough to support a developed, focused, and analytical argument. It may be necessary to use more than one literary text from the work chosen in order to achieve this. In this instance, it is possible for a student to also explore texts from the author of the work that were not studied in class provided at least one of the texts was covered in class.
Determining the Topic
The chosen topic should enable a broad literary or linguistic focus for the essay. The course’s seven central concepts may be a helpful starting point for students in generating or determining a topic for the essay. While students do not have to trace their essay back to one of the seven concepts and the assessment criteria do not require it, working with one of the seven concepts will allow students to begin thinking about their topic as they refine their ideas and arguments. The seven concepts are briefly discussed here in relation to the assignment:
Identity
The student might be interested in an aspect of the representation of identity of a particular character or group of characters in the text, or on the way in which the text relates to the identity of the writer.
Example: How does Ralph Ellison, in the novel Invisible Man, succeed in making his narrator a convincing spokesperson for the concerns of African Americans in the 20th century?
Culture
The student might be interested in an aspect of the representation of the culture of a particular place, institution or group of people, or on the way in which the text itself relates to a particular culture.
Example: How does Robert Capa represent post-Second World War II France to exemplify the brutalities of the French population on former Nazi collaborators in La Femme Tondue?
Creativity
The student might be interested in an aspect of the representation of individual or collective creativity, or lack of creativity, within the text, or on the way in which the text represents the creativity of the writer.
Example: How do Mario Testino’s portraits manage to convey the personalities of those portrayed in original ways? (This is for IB Language and Literature-not our course.)
Communication
The student might be interested in an aspect of the representation of acts of communication, or failures in communication, in the text, or on the way in which the text itself represents an act of communication.
Example: Which view of love does Matt Groening convey in Love is Hell?
Transformation
The student might be interested in an aspect of the representation of transformation or transformative acts in the text, or on the way in which the text itself is a transformative act either of other texts through intertextual reference to them or of reality by means of a transformative effect on the reader’s identity, relationships, goals, values, and beliefs.
Example: In what ways does the Allen Parson’s Project tales of mystery and imagination offer a
transformative rereading of Edgar Allen Poe’s tales?
Perspective
The student might be interested in an aspect of the representation of a particular perspective or perspectives within the text, or on the way in which the text represents the writer’s perspective.
Example: How does Mary Shelley’s protagonist in Frankenstein use the motif of dangerous
knowledge to show the perspective of fear and anxiety of excesses in scientific enterprise in
early 19th century Europe?
Representation
The student might be interested in an aspect of the way in which the text represents different themes, attitudes, and concepts, or in the extent to which language and literature can actually represent reality. For example: Through what means does Juan Rulfo successfully convey the representation of
realistic and non-realistic characters and situations in Pedro Paramo?
Using the 7 CCs is neither prescriptive nor exhaustive. Other literary focuses, theoretical approaches, or areas of exploration could lead to lines of inquiry, such as the following:
• How does F. Scott Fitzgerald foreshadow how Gatsby’s unnatural attachment to the past causes his downfall in The Great Gatsby?
• In what ways would Marxist theory about the stratification of wealth and power explain the violence that runs through the action of the novel A Hundred Years of Solitude by Gabriel Garcia Marquez?
• To what extend was the characterization of the protagonist in Patrick Suskind’s Perfume influenced by Franz Kafka’s The Metamorphosis?
How to Get Started
A Step-by-Step Guide
1. Pick a text that you want to use. Make sure that you fully understand the text and that you feel some kind of personal connection to it. The essay will be underdeveloped and lackluster if you are not interested and invested in it.
2. Develop a line of inquiry. Start thinking about your text in terms of technique and message. You should develop a few lines of inquiry questions before you hone in on your main question. For example, you might consider the following:
• Hmmm…I noticed a lot of nature in what I was reading, so I thought about it and developed some questions for myself:
o How does an author use nature imagery to reflect identity and emotions?
o How does an author transform themes, attitudes and concepts into nature imagery?
o What do repeated images about nature translate to in terms of conceptual meaning?
o How does the nature imagery impact the emotional state of the characters?
o Obviously your questions won’t be so vague-you will know your author and your text!
3. Take your questions, go back to the text, and answer your questions. Re-read, research-dig into the text, chart your evidence and your findings. As you chart, explain how the evidence relates to your questions.
• What patterns emerge?
• What conclusions can you draw from these patterns?
• Students should make detailed references to their primary source, using such references to support their broader argument about the work. The use of secondary sources is not mandatory. Any sources used must be appropriately cited. Essays must be students’ own work, adhering consistently to the IB policy on academic honesty.
