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Dr. Vavra's ENL 121: Lit & Comp
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Spring 1998: MP # 3
A Set of Essays on Foils in Hamlet
Paper # 424     (G61 - 01)
 


 
Vengeance; A m[M]asterpiece of Man

1     Time and time again, we as a complex society have recognized in many pieces of great literature the idea of man and revenge. Throughout history, the idea of vengeance has destroyed large communities, populations and entire civilizations. The problem with man and revenge is that one may be side-tracted of [from] why or whom he is avenging. This similar idea is conveyed in the theme of Shakespear[e]'s Hamlet [Titles], [CS] "Vengeance can confuse a man's mind and soul to the point where he may not be sure of whom he is really avenging." [Source?] Shakespear[e] uses foils in this play to allow us readers to understand Hamlet as a man and why and whom he is really avenging.

2     A foil is [a] "minor character in a literary work who by the similarities and differences in what he or she does (as compared to a more important character), or by simply being there for another character to talk to, helps the audience understand a more important character." [Source?] Laertes and the ghost are foils for Hamlet in this play which help us readers understand his character and his actions. During the play, Hamlet ignores his father's (ghost) warning about his mother, pretends to be crazy, betrays Ophelia, and delays the vengeance of his father's murder. What was the cause of these actions? Why did Hamlet delay his duty of vengeance? Through the insight of the ghost and Laertes, one may be able to come to his/her own conclusions.

3    Laertes was a stable-minded student who was Polonius's son and Ophelia's brother. He was a strong-willed young man whom [who] studied over seas [overseas], was protective of Ophelia, loved his family, and kept his loyalty to King Hamlet and then to King Claudius. Hamlet and Laertes had never been friends, for Hamlet was of a higher social class. [Then why was Hamlet friends with Horatio, who is of a lower class than is Laertes?]  In one aspect, Laertes respected their differences [What ARE their similarities and differences?] and in another, it made him leary [leery] of and curious about Hamlet and his ways. Also, hamlet [sic] had feelings for Ophelia for [delete "for"] which Laertes despised and warranted off. [?] Although Hamlet and Laertes differ, Laertes acts as a stable foil for Hamlet whom [who Ref?] makes sound decisions and acts on his words instead of just speaking.

4     Laertes allows us readers to explore how Hamlet should have acted instead of how he did: Inactive, in a state of delay, and full of words. The moment Laertes heard of his father's death he left for Denmark, rallied up some followers, and marched past the King's guards to the Royal Court and demanded an answer. "O thou vile King, give me my father," Laertes bellowed at the King. Claudius relays to Laertes that Hamlet is to blame and once again Laertes is ready to fight. He challenges Hamlet to a dual [duel] and he [Laertes?] immediately accepts. Why though is Hamlet so eager to bring Laertes to his death and not Claudius whom murdered his father and destroyed his family? [What evidence is there that Hamlet is eager to kill Laertes?] With Laertes as a foil, we are able to question Hamlet's actions and delay of actions.

5     One can sense vengeance in the presence of the ghost. The ghost or the spirit of King Hamlet walks the night in order to relay a message to his son Hamlet. When the ghost approaches Hamlet[,] he is told that Claudius murdered his father for the crown and Gertrude's hand in marriage. He is also told not to punish his mother or, "Taint not thy mind nor let they soul contrive against they mother aught. Leave her to heaven and to those thorns that in her bosom lodge, to prick and sting her." (Ghost, p. 650) [Citation] Although Hamlet believed the words of the ghost, he antagonized his mother and contrived a plan to obtain evidence of these actions accused. Hamlet's plan was to contrive a play within a play for [Delete "for"] which the players would present to Claudius and Gertrude. The play consisted of a reinactment [reenactment] of his father's murder. Hamlet watched Claudius's reactions and discovered the ghost had not lied. Yet he did nothing. [Similarities and differences with the ghost?]

6     Acting as a foil, the ghost is Hamlet's conscious [conscience?] always reminding him of his duty and questioning the delay. Without the ghost as a foil for Hamlet[,] we would not question King Hamlet's death and what opsticles [obstacles] (external or internal) Hamlet had to hurdle over during this delay. With the ghost taunting him daily by use of his conscious, Hamlet had to tear apart the truth of whom he really wanted vengeance for. Why did he delay even after the ghost visited him a second time demanding vengeance and giving one last warning about Gertrude? Why could Hamlet kill Claudius only after he had brought Gertrude and himself [Ref - Hamlet or Claudius?] to death? Through foils such as Laertes and the ghost we wonder who Hamlet really is and what was at the top of his priorities list- His [his] father's murder being avenged or his mother's.

7     Many critics ponder this very theme, "Vengeance can confuse a man's mind and soul to the point where he may not be sure of whom he is really avenging." [Source?] Some say Hamlet was a coward and some say he was outright crazy. Others[,] like fraudian [Freudian,] say he may have suffered from an Oedipus complex, which made him closer to his mother than his father. If that were the case, then it would explain the delay of vengeance for his father's murder and the immediate disply [sic] of vengeance for his mother's. It would also explain why Laertes was the sound mind or actor of Hamlet's spoken actions [?]  because Laertes was sure of whom he was avenging. Although many theories on this account have been made, without foils such as Laertes and the ghost, critics would not be able to induce the questions for which they have always theorized. [?]
 


