© 2016 Fidel Fajardo-AcostaThis document and all its conte.docx

© 2016 Fidel Fajardo-Acosta
This document and all its contents are copyrighted material and
may not be reproduced or distributed
to others in any manner or form, in whole or in part, without
explicit written permission from the
copyright holder.
GRADING OF ESSAYS AND OTHER WRITTEN WORK
see also WRITING GUIDELINES
Originality and personal effort are stressed in all student written
work. Plagiarism--the unacknowledged use
of any sources (internet, books, articles, other students' work,
etc.)--may result in failing the assignment and,
at the discretion of the instructor, the entire course. Students
must consult and follow the WRITING
GUIDELINES provided by the instructor. All in-class essays,
papers, essay exams, and other student writing
are evaluated taking into account the following distinctions:
The A Grade
Outstanding essays feature a well-defined and manageable
thesis, highly specific and relevant evidence, and
accurate and insightful analysis. Arguments and evidence are
carefully arranged and organized around
central ideas lending support to the main thesis. All points are
clearly and sufficiently motivated, explained,
supported, and developed. The arguments and observations

reveal not only close attention to details but also
awareness of and ability to exploit nuances of form and
signification. Whenever necessary, while probing the
evidence and assessing the implications of the analysis, the
writer appropriately qualifies the main and
subsidiary theses. The A essay is an example of sound,
independent, and penetrating thinking where analysis
prevails over mere paraphrase or the reporting of somebody
else's ideas. This essay is very well written,
elegant in style, and free of spelling, grammatical, and
syntactical errors. The outstanding essay draws the
relevant implications of its arguments and opens up avenues for
further thought and reflection.
The B Grade
The superior essay shows a good understanding of the issues
raised and adequately relates them to the textual
evidence. The writer makes effective arguments and marshals
appropriate and adequate support in the form
of properly discussed examples and illustrations. The argument
is of sufficient length, has a clear focus, and
balances the general with the specific, as well as analysis with
paraphrase. This type of essay shows a very
good effort at organization, is clearly written, and is free of
major errors in spelling, grammar, and syntax.
The B essay differs from the A essay in its degree of specificity,
engagement of evidence, quality of
reasoning, depth of vision, and overall balance in the handling
of all aspects of the arguments. The writer of
the B essay may show a certain tendency to ride on the strength
of a particular point or observation at the
expense of a fuller, richer, and more in-depth
development/support of the ideas under consideration. This
essay generally does not merit an A not so much because of
what it does but because of what it doesn't do.

The C Grade
The average essay shows an adequate awareness of the nature of
the problem or thesis under consideration.
While showing some weakness in focusing and controlling the
argument, it makes no major errors in
understanding the texts involved and reveals a competent ability
to relate general issues to particular
examples and illustrations. The writer may overlook important
aspects of the evidence, neglect to use
pertinent examples, or not go far enough in interpreting and
analyzing the text(s). The ideas chosen may
exhibit a certain dependence on points raised and developed in
class or other outside sources. Overall, this
essay shows a need for development, clarification, and precision
in the handling of textual evidence; its
structure and organization may seem mechanical, loose, and
somewhat random. This essay often tends to
privilege paraphrase over analysis and may contain a number of
errors in spelling, syntax, and grammar.
The D Grade
The D or below-average essay does not clearly identify its
thesis; relies on unsubstantiated opinion; neglects
to offer relevant evidence; or is analytically superficial and
poorly organized. In general, such an essay often
fails to meaningfully engage the text(s) in its own thinking
process; is too short; and may seriously
misread/misinterpret a text. The inadequacies of its language
and reasoning substantially compromise the
integrity of its analysis and the expression of its ideas.

The F Grade
The F grade is used in cases where an essay is illogical or
incoherent; exhibits gross incongruities between
the thesis and the evidence used to support it; seems incapable
of distinguishing between the general and the
specific; shows no discernible pattern of organization; is very
poorly developed; or is marred by the frequent
occurrence of major errors in writing.
see also WRITING GUIDELINES
copyright holder.
copyright holder.
Rev. 01/10/2016

