1
2
Table of Contents 3 4-5 6-8 9-11 12-13 14-15 16-17 18 19-20 21-22 23
Forward Prompt #1 Prompt #2 Prompt #3 Prompt #4 Prompt #5 Prompt #6 Prompt #7 Prompt #8 Prompt #9 Prompt #10
3
Forward Throughout the year, my writing has progressed in many different ways. Plot summary, and poor diction are major factors I know to avoid. Instead of only stating plot summary, I incorporate the plot to support my thesis and analyze an author’s technique. I no longer state the plain facts or general outlines of a story. I know I must analyze the context and plot of the story. In essay #2, towards the end, I begin to only discuss plot summary and fail to clearly state how the certain actions in the plot aid the thesis of the essay. The plot summary degraded the essay and only deviates away from the thesis, which is the last thing a writer wishes to do. Poor diction further deviates away from the thesis, and can cause awkward pauses and confusion through the essay. Poor diction degrades the writing level of the writer and proves that he or she lacks control over word choice, or does not know any outstanding and intelligent vocabulary. Now, I do not claim that my vocabulary is superb, but I have learned important techniques for avoiding poor diction. First, I know the word “use” is used constantly (yes, I did that on purpose) and can be replaced by more sophisticated words such as “incorporates” or “employ” or “highlights.” Secondly, I know to write with power verbs instead of measly verbs that are boring, unattractive, and unnoticeable. One of my essays that displays good diction and incorporates the plot effectively with the thesis is essay #3 or the Frankenstein essay. Throughout the essay, I utilize descriptive verbs such as “abhor,” “suffers,” “distresses,” “revives,” and other descriptive verbs. If the words “hates,” “hurts,” “worries,” or “makes better” were written, the essay would lose distinction and attractiveness. I proudly note that the Frankenstein essay does not contain “use,” but instead contains words such as “contributes” or “conveys.” Along with the descriptive verbs, the essay also contains descriptive adjectives. The descriptive adjectives create the anguished and tormented character of Victor Frankenstein. The tormented and anguished image of Frankenstein is further proved by the selected scenes I incorporate from the book into the essay. Besides the Frankenstein essay, this portfolio contains nine other enthralling essays that reveal my work as writer and the progression I have made throughout the year. The majority of the essays are timed writings and may contain minor or major mistakes. Overall, there are essays I am proud to be the author of and others, I am not. I like to think of myself as an improved writer who will take the writing techniques from English Lit. and establish them into my college work.
4 Prompt #1 The typical idea of a hero is someone who represents courage, intelligence, and committing his or herself to the common good. In both Slaughterhouse-Five and The Things They Carried, the authors portray the idea of heroes in a different light. In SH5, Vonnegut’s characters do not fall into the category of heroes, but antiheroes. TTTC lacks heroes as well because O’Brien and Vonnegut are trying to make a statement, which is that war does not involve glory and heroes. In TTTC, the main character, O’Brien, declares “I was a coward. I went to war” (p.61). Unlike most stories about war, O’Brien, the author, describes people who go to war as cowards, instead of heroes. O’Brien, the character, knew in his heart that going to Vietnam was wrong, but he cowardly went because of his dignity. O’Brien defines heroism by someone doing what he or she fells is the right thing to do. If Tim fled to Canada, he would have become a hero in O’Brien’s eyes. War does not create heroes; instead, war creates cowards and people with painful memories of the hardships they endured. Billy Pilgrim definitely carries many painful memories of Word War II. He falls into the category of an antihero instead of the common hero in most stories. When describing Billy, Vonnegut writes, “He didn’t look like a soldier at all. He looked like a filthy flamingo” (p. 33). A “filthy flamingo” is not how someone would envision a hero. The only character close to a true hero in SH5 is Derby, who heroically defies the American Nazi’s proposition. Billy, on the other hand, is constantly described as weak and odd. He never fits in with any of the soldiers because of his personality. By omitting heroes in SH5, Vonnegut states that war does not bring glory and honor to soldiers.
5 Glory and honor are difficult to find in a war. Tim and Billy do not find any honor or glory in war, but pain and hardships. Vonnegut mocks Americans’ views of war through the British soldiers talking negatively about the Americans to the Germans. O’Brien dismisses the idea of glory in war by describing all the things the men carried physically and mentally, such as Tim’s memory of the soldier he killed. When Tim kills the Vietnamese soldier, he did not feel heroic because he realized he did not have to kill the soldiers. After the bombing of Dresden, Billy experiences the destruction and brutality of war. Through TTTC, and SH5, O’Brien and Vonnegut convey the message of war not bringing honor and glory, but death and destruction that ordinary or weak people, not heroes, must endure.
