words to use in a drama essay

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200 Irresistible Words To Describe Theatre Performances

Here is an updated list of over 200 words drama and theatre students can use in school essays to help describe theatre performances they have seen . This version includes several easy-to-understand synonyms beside each adjective in case readers are unfamiliar with certain words.

Seeing a professional theatre performance is such a rich and rewarding experience for drama students. But coming back to class and analysing a performance can sometimes be a complex task. Written analyses often need to include aspects of plot, characterisation, acting, production areas, and even performance styles such as absurdism , epic theatre , political theatre , or magical realism . Even very capable students can have trouble using the most appropriate words to describe what they witnessed at the theatre.

This list of adjectives will help students successfully complete a theatre review , performance analysis, or evaluation. It can also be used to describe in-class plays performed by peers. The list should also prove useful for university drama and theatre students .

200 Words to Describe Theatre Performances

All of these words were well thought out! Helped me on my E1 assignment!

This helped me way 2 much like keep the hard work . I entered a competition and this will probably make me win . I’ll give feedback if I win from this amazing vocabulary chart !.

Awesome, Laila! I’m glad the list of words helped. Good luck in the competition! – Justin

This is a great help good work.

Thanks for the feedback Destiney! – Justin

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Essays About Drama: Top 5 Examples and 5 Prompts

The word drama covers many meanings and subjects; if you are writing essays about drama, discover our guide with interesting essay examples and writing prompts featured here.

What is drama to you? Many know it as a situation or event in which emotions run high. For others, the grand, intricate stage plays of Shakespeare and others of his time come to mind. Regardless, these and all other definitions of drama share one thing in common: emotion.

In all its forms, from theatre to television to cinema to even day-to-day interaction, drama is always centered around emotion, tension, and conflict- things we experience daily. Drama is, quite literally, our life, complete with all its imperfections, troubles, twists, and turns. 

For help with your essays, check out our round-up of the best essay checkers

1. The History of Drama by Homer Stewart

2. why the news is not the truth by peter vanderwicken, 3. drama reflection essay (author unknown), 4. kitchen sink dramas by rodolfo chandler, 5. love yourself, not your drama by crystal jackson, 6. shakespeare’s theater: an essay from the folger shakespeare editions by barbara mowat and paul werstine, 1. what is drama, 2. types of drama, 3. the history of drama, 4. is the world over-dramatized today, 5. a dramatic incident of the past.

“Perhaps the most theatrical form of drama was opera which is still popular in today’s society. Broadway is certainly a sight that attracts thousands of people annually. In addition, the playwrights of today are striving to make the theatrical experience meaningful to the lives of viewers so that it is not just simply “pleasant entertainment”. Many themes that drama plays in modern times focus on are social problems, tragedies involving the elements of love and hate and as well as social problems that affect the inhabitants of today.”

Stewart gives readers a brief history of drama and its subjects. In different eras, the plays were based around themes and ideas prevalent in those times; for example, the Romantic Period focused on the “experiences of ordinary people.” He also references several playwrights, including Friedrich von Schiller and Percy Bysshe Shelley. In modern times, drama is centered around critical social issues while still managing to be engaging and entertaining.

“Pulitzer turned them into stories with a sharp dramatic focus that both implied and aroused intense public interest. Most newspapers of the time looked like the front page of the Wall Street Journal still does. Pulitzer made stories dramatic by adding blaring headlines, big pictures, and eye-catching graphics. His journalism took events out of their dry, institutional contexts and made them emotional rather than rational, immediate rather than considered, and sensational rather than informative.”

Vanderwicken criticizes the state of news today, saying that many stories are dramatized and outright fabricated to make them more entertaining. He attributes this to Joseph Pulitzer of Pulitzer Prize fame, who introduced He also gives historical examples of instances where the media has exaggerated – news today is too dramatic, and it must change.

You might also be interested in these essays about Macbeth .

