Category Archives: Leaving Cert Paper 2

Paper 2 advice and notes.

Hamlet – answer the Q

Here’s an example of how you can (and must!)

ANSWER THE QUESTION ASKED THROUGHOUT YOUR ANSWER.

Don’t just parrot back the question at the end of each paragraph (although that is still better than ignoring the question completely!) and expect to do well. Everything you say should relate back to the question you were asked. This essay is of very little value to you (except to the extent that it helps you to understand the character of Hamlet a little better) because when the question comes up it won’t be phrased like this. So I am NOT suggesting you memorise this answer – that would be a complete waste of your time and would go against everything I believe in. Instead I want to you look at how everything I discuss relates directly to the question asked. I also want you to see how important it is to have a structure on your essay, so that each paragraph deals with a different idea – this will prevent you from just waffling on and will show the examiner that you are in control and know what you want to say. All of the bold/underlined words are the places where I have either used the exact words from the question or a synonym – but I’m not just parroting back the question, I’m providing supporting evidence and examples from the play to explain why I (mostly) agree with the statement.

Horror & disgust at his mother’s behaviour & a spreading & deepening of that horror & disgust to include all life dominates Hamlet’s soul

 INTRODUCTION

There is no doubt that Hamlet is horrified and disgusted by his mother’s “o’er hasty” and “incestuous” remarriage to his uncle Claudius. However, it must be acknowledged that Hamlet’s soul is also full of grief for the father he loved so dearly. Furthermore his suicidal disillusionment with life itself is evident from his very first appearance in the play. Once Hamlet discovers that his father was actually murdered by Claudius his horror deepens. His sense that he cannot trust anyone spreads to Rosencrantz & Guildenstern and Ophelia until Hamlet reaches a point where his soul is utterly dominated by a deep disgust for everyone in his life (except Horatio), & for life itself.

Paragraph 1 (a) = MOTHER

At the beginning of the play Hamlet’s deep horror and disgust springs from the fact that his mother’s remarriage came so soon after his father’s death “A beast that wants discourse of reason would have mourned longer”. This seems a betrayal of their life together “frailty thy name is woman” and proof for Hamlet that she must never have truly loved his father. He also sees her new relationship as incestuous “o most wicked speed, to post with such dexterity to incestuous sheets”. His soul is further tortured because he must stay silent despite his disapproval as society demanded absolute obedience to the King & Queen “it is not nor it cannot come to good but break my heart for I must hold my tongue”.

 Paragraph 1 (b) = GRIEF & DESPAIR

However, Hamlet’s soul is not dominated purely by horror & disgust – he is also genuinely grieving the death of his father & hero “he was a man, take him for all in all, I shall not look upon his like again”. Hamlet cannot understand why everyone else is so eager to move on “I have that within which passes show; these but the trappings & the suits of woe”. He reveals a suicidal despair in his very first soliloquy, wishing that God had not “fixed his cannon ‘gainst self-slaughter”. This disillusionment with life itself certainly spreads and deepens as the play unfolds.

Paragraph 2 = CLAUDIUS

The appearance of the ghost confirms Hamlet’s earlier suspicions (“I doubt some foul play”) and his dislike of Claudius “a little more than kin and less than kind” transforms into absolute hatred and disgust o villain, villain, smiling damned villain”. He also begins to suspect his mother of involvement in the crime, evident when he refers to her in scathing terms: “o most pernicious woman”. From this moment on his soul is torn between rage (“haste me to know it that I may…sweep to my revenge”) and despair (“the time is out of joint. O cursed spite that ever I was born to set it right”) as he feels the terrible weight of responsibility to avenge his father’s death battling with his dislike of physical violence and his fear that the ghost is an impostor (“The spirit that I have seen may be a devil… & perhaps… abuses me to damn me”). Thus we see horror, disgust and despair are the dominant emotions in Hamlet’s soul.