Writing Guidelines
Outline
Make sure to do your thinking and analysis and know exactly
what you want to say and where you want to
say it before you actually start typing your essay. In other
words, do an outline and follow it as you are
writing.
Title
Your essay must have a title that, briefly and concisely, says
something meaningful about what you are
analyzing (the author/work and the specific aspects of it that are
the focus of your essay) as well as the ideas
you are offering.
Example of a good title:
Poisonous Creatures: Images of Serpents in Shakespeare's
Hamlet.
Example of weak titles:
Hamlet
To Be or Not to Be
The Serpent
Bad Guys
The title should appear centered on the first page just before
your introductory paragraph. Do not use
quotation marks, boldface type, all-capitals, or different fonts

or font sizes relative to the main text of the
essay.
Introduction
Your essay should have a well-developed introductory
paragraph in which you clearly and objectively state
the work, author and details of that work you are analyzing.
Your introduction should make specific the ideas
you are contributing, i.e. your thesis. An example of a thesis
statement might be:
Shakespeare's Hamlet is a work where images of serpents are
used as symbols of human treachery
and wrongdoing. In particular, serpents in the play are allusions
to the cold inhumanity and deceit of
the courtiers and the way of life at the royal court of Denmark
in Elsinore.
The introductory paragraph is also a good place to make clear
the historical context of the work and any facts
relevant to the argument you will be offering. It is very
important that your introductory paragraph make very
clear the what, who, when and where of the subject matter
(work/author and specific details analyzed, time
when the work was composed, place/culture where it was
produced, and the ideas proposed by your essay).
Write from an objective point of view. Remember you are not
offering personal opinions but trying to make
sense of what you are reading and proving it with evidence. You
are trying to demonstrate what the work
seems to be saying or suggesting. Avoid unsupported
generalizations, subjective evaluations, or statements of

knowledge beyond the scope of your knowledge, i.e. don't waste
time talking about how timeless or beautiful
literature might be or about any supposed truths of human
nature. Stick to what you you can prove from the
textual evidence and stay focused on the specifics of your
thesis. A standard essay might feature three or
more main ideas contributing to the proof of that thesis. You
will be stating and developing those ideas in the
body of the essay.
Body of the Essay
The body of the essay should be constituted by a sequence of
well-developed paragraphs which deal with one
idea at a time. Do not start your paragraphs with quotations or
vague statements. Each paragraph should
begin with a clear sentence (called the "topical sentence")
stating the idea that will be discussed in the
paragraph, e.g. "In Hamlet, serpents are a recurrent image
associated with the representation of crimes and
wrongdoings." The opening sentence of each paragraph should
let the reader know exactly what the
paragraph will be dealing with. After the topical sentence, you
will then offer a series of sentences explaining
the point and providing textual or other evidence that can
support the idea. After you offer a quotation you
also need to explain what it means and why it indeed proves the
point you are trying to make, e.g.
In Hamlet, serpents are a recurrent image associated with the
representation of crimes and
wrongdoings. [this is the topical sentence][notice the word
Hamlet is italicized because it refers to
the title of the work] After Hamlet's father died,[notice the
word Hamlet here is not italicized
because it refers to the protagonist by that name] the official

explanation was that a serpent bit him
while he slept in his orchard. When the ghost of his father
appears to Hamlet, the ghost says: "Tis
given out that, sleeping in my orchard, a serpent stung
me"[notice there is no punctuation
separating the quotation from the parenthesis that follows] (Act
I, Scene 5, lines 35-36). [notice
the reference in parenthesis can be also just a page number
referring to the text from which you
are quoting -- the word "lines" can also be abbreviated ll. or l.
for just a single line number, e.g.
ll. 34-50, l. 5] The ghost then explains to Hamlet that "the
serpent that did sting thy father's life / Now
[notice when quoting lines from a poem or a play in verse form,
the line breaks should be
indicated with the slash / ] wears his crown" (I.5.39-40).[notice
this is an alternative, more concise
way of referencing the Act, scene and line numbers] In this
way, the ghost reveals to Hamlet that
the murderer was his own brother Claudius who then went on to
become the king of Denmark. By
characterizing Claudius as a serpent, the ghost suggests the
falsehood of the official explanations of
his death and also links the image of the serpent to the act of
committing a crime such as murder.
Later, suspecting the treachery of his supposed friends,
Rosencrantz and Guildenstern, Hamlet refers
to them as "adders fanged" (3.4.204). [notice there should be a
period here after the parenthesis]
Adders are a particularly poisonous and dangerous kind of
snake.
The following paragraph of the essay should begin with a new
topical sentence stating the idea to be explored
and proven in the paragraph. In this case, it could be something
like, "Serpents are not always directly seen,

