Please look on the following website if you need help with your Works Cited page:
http://www.studyguide.org/MLAdocumentation.htm
09 September, 2010
GENERAL GUIDELINES FOR WORKS CITED PAGE
General Guidelines:
Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.
Double-space the text of your paper, and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are recognizable one from another. The font size should be 12 pt.
Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor).
Set the margins of your document to 1 inch on all sides.
Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times.
Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)
Use italics throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.
If you have any endnotes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted).
Type your paper on a computer and print it out on standard, white 8.5 x 11-inch paper.
Double-space the text of your paper, and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are recognizable one from another. The font size should be 12 pt.
Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor).
Set the margins of your document to 1 inch on all sides.
Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times.
Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)
Use italics throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.
If you have any endnotes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted).
Model Parenthetical Documentation
Model Parenthetical Citations
MLA (Modern Language Association) format follows the author-page method of citation. This means that the author's last name and the page number(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list (see Your Works Cited Page, below). The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence.
Examples:
Direct Quotation with author’s name appearing in the sentence: Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).
Direct Quotation without author’s name appearing in the sentence: Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
Paraphrase with author’s name appearing in the sentence: Wordsworth extensively explored the role of emotion in the creative process (263).
No author’s name given: An anonymous Wordsworth critic once argued that his poems were too emotional ("Wordsworth Is A Loser" 100).
MLA (Modern Language Association) format follows the author-page method of citation. This means that the author's last name and the page number(s) from which the quotation is taken must appear in the text, and a complete reference should appear in your works cited list (see Your Works Cited Page, below). The author's name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence.
Examples:
Direct Quotation with author’s name appearing in the sentence: Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263).
Direct Quotation without author’s name appearing in the sentence: Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263).
Paraphrase with author’s name appearing in the sentence: Wordsworth extensively explored the role of emotion in the creative process (263).
No author’s name given: An anonymous Wordsworth critic once argued that his poems were too emotional ("Wordsworth Is A Loser" 100).
Quotes Project on Macbeth
QUOTES PROJECT—S. SHAW
You will collect six quotes from the play that are noteworthy from your perspective. You will also select a seventh quote which represents "The Quote of the Play." Then you will write a REFLECTIVE LETTER about the play and your reactions to both it and the annotated passages that you assembled.
Procedure for the first 6 quotes:
First, in a well-written paragraph, explain how the passage "fits" into the play (does the passage add to the character development, the plot line, the details of the setting, and so forth). Discuss the importance of the passage to the play's message or meaning or theme.
Then, in a well-written paragraph, react to the passage as a reader. Make me understand WHY you have selected this passage. To generate responses, you can consider the following as suggested prompts or questions:
- Why does the passage impress, intrigue, horrify, or puzzle you?
- Do you find the playwright's use of language appealing or powerful? Does the passage jump off the page as a great descriptive passage?
- Does it prompt a strong response from you as you read it? Does it present itself as so well crafted that you just love the sound of it? Is the language beautiful, descriptive, graphic?
- Is it particularly meaningful? Is it a high point in the play?
- Do you find yourself in agreement/disagreement with the ideas expressed?
- Does the passage remind you of a situation you have lived as well?
- Does the passage make you laugh out loud or make you melancholy or make you something else?
- Does the playwright or the character raise intriguing questions or issues?
- Does the passage challenge or expand your thinking?
You are not limited to the above list, nor do I expect you to answer all of the above; but, your responses to the passages should clearly explain to me WHY these passages mean something to you, WHY these passages caught your attention.
Procedure for the 7th quote:
Select ANOTHER, DIFFERENT passage as "The Quote of the Play": that one passage or quote that captures the essence—the true meaning—of the play for you, the reader. In a well-written paragraph, explain exactly HOW this passage is the one perfect quote from the play.
REFLECTIVE LETTER
Lastly, you need to write me a REFLECTIVE LETTER about reading this play and creating your quotes paper. Write to me about the thoughts and feelings and observations and new insights you experienced while reading the play. Write to me about selecting the quotes you selected. Some things to think about for your letter may include:
- Tell me what you worked on the hardest or struggled with in doing this assignment.
- Share with me what you think you did well: what worked, really worked.
- Show me where you were drawn into the play and where you were pulled away from it. Identify, in your opinion, the playwright's—or the story's—greatest strength and weakness.
- Explore what value, besides entertainment, this play has.
- Share your overall impressions of the play.