“I felt that this learning experience is a very huge step because it takes us from doing a play which is very immature in to something that is big and has maturity in it. It helps me to practice in fluency, public speaking and mostly self-confidence. In the play I developed my ways of acting and how to put emotions in to the character, in which those emotions were not really me.”

This essay describes lessons one can learn from performing drama, such as confidence and speaking fluently. The author also reflects on an experience performing in drama, where the author learned to be more expressive, speak better, and become more hardworking. There is also a brief discussion on the elements of drama, including plot and setting. Drama is important and can teach you essential skills and lessons. 

“In the late 1950s in Britain, the “Kitchen Sink movement”, which is also known as “Kitchen Sink realism” occurred. This cultural movement stemed from ideas about working class activities. A typical writer of kitchen sink dramas is John Osborne, for example his drama “Look back in anger” which aroused many strong opinions when it was first performed as a drama. It is set in a small flat in the west midlands, which is typical of working class people.”

Chandler describes a period in drama where “kitchen sink dramas” depicted working-class stories. He uses John Osborne’s “Look Back in Anger” as an example, briefly describing the play. Jimmy, one of the characters, was known as an “angry young man,” This term was later used to describe young people critical of the social and political state of the world.

“We learn to recognize co-dependence, narcissism, and toxicity for what they are rather than making excuses because we liked the look of someone. In other words, we grow up. We stay in love with our own toxic patterns and keep the cycle of damage going, or we recognize the collateral damage of all our drama and start wanting better for ourselves. We make choices. We experience consequences. If we grow up, we’ll even connect the two.”

Jackson’s essay discusses drama from another perspective, the drama that comes with love life. She gives readers tips on how to care for yourself better and look past all the tension, confusion, and drama that comes with dating. If we look at potential partners from a deeper, more constructive point of view, we can avoid toxic relationships and have a healthy love life. 

“When performance required that an actor appear “above,” as when Juliet is imagined to stand at the window of her chamber in the famous and misnamed “balcony scene,” then the actor probably climbed the stairs to the gallery over the back of the stage and temporarily shared it with some of the spectators. The stage was also provided with ropes and winches so that actors could descend from, and reascend to, the “heavens.””

In their essay, Mowat and Werstine discuss the conventions of performing Shakespearean drama during his time, including the performance of some scenes in different areas of the theater and men playing women’s roles. They also discuss how the theaters they performed in, such as the Globe Theatre, enhanced the plays’ dramatic effect.

5 Prompts for Essays About Drama

The word drama has many meanings and is used differently, as seen in the essay examples above. In your essay, give the word’s etymology, explain the different sides of drama, from theatre to school life, and give examples of how they exemplify the meaning. Explain how they are all connected as well. 

Drama in the context of theatre has four primary forms: comedy, tragedy, tragicomedy, and melodrama. Discuss each type of drama and elaborate on its characteristics. If you wish, compare and contrast them as well. Be sure to give examples of plays when explaining them.   

In your essay, you can also discuss the different periods in the history of drama. Explain what occurred in these periods, how drama changed, and their effects on modern drama. You need not explore too many periods; just make sure you write about key developments and explain them adequately. 

In the world today, the resilience of survivors is glorified and dramatized, while we see media outlets making headlines out of mere gossip and celebrity news. From this, it can be argued that society is centered around making a drama out of nothing. Why is this the case? Discuss your opinion on this issue- feel free to research if you need inspiration. 

Look back to a past event marked by tension, emotion, and drama. Narrate the events and explain how they made you feel- did you learn anything from them? This can be either your own experience or just an event from history or the news. You can read this essay for further inspiration. 

Note: drama can mean different things to different people, so what you consider “dramatic” is up to you.For help picking your next essay topic, check out our top essay topics about love .

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• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

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Essay on Drama

Students are often asked to write an essay on Drama in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Drama

Introduction.

Drama is a unique tool to explore and express human feeling. It’s an art form that allows people to communicate and connect with each other.