6 Prompt #2 Sacrifices are made throughout people’s lives because of a sense of duty. Family circumstances often cause the need for personal sacrifice. The stories of “Eveline,” The Metamorphosis, and “Sin Dolor” consists of characters who face certain obligations to their families. Eveline, Gregor, and Damaso, the main characters of the story, work for their families and in turn face hardships during their lives. Through the stories of “Eveline,” The Metamorphosis, and “Sin Dolor,” the authors convey the tragedy of personal sacrifice through the themes and plots. The character, Eveline, displays personal sacrifice throughout the story. Eveline”…always gave her entire wages-seven shillings,” even though her father squanders her money on alcohol. The plot of the story involves little action, since most of the time she reminisces about her past life and troubles. Having little plot in the story dramatizes the choice Eveline must make towards the end of the story. Due to the little development of plot, the reader hopes Eveline will take the chance to escape her previous life full of personal sacrifice and embark on a journey with her lover. Tragically, she chooses to remain behind and take care of her abusive, alcoholic father. After she makes her choice of staying, Joyce writes, “Amid the seas she sent a cry of anguish.” Eveline feels anguish after she sacrifices her chance of escaping her former life. She could not break free from the obligation to her family. In The Metamorphosis, Gregor Samsa’s chief obligation is to provide for his family, but his obligation becomes obstructed by his metamorphosis into a human-sized bug. When he transforms into a bug, Gregor’s main worry consist of getting to his train on time so he will not lose his job, which his family depends on as a source of income.
7 Gregor personally sacrifices his time to earn money for a family that does not truly love him. When his father sees Gregor for the first time as a bug, he violently chases Gregor into his room so that his family will not have to deal with him. Gregor receives little comfort from his family, and the denouement of the plot ends with Gregor’s death. Gregor personally sacrifices both his human and bug life because of the obligations he feels towards his family. In his human life, he sacrifices his chance of escaping and living on his own. In his bug life, he sacrifices his will to live because he feels that his death would be best for his family. In the story of “Sin Dolor,” the obligations of a family and the theme of personal sacrifice appear often. The plot of the story involves a boy who cannot feel pain, which causes his family to use him as a source of income. He inflicts wounds upon his body to amaze the crowd and earn money. The narrator of the story, a doctor, asks why Damaso inflicts his body with wounds. Boyle writes Damaso’s response as, “I have no choice. I owe it to my family. To my mother.” Damaso replies to the doctor as if there is no other alternative to his life. His obligation towards his family forces him to personally sacrifice his body to harm and his mind to emotional torment as he tells the doctor that he can feel pain through his heart. A week after talking to the Doctor, Damaso tragically commits suicide, which shows the tragedy of personal sacrifice. In “Sin Dolor” and The Metamorphosis, Damaso and Gregor escape emotional and physical pain due to personal sacrifices through death. Eveline sacrifices the chance of escape and must continue living through her tragic life. The authors of the three stories warn readers of the toll of certain obligations by tragically ending their stories. Personal
8 sacrifices bring some form of pain and suffering to a person, and Eveline, Gregor, and Damaso are characters that exemplify the cost of personal sacrifice.