- Discuss if you found yourself changing your mind about the play and/or the assignment.
- Tell me what you as a reader and as a student need to focus on for the next assignment.
Your REFLECTIVE LETTER is your chance to "talk" with me about the play, your project, and your experiences in completing this assignment. With your letter, make me see your work—and your learning—through your eyes.
IMPORTANT STUFF
- All aspects of this assignment must be typed.
- Passages must be at least two sentences long. (Many will be longer.)
- Passages must be from throughout the entire play, not just from a single act.
- All passages must be in quotation marks—and be sure to copy the passage exactly as it appears in the play. (Use the Elizabethean version, not a modern translation!)
- All passages must include the page number from which they are taken. Cite page numbers as (235), or (16), or (105).
- Late penalties will be given if this project is not handed in on Friday, September 17, 2010.
- The REFLECTIVE LETTER is a required component of this assignment!
THIS ASSIGNMENT IS DUE IN CLASS ON FRIDAY, 9/17/10.
20 August, 2010
Writing a Thesis Statement
Writing a Thesis Statement
What is a Thesis Statement?
A thesis statement usually consists of one or two sentences, and normally comes at the very end of the introduction to a paper or essay. Its purpose is to explain in a few words the topic area of your paper, but more than this, it clarifies the stand you are going to take on a particular subject. In other words, it gives your interpretation of the topic. Your thesis statement can thus be viewed as a map (and a promise) for your reader of how the essay will develop. The rest of the essay (main body) will be devoted to arguing for, supporting and proving the claim made in the thesis statement.
What is a thesis statement?
* Usually a single sentence somewhere in your introduction (often at the end.)
*Gives, briefly, the subject to be discussed, and also your interpretation of that subject.
* Makes clear at the start the argument, idea or analysis that you are going to take up: in fact, it is your answer to the question taken up by your paper.
* Is not a simple obvious statement everyone can agree on without discussion.
* Can be viewed as a map (and a promise) for your reader of how the essay will develop.
Good Thesis Statements:
• Make a knowledge claim that purports to offer a new approach or idea in a particular field, and to explain why it is new. The purpose of any academic thesis is to add to the existing pool of knowledge in a particular area, or to “fill in the gaps of knowledge.” As such, your knowledge claim should clearly state why the information/knowledge that you have to offer is new within your field, and should also convince the reader that your claim is likely to be true based on the evidence provided
• Make an argumentative assertion that summarizes the conclusions you have reached about your topic after reviewing the literature. This assertion should be focused and specific enough to be “proven” within the boundaries of your paper. It should also identify the relationships between the pieces of evidence that you are providing.
• Outline the scope, purpose and direction of your paper. After finishing your thesis statement, the reader should clearly know the essence of your intended project, and also the boundaries you intend to place on it. Your thesis statement should not make the reader expect more than you are prepared to present in your final document.
What is a Thesis Statement?
A thesis statement usually consists of one or two sentences, and normally comes at the very end of the introduction to a paper or essay. Its purpose is to explain in a few words the topic area of your paper, but more than this, it clarifies the stand you are going to take on a particular subject. In other words, it gives your interpretation of the topic. Your thesis statement can thus be viewed as a map (and a promise) for your reader of how the essay will develop. The rest of the essay (main body) will be devoted to arguing for, supporting and proving the claim made in the thesis statement.
What is a thesis statement?
* Usually a single sentence somewhere in your introduction (often at the end.)
*Gives, briefly, the subject to be discussed, and also your interpretation of that subject.
* Makes clear at the start the argument, idea or analysis that you are going to take up: in fact, it is your answer to the question taken up by your paper.
* Is not a simple obvious statement everyone can agree on without discussion.
* Can be viewed as a map (and a promise) for your reader of how the essay will develop.
Good Thesis Statements:
• Make a knowledge claim that purports to offer a new approach or idea in a particular field, and to explain why it is new. The purpose of any academic thesis is to add to the existing pool of knowledge in a particular area, or to “fill in the gaps of knowledge.” As such, your knowledge claim should clearly state why the information/knowledge that you have to offer is new within your field, and should also convince the reader that your claim is likely to be true based on the evidence provided
• Make an argumentative assertion that summarizes the conclusions you have reached about your topic after reviewing the literature. This assertion should be focused and specific enough to be “proven” within the boundaries of your paper. It should also identify the relationships between the pieces of evidence that you are providing.