but indirectly alluded to by means of the related image of
poison." [notice that idea would naturally link
the second paragraph to the first] Then you would go on to
describe situations in the play where poison
plays a role, offering relevant quotations, and explaining how
they might help connect the related ideas of
serpents, poison and criminal actions. It would be very
important in that paragraph to stick to the analysis of
passages where poison is present and where the serpent is only
implicitly but not explicitly shown.
Notice paragraphs require substantial development, One, two or
even three sentences are not quite enough to
constitute a well-developed paragraph. You need to consider
that, in each paragraph, you are making a point
and also explaining and supporting it with arguments and
evidence. It takes focused and sustained discussion
and quotation and explanation of evidence before a point can be
considered sufficiently established.
Conclusion
After discussing in detail and proving a number of ideas, you
will then close the essay with a well-developed
paragraph making clear how the different ideas come together in
the substantiating of the thesis. The
concluding paragraph is also a good place to push the argument
further and make additional observations that
may seem plausible in view of the evidence and explanations
offered in the essay. In other words, the
conclusion should wrap up your discussion by bringing together
the different strands of your argument and
discussing the implications (the so-what) of your observations.
Merely repeating what you stated before is

not the point of the conclusion. Instead, in the conclusion, you
are trying to make further sense of the
arguments you pursued in the essay.
Originality and Personal Work
Essays are graded on the basis of the student's ability to
generate original insight and offer personal work,
attention to details of the materials analyzed, use of textual and
other evidence, analytical depth and
significance, clarity and precision of the writing, proper
development of the ideas, completeness of
explanations, logical reasoning, as well as ability to
constructively apply course concepts and ideas to the
materials under analysis. The language, writing and ideas of the
essay must be the product of personal work.
Outside sources or the work of others may be quoted or
otherwise incorporated into the essay provided it is
properly acknowledged at the exact point in the essay where it
occurs and must also be fully documented in a
Bibliography or List of Works Cited at the end of the essay.
Ideas or writing from outside sources should
never constitute the central thesis or bulk of the essay and
should only be used to provide background facts or
starting points for the student's own work and thinking. The use
in essays of any language or ideas from
sources not properly acknowledged, including online and print
materials, essays bought, borrowed or stolen
from others, as well as files kept by fraternities and sororities is
Plagiarism and Academic Dishonesty .
Planning
Start work on your paper as soon as you can. These papers are
not the kind of work that you can put together
overnight. Sketch an outline in advance listing the ideas you

will pursue and the specific evidence you will
present and discuss in order to prove each one of those ideas.
Sort out the different ideas which will be part
of your paper so you can discuss them one at a time in specific
paragraphs. It is very important to have a
clear idea of what you want to say and of how your discussion
will be ordered prior to doing any writing.
For that purpose, read and reread the materials under analysis,
take notes, brainstorm and sketch
observations, make lists of the ideas you want to pursue and of
the items of evidence you intend to use
(specific words, passages, details, events or other aspects of the
text or other material you are analyzing).
Once you have a clear outline of the paper, you can begin the
writing of the essay. Stick to your plan and
keep the argument focused on the issues. If you find yourself
rethinking or reconsidering your ideas as you
do the writing, go back to the planning stage and formulate a
new outline.
Topic, Thesis, and Analysis
Papers should have a clear and well-focused thesis (i.e. a main
idea or group of related ideas that the essay is
proposing and trying to prove) that is relevant to the assigned
topic. The analysis should make clear but also
go beyond the literal/obvious aspects of the material being
analyzed and should strive to clarify its possible
underlying significance, concerns or implications. All ideas
have to be supported with textual, contextual or
other evidence, as well as clear explanations of how the
evidence works and how it proves the points you are
trying to make. Quotations by themselves don't prove anything.
They need to be explained in detail. Your
analysis and conclusions must be logical and you must be able
to justify them in terms of the evidence you

presented. Pay attention to the precise details of the material
under analysis. Your interpretation must evolve
out of a careful and attentive reading/examination of the work
and its contexts and not just from personal
opinions, judgments, or subjective perspectives.
Language
Speak in your own voice. Use your own words and your own
language. It is fine to use the pronoun "I" in
your writing but the pronoun "you," addressing the reader of
your essay, is not recommended. Do not attempt
to sound like a textbook or use language which you would not
use in intelligent conversation (i.e. you have to
strike a reasonable balance that avoids both pedantic and
colloquial language). The language and reasoning
of an analytical paper must be clear, logical, and concise. In
general, an essay must be written in the simplest
and clearest prose you're capable of writing. Your task is to
explain the text, not to repeat or copy it or to
imitate its style or summarize its plot or otherwise paraphrase
its contents. There is a difference between
creative and expository writing. Leave the creative writing to
the poets and storytellers and concentrate
instead on making good sense in your arguments. Also avoid
hyperbole and subjective statements. To say that
a text is a work of genius or that it's amazing or beautiful does
not help your arguments and only wastes
space in the essay.
Sentences
A properly structured sentence has to include at least a subject
and a verb and must express a complete