 Paragraph 3 = ROSENCRANTZ AND GUILDENSTERN

Hamlet’s horror and disgust spreads and deepens to his old school friends Rosencrantz and Guildenstern who appear at court on Claudius’ orders. Hamlet suspects they are spying on him and they admit “My lord, we were sent for”. Hamlet initially trusts them enough to confide “I am but mad north north west” but as the action unfolds he become increasingly frustrated with their interference (“do you think I am easier to be played upon than a pipe?”). Ultimately when Hamlet discovers the letters they carry to England contain orders for his execution, he inserts their names instead so that Rosencrantz and Guildenstern are “put to sudden death no shriving time allowed”. Thus this relationship illustrates how Hamlet’s initial horror and disgust with his mother spreads to other characters. By the end of the play he has such disregard for all life that he sends them to their deaths without a single pang of guilt, proclaiming “they are not near my conscience”.

Paragraph 4 = OPHELIA

Hamlet similarly loses faith in Ophelia when she abruptly breaks off all contact between them (on her father’s orders). He longs to confide in her – “he raised a sigh so piteous and profound as it did seem to shatter all his bulk” but because of his mother’s behaviour he no longer trusts women, remarking “wise men know well enough what monsters you make of them … God hath given you one face and you make yourselves another”. He is horrified and disgusted that she so willingly accepted her father’s insulting assessment of his character (that he was motivated purely by lust not love) and mocks her eagerness to protect her virginity “get thee to a nunnery”. It appears he has lost all respect for women as a result of his mother’s behaviour and Ophelia’s rejection.

 Paragraph 5 = HATES SELF & LIFE

Hamlet not only loses faith in those around him, however, he is also filled with a deep self-loathing o what a rogue and peasant slave am I” and in his most famous soliloquy reveals his desire to dieto be or not to be, that is th question, whether it is nobler in the mind to suffer the slings and arrows of outrageous fortune or to take arms against a sea of troubles and by opposing end them”. Hamlet’s horror and disgust has spread to existence itself but he retains his respect for God and his fear of punishment stops him from killing himself “for in that sleep of death what dreams may come… thus conscience doth make cowards of us all”.

 Paragraph 6(a) = STILL LOVES Gertrude & Ophelia

However, Hamlet’s horror and disgust at his mother’s behaviour does not diminish his love for her. He begs her to ask God’s forgiveness so she can save her immortal soul “confess yourself to heaven, repent what’s past, avoid what is to come”. Similarly, although hurt by Ophelia’s ‘betrayal’ he undoubtedly loved her and is deeply upset by the suggestion that he may be partially responsible for her death “I loved Ophelia. Forty thousand brothers could not with all their quantity of love make up my sum”.

 Paragraph 6(b) = DISREGARD FOR LIFE – WORKING FOR GOD

Hamlet undoubtedly shows absolute disregard for life when he accidentally murders Polonius (“I’ll lug the guts into the neighbour room”) but he thought he was killing Claudius and now believes he is doing God’s work “for this same lord I do repent but heaven hath pleased it so that I must be their scourge and minister”. In the graveyard scene Hamlet reflects on death as the only certainty in life, the only factor which places a King and a beggar on the same level yet in the final scenes of the play Hamlet’s soul is no longer filled with horror and despair but rather with a belief and acceptance that what will be will be “there’s a divinity that shapes our ends, rough-hew them how we will”. Thus when he finally kills Claudius, Hamlet feels justified in making him drink from the cup he himself filled with poison as Claudius fittingly becomes the victim of his own evil schemes. Hamlet nonetheless retains some respect for the lives of others – he exchanges forgiveness with Laertes & his final deed is to save Horatio’s life “give me the cup, let go” & to give Fortinbras his ‘dying voice’ as the next King of Denmark.