• Outline the scope, purpose and direction of your paper. After finishing your thesis statement, the reader should clearly know the essence of your intended project, and also the boundaries you intend to place on it. Your thesis statement should not make the reader expect more than you are prepared to present in your final document.
Blank Verse In Shakespeare
Almost all of Macbeth is written in blank verse (unrhymed iambic pentameter).
Iambic Pentmeter—1) has 10 syllables per line, and 2) has 5 pairs of alternating unstressed and stressed syllables.
Ex. Is this / a dag / ger I / see be/ fore me?
Ex. If mu / sic be /the food / of love, / play on
Ex. Good sir, / why do / you start / and seem / to fear …
· Sometimes, Shakespeare added an extra unstressed beat/syllable at the end of a line to emphasize a character’s sense of contemplation. This unstressed syllable is called a FEMININE ENDING. (It’s just a variation of iambic pentameter.)
Ex. To be, / or not / to be: / that is / the ques/ tion.
Iambic Pentmeter—1) has 10 syllables per line, and 2) has 5 pairs of alternating unstressed and stressed syllables.
Ex. Is this / a dag / ger I / see be/ fore me?
Ex. If mu / sic be /the food / of love, / play on
Ex. Good sir, / why do / you start / and seem / to fear …
· Sometimes, Shakespeare added an extra unstressed beat/syllable at the end of a line to emphasize a character’s sense of contemplation. This unstressed syllable is called a FEMININE ENDING. (It’s just a variation of iambic pentameter.)
Ex. To be, / or not / to be: / that is / the ques/ tion.
Structure in Shakespeare...notes
STRUCTURE IN SHAKESPEARE
1. Use of inversion—a) shift from average word arrangement to the strikingly unusual so the line will conform to the desired poetic rhythm; b) uses unusual word order to afford a character his/her own specific style of speaking.
2. Shakespeare purposefully keeps words apart that we keep together to achieve poetic rhythm.
3. Separates words by long, interruptive statements: a) subjects separated from verbs; b) verbs separated from objects. These interruptions: a) give characters dimension, or b) add an element of suspense, or c) provide information to the plot.
4. Use of elliptical sentences where words are omitted but understood.
5. Use of intentionally vague language (doubletalk). Characters sometimes suggest things they would want to say, do , or have done. Sometimes they do this to avoid answering a question. It’s a kind of doubletalk.
6. Use of uncommon words—words we still use today, but now they have a different meaning.
7. Wordplay through use of figurative language. Use of: a) metonymy—a figure of speech using the name of one thing for that of another with which it is associated. Ex. The “crown”—the king; b) synecdoche—a figure of speech using a part for the whole. Ex. “boards”—implies a stage; c) personification; d) allusion—often alludes to heroes and heroines of Ovid’s Metamorphoses; e) puns—puns work through the ambiguity that results when multiple senses of a word are evoked; homophones often cause this kind of ambiguity. Ex. “mettle”/ “metal;” f) simile; g) metaphor.
8. Use of different kinds of language. Use of prose vs rhymed verse vs blank verse. a) Shakespeare usually has lovers speak in language of love poetry using rhymed couplets; b) when characters joke or are engaged in bawdy conversation, lines are given in prose—it’s a way of letting the reader know if the character is jesting or serious; c) the majority of lines are in blank verse—does not use rhyme but uses iambic pentameter ( every second syllable in a line of ten syllables receives stress).
9. Shakespeare uses prose for the common people and blank verse for characters of noble birth.
10. Some action is presented through stage directions; other action is presented through the dialogue itself.
1. Use of inversion—a) shift from average word arrangement to the strikingly unusual so the line will conform to the desired poetic rhythm; b) uses unusual word order to afford a character his/her own specific style of speaking.
2. Shakespeare purposefully keeps words apart that we keep together to achieve poetic rhythm.
3. Separates words by long, interruptive statements: a) subjects separated from verbs; b) verbs separated from objects. These interruptions: a) give characters dimension, or b) add an element of suspense, or c) provide information to the plot.
4. Use of elliptical sentences where words are omitted but understood.
5. Use of intentionally vague language (doubletalk). Characters sometimes suggest things they would want to say, do , or have done. Sometimes they do this to avoid answering a question. It’s a kind of doubletalk.