9 Prompt #3 The Tragedy of Victor Frankenstein In Shelley’s Frankenstein, tragedy is conveyed through the suffering of Victor and his family because of his monstrous creation. Victor becomes the instrument of all suffering through the monster inflicting pain and misfortunes, casting a tragic mood throughout the story. The death of Victor’s family, the physical and mental illnesses of Victor, and his death contributes to the tragic vision of Frankenstein. Living through the death of a loved one proves to be hard for many, but Frankenstein’s suffering goes beyond the average grief since he realizes he is the instrument of both his family’s and his own suffering. Upon the death of the monster’s first victim, William, he exclaims in anguish “Alas! I had turned loose into the world a depraved wretch, who delight was in carnage and misery…” (Shelley, 50). The death of the innocent Justine, which causes more anguish for Elizabeth, further torments his mind as he states, “…I turned to contemplate the deep and voiceless grief of my own Elizabeth. This was also my doing,” (Shelley, 60). The tragic death cycle continues as his dear friend, Henry, and his beloved wife, Elizabeth, die in the monster’s hands. Victor curses his ignorance of the monster he created and watches his father die of grief, knowing that he was the cause of his family’s misery. Bereft of those Victor dearly loved, his mental and physical health declines. Although Victor’s mental and physical health tragically declines towards the end of the story, he first encounters extreme mental and physical illness after his creation of the monster. Instead of rejoicing in his scientific endeavor, he abhors the atrocious creature he creates in hopes of personal glory. His close friend, Henry, revives Victor, but
10 not after witnessing Victor’s mad ravings about his creation. Victor’s father notices and endures Victor’s despairing mood while caring for him after his imprisonment. Elizabeth expresses concern through a letter describing her fear of Victor loving another, since he shows little emotion towards her, though he loves her in his mind. Through Victor’s despairing moods, his family and friend suffer to see Victor in a constant low state of mind and health. After enduring physical and mental hardships because of his horrid creation, Victor strength wanes and he dies on Walton’s ship. The tragedy of his death lies in the fact of Victor failing to complete his revenge of killing the monster. Shortly before his death Victor says, “That he should live to be an instrument of mischief disturbs me…” (Shelley, 162), which implies that Victor somewhat regrets his death since his mission remains incomplete. Victor’s death caused Walton to suffer greatly as he writes to his sister, “What can I say that will enable you to understand the depth of my sorrow,” (Shelley, 162). Walton found the friend he longed for in Victor, and his spirit being taken away from Walton distressed him immensely. The death of Victor, caused by his creation of the monster, brings suffering upon Walton and the monster. The monster only lives because of Victor, and he becomes remorseful upon seeing his creator’s death. Through Victor’s death, the monster tragically realizes the extremity of his wrongdoings. Through the death of Victor’s loved ones, Victor’s mental and physically illnesses, and the death of Victor contributes to the tragic vision of Frankenstein. Victor realizes throughout the story that he is the ultimate instrument of suffering, since he created the monster who committed the horrific acts. He and his family endure constant suffering through the death of his family and his own declining mental and physical
11 health. Shelley conveys the tragedy of one attempting to control the foundation of life through the suffering of Victor and those he encounters in Frankenstein.
12 Prompt #4 In “A Hymn to God the Father,” John Donne reveals his attitude through allusions, tone, and themes of the poem as repentant. “A Hymn to God the Father,” consists of Donne asking God for forgiveness. Forgiveness and sin are the main ideas of the poem. Donne incorporates allusions into his poem which exemplifies the ideas of sin and forgiveness. Donne alludes to original sin in the first stanza when he writes, “Wilt thou forgive that sin where I begun?” He reminds God of the source of his sin, which comes from original sin. The allusion to original sin reveals the speakers attitude because it shows Donne’s repentance of his sins. In the third stanza of the poem, Donne alludes to Christ as the “sun.” Donne recognizes in his poem that Jesus died to save people from their sins. He hopes that Jesus will still be in his life after he dies as he writes, “…that at my death thy sun shall shine as it shines now.” Donne hopes that through Jesus, he will be forgiven for his sins. In order to be free from sins, one must ask for forgiveness. The tone of “A Hymn to God the Father” reveals the speaker’s attitude as somber and repentant. Throughout the poem, Donne begins two stanzas with “Wilt thou forgive…,” which displays his repentance. The tone of the poem is urgent as Donne keeps asking God if He will forgive him even though he has sinned many times. He ends the first two stanzas of the poem with “…for I have more,” which reveals that he has more sins he must seek repentance for. A sense of relief comes after the end of the poem through the speaker as he writes, “I have no more.” He has fulfilled his mission of asking God for forgiveness by revealing his thoughts and sins.
13 The repentance of sins remains the overall theme of “A Hymn to God the Father.” The entire poem consists of the speaker, Donne, asking God for forgiveness. The word “forgive” appears several times throughout the poem, which constantly reminds the reader of the theme of the repentance of sins. The theme and the speaker’s attitude go hand in hand with each other. Through the theme, the tone, and the allusions of “A Hymn to God the Father,” Donne reveals his repentant attitude. The title of the poem can mislead the reader into thinking the poem praises God since the word hymn appears in the title. The title of the poem can be seen as Donne acknowledging the power of God and the power of forgiveness. He knows that God has the power to forgive him for all of his sins. “A Hymn to God the Father” reveals an attempt to gain repentance and everlasting redemption.