thought. Example: "The airplane flew over the city." "The
airplane" is the subject, "flew" is the verb, and
"over the city" is the predicate or complement. It should be very
clear, in all your sentences, what exactly is
the subject, what is the action, and what the complements. If a
sentence does not have at least a subject and a
verb, it is incomplete and grammatically incorrect. Keep your
sentences short and simple. Don't try to pack
too many ideas into one single sentence. In general, as with
paragraphs, one sentence, one idea. A period
marks the end of a sentence.
Evidence
All your ideas must be supported with evidence from, and
logical explanations and observations of, the
details, language or other features of a text and its contexts.
You may also use ideas or statements from
clearly acknowledged research sources but this should not be
the main point of the essay, i.e. you can use
outside sources to support some observations but you have to go
beyond what others are saying and use it to
build your own interpretation. Everything you say in your paper
should be clearly related to the words,
images, situations, characters, and other details in the text you
are analyzing. If you quote something you
must fully explain it and make clear how it proves your point.
Keep quotations short and concise--quote only
what is absolutely essential to your argument. Avoid overly
long quotations unless you intend to make use of
all the details and language in the passages quoted. Avoid
abstract or vague discussions, unsubstantiated
opinions, unsupported generalizations, and anything which is
not clearly growing out of and clearly relevant
to the text you are analyzing. In general, stick to what you can
prove from a careful reading and analysis of

the evidence.
Quotations
Generally, quotations will be short and should be integrated into
your own sentences in a way that
harmonizes with the grammar of your own statements.
Examples:
The gods tell Utnapishtim, "tear down your house and build a
boat, abandon possessions and look for
life, despise worldly goods and save your soul alive" (108).
[notice there is punctuation separating
the quotation mark from the parenthesis and there is a period
following the parenthesis][page
references can be just a number, or you can also use p. and pp.
as abbreviations indicating page
or pages, e.g. p. 4. pp. 5-15]
Gilgamesh expected Utnapishtim to look "like a hero prepared
for battle." [notice there is no
reference in parenthesis here because you offer that reference
after he next sentence, this avoids
excessive/unnecessary repetition of references] Instead,
Utnapishtim was relaxed and resting,
"taking ... [his] ease on ... [his] back" (107). [notice here the
use of ellipsis (...) and brackets [] to
indicate that the original language of the quotation, "taking your
ease on your back," was
modified to make it conform to the grammar of your statement -
- the ellipsis indicates you
removed something and the brackets indicate you are adding
words of your own]

If you find it necessary to quote a long passage (usually over 40
words or exceeding five lines), you should
set it off as a block quotation, indenting it by half an inch from
the left margin. Block quotations do not take
quotation marks. In block quotations, the parenthesis with the
reference is not followed by a period, the only
exception to such punctuation. Example of a passage from an
essay discussing Homer's Odyssey and
including a block quotation from the text:
In Homer's Odyssey, the prophet Tiresias tells the hero
Odysseus:
Great captain, a fair wind and the honey lights of home are all
you seek. But anguish lies
ahead; the god who thunders on the land prepares it, not to be
shaken from your track,
implacable, in rancor for the son whose eye you blinded. One
narrow strait may take you
through his blows: denial of yourself, restraint of shipmates.
(XI.106-116)
These words of the prophet emphasize the idea that Odysseus
and his men need to control their own
behavior if they expect to be able to return home.
[notice in this example that the parenthetical reference
following the block quotation indicates this
passage comes from Book XI of the Odyssey, lines 106-
116][notice the block quotation is indented half
inch from the left margin of the essay][there is no period
following the parenthesis][notice also no
quotation marks are used since it is clear this is a quotation as it
is indented from the main text of your
discussion]

