Claudius as a Complex Character

Requirment:

Criteria

Grading Scale

Thesis (0-1 point)

7.B – Develop a thesis statement that conveys a defensible claim about an interpretation of literature and that may establish a line of reasoning.

Responds to the prompt with a defensible thesis that presents an interpretation and may establish a line of reasoning

For any of the following: • There is no defensible thesis • The intended thesis only restates the prompt • The intended thesis provides a summary of the issue with no apparent or coherent thesis There is a thesis, but it does not respond to the prompt

Sophistication (0-1 points)

7.C Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis. 7.D Select and use relevant and sufficient evidence to both develop and support a line of reasoning. 7.E Demonstrate control over the elements of composition to communicate clearly.

Demonstrates sophistication of thought and/or develops a complex literary argument by doing any of the following: 1. Identifying and exploring complexities or tensions within the selected work. 2. Illuminating the student’s interpretation by situating it within a broader context. 3. Accounting for alternative interpretations of the selected work. 4. Employing a style that is consistently vivid and persuasive throughout the student’s response.

Does not meet the criteria for 1 point Responses that do not earn this point: • Attempt to contextualize their interpretation, but such attempts consist predominantly of sweeping generalizations. • Only hint at or suggest other possible interpretations • Oversimplify complexities of the topic and/or the selected work. • Use complicated or complex sentences or language that are ineffective because they do not enhance the argument.

Evidence & Commentary (0-4 points)

7.A Develop a paragraph that includes 1) a claim that requires defense with evidence from the text and 2) the evidence itself. 7.C Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis. 7.D Select and use relevant and sufficient evidence to both develop and support a line of reasoning. 7.E Demonstrate control over the elements of composition to communicate clearly.

Makes textual references (direct quotes or paraphrases) that are relevant to the thesis AND Provides well-developed commentary that consistently and explicitly explains the relationship between the evidence and the thesis The response must address an interpretation about the work as a whole

Makes textual references (direct quotes or paraphrases) that are relevant to the thesis AND Provides commentary that explains the relationship between evidence and the thesis; however, commentary is uneven, limited, or incomplete.

Makes textual references (direct quotes or paraphrases) that are relevant to the thesis AND provides commentary; however, it repeats, oversimplifies, or misinterprets the cited information or evidence.

Summarizes the plot/text without references to a thesis OR Provides non- specific references to the text OR Provides references to the text that are vaguely relevant AND Provides little or no commentary.

Simply restates thesis (if present) OR Repeats provided information OR Provides examples that are generally irrelevant and/or incoherent

prompt… In his soliloquy in scene three, Claudius confesses to the crime of murder and then struggles with his inability to repent for that sin. In a well-written essay, analyze how Shakespeare uses resources of language to demonstrate Claudius’ complex character.

CLAUDIUS:

O, my offence is rank it smells to heaven;

It hath the primal eldest curse upon’t,

A brother’s murder. Pray can I not,

Though inclination be as sharp as will.

My stronger guilt defeats my strong intent,

And, like a man to double business bound,

I stand in pause where I shall first begin,

And both neglect. What if this cursed hand

Were thicker than itself with brother’s blood,

Is there not rain enough in the sweet heavens

To wash it white as snow? Whereto serves mercy

But to confront the visage of offence?

And what’s in prayer but this two-fold force,

To be forestalled ere we come to fall,

Or pardon’d being down? Then I’ll look up,

My fault is past. But, O, what form of prayer

Can serve my turn? ‘Forgive me my foul murder’?

That cannot be; since I am still possessed

Of those effects for which I did the murder,

My crown, mine own ambition and my queen.

May one be pardoned and retain the offence?

In the corrupted currents of this world

Offence’s gilded hand may shove by justice,

And oft ‘tis seen the wicked prize itself

Buys out the c: but ‘tis not so above;

There is no shuffling, there the action lies

In his true nature; and we ourselves compelled,

Even to the teeth and forehead of our faults

To give in evidence. What then? what rests?

Try what repentance can: what can it not?

Yet what can it when one cannot repent?

O wretched state! O bosom black as death!

O limed soul, that, struggling to be free

Art more engaged! Help, angels!–Make assay;

Bow, stubborn knees; and, heart with strings of steel

Be soft as sinews of the newborn babe.

All may be well.

6 hours ago

REQUIREMENTS

ashford university Ap Lit

English

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apa 1005 words

Claudius as a Complex Character

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