 CONCLUSION

In many ways it is almost inevitable that the play depicts a man whose soul is filled with horror and disgust. What human being caught up in this horrific series of events would not react similarly? Let us list for a moment the events he endures: his father’s death, his mother’s hasty & incestuous remarriage, the revelation that the new King – his uncle Claudius  – murdered his father, further betrayals by Ophelia and Rosencrantz & Guildenstern, a wasted opportunity to get revenge during the prayer scene, the accidental murder of Polonius followed swiftly by exile to England, Ophelia’s death and funeral; and the plot against him by Claudius & Laertes (which ultimately leaves every major character in the play dead). In these circumstances it is astounding that Hamlet  retains any faith at all in God and in divine justice. Yes his soul is filled with horror and disgust but he also ultimately reveals his deep love for Gertrude and Ophelia and profound empathy for Laertes, Horatio and Fortinbras. Thus he deserves the tribute paid to him by Horatio “Now cracks a noble heart. Goodnight sweet prince, and flights of angels sing thee to thy rest” and death seems a blessed release for this tortured soul.

Writing about poetry

Don’t tell the story of the poem, appreciate the ideas it expresses.

Don’t point out techniques, rather discuss the effect each technique has on the reader.

Don’t state facts, instead aim to capture your emotional response.

That is all.

 

Macbeth post-show discussions

Here’s a link to post-show discussions with some of the actors from Second Age’s 2011 production of Macbeth:

http://soundcloud.com/secondage

Here are the post-show discussions from 2012

https://soundcloud.com/secondage-1/manipulation-macbeth-at-the

What the heck is GV&V ?

Lots of students – and teachers if we’re honest – struggle to define the concept of general vision and viewpoint. It can seem kind of vague and wooly beside the others modes, which are pretty straightforward once you get a grasp of them.

I guess there are two main elements to gv+v
Element one: first let’s think about the person who creates the text. When a writer writes a book or a play or directs a film they have a particular view of the world and of the human beings who live in it! In really really simple terms, if their stories always have a happy ending, if the characters triumph over adversity, if true love conquers all, if good is rewarded and evil punished, then the vision of the world they offer is positive and their viewpoint is optimistic. Very few texts will be this straightforward however. Often bad things happen to good people in texts and the vision never stays the same the whole way through – but we’ll come back to this later!
For now though, let’s keep it simple!
So as described above the first element to gv&v is created by the writer.
The second element however is something the writer cannot control – and this is the way the reader/viewer responds to the vision they have created. I, for example, don’t like romantic comedies. I think they are formulaic, predictable, simplistic and sickly sweet. So even though the person who wrote it might want me to respond positively to the vision they are offering, I probably won’t.
Now let’s look at a specific exam question:
“THE GENERAL VISION AND VIEWPOINT IS SHAPED BY THE READER’S FEELING OF OPTIMISM OR PESSIMISM IN READING THE TEXT”. IN LIGHT OF THE ABOVE STATEMENT, COMPARE THE GENERAL VISION AND VIEWPOINT IN AT LEAST TWO TEXTS YOU HAVE STUDIED IN YOUR COMPARATIVE COURSE.
I think the wording of the question might be confusing at first. Keep this in mind – ultimately YOU decide what vision of the world is being offered. Thus you could write this sentence in your essay: “In my opinion, the director offers a very romantic and idealistic vision of relationships in the scene where……..(fill in specific details) but I personally find this viewpoint overly simplistic and cliched. He wants the viewer to be swept up in the drama, and uses a sweeping violin score to achieve this, but I found myself rolling my eyes rather than sighing wistfully“.
And then of course you have to tie this into another text, and then another. To see how this is done, have a look at my post “Cracking the Comparative
You may also have noticed a third, related element to gv&v which is HOW the vision is communicated. This refers to HOW the mood and atmosphere is created – for example through close-ups of facial expressions, through music, through symbolism, through flashbacks (to create nostalgia or to add backstory), through the relationships between characters & how they treat each other, through the way the society is presented to us in a positive or negative light.
Bearing all of this in mind, what kind of questions can you be asked?
  • A straightforward question will just ask you to discuss the writer’s viewpoint (element 1).
  • A slightly more complicated question will ask you to focus on your feelings – on how you respond to the view offered by the writer/director (element 2).
  • A variation on a simple vision question is one which asks you to discuss the writer’s view and look at how this is communicated to the reader (a combination of element 1 and element 3).

