Category: Shakespeare literature

Its a 600-800 word passage analysis. I have attached the pdf with all the instructions as wellas a sample of the assignment for reference purpose. 

The 2400 words must be divided into two 1200 word sections about differnt shakespeare plays the instructions submitted will explain. The files below should provide notes and the information needed to complete the section you only need to pick two of the plays out of all the info and then use the class notes and close readings as evidence.

Course:
English IV CP
Unit:
Romantic and Victorian Poetry
Assignment:
L1208: Poetry Synthesis 
Start this project at the beginning of your unit and work through it as you do your lessons. It is due before you take your unit test. Please complete each of the four steps below thoroughly and thoughtfully. 
For this composition, you will analytically answer and textually support ONE of the following questions using a specific poem written by one of the Victorian/Romantic poets listed below, a Bible verse with context established, and a scholarly source (literary expert or biblical expert). 
PART I: Choose a Question
Highlight the question you have chosen to answer.
When is civil disobedience or a revolution allowed for the Christian? Identify a specific reason, conclusions one can draw from the Bible and your poem of choice from below, and how a Christian can reflect and act in a way that glorifies God. 
When faced with a cultural practice or concept in which an individual disagrees, what should the response and attitude of a Christian be? Identify a specific cultural practice, conclusions one can draw from the Bible and your poem of choice from below, and how a Christian can reflect and act in a way that glorifies God. 
What is the value or importance of nature to the Christian? Identify a specific aspect of nature conclusions one can draw from the Bible and your poem of choice from below, and how a Christian can reflect and act in a way that glorifies God. 
How do emotion-driven decisions impact a Christian and her/his Church? Identify a specific emotion-driven decision, conclusions one can draw from the Bible and your poem of choice from below, and how a Christian can reflect and act in a way that glorifies God. 
PART II: Choose a Poem
Choose a poem written by one of the poets listed below. Your poem of choice CANNOT BE ONE OF THE POEMS READ IN THE LESSONS OF THIS UNIT. Once you have made your choice, either type out the poem below or attach a link to the poem for reference. It must be a good choice to help prove the claim you make about the question you plan to focus on in this synthesis. It must be a poem that is at least 14 lines (a sonnet) in length. 
HIGHLIGHT YOUR POET CHOICE BELOW.
William Wordsworth
Samuel Taylor Coleridge 
Elizabeth Barrett Browning
John Keats
Lord Byron
Gerald Manley Hopkins 
Emily Bronte 
Charlotte Bronte 
Christina Rossetti 
George Eliot (Mary Ann Evans) 
Place poem or poem link below:
PART III: Consider your Chosen Question and Poem, and Find and Evaluate Source Support
Complete the following activities to help you develop your critical essay. Note, your essay will need to be 400-600 words in length:
After some thoughtful consideration, write your hypothesis to answer the question from above that you have chosen. Write in complete sentences. 
PLACE RESPONSE TO #1 BELOW:
To adequately explore the question posed, you will need to use quotations and examples from the poem text, the Bible, and at least ONE additional scholarly source to support your thesis. Include and evaluate each of the following below. 
Identify and write out a Bible verse that addresses the question you will answer from above. Then include the context of that verse by explaining the literal meaning of the verse, and how the verse fits with the verse before and after, and perhaps even the rest of the Bible.
PLACE RESPONSE TO #2 BELOW:
Identify and write out at least THREE lines or phrases from the poem you are analyzing that address the question you will answer from above. Explain briefly the value of this line/phrase to your subject matter.
PLACE RESPONSE TO #4 BELOW:
Identify and write out at least one direct quote from a scholarly source that addresses the question you will answer from above. Include also the credentials of this source and a summary of the source used. Be sure to identify the author’s name and the title of the text for clarity. 
Need some help finding reliable biblical scholars? Try these sites:

A List Of Conservative And Liberal Bible Scholars

https://www.biblescholars.org/
PLACE RESPONSE TO #5 BELOW:
PART IV: Write an Analytical Composition. 
Type your 400-600 word essay below. (The space will expand as you type.) Include your MLA heading, a creative title (centered), essay, and works cited for both the Bible and your scholarly source.
The rubric below will be used to grade your work.
9-10 = Strong (correctly and thoroughly completed)
6-8 = Developing (average or acceptable answers)
0-5 = Needs Improvement (poorly done, directions not carefully followed)
Category
Score
Pre-Work Accuracy: Student has highlighted the question of focus, included a copy of the poem, and completed all sections accurately and thoroughly. 
/10
Student has thoroughly answered one of the question prompts and used sufficient and scholarly evidence to support the thesis. 
/50
Word Choice and Voice: Student has maintained formal, 3rd person diction and utilized sophisticated and precise word choice.
/10
Conventions: Writing is clear and error-free. Rules of spelling, grammar, and punctuation are carefully followed. 
/10
Organization: Writing has a logical flow to it and transitions well between ideas. A strong lead, analytical topic sentences, and a thorough summation with a final call-to-action are included in the conclusion. 
/10
Presentation: MLA Format, a Creative Title, MLA Parenthetical Citations, and an MLA Work Cited are included. Each of these are accurate and complete. 
/10
Total Score:
/100
Teacher Comments: 