Types of Drama

Drama can be categorized into genres like tragedy, comedy, and melodrama. Each one has its own style and way of engaging the audience.

Role of Drama

Drama plays a significant role in education. It helps students develop critical thinking and boosts their confidence.

In conclusion, drama is a powerful medium that can entertain, educate, and inspire. It’s an integral part of our culture and society.

250 Words Essay on Drama

Introduction to drama, the evolution of drama.

Drama has evolved significantly from its inception in ancient Greece, where it was intertwined with religious rituals. The Renaissance period saw the rise of dramatic forms like tragedy and comedy, with playwrights like Shakespeare and Marlowe leading the way. The 20th century brought about realism, absurdism, and postmodernism, pushing the boundaries of traditional drama.

Elements of Drama

Drama comprises various elements such as plot, character, theme, dialogue, and spectacle. The plot is the sequence of events, the backbone of the drama. Characters are the individuals involved in these events. The theme represents the underlying message or the main idea. Dialogue is the spoken words by characters, and the spectacle includes all visual aspects of the performance.

Impact of Drama

Drama has a profound impact on society and individuals. It can challenge our perspectives, evoke emotions, and promote empathy by allowing us to experience different realities. Moreover, it serves as a platform for social commentary and critique, often inciting change.

In conclusion, drama is a dynamic and influential form of literature that has the power to reflect and shape society. Its evolution and elements make it a compelling study, offering insights into the human condition and our societal structures.

500 Words Essay on Drama

Drama, a genre of literature, is a complex and influential art form that has been an integral part of human culture for thousands of years. It is a medium through which stories are told and emotions are expressed, using a combination of dialogues, actions, and visual elements.

Historical Overview

The core elements of drama include plot, character, theme, dialogue, rhythm, and spectacle. The plot provides the structure, while characters bring life to the story. Themes present underlying messages or moral lessons. Dialogue acts as the vehicle for characters to express their emotions and thoughts. Rhythm, often achieved through the pace of dialogue and action, creates a sense of timing and flow. Lastly, spectacle, which encompasses visual elements like costumes, sets, and special effects, adds a sensory dimension to the experience.

Drama can be categorized into various types, each with its distinct characteristics. Tragedy, a form that dates back to ancient Greece, focuses on the downfall of a heroic or noble character. Comedy, on the other hand, aims to amuse the audience, often using satire, wit, and humor. Melodrama, characterized by exaggerated characters and exciting events, appeals to the audience’s emotions. Lastly, tragicomedy, a hybrid of tragedy and comedy, balances elements of both to explore the complexities of life.

Drama’s Influence on Society

In conclusion, drama is a multifaceted and dynamic art form that continues to evolve and adapt to the changing times. It offers a unique blend of storytelling, visual spectacle, and emotional engagement, making it an enduring and impactful part of human culture. Whether it’s on a grand theater stage or a small community playhouse, drama continues to captivate audiences, offering them a mirror to reflect on their own lives and the world around them.

That’s it! I hope the essay helped you.

Happy studying!

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How to Write a Band 6 HSC Drama Essay

Want to nail your HSC Drama essay in the HSC exam? Or, maybe only just realised that you have to write a HSC Drama essay in the exam and need some help?

You’ve come to the right place!

We’ve come up with this 5 step guide to writing a Band 6 worthy HSC Drama essay by breaking down the rubric and giving you tips on how to understand your text, analyse it and write about it!

So, what are you waiting for? Let’s jump in!

The HSC Drama Essay Step 1: Understanding the Bands and the Rubric Step 2: Understand your Texts Step 3: Use TETE Tables Step 4: Answer the Question Step 5: Draft, Rewrite, Polish

The HSC Drama Essay

Drama essays are often overlooked because most kids take Drama to do the practical/acting components.

In reality, the theory tasks are the most influential on your final mark. The theory exam is worth 40% of your external mark!