6. Use of uncommon words—words we still use today, but now they have a different meaning.
7. Wordplay through use of figurative language. Use of: a) metonymy—a figure of speech using the name of one thing for that of another with which it is associated. Ex. The “crown”—the king; b) synecdoche—a figure of speech using a part for the whole. Ex. “boards”—implies a stage; c) personification; d) allusion—often alludes to heroes and heroines of Ovid’s Metamorphoses; e) puns—puns work through the ambiguity that results when multiple senses of a word are evoked; homophones often cause this kind of ambiguity. Ex. “mettle”/ “metal;” f) simile; g) metaphor.
8. Use of different kinds of language. Use of prose vs rhymed verse vs blank verse. a) Shakespeare usually has lovers speak in language of love poetry using rhymed couplets; b) when characters joke or are engaged in bawdy conversation, lines are given in prose—it’s a way of letting the reader know if the character is jesting or serious; c) the majority of lines are in blank verse—does not use rhyme but uses iambic pentameter ( every second syllable in a line of ten syllables receives stress).
9. Shakespeare uses prose for the common people and blank verse for characters of noble birth.
10. Some action is presented through stage directions; other action is presented through the dialogue itself.
Act 5, Macbeth, Questions
Macbeth
Act 5
1. What is the point of showing Lady Macbeth's insanity--her repetitive handwashing and other symptoms of distraction--in a play with supernatural events and "causes" that are so obviously meant to be taken seriously? Why is it Lady Macbeth who suffers this fate while Macbeth does not? And how does Macbeth take the death of his beloved wife?
2. As it happens, Malcolm brings "Great Birnam Wood to High Dunsinane Hill" and Macduff reveals that he was "not of woman born" but was instead "from ...[his] mother's womb untimely ripped. But how is the manner of these fulfilments ironic, considering the significance Macbeth attached to them when he heard them during his second meeting with the Weird Sisters?
3. Macbeth waxes rather philosophical when it comes time to face death. Do we have here a traditional "recognition" scene where the protagonist learns the nature of his mistake and is able to accept the consequences? Does Macbeth's understanding rise to that quality? Explain.
Act 5
1. What is the point of showing Lady Macbeth's insanity--her repetitive handwashing and other symptoms of distraction--in a play with supernatural events and "causes" that are so obviously meant to be taken seriously? Why is it Lady Macbeth who suffers this fate while Macbeth does not? And how does Macbeth take the death of his beloved wife?
2. As it happens, Malcolm brings "Great Birnam Wood to High Dunsinane Hill" and Macduff reveals that he was "not of woman born" but was instead "from ...[his] mother's womb untimely ripped. But how is the manner of these fulfilments ironic, considering the significance Macbeth attached to them when he heard them during his second meeting with the Weird Sisters?
3. Macbeth waxes rather philosophical when it comes time to face death. Do we have here a traditional "recognition" scene where the protagonist learns the nature of his mistake and is able to accept the consequences? Does Macbeth's understanding rise to that quality? Explain.
Act 4, Macbeth, Questions
Hots Questions on Act IV of Macbeth
1. The number three keeps cropping up in this play. Elaborate on this phenomenon.
2. The third witch’s attendant, Harpier, cries out that « ‘tis time. » What is it time for ?
3. Whatis the second apparition’s warning, and how does Macbeth misconstrue it ?
4. What is the third prophecy ?
5. Why won’t the spirits reveal Banquo’s destiny ?
6. How do the apparitions that Macbeth sees in Scene 1 connect with the patterns of impagery of the play ?
7. What does Macbeth learn from the appearance of the kings and Banquo ? What should he learn about the prophecies but does not ?
8. Compare Macbeth’s attitude toward murdering Macduff and his family with his attitude about murdering King Duncan.
9. How are the murders he is planning worse than the others ?
10.What kind of imagery do we see Lady Maduff use in Scene 1, and how does this imagery function ?
11.Unlikely characters are often clever and wise in Shakespeare’s plays. Why is it significant that Macduff’s son makes an observation about liars and swearers, when just eight lines earlier he had to ask what a traitor was ?
12.Who sent the messenger who tried to warn Lady Macduff ? Why did Shakespeare include this brief warning in the form of a messenger ?
13.In her speech which begins, « Whither should I fly ? I have done no harm…, » how do Lady Macduff’s ideas about herself compare with Lady Macbeth’s ?
14.How do Malcolm’s and Macduff’s attitudes differ ?
15.In what ways is Malcolm’s comment in line 16 ironic ?
16.What evidence in this passage displays Malcolm’s wisdom ?