The “Mousetrap” scene (Act 3, Scene 2): in this scene, Hamlet stages a play within a play to catch Claudius’s reaction to the murder of King Hamlet, revealing the extent of Claudius’s guilt. 
This paper will consist of an explication (a close reading or unfolding) of a scene or a section of about 40 lines from Hamlet.   You can choose more or fewer lines depending on the substance of the passage.  Ten lines of a complex passage can be enough.  The sources you should consult are your text of the play and the Oxford English Dictionary  (OED), found in the reference section of some libraries and also online through the library webpage.   You may want to look at other dictionaries such as Shakespeare’s Bawdy or unabridged dictionaries of Shakespearean English.   You may want to look at the editor’s notes on several different editions of the play.  Do NOT consult any other sources. Do include parenthetical citations and a Works Cited page for any information you use, including material from the notes or the introductions.  If you consult Spark Notes or No Fear Shakespeare, you must include them in your Works Cited if you used them or in a Works Consulted if you read them but do not believe you used them.  
The essay should be a minimum of four full pages, double-spaced, more if you wish.  Choosing an interesting, rich passage or scene should make it easy to write a full essay.  You must consult the Oxford English Dictionary.   See the directions for format given on the syllabus.  When you begin your explication, make clear the Act, scene, and lines, such as III.i.30-66, which means Act III, scene i, lines 30-66.  (It can also be written as 3.1.30-66; I find it easier to read using traditional Roman numerals, but do whatever works better for you.) Then, as you quote or refer to lines in that same scene, give the line numbers parenthetically in the text of your essay:  Desdemona declares, “I saw Othello’s visage in his mind”  (251).   If you quote more than one but less than five lines together, use slashes to indicate the line endings:  “I’ll so offend to make offense a skill,  / Redeeming time when men think least I will” (220-21).  If you quote a passage of more than four lines, block indent it ten spaces and copy it precisely, line for line.  If you quote or refer to a different scene, give the entire location, as in IV.iii.33.  Proofread!  Make a copy of your final essay.  
As our textbook notes, “In an explication essay, you examine a work in much detail.  Line by line . . . you explain each part as fully as you can and show how the author’s techniques produce your response” (50).  When writing about a play, you use the same techniques and vocabulary as you did when writing about poems, but you also add consideration of dramatic elements.  You may want to consider some of the following:
Themes.  What themes occur in the passage?   Do they reflect main ideas explored in the play?  Is there any foreshadowing or reference to previous themes or ideas?
Characterization.  How does the passage present the characters?   How are their personalities revealed through words, actions, and dialogue?  
Dramatic Irony, Foreshadowing, and/or Reflecting Back.  Does the audience know more than the characters?  Do any words or ideas foreshadow what is to come or reflect what came before?
Imagery.  Does the language appeal to the senses? 
Symbols.   Are there any recurring symbols?   (See the Glossary of Literary Terms, p. 1018) 
Diction.  Use the OED to clarify meaning and possible double meanings or puns.  Are there words that have changed significantly in meaning in four hundred years?  Are there any words that recur in the passage or throughout the play?  Consider denotations and connotations.  Is the diction concrete?  abstract?  colloquial?  formal?
Figurative language.  Does the passage contain similes, metaphors, personification, paradox, oxymoron, hyperbole, and so on?  How do they add to the meaning and effect?
Sound.  Does the passage contain alliteration, assonance, rhyme, onomatopoeia, cacophony, euphony?  How do they add to its effect and meaning?
Poetry or prose.  What form does the passage take?  Consider meter and/or rhyme.  What effects are produced?
Structure.  How is the passage structured?  Is it predictable?  Is there conflict? a build-up? a climactic point? a reversal?  How does the passage advance the dramatic action?
Staging.  How might the passage be staged?  How would the characters move?  act?  speak?  Follow Hamlet’s advice:  “Suit the action to the word, the word to the action” (III.ii.18-19).