Hamlet & Emily Dickinson’s Poetry Essay Guide

Today, we’ll be looking at William Shakesepare’s play Hamlet (1601) and Emily Dickinson’s poetry in the updated HSC Syllabus. Below is an unpacking of the new syllabus description for HSC Module A and how we can compare the two texts.

Students explore the ways in which the comparative study of texts can reveal resonances and dissonances within and between texts. Students identify, interpret, analyse and evaluate the textual features, conventions, contexts, values and purposes of TWO prescribed texts. By comparing TWO texts, students understand how authors are influenced by other texts, contexts and values, and how these shape meaning. Through their comparative study, they explore common or disparate issues, values, assumptions or perspectives, and the ways these are depicted. By responding imaginatively, interpretively and critically to the comparative study, students explore and evaluate individual and common textual features, concepts, ideas and values.

Important things to note:

• comparative study of texts can reveal resonances and dissonances between and within texts 
• analyse and evaluate the textual features, conventions, contexts, values and purposes of texts
• common or disparate issues, values, assumptions or perspectives
•  individual and common textual features, concepts, ideas and values

Let’s explore how Hamlet links to each of Emily Dickinson’s poem and their resonances and dissonances:

Hamlet & To learn the Transport by the Pain

Hamlet’s suffering from his father’s regicide gives him a chance to contemplate philosophically about the morality behind his vengeance and mortal existence. Similarly, Dickinson highlights how suffering is a crucial process that enlightens the individual with greater appreciation of the world. Yet, unlike Dickinson’s persona who experiences spiritual elevation as a result, Hamlet’s philosophical quandaries about life and revenge torments him more. 

Hamlet & I felt a Funeral in my Brain

Shakespeare presents Hamlet’s psychological torment from vacillating between revenge and inaction. However, he retains his rationality and merely puts on a performance of insanity to further his revenge plot. Meanwhile, Ophelia experiences a descent into madness that is comparable to Dickinson’s persona, who loses control over rational thought and become consumed by sensory overload.

Hamlet & No rack can Torture me

Shakespeare reveals how external forces such as Claudius’ usurpation and resulting corruption of Denmark psychologically torment Hamlet. In fact, it is his introspection about moral conscience and death that torments him more than physical elements, mirroring the shift in Dickinson’s final two lines. Dickinson reveals how corporeal suffering cannot suppress spiritual transcendence and emancipation, however ultimately cautions that the soul must remain resilient to overcome any physical and mental barriers.

Hamlet & Much Madness is divinest Sense

Shakespeare reflects how Hamlet’s feigned madness transgresses social decorum which others vilify, yet he uses this display of insanity to further his revenge plot. Meanwhile, Dickinson sympathises with social anomalies who are deemed insane by society, instead suggesting that they are merely reflecting their own version of truth.

Hamlet & I died for Beauty – but was scarce

Hamlet’s lamentations of death being the great equaliser in the graveyard scene where even Alexander the Great and Julius Caesar are reduced to dust reflects his fear of mortality as he doesn’t know what the afterlife holds. Similarly, Dickinson reflects a disillusioned view that noble sacrifices for moral and philosophical convictions during one’s life is ultimately rendered insignificant by our mortal existence.

Hamlet & One Need Not be a Chamber – to be Haunted

Shakespeare presents external threats such as Claudius’ regicide and plot to kill Hamlet, he also reveals how Hamlet’s preoccupation with the morality of his revenge arise due to his introspection, mirroring Dickinson’s portrayal of external and internal threats. However, Shakespeare’s play form also reveals how Hamlet’s externally cruel treatment of Ophelia elicits her own insanity, diverging from Dickinson’s idea that internal threat is purely arising from one’s fragmented identity. Dickinson presents the psyche as multidimensional and fragmented, contributing to its threat and disorienting nature that renders introspection futile.

Hamlet & Because I could not stop for Death

While Hamlet initially views suicide as an escape from his worldly sufferings, he becomes tormented by the unknown nature of the afterlife in his “To Be or Not to Be” soliloquy, revealing his existential anguish. Dickinson opens the poem with the persona’s acceptance of mortality, yet as the poem progresses, the persona realises the underwhelming nature of death as she transitions from her life’s highlights, and becomes apprehensive towards the unknown.

Hamlet & The Show is not the Show

Shakespeare challenges the idea of performance through Hamlet’s feigned madness and how others’ perception of it eg Ophelia leads to a real insanity. Similarly, Dickinson undermines the significance of performance by positing that it is perceiving the relational dynamics between the observers that create reality.

Curious to learn more? At JP English, we provide Year 12 students with detailed notes on the prescribed text’s main ideas, context, links to the rubric and form, sample exam questions along with sample essay paragraphs written by state rankers. Additionally, Year 12 lessons are strictly text based and range between 3-6 students so that each student gets detailed support for their school assessments. School assessment help is provided both during class time and outside of class time through our free online marking service. We regularly update our materials so you get the latest exam tips based on our years of experience helping HSC students excel.