17.Explain the imagery in Malcolm’s speech which begins, « Be not offended… »
18.What is Malcolm’s purpose in describing his own vices ?
19.Do Malcolm’s claims about himself seem believable ?
20.How does Macduff compare this failing with Malcolm’s first when he says, « This avarice/Sticks deeper, grows… » ?
21.How does the image in Act IV, Scene 3, line 110, echo those in Act 1, Scene 5, lines 48 and 49 ?
22.In Macduff’s speech which begins, « Fit to govern ! No, not to live…, » was this the reaction Malcolm was hoping for ? Explain.
23.What is happening in this passage, and what good news does Malcolm give Macduff ?
24.To which senses does Ross’s description of Scotland in lines 184-196 appeal ? How does the description help you envision the state of Scotland ?
25.What opinion of Malcolm does Ross have ? Explain.
26.Whom is Malcolm addressing when he begins, « Merciful heaven ! » ? What is his advice ?
27.What does Macduff mean by, « He has no children » ? What kind of imagery do we see in Macduff’s speech ?
28.Whom does Macduff blame for the deaths of his family members ? Why ?
29. What does the murder of Macduff’s family suggest about Macbeth’s state of mind ?
30.How would characterize Macduff based on his reaction to the murder of his wife and son ?
31.Find two passages in Act IV with images of sickness. How do these images relate to the conflict between Macbeth and Malcolm ?
1. The number three keeps cropping up in this play. Elaborate on this phenomenon.
2. The third witch’s attendant, Harpier, cries out that « ‘tis time. » What is it time for ?
3. Whatis the second apparition’s warning, and how does Macbeth misconstrue it ?
4. What is the third prophecy ?
5. Why won’t the spirits reveal Banquo’s destiny ?
6. How do the apparitions that Macbeth sees in Scene 1 connect with the patterns of impagery of the play ?
7. What does Macbeth learn from the appearance of the kings and Banquo ? What should he learn about the prophecies but does not ?
8. Compare Macbeth’s attitude toward murdering Macduff and his family with his attitude about murdering King Duncan.
9. How are the murders he is planning worse than the others ?
10.What kind of imagery do we see Lady Maduff use in Scene 1, and how does this imagery function ?
11.Unlikely characters are often clever and wise in Shakespeare’s plays. Why is it significant that Macduff’s son makes an observation about liars and swearers, when just eight lines earlier he had to ask what a traitor was ?
12.Who sent the messenger who tried to warn Lady Macduff ? Why did Shakespeare include this brief warning in the form of a messenger ?
13.In her speech which begins, « Whither should I fly ? I have done no harm…, » how do Lady Macduff’s ideas about herself compare with Lady Macbeth’s ?
14.How do Malcolm’s and Macduff’s attitudes differ ?
15.In what ways is Malcolm’s comment in line 16 ironic ?
16.What evidence in this passage displays Malcolm’s wisdom ?
17.Explain the imagery in Malcolm’s speech which begins, « Be not offended… »
18.What is Malcolm’s purpose in describing his own vices ?
19.Do Malcolm’s claims about himself seem believable ?
20.How does Macduff compare this failing with Malcolm’s first when he says, « This avarice/Sticks deeper, grows… » ?
21.How does the image in Act IV, Scene 3, line 110, echo those in Act 1, Scene 5, lines 48 and 49 ?
22.In Macduff’s speech which begins, « Fit to govern ! No, not to live…, » was this the reaction Malcolm was hoping for ? Explain.
23.What is happening in this passage, and what good news does Malcolm give Macduff ?
24.To which senses does Ross’s description of Scotland in lines 184-196 appeal ? How does the description help you envision the state of Scotland ?
25.What opinion of Malcolm does Ross have ? Explain.
26.Whom is Malcolm addressing when he begins, « Merciful heaven ! » ? What is his advice ?
27.What does Macduff mean by, « He has no children » ? What kind of imagery do we see in Macduff’s speech ?
28.Whom does Macduff blame for the deaths of his family members ? Why ?
29. What does the murder of Macduff’s family suggest about Macbeth’s state of mind ?
30.How would characterize Macduff based on his reaction to the murder of his wife and son ?
31.Find two passages in Act IV with images of sickness. How do these images relate to the conflict between Macbeth and Malcolm ?
Act 3, Macbeth, Questions
Macbeth : Questions on Act III
1. What threat does Banquo pose to Macbeth ? Why might Banquo have kept the information he learned from the witches to himself ?