4. You’ve honed in on a question, you collected your evidence, you’re really thinking about connections…now what? It’s writing time! Writing
• Thesis/Intro
o I will collect, give feedback on and grade your Intro paragraph-the thesis statement should be contained within the paragraph
• 250 word check
• 750 word check
• 1200-1500 word check
• Conference Paper
o You will hand in a formal Conference Paper that is worth 100 points. It will be read and constructively criticized by your IB teacher. This should be treated as a final exam-present your best possible work.
• Revised Paper
o Regardless of whether or not you continue on, you will hand in a revised and final version of your Conference Paper in order to receive IB weighting.
Due Dates:
Assignment Due Date
Introduction November 9
Outline and 250 word check November 16
750 word check December 2nd
1200-1500 word check December 18
Conference Paper January 7th
Conferences Jan 11-Jan 29
Final Paper February 15th
Higher Level Essay (first examinations 2021)
0 1 2 3 4 5
Criterion A: Knowledge, Understanding and Interpretation
● How well does the candidate demonstrate knowledge and understanding of the work or text chosen?
● To what extent does the candidate make use of knowledge and understanding of the work or text to draw conclusion in relation to the chosen topic?
● How well are ideas supported by references to the work or text in relation to the chosen topic?
Note: The word limit for the essay is 1,200–1,500 words. The work does not reach a standard described by the descriptors. There is little knowledge and understanding of the work or text shown through the essay in relation to the topic chosen. References to the work or text are infrequent or are rarely appropriate in relation to the chosen topic. There is some knowledge and understanding of the work or text shown through the essay in relation to the topic chosen. References to the work or text are at times appropriate in relation to the chosen topic. There is satisfactory knowledge and understanding of the work or text shown through the essay and an interpretation of its implications in relation to the topic chosen. References to the work or text are generally relevant and mostly support the candidate’s ideas in relation to the chosen topic. There is good knowledge and understanding of the work or text shown through the essay and a sustained interpretation of its implications in relation to the topic chosen. References to the work or text are relevant and support the candidate’s ideas in relation to the chosen topic. There is excellent knowledge and understanding of the work or text shown through the essay and a persuasive interpretation of their implications in relation to the topic chosen. References to the work or text are well chosen and effectively support the candidate’s ideas in relation to the chosen topic.
Criterion B: Analysis and Evaluation
● To what extent does the candidate analyze and evaluate how the choices of language, technique and style, and broader authorial choices shape meaning in relation to the chosen topic? The work does not reach a standard described by the descriptors. The essay is descriptive and demonstrates little relevant analysis of textual features and the author’s broader choices in relation to the chosen topic. The essay is demonstrates some appropriate analysis of textual features and the author’s broader choices in relation to the chosen topic, but is reliant on description. The essay is demonstrates a generally appropriate analysis of textual features and the author’s broader choices in relation to the chosen topic. The essay is demonstrates an appropriate and at times insightful analysis of textual features and the author’s broader choices in relation to the chosen topic. The essay is demonstrates a consistently insightful and convincing analysis and evaluation of textual features and the author’s broader choices in relation to the chosen topic.
Criterion C: Focus, Organization and Development
● How well organized, focused and developed is the presentation of ideas in the essay?
● How well are examples integrated into the essay? The work does not reach a standard described by the descriptors. Little organization is present. No discernable line of inquiry is apparent in the essay. Supporting examples are rarely integrated into the structure of the sentences and paragraphs. Some organization is apparent. There is little development of a line of inquiry. Supporting examples are rarely integrated into the structure of the sentences and paragraphs. The essay is adequately organized in a generally cohesive manner. There is some development of the line of inquiry. Supporting examples are sometimes integrated into the structure of the sentences and paragraphs. The essay is well organized and mostly cohesive manner. The line of inquiry is adequately developed. Supporting examples are mostly well integrated into the structure of the sentences and paragraphs. The essay is effectively organized and cohesive. The line of inquiry is well developed. Supporting examples are well integrated into the structure of the sentences and paragraphs.
Criterion D: Language
● How clear, varied and accurate is the language?
● How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.) The work does not reach a standard described by the descriptors. Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style. Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task. Language is clear and carefully chosen, with an adequate degree of accuracy in
grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task. Language is clear and carefully chosen, with a good degree of accuracy in grammar,
vocabulary and sentence construction; register and style are consistently appropriate to the task. Language is very clear, effective, carefully chosen and precise, with a high degree of
accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.
Total: ___________/20