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In the first scene of the final act of Hamlet, when asked by Hamlet how long he has been a gravedigger, the Clown/Gravedigger that he started the every day young Hamlet was born, 30 years ago. Some readers have been surprised by this answer and have remarked about Shakespeare?s inconsistency in aging Hamlet from perhaps 20, to 30 years old in just a 4 acts. However, one critic (Claire R. Kinney) has suggested that 30 is not so much a literal age as a poetic age, one indicating and complaining, but acceptance (?This is I/Hamlet the Dane?) and confidence (?I shall win at the odds?).
Hamlet starts out as a young college student called back from Wittenberg (along with his fellow student Horatio) to Denmark because of the death of his father, to discover another reality: the quick remarriage of his mother, the potential true cause of death of his father, and the rotten state of Denmark. Like many of us, as a college student he has learned a lot intellectually, but his emotions and experience have not caught up, so he rants and raves in his soliloquies and with others (Ophelia, Rosencrantz and Guildenstern, his mother Gertrude). He sometimes acts more impulsively than rationally (for example, commenting on the play within the play and stabbing through his mother?s bedroom curtain without first finding out who is behind it). The question then becomes, when we get to his calm and mature conversation with Horatio in a Scene 2 of Act 5 (just before accepting the prospective fencing match with Laertes), how did he get so mature (or so old) so fast? Or he has really matured? Is Fortinbras correct when he says, at the very end, that had Hamlet been put upon the throne ? he was likely?to have proved most royal??
For this writing assignment, I want you to write a 2000-2500 word (7-10 pages) academic research essay that explores and analyzes Hamlet?s learning throughout the play. He returns from the University of Wittenberg back to Denmark as a very good philosophy student, but perhaps not such a good student of life. In your essay explore WHAT he learns and HOW he learns it. You may also want to add what he fails to learn.
You may start with information Hamlet learns about what has been really going on in Denmark, but move beyond that to consider things like what Hamlet learns about his family and friends, about appearances and reality, about love (both parental and romantic), about politics, about loyalty, about heroism, about friendship, about balancing thoughts and actions, about balancing intellect and emotion, about the ways in which death gives life meaning, about providence. All of these are merely suggestions; the possibilities are almost endless. Hamlet seems to be a completely different person at the end of the play than he was at the beginning. What has caused him to change?
Once you have considered what Hamlet learns in the play named for him, take your thinking one step further and begin considering what we as readers or viewers learn from both Hamlet the character and Hamlet the play by William Shakespeare. How are we changed by the end of this play (considered by Marvin W. Hunt as being ?without parallel, the greatest play every written)? Add these considerations to your essays as you revise and expand it to include them.
Your challenge is to combine these two sets of leaning into a coherent and persuasive academic research essay that cites at least five print resources (other than the play it self), using MLA documentation (In-Text Citations and a Works Cited list)
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