14 Prompt #5 Both Whitman and Hughes write about the culture of American people. Whitman focuses more on the positive aspects of America while Hughes reveals the negative aspects. Through the title, shifts, and themes of the poems “I, too, Sing America” and “I Hear America Singing,” Hughes and Whitman display similarities and differences in their attitude of America. The title “I Hear America Singing” implies a lighter tone to the poem. People usually sing to display one’s mood. The American people are all singing different songs that unify onto one song of America. The title “I, too, Sing America” allows one to realize Hughes’ poem responds to Whitman’s poem. Through Hughes’ title, he reminds others that the black people sins a song about America, which displays hi somewhat bitter attitude towards America. Both titles consist of the word “America” and “sing,” which reveals that both poems have similar ideas. Even though both poems may share similar ideas, the attitude of both authors mainly remains different from each other. Both authors have shifts in the poems, but in different locations. Whitman has subtle shifts, and his first can be located in line 2 where he begins describing individual’s songs. He also shifts in line 9, where he begins describing the songs of women. His shifts show he remains celebratory about America since he continues describing the different songs, but he does not include the songs about the black people. Hughes has a major shift in line 8, where he begins describing what tomorrow may bring. His attitude remains bitter in the first stanza, but the shift to the
15 second stanza reveals a hopeful and determined attitude. The shift implies Hughes is hopeful about the future equality for African Americans. Equality and unification are two main themes of Whitman’s poem, along with the idea of pride for his country. All the people in Whitman’s sing about lifestyles and work. Each person sings a song, which shows the equality. Everyone song in the poem unifies into a greater song. Hughes’ poem describes a different theme. Segregation is a prominent theme in “I, too, Sing America.” Hughes reminds America that not everyone is equal. When Hughes writes, “They send me to eat in the kitchen” (l. 3), he implies the idea of segregation. Both Whitman and Hughes write about the theme of equality, but Hughes describes how America still lacks equality while Whitman does not. The themes of both writers relate closely to their attitudes of America. While Whitman maintains a light and celebratory attitude about America, Hughes’ attitude taints the image of America. His attitude reveals his hope of America realizing the wrong of segregation in lines 16-18. Both authors display an attitude about America, but each attitude expresses different ideas about America. Hughes bitterly reminds America that African Americans need to join in the unified song of America.
16 Prompt # 6 In Rachel Hadas’ translation of “Helen” by Euripides, a major theme appears throughout the play. The tragedy of war, caused by the misconceived perceptions of men, appears throughout the story as the other themes and main characters evolve. The play begins with Helen explaining the reasons for her present situation. Her first soliloquy includes the lines, “For these reasons I, I who have suffered so, am accursed” (ll. 56-57). The beginning of the story reveals the emerging theme of the tragedy of war, since Helen suffers from the accusations she faces from the Greeks and Spartans. Hadas’ feminist view reveals a theme of the foolishness of men by assuming false information to be true. The men of Sparta and Troy immediately assume they are fighting for the real Helen of Troy, when in fact the real Helen dwelled in the palace of Proteus during the war. The irrational thinking of men can be seen when Menelaus automatically thinks of killing Theoclymus to escape for Egypt. Helen; however, invents a more logical plan, which will prove to be a solid plan for Helen and Menelaus’ departure. She realizes her beauty caused the entire war and despises it by saying, “If only I could someone be erased as pictures are, and part of me replaced with something plainer,” (ll. 261-263). Hadas reveals a new theme, the curse of beauty, which adds to a major theme of the play. Most stories allude to beauty as a wonderful gift, but Hadas displays the curse of beauty through Helen. Through Helen’s beauty, everyone suffers in some way throughout the story, Helen most of all. Helen grieves for the loss of her twin bothers and mother. Helen especially grieves for her mother since she committed suicide from the shame Helen supposedly caused her family.