Honing your HSC Drama essay writing skills will take you straight to the top, believe me!

Most Drama students forget to study for the written exam until it’s too late. Getting this skill under your belt early will put you well ahead the rest of the pack.

This article is here to help you with any trouble you’ve had with Drama Essays in the past, in 5 simple steps! Let’s go!

Step 1: Understanding the Bands and the Rubric

What is a band.

Bands are the system NESA uses to grade each of your exams in the HSC.

Your results will be placed in a certain Band based on your percentage results. There are six bands, Band 6 being the highest and most difficult band to achieve.

It is easy to think of the Bands with reference to their percentages:

• Band 6 – 90-100%
• Band 5 – 80-89%
• Band 4 – 70-79%
• Band 3 – 60-69%
• Band 2 – 50-59%
• Band 1 – 0-49%

The only way you can understand a rubric is if you translate into language that you understand.

As an example, I have taken the Australian Drama and Theatre Rubric (the HSC Drama Core Study) and broken it down into simpler terms.

Australian Drama and Theatre (Core Study)

This topic explores, theoretically and experientially , the traditional and contemporary practices of Australian drama and theatre and the various ways in which artistic, cultural, social, political and personal issues and concerns are reflected in different contexts. Students investigate how different Australian practitioners use dramatic forms, performance styles, techniques and conventions to convey ideas and influence the ways in which audiences understand and respond to ideas and images presented in the theatre.

I have bolded the important terms. Every exam question that you will get, or practice, will be derived from this rubric. It is paramount that you understand this.

In essence, NESA is saying that in this unit, you will research and act out your set texts to get a rich and deep understanding of how the playwrights explore contextual Australian issues.

These may surface in the form of a reflection, diatribe, subtle comment, or ramification of the artistic, cultural, personal and social imperatives of Australia in the plays’ contexts.

Your job, as the student, is to analyse how the playwrights wrote their plays , and what techniques they used (appropriate to the styles of Australian Theatre) and what they wanted the audience to feel/think after watching their play!

Step 2: Understand your Texts

Read your texts.

Obviously, the first step to understanding your texts is by reading them! If you were thinking that you could get away without reading your texts, let me tell you now that that is not an option – especially if you want to write a Band 6 worthy HSC Drama essay!

Make sure you understand the text and can recount it off the top of your head if you were asked.

For an example, let’s use  The Removalists by David Williamson (1971).

This play is about two police officers, one a senior officer and the other is the new cop on the block, who helps a young woman and her sister, who is being abused by her husband, to move out of the house and return her to safety.

Extrapolate the important themes

Once you’ve read your text, you need to be able to identify the most important themes from the text.

Usually, your themes will be quite apparent as they will be linked to the central idea of the text you’re studying.

For example, in The Removalists an example of a core theme of the play is sexism. This apparent sexism is a reflection of the blatant sexism in Australia in the 1970s.

Step 3: Use TETE Tables

You may know them as TEE Tables from previous English essays you have written, however, HSC Drama essays are slightly different.

You will be using a TETE table instead for Drama to break down your paragraph into a set of columns to build up an in-depth collection of evidence to support your essays!

You will be using a table much like this one. I have filled it out using an example from David Williamson’s The Removalists to show you how it works.

I know this can be tedious, and no one ever said that writing an essay was a hobby, but if you work hard now, you will reap the rewards later!You should have one of these in every paragraph, giving you 4 for a Drama Extended Response.

Step 4: Answer the Question

Like any essay, we need to come up with a strong thesis.

In order to do this, we need to be able to understand what the question is asking. This might involve highlighting the key words of the question and asking ourselves what it is that the question wants us to do.

Let’s try doing this with the following practice question:

Compare how the plays that you have studied use the development of tension to take their audience on a particular journey.