As I mentioned above, the gv&v changes during the course of any text. One exercise I did with my class was to draw up a graph – see photo above. The vertical axis went from tragic at the bottom to blissfully happy at the top. The horizontal axis went from the beginning (on the left) to the end (on the right) of the text. Then we picked maybe eight key moments and plotted them on the graph. This gave us a clearer sense of how the gv&v changed, ebbed and flowed over the course of the text from beginning to end. However it is a little simplistic – you need to offer a more complex discussion  than “happy/sad” (nostalgia, longing, frustration, injustice, tragedy, triumph, humour are all more specific words that spring to mind!) AND you need to think about whether the author offers you a positive, fond and uplifting view of human beings or a deeply pessimistic indictment of human beings’ flaws and foibles. Think about the writer/director’s vision of the society the characters inhabit. What decisions has the writer/director made as to how the text begins and ends. Does the story begin and end at the same point (as in Babylon)? Have the characters achieved anything in the intervening period? Is the text a gradual journey towards enlightenment and self-fulfillment? Or does everything end badly, despite the characters best efforts to achieve happiness?
Because the concept is quite multi-faceted, try to simplify your overall essay structure.
Compare the beginning gv&v of each text.
Then compare gv&v about a third of the way in.
Next compare gv&v about two thirds of the way in.
Finally compare the gv&v of the endings.
And of course the most important thing is to tie them together in the way that I described in the post “Cracking the comparative“.
Hopefully that will clarify things somewhat!

Tips for Hamlet

[youtube_sc url=http://www.youtube.com/watch?v=t0CqUTmwKiM#!]
“I am having real trouble getting my ideas in order in Hamlet answers and writing strong opening and closing paragraphs…any advice that could help me please :)”
I’ve just received this email and I figure I might as well share my reply with all of you, as this is a common problem I come across. Often students know Act 1 of their Shakespearean play so well that they write over two pages on it. And then cram all of Act 2, 3, 4 and 5 into a page and a half. Not really a good idea.
So here is the reply I sent:
Hi _____,

Well first off, you are not alone. Mastering the skill of writing good introductions and conclusions is very difficult. It’s made worse by the fear of knowing that you MUST ENGAGE fully with the question – so you can have an idea of what you want to say in general if a question comes up on a particular theme or character but you cannot know exactly what words you’ll use until you see the question asked.
Last year for example lots of students were prepared for a question on the theme of revenge but they had to change their ‘prepared’ answer significantly because the question that came up asked to you discuss revenge and justice together. If they just wrote what they’d prepared and ignored the question they didn’t do very well.
Anyway, if you click here http://leavingcertenglish.net/2011/04/hamlet-plot/ you can download a couple of sample paragraphs on specific Hamlet questions.
Also if you follow the rules here http://leavingcertenglish.net/2011/12/introductions-conclusions/ but apply them to the play instead of the poetry you should get a clear sense of what actually goes into an introduction and a conclusion.
If you want to get your ideas in order write down this checklist when brainstorming ideas. It doesn’t work for some questions (e.g. specific question on Ophelia or a question on soliloquies) but for most questions on Hamlet, general theme questions or open questions on the entire play it might come in handy.
10 most important ‘checkpoints’ in Hamlet
1. Court scene
2. Ghost scene
3. Nunnery scene
4. Player’s play
5. Prayer scene
6. Closet scene
7. Ophelia’s madness
8. Laertes return / manipulation by Claudius
9. Graveyard scene
10. Final scene
Hope that helps!
Evelyn