17 The character of Helen faces several inner conflicts throughout the story. Helen often mentions the agony she endures because of the aftermath of war, knowing that many men died for her in vain. Teucer tells Helen of the destruction of Troy, which Helen replies by saying, “Helen, you wretch, the Trojans died for you” (l. 116). By calling herself a “wretch”, Helen presents her inner turmoil of despising herself. Helen endured a great amount of agony because of the Trojan War over an illusion of herself. Menelaus fought the Trojan War for his wife, thinking she committed adultery. His character proves how people automatically jump to conclusions without truly examining the full picture or scenario. Menelaus remained blind to the truth, which led to the Trojan War. When Helen received the news of Menelaus vanishing at sea, she immediately believes the messenger, even if no one confirmed the rumor. Menelaus and Helen do not realize the truth until they reunited with each other. The characters in the play do not see the truth until the truth confronts them. The characters suffered from illusions, such as the illusion of Helen. To be the cause of hundreds of deaths proves difficult for Helen. The tragedy of war lies in the character of Helen and the consequences of believing false information. A great amount of grief could have been saved if people looked for the truth, for the truth can be hard to find. Helen knew the truth during the entire war, and knew the men were fighting over an illusion. Though the themes and characters of Hadas’ translation of “Helen,” the tragedy of war proves to be bitter and agonizing.
18 Prompt #7 Bell, Millicent. "Shakespeare's Moor." Raritan 21 (2002): 1-14. Literature Resource Center. Imcpl, Indianapolis. 13 Feb. 2009 <http://galenet.galegroup.com>. Othello begins as an exile in the play, having the audience ponder about his background. The audience is told that Othello was a slave, but gained his freedom. The characters often make racial comments against Othello, especially Iago. Iago believes he his superior to Cassio and will go to great lengths to obtain what he desires. During Act III, Othello loses his character of nobility rages and despairs. Othello still remains a racial outsider and realizes his racial differences through his marriage. Othello’s marriage remains unsure to the audience, since Othello has not spent much time with Othello. Bell purposes that Othello’s jealousy may be caused by Desdemona’s active sexuality. Iago begins to make Othello disbelieve Desdemona’s love, by telling him she made love with Cassio. Iago makes Othello feel unworthy of his marriage because of his race. The racial differences of Othello and Desdemona eventually lead to a fatal marriage. Champion, Larry S. "The Tragic Perspective of Othello." English Studies, Netherlands 54 (1973): 447-60. Literature Resource Center. Imcpl, Indianapolis. 13 Feb. 2009 <http://galenet.galegroup.com>. Champions immediately displays Othello's pride and self-importance as his hubris. Shakespeare is able to capture his audience through tension, double vision, and restricting focus. Iago immediately displays his envy towards Othello and Cassio, who he manipulates throughout the plays. Iago slowly poisons the mind of Othello, causing the audience to admire Othello because of Iago's intense hatred. Even though Othello displays great self-control in the beginning of the play, Iago’s lies causes Othello’s mentality to deteriorate. Othello is affected deeply by Iago’s lies because of his pride and ego. During the Act III, the audience witnesses the torment of Othello’s mind, which causes him to view himself as a god, and take Desdemona’s life. After Act III, the audience sees Othello’s self-control diminish rapidly since Iago corrupts his minds with jealousy. During Act V, Othello loses his judgment because of his self-importance. Even though Othello becomes made with envy, Desdemona still remains faithful to him. After he murders Desdemona, Othello realizes that his honor cost him his love, and he decides to kill himself. Because of the little action of the play, the audience can focus on the tragic destruction of Othello through his tragic flaws
19 Prompt #8 In the poem, “The Pawnbroker,” Maxine Kumin incorporates diction and symbols to convey her outside and inside worlds. On the outside of the speaker, an estranged relationship with her father appears throughout the poem. The speaker hurts from her father’s death and reminisces about her relationship with him. The word “hurt” appears frequently in the poem, which conveys feelings of the speaker and the speaker’s gather. “Hurt” implies the pain the father feels in his feet and the speaker’s inner pain she feels about her relationship with her father. In the first sentence of the sixth stanza, the speaker describes her love for her father as “ingrown tight as an oyster.” The words “ingrown” and “tight” create uncomfortable feeling, which relates to the relationship she feels towards her father. Even though the speaker struggles in relation with her father in the outside world, she admires him n her inside world. She describes him as her “lifetime appraiser” and “first prince,” which conveys the admiration she feels. The diction displays the love the speaker feels towards her father in the inside, but on the outside, the diction displays the hurt or pain the speaker feels towards her father. In addition to diction, Kumin utilizes symbolism in order to display both her external relationships and her internal emotions. Kumin discusses her father’s feet throughout the poem, which remind her of her father’s journey through life. At the beginning
of
the
poem,
her
father’s
feet
“were
tender
and
smooth,”
but as the work progresses, Kumin begins to use the word “hurt” to characterize the feet. This shows that Kumin felt highly of her father as a child, but as she grew older, she
20 began to resent him more and more. Other symbols include the words “white,” “precious,” and “pearl” stated throughout the poem. Normally, these adjectives are used to describe happy occasions, but Kumin uses them after her father’s death. These words symbolize Kumin’s love for her father following his death even though she disliked him while he was alive. In order to express both her outside and inside worlds, Kumin employs the device of symbolism. Symbolism and diction conveys the emotions Kumin experiences in “the Pawnbroker.” After a death of a loved one, people reflect over the deceased person’s life and recall the pleasant and unpleasant stages in life. Kumin recalls the work ethic of her father and the relationship she developed with him by examining her outside and inside world. Kumin loved her father in the inside, but never openly told him about her love. Life is short and people should love and care for the people they love while they are alive, before it is too late.