Firstly, let’s break up the question by identifying the key words:

• Development of tension
• Audience on a particular journey

From here, we can ask ourselves three mini questions, pulled from the essay question, to really understand what NESA wants us to answer:

• What tensions are in the two plays I have studied?
• How do the playwrights develop these tensions – What dramatic techniques/elements do they use?
• How are these two things different in the two plays?

It is important that you answer these questions in the introduction of your essay, as it will show the marker that you have understood and addressed the question.

Be sure to link back to these questions throughout the essay to reinforce your response.

The next step is to write paragraphs which more specifically address the question!

Writing Paragraphs

In each paragraph, you should follow this structure: SCEEL!

• Statement – A topic sentence which refers to the question, the set text and a theme in the text.
• Context – A sentence about the context of the play, which is relevant to the themes you will be discussing in the paragraph.
• Example – Experiential learning. Include an example from the text which supports your argument.
• Explain – Explain the elements of drama included in the example and how they highlight the presence of the theme. Then, discuss the effect on the audience.
• Link – Make a statement which links to the next paragraph, as it will be a comparison/contrast paragraph.

Let’s look at an example SCEEL Paragraph:

As you can see, it is very different to an English paragraph. You do not need to use fancy or superlative language. Just be sure to write clear sentences that do not cloud your thesis.

Step 5: Draft, Rewrite, Polish

First draft.

The key to a good first draft is by reading over the question, breaking it down, and creating a dot-point plan of what you’d like to say in your response.

You should mention themes, the experiential learning you’re planning on using and so on. The essay doesn’t need to be perfect just yet. Just have a crack at writing!

Second Draft

Turn your first draft into full and proper sentences.

Be sure to pay attention to spelling, grammar, and sentence structure! If you pay attention to these things in practice essays, you will be ready to go for the real thing.

Turn your scaffolded paragraphs into 250-300 word paragraphs, and make sure that the experiential learning reads clearly, as you are often portraying a scene with movement and visuals.

Third Draft

This is the time to pick up on things that you feel need improvement.

You want to aim to increase the flow of the essay.

Put your laptop into ‘review’ mode so that you can track any changes you make.

There you go!

That’s the most boring part of the course covered and done with a Band 6. Now you can get back to the good stuff… acting!

This is a full-on guide to smashing the HSC Drama essays, so thank you for sticking with me – you will be better off for it!

With these techniques and steps, you have the ingredients to make a wonderful HSC Drama essay!

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Lucinda Smith-Stevens graduated from Pymble Ladies’ College in 2016. She is an intern at Art of Smart. She hopes to study a Bachelor of Arts at the University of Sydney in 2017, focusing on Media and Communications subjects. Lucy loves drama and public speaking, having completed a CVCA diploma in Speech and Drama. Lucy is also passionate about helping other students through the HSC in humanities subjects, General Mathematics 2 and essay writing skills.

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Hamlet Analysis Essay: Shakespeare’s Play Analysis Example

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Looking for the Hamlet analysis essay? Read this drama analysis essay example and get an insight into Hamlet themes and characters.

Introduction to the Drama Analysis Example

Hamlet themes, analysis of characters in hamlet, conclusion of the hamlet analysis essay.

In the play Hamlet, William Shakespeare who is one of the most influential writers in history has elaborated the contemporary themes in society into a piece of literature as revealed in the drama. Due to his universal way of creating themes, he has been able to influence the western literature. In the contemporary theatre of the western, they still view Shakespeare’s work being relevant.

Shakespeare therefore uses the stylistic device of a play within a play to pass his information to the audience as well as helping him develop his plot. Shakespeare has in this case therefore used the main actor Hamlet in portraying this device. Hamlet who is a character in the play is again seen in another play within the play, which he acts in order to be in a position to kill Claudius.

Hamlet is a play that depicts a vivid drama of melancholy and insanity as well as famous of its ghostliness. In this play, Shakespeare has used various elements of literature to develop the plot of the play. In this case, the writer has used characters, settings, symbols, themes, characterization and other elements of literature in the development of the plot. The writer has used these elements correlatively to achieve his plot.