Citing Sources
All outside sources consulted must be listed, including full
bibliographical information (author, title, place of
publication, publisher, date of publication, etc), arranged
alphabetically in a Bibliography or Works Cited
section at the end of the paper. The precise ideas or quotations
taken from each source also have to be
acknowledged in the main body of the paper through a
parenthesis or footnote following the cited material
with sufficient information to find the source in the list of
Works Cited and a page number or other specific
location of the quotation or idea in the original source. For
example:
Toward the beginning of the play, Orgon tells Cleante,
"Brother, stop right there / You do not know
the man of whom you speak" (Molière, 31). [when your essay
includes references to more than
one source, you may need to include the author name, Molière
in this case, in the parenthetical
reference] By the end of the play, however, "Orgon ... [notice
an ellipsis indicates materials was
omitted from the original language of the source -- notice also
the ellipsis is written as three
periods preceded and followed by a space ... ] actually listens to
the advice of Cleante" (Fajardo-
Acosta, 9). This suggests that a transformation has occurred and
that Orgon is now a better person
who is able to listen and take advice from others.
The information in the parentheses in the passages above will
then allow the reader of the paper to find the
relevant items in the list of Works Cited at the end of the paper,
which might contain items like these:

Fajardo-Acosta, Fidel, "Molière's Tartuffe: A Lecture," ENG
121 Course Materials, Creighton
University, Fall 2012.
Gilgamesh, The Epic of, trans. N. K. Sandars (New York:
Penguin Classics, 1960). [notice in this
case the name of the author is not known so the entry is
alphabetized under the key word
of the title, in this case "Gilgamesh"]
Homer, The Odyssey, trans. Robert Fitgerald (New York:
Farrar, Straus and Giroux, 1998).
Molière, Jean-Baptiste Poquelin, Tartuffe, in The Bedford
Anthology of World Literature, eds. Paul
Davis, Gary Harrison, et al., Vol. 4 (Boston, New York:
Bedford/St. Martin's, 2003), 17-87.
Shakespeare, William, The Tragedy of Hamlet, Prince of
Denmark, ed. Sylvan Barnet (New York:
Signet Classics, 1998).
[notice there are different styles of citing sources -- the exact
details of how to format a
bibliographical entry vary across disciplines -- the key and most
important thing
however is to provide all the relevant information ]
In your essays for this class you can use the style of your choice
so long as you are consistent. The standard
manuals (style sheets) for citing sources in different fields are
the following (they can be found online fairly
easily):

• MLA Style: MLA Handbook for Writers of Research Papers
• Chicago Style: The Chicago Manual of Style
• APA Style: Publication Manual of the American Psychological
Association
Other
Notice that titles of long works (novels, plays, magazines,
journals, newspapers, films, paintings, etc.) are
underlined or italicized. Example: The Great Gatsby, A
Clockwork Orange, The Mona Lisa, The New York
Times, Death of a Salesman, The Atlantic Monthly. Titles of
shorter works (poems, short stories, articles,
essays, songs, etc.) are enclosed within quotation marks.
Examples: "The Snows of Kilimanjaro," "The
Rocking-Horse Winner," "Stopping by Woods on a Snowy
Evening."
Note the correct use of punctuation in a sentence containing
quotation marks. All periods and commas are
placed inside all quotation marks. All semicolons and colons are
placed outside quotation marks. Examples:
The teacher said, "periods and commas go inside quotation
marks, semicolons outside." But the
student said, "I don't care"; he did not write a good paper.
[notice the period inside the quotation
marks and the semicolon outside the quotation marks]
Phaedra told Oenone, "I see a monster" (p. 155). [notice the
period goes after the parenthesis and not
inside the quotation marks]
When you are quoting material that contains quotation marks
itself, then you use double quotes (e.g. "quoted

words") for the overall quotation and single quotes ('quoted
words') for the material inside the quotation that
is itself a quotation. Example:
The speaker noted the importance of the ideas of Karl Marx and
said in his speech: "Marx believed
history repeats itself and stated, 'all great world-historic facts
and personages appear, so to speak,
twice ... the first time as tragedy, the second time as farce.'
This idea is fundamental to his philosophy
of history." [notice the overall quotation is in double quotes,
whereas the statement quoted
within the quotation is in single quotes]
Know the difference between its and it's
A car has wheels. Those are its wheels. It's important to notice
its and it's do not mean the same thing.
Know the difference between car, car's and cars'
A car is a vehicle. A car's wheels are round. Fifty cars' remnants
littered the highway.
The word man is singular, men is plural
A man crossed the highway. Many men refused to support the
tyrant.
The word woman is singular, women is plural
A woman can accomplish any goals she sets for herself. Women
are the hope of the future.

