CUBING STRATEGY
Purpose: The cubing strategy is an effective writing tool for students, especially
those students who are suffering from “writer’s block.” The strategy is meant so students
can analyze a topic in depth, which prepares them to write about a topic. The block
parallels Bloom’s taxonomy of comprehension levels.
Rationale: This activity should be done a day or two after finishing the play. The
entire play is focused upon revenge, and this cubing activity will prepare the students to
write an essay on “Revenge in Hamlet.”
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Directions:
Construct cube from paper, or cover a square-sized Kleenex box with paper.
Choose a topic—in this case “Revenge”
Distribute handouts “Cubing Revenge”
Display example:
Describe it: It looks like an evil eye.
Compare it: It’s not happy like sunshine.
Associate it: (What does it make you think of?) A sword, an angry person, a fight,
a strategy
Analyze it: (What are its parts?) There is a person who wants to get back at
another person who did him/her wrong.
Apply it: (How can it be used?) Revenge can cause hatred between people.
Argue for/against it: (Why or why not is it important?) Revenge can take over
people’s minds.
Throw the cube around the room, and have the students comment accordingly.
Have the students write comments they like on their handout.
Assessment: Have the students expand this activity into an essay on “Revenge in
Hamlet.”
Burr, BYU 2002
CUBING TOPIC: REVENGE
Directions: Fill in the blanks with your own opinion.
1. Describe it. It looks like _______________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Compare it. It is not __________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Associate it. What does it make you think of? ______________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. Analyze it. What are its parts? __________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. Apply it. How can it be used? __________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
6. Argue for/against it. Why is it important? _________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Burr, BYU 2002