Themes are used to develop characters in the play. For instance, the writer has used the theme of betrayal to develop the main character Hamlet in the play hence the development of the plot. The writer used the name of the play as the name of the main actor while other characters in the play helped in development of the predominant theme in the main character.

Therefore, four main characters have greatly contributed by playing major roles. Hamlet experienced character development through the betrayals of Ophelia with whom he is romantically involved. Gertrude is his mother and Claudius’ wife while Gildernstern and Rosencrantz were his friends from the University of Wittenberg.

When the scene begins, there is a very close relationship between Hamlet and the mother, which later fades off when Gertrude remarries his uncle Claudius two months after his father’s death. This culminated the distrust in women since his mother was the most important female in his life.

He therefore uses mockery phrases like “such dexterity to incestuous sheets” and “frailty, thy name is woman”. Such phrases illustrated how disgusted and disappointed he was towards his mother and women as well as depicting how isolated he was as a young man.

The theme of madness has also played major role in the development of the plot. Insanity was used in many revenge tragedies like in the first revenge tragedy of Shakespeare, Titus Andronicus. Unlike in the case of Hamlet where the madness is ambiguous, other revenge tragedies in the character have been unambiguous.

In the source of Shakespeare’ plot in Hamlet, the main protagonist feigns his madness to be in the position to revenge without being suspected by the king (Claudius) whom he plots to kill. In the play, Hamlet’s madness tends to distract him from accomplishing his mission as it is depicted in the play as being with very little interest in accomplishing the mission of the ghost even after proving that Claudius is guilty (act 4 scene 2).

Hamlet therefore acts like a mad person in the play since he is aware in a bizarre manner that he should act as a mad man to accomplish the role of revenge in Hamlet. He knows the role that he is supposed to play even though to some extent he does not attain it satisfactorily.

This in return built Hamlet as a character who wants to revenge. Ophelia is another character who plays the part of a mad person but in her case, she is innocently mad. Ophelia loses her senses of self-knowledge and composure completely and therefore insane.

Suicide is another theme that has been used by Shakespeare to develop the plot in Hamlet. The play has been shaped using Ophelia as well as Hamlet. Hamlet deeply contemplates about the issue of suicide and this is seen in his soliloquies. He keeps on asking himself questions about the act of murder.

Hamlet had the fear to kill because of his social as well as religious morals. He views suicide as a crime in the societal view and even before God who gives life. He also had the fear of what happens to the person after he has departed from this world and going to the world of the deaths.

Ophelia’s death also arouses many issues where some people say that she died a natural death while others say that she committed suicide. According to Hamlet’s mother, Ophelia’s death was accidental because she drowned while on the other hand, the priest and the gravediggers said it clearly that Ophelia killed herself. This therefore left the people feeling that Gertrude’s narration was just a story to cover up the whole issue of murder since it was viewed as an immoral act in the society (act 5).

In Hamlet, Shakespeare has used women characters in the development of the plot. In the play, women are seen to play minor roles but very essential in development of the plot. In the play, Gertrude and Ophelia are the two women in direct relationship with the main protagonist. The writer develops the theme of love in the play using Gertrude who is the main protagonist’s mother. This is seen when Gertrude tries to stop the death of his son because Hamlet never loved her as a mother.

This is because; he felt that her mother was involved in the murder of his father. She is concerned about the well-being of her son, which proves the reason why Claudius could not inform her about the plot of killing his stepson. Ophelia is portrayed as loving because after the death of her father she became insane.

This is evident when she started using abusive language in public without fear as she used to behave in the previous scene, where Hamlet could abuse her and she could not respond due to the fear she had as woman who was under the power of a man.

The theme of patriarchal is built around the two women to show how they were not allowed to make decisions on their own. For example, in the case of Ophelia, she is forced by the father (Claudius) and her brother Laertes not to love Hamlet because the brother feels that Hamlet is playing with her feelings.