2. Divide Macbeth’s soliloquy in Scene 1 into two parts and explain the division.
3. What can you infer from lines 75-84 that Macbeth told the murderers about Banquo ? Why might he have told them this ?
4. Why is Macbeth so successful at convincing the murderers of Banquo’s blame, despite his lack of evidence ?
5. Do you believe the reasons Macbeth gives for not killing Banquo himself ? What reasons might he really have for not wanting to kill Banquo himself ?
6. Interpret Lady Macbeth’s words in Scene 2, lines 4-7. What has she realized about her actions ?
7. In assuring Lady Macbeth that he will strike the proper mood at the party, what does Macbeth reveal about himself and his relationship with his wife ?
8. Why is Fleance’s escape important to the drama ?
9. How might you connect Macbeth’s agitation with his knowledge that Fleance has escaped ?
10.What does Macbeth’s discussion with Lady Macbeth in lines 76-84 of Scene 4 indicate about his view of murder ? Does hs seem concerned with the immorality of murder, or with someting else ?
11.What causes the ghost to reappear at the banquet ?
12.How might you react if your dinner host acted as Macbeth does at the feast ?
13.What might be the signifiance of the other guests’ ihnability to see the ghost ?
14.In Scene 6 what is Lennox really saying in lines 1-23 ?
15.How do you know that Lennox thinks that Macbeth is really a tyrant ?
16.Where and why has Macduff gone ?
17.Compare and contrast Macbeth’s feelings about murdering Duncan with his feelings about murdering Banquo.
18.How has the relationship between Macbeth and Lady Macbeth changed ?
19.Support the idea that Macbeth will not be satisfied with Banquo’s death, but will go further into evil.
20.By reading between the lines, figure out what the presence of the third murderer suggests about Macbeth.
1. What threat does Banquo pose to Macbeth ? Why might Banquo have kept the information he learned from the witches to himself ?
2. Divide Macbeth’s soliloquy in Scene 1 into two parts and explain the division.
3. What can you infer from lines 75-84 that Macbeth told the murderers about Banquo ? Why might he have told them this ?
4. Why is Macbeth so successful at convincing the murderers of Banquo’s blame, despite his lack of evidence ?
5. Do you believe the reasons Macbeth gives for not killing Banquo himself ? What reasons might he really have for not wanting to kill Banquo himself ?
6. Interpret Lady Macbeth’s words in Scene 2, lines 4-7. What has she realized about her actions ?
7. In assuring Lady Macbeth that he will strike the proper mood at the party, what does Macbeth reveal about himself and his relationship with his wife ?
8. Why is Fleance’s escape important to the drama ?
9. How might you connect Macbeth’s agitation with his knowledge that Fleance has escaped ?
10.What does Macbeth’s discussion with Lady Macbeth in lines 76-84 of Scene 4 indicate about his view of murder ? Does hs seem concerned with the immorality of murder, or with someting else ?
11.What causes the ghost to reappear at the banquet ?
12.How might you react if your dinner host acted as Macbeth does at the feast ?
13.What might be the signifiance of the other guests’ ihnability to see the ghost ?
14.In Scene 6 what is Lennox really saying in lines 1-23 ?
15.How do you know that Lennox thinks that Macbeth is really a tyrant ?
16.Where and why has Macduff gone ?
17.Compare and contrast Macbeth’s feelings about murdering Duncan with his feelings about murdering Banquo.
18.How has the relationship between Macbeth and Lady Macbeth changed ?
19.Support the idea that Macbeth will not be satisfied with Banquo’s death, but will go further into evil.
20.By reading between the lines, figure out what the presence of the third murderer suggests about Macbeth.
20 May, 2010
English Summer Reading List for incoming seniors..
SUMMER READING LIST FOR IB ENGLISH V:
Macbeth by Shakespeare
Running in the Family by Michael Ondaatje
The Taming of the Shrew by Shakespeare
Madame Bovary by Gustave Flaubert
COME SEE ME FOR THE SHAKESPEARE TEXTS--FIRST COME, FIRST SERVED!!
YOU MUST BUY THE OTHER TWO.
Macbeth by Shakespeare
Running in the Family by Michael Ondaatje
The Taming of the Shrew by Shakespeare
Madame Bovary by Gustave Flaubert
COME SEE ME FOR THE SHAKESPEARE TEXTS--FIRST COME, FIRST SERVED!!
YOU MUST BUY THE OTHER TWO.
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