The expression would have is sometimes incorrectly written as
would of
I would have gotten a good grade if I had not written would of
instead of the correct would have
Know the difference between the words affect and effect
An effect is something that happens as a result of something
else. The effects of too much drinking
include incoherence, confusion, unconsciousness and possibly
death. To affect something means to
influence it. Too much drinking affected his brain.
Grading
Your papers will be graded according to depth and insight of the
analysis, understanding of the various
possible levels of meaning of a text, originality and relevance of
your ideas to the assignment, ability to
engage and build on the ideas and concepts you are learning in
the class, clarity of the writing, grammatical
correctness, orderly presentation and sensible organization of
the arguments, clear and logical reasoning. For
every paper, you must attempt to produce a piece of work of
which you can be proud and that leads you to
make personal discoveries and contributions. For details on the
criteria and standards used in the grading of
essays see the documents Grading Standards and Procedures and
Grading of Essays and Other Written
Work.
Recommended resources on Writing and Formatting of Papers,
Citations, etc.:
• How to Cite Your Sources, Creighton Reinert Alumni Library:

http://www.creighton.edu/reinert/researchtoolbox/howtociteyour
sources/index.php
• The Writer's Handbook, University of Wisconsin:
https://writing.wisc.edu/Handbook/index.html
• Twelve Common Errors: A Student Self-Editing Guide,
University of Wisconsin:
https://writing.wisc.edu/Handbook/CommonErrors.html
• William Strunk, Jr. and E. B. White, The Elements of Style
[this can easily be found online and also
in many printed editions -- although the work is a bit dated, it
remain one of the best, clearest
and briefest guides to good writing -- read it]
With deepest gratitude to Charles W. Bassett, Peter Harris, Ira
Sadoff, and Ruth Peacock, who taught
me how to write.
Rev. 01/10/2016
© 2017 Fidel Fajardo-Acosta.
may not be reproduced or distributed to others in any form, in
whole or in part, without
explicit written permission from the copyright holder.
ENG 220-A: F. Fajardo-Acosta
Fall 2017

Final Exam Essay
Length:
3-4 pages (750-1000 words). It is fine to write more and go
beyond the maximum length
provided the discussion is useful in the addressing of the
assigned topic
Due:
Wednesday, December 13, 5:00 PM
Submission:
Send word-processing file in Microsoft Word (.doc. docx),
Open Office (.odt), or Rich Text
Format (.rtf). NO PDFs OR OTHER FORMATS PLEASE.
Name your file: YourLastName-YourFirstName-FinalEssay.doc
(or .docx, .odt, .rtf,
depending on the format used by your wordprocessor)
Send your file as an email attachment to [email protected]
Assignment:
Write an essay interpreting the possible significance and
implications of the conversation of Hamlet
and Laertes as they are about to begin the duel that will result
in their deaths (Act 5, Scene 2, lines 227-
255):
Hamlet
Give me your pardon, sir: I have done you wrong,
But pardon't, as you are a gentleman.

This presence knows, and you must needs have heard,
How I am punished with a sore distraction.
What I have done
That might your nature, honor and exception
Roughly awake, I here proclaim was madness.
Was't Hamlet wronged Laertes? Never Hamlet.
If Hamlet from himself be ta'en away,
And when he's not himself does wrong Laertes,
Then Hamlet does it not, Hamlet denies it.
Who does it then? His madness. If't be so,
Hamlet is of the faction that is wronged;
His madness is poor Hamlet's enemy.
Page 1 of 2
Sir, in this audience,
Let my disclaiming from a purposed evil
Free me so far in your most generous thoughts
That I have shot my arrow o'er the house,
And hurt my brother.
Laertes
I am satisfied in nature,
Whose motive in this case should stir me most
To my revenge: But in my terms of honor
I stand aloof, and will no reconcilement

Till by some elder masters of known honor
I have a voice and precedent of peace
To keep my name ungored. But till that time
I do receive your offered love like love,
And will not wrong it.
Hamlet
I embrace it freely,
And will this brother's wager frankly play.
Give us the foils. Come on.
Laertes
Come, one for me.
Make sure to note the specific textual evidence to support your
ideas and fully explain how it proves
your points (i.e. quotations and observations are not self-
explanatory -- you need to complement them
with analysis, discussion and clarification of their significance).
Feel free to refer to details or ideas from other passages of the
play or other works read this semester,
provided the references are relevant to the interpretation of the
given passage.
Write clearly and get to the point. Deal with one idea at a time,
fully explain and support it, and then
move on to other issues (one idea per paragraph is a useful way
of organizing your essay). Consult the
Writing Guidelines and read the Grading of Essays and Other
Written Work (attached).
All language and ideas derived from outside sources must be
clearly acknowledged where they occur in

the body of the essay and in a list of works cited at the end.
Page 2 of 2

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