Trying to satisfy the wants of the father and brother, Hamlet blames her and even insults her, but since Ophelia does not have power to explain to him what was underlying the whole issue, she ends up suffering. The husband on the other hand see Gertrude as a less repressed person but Claudius married her so that he can be able to promptly take over the throne after Hamlet’s death and pretend that he is good just like the previous king by remarrying his wife.

Ophelia has been used to develop the stylistic device of symbolism in the play towards the development of the plot. The symbolism of her language in the play increases the range of meanings depicted in the play.

For example, Ophelia is emotional after hearing about the death of her father and throws flowers in every place around her as a sign of purity (act 4 scene 4). On the contrary, this symbolizes her deflowering as a person, on the other scene of her madness.

Lastly, the two characters have contributed in the development of the plot and again helped the writer to portray the fate of his heroes in the play. When Ophelia rejects Hamlet, Hamlet’s disgust his mother’s remarriage, taints the opinion about all women hence making him an isolated man. The madness death of Ophelia fortifies her brother’s determination of revenging on Hamlet, which results to the final catastrophe in the play. Gertrude cared for his son but could not control the tragedy from taking place.

The writer has used Hamlet who is the main character in the play to build other themes hence the development of the plot. After the death of Hamlet’s father, Hamlet plots on how to kill Claudius after the spirit confirmed to him that Claudius is the one who killed his father.

However, in the play Hamlets avenge on Claudius. “… I, his son, do this same villain send to heaven, why, this is hire and salary, not revenge” (Act 3 scene 3 78-84).

Honor is another theme portrayed through Hamlet the main protagonist. This theme is best depicted when Hamlet takes order from the ghost to revenge on Claudius as if the order came from God. “… With wings as swift as meditation or the thoughts of love may sweep to my revenge” (1.v.35-37).

The writer develops the plot using Claudius, Hamlet’s brother the king who later marries Gertrude his brother’s wife. In the play, he is Hamlet’s major avenger who is portrayed as lustful because he took his brother’s wife, Shrewd. He takes the throne that does not belong to him and allows his son revenge on Hamlet.

Due to these characters, he stands out as a man with contrasting characters from other men in the play. The ideas of Hamlet are just, honest and full of revenge but Claudius ensures that his power is maintained. In conclusion, the writer has also used other elements in correlation like the setting of the play to bring out the meaning in Hamlet.

Shakespeare therefore does not present various elements of literature as single entities in the play but he uses his concept of unity to express them as a single entity. Therefore, in this case, he uses characters in the play to develop themes and stylistic devices as well as using the themes to create the characters hence the clear development of the play.

• Summary & Analysis
• Genre & Literary Analysis
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IvyPanda. (2018, June 26). Hamlet Analysis Essay: Shakespeare’s Play Analysis Example. https://ivypanda.com/essays/drama-analysis-of-hamlet-by-shakespeare/

"Hamlet Analysis Essay: Shakespeare’s Play Analysis Example." IvyPanda , 26 June 2018, ivypanda.com/essays/drama-analysis-of-hamlet-by-shakespeare/.

IvyPanda . (2018) 'Hamlet Analysis Essay: Shakespeare’s Play Analysis Example'. 26 June.

IvyPanda . 2018. "Hamlet Analysis Essay: Shakespeare’s Play Analysis Example." June 26, 2018. https://ivypanda.com/essays/drama-analysis-of-hamlet-by-shakespeare/.

1. IvyPanda . "Hamlet Analysis Essay: Shakespeare’s Play Analysis Example." June 26, 2018. https://ivypanda.com/essays/drama-analysis-of-hamlet-by-shakespeare/.

Bibliography

IvyPanda . "Hamlet Analysis Essay: Shakespeare’s Play Analysis Example." June 26, 2018. https://ivypanda.com/essays/drama-analysis-of-hamlet-by-shakespeare/.

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