21 Prompt #9 In George Elliot’s novel, “Middlemarch,” the narrator pities Dorothea Brookes through the diction of the story. According to the narrator, Dorothea was beautiful, but wore clothes of “poor dress,” (l. 2). The narrator pities Dorothea because she dresses poorly even though she was beautiful. And yet, the narrator appears to admire the woman by comparing her to Mary in line 4, but later on resumes the sense of pity because of Dorothea’s ignorance. In lines 10-12, Dorothea is described as “clever,” instead of “have more common sense.” The narrator pities Dorothea because of her lack of common sense. Marriage continues to be an important aspect of the two girls in the “Middlemarch.” The narrator pities Dorothea’s “lofty conception of the world,” indicating that Dorothea remains ignorant of her marriage situation. The author of the story incorporates the term, “martyrdom,” in lines 28-29, which implies Dorothea’s commitment to her religion. The narrator pities Dorothea’s willingness to martyrdom because she no longer seems a “marriageable girl,” (l. 31). The narrator describes the cottagers’ opinion of Dorothea as “unusual and striking” (ll. 45-46), which jeopardizes her marriageable status. The narrator pities Dorothea’s notion of Celia being “superior” in attraction, since Dorothea remains ignorant of her own beauty. Towards the end of the passage, the narrator describes Dorothea’s ideas of marriage as “childlike.” The narrator pities Dorothea for her childlike notions of marriage. The narrator scorns the ideas of her wising to marry men such as John Milton
22 and Hooker. The narrator pities Dorothea for wishing her husband as a “father” instead of a lover. In the end, the narrator pities Dorothea’s views on life through the diction of the passage. By constantly describing Dorothea’s in a pitying manner, the narrator reveals his or her critical personality.
23 Prompt #10 In Shakespeare’s play, Hamlet, the ghost of Hamlet’s father significantly affects Hamlet’s actions and the overall theme of the play. Hamlet had no intention of killing his uncle until the ghost revealed the truth about his death. His father presses Hamlet to seek revenge by killing his uncle. After the ghost’s tale, Hamlet begins to plot how to reveal his uncle as a murderer and when he should kill him. The ghost continues to affect Hamlet’s actions concerning his mother. Hamlet’s thoughts about his mother are bitter, and he continues to hate her for marrying his uncle so soon. His father scolds Hamlet when he first appears to him for thinking negatively about his mother, which causes Hamlet to stop ranting about her for a time. When Hamlet goes to speak with his mother, he becomes angry and lashes out at her. The ghost intervenes by reminding Hamlet what his true task is, which causes Hamlet to stop and resume his plans for his father’s revenge. Revenge is the ultimate theme in Hamlet. Without King Hamlet’s murder, there would be no need for revenge and the story would end differently. The ghost kindles the idea of revenge and remains a constant reminder of what Hamlet must do. Revenge continues to haunt the characters of the play, causing many to resort to violence, which further proves the ghost’s effect over characters’ action and the overall theme of revenge. Even though the king does not appear in the story as a physical being, his ghost continues to be a presence throughout the play. Actions of revenge that are kindled by his father leads Hamlet to his downfall, and ultimately the violent deaths of many others who also either sought to kill for murderer the overall theme of revenge.
24