Outline
 
 
 
 
(1)
 
 
 
 
 
 
(2)
 
 
 
 
 
 
 
(3)
 
 
 
 
 
 
 
 
(4)
 
 
 
 
 
 
 
 
(5)
 
 
 
 
 
 
(6)
 
 
 
 
 
 
 
 
(7)
Thesis: Vengeance an confuse a man's mind and soul to the point where he may not be sure of whom he is really avenging. 

I. Introduction 

    A. Thesis 
      1. Explanation [?] 
      2. Example [?]
    B. Introduction of foils
II. Introduction of Foils [Difference from I B?]  
    A. Foils 
      1. Definition 
      2. Examples
    B. Introduction to Laertes and Ghost 
    C. Conjunction to III [This does not belong in an outline.]
III. Laertes 
    A.Introduction to Laertes 
      1. Characterization 
      2. His life
    B.Laertes and Hamlet 
      1. No relationship 
      2. Differences
IV. Laertes as a foil for Hamlet 
    A. What Laertes shows us (readers) 
      1. How Hamlet should be 
      2. What Hamlet should do
    B. Hamlet 
      1. Ready to dual 
      2. Still not ready to kill
V. Introduction to Ghost 
    A. Who is the Ghost 
    B. What Ghost delays 
      1. Message 
      2. Asking for avengence [sic]
VI. Ghost as a foil for Hamlet 
    A. What the ghost shows us (readers) 
      1. Concious 
      2. Shows us Hamlet has opsticle to climb
    B. Hamlet 
      1. No vengeance 
      2. Still delay
VII. Conclusion 
    A. Reintroduction of Thesis 
      1. How it fits 
      2. What it means
    B. Laertes and Ghost as foils 
      1. What they showed us 
      2. Established questions
    C. How foils relate to thesis
 
This is a weak outline. For one, the words "Similarities" and "Differences" do not appear in it.
For more, see the discussion of paper #579. 
ENL 121 (Vavra) Grading Sheet for MP3B (1 of 3) Foils in Hamlet (Revised 11/27/97)
Possible 
Points
Student's 
Grading
Instructor's 
Grading
Description Totals
Audience (20)
 18 / 17 
0 - 5  4  4 The essay has a good introductory paragraph.
0 - 5  5  5 The essay includes a brief definition (not in the introduction) of foils, such that a student who had not previously heard the term would understand both the concept and this essay. 
0 - 5  5  5 The essay does not simply retell the play.
0 - 5
 4
 3
The essay has a good concluding paragraph.
Thesis (20)  18 / 11
0 - 4  4  4 The thesis is recognizable, somewhere near the beginning of the essay.
0 - 4
 4
 3
The thesis and essay reflect good, independent thought about Hamlet. 
0 - 4  4 2 The thesis and essay reflect at least an average understanding of foils.
0 - 4  4 2 The essay reflects at least an average understanding of foils in Hamlet.
0 - 4  2  0 The essay reflects an above average understanding of foils in Hamlet
 Organization (20)
 13 / 12 
0 - 4
   4
 2 
Topic sentences relate paragraphs to the thesis.
0 - 4
   2
 4 
Paragraphs are generally eight to ten sentences long.
0 - 4
   3
 3 
Major and minor points in the outline are logically arranged.
0 - 4
   0
 
The essay is accompanied by a typed formal outline with subdivisions to the level of capital letters, i.e., II B. The paragraphs in the essay have been numbered and the numbers of the paragraphs have been placed in parentheses next to the corresponding part of the outline.
0 - 4
   4
 3 
Paragraphs reflect subdivisions of major points. (For example, more than one paragraph is devoted to a single foil.)
2 of 3
Possible 
Points
Student's 
Grading
Instructor's 
Grading
Description Totals
Details (20) (Please fill in the blanks.) 
[Note: This rubric assumes that you will discuss at least two foils and be graded on the two you choose. You may discuss only one foil and use the same grades for both sections of this form.]
 14 / 6 
0 - 3
 3
 1 
An explanation of similarities  [?] establsihes __Laertes____ as a foil to _______Hamlet_________.
0 - 3
  2
 2 
The differences [?] between foil #1 (above) and ___Hamlet___ and their significance to the play are explained in detail.
0 - 3
 1
 1 
The function of foil # 1 as a listener on stage (and its significance to the play) is explained in detail.
0 - 1
 1
 1 
The relevance of foil # 1 to the thesis is explained in detail. 
0 - 3
 2
 0 
An explanation of similarities [?]  establsihes __Ghost____ as a foil to __Hamlet___.
0 - 3
 3
 1 
The differences [?]  between foil #2 (above) and _Hamlet____ and their significance to the play are explained in detail.
0 - 3
 1
 0 
The function of foil # 2 as a listener on stage (and its significance to the play) is explained in detail.
0 - 1
 1
 0 
The relevance of foil # 1 to the thesis is explained in detail.
(3 of 3)
Possible 
Points
Student's 
Grading
Instructor's 
Grading
Description Totals
Style (20) [The student did not submit this part.]
 0 / 13 
0 - 3    1 Words are used correctly and accurately.
0 - 2    2 There are no (few) errors in usage.
0 - 2    1 Pronouns are used correctly.
0 - 2    2 Verb forms and tenses are used correctly.
0 - 3    2 All sentences are comprehensible.
0 - 2   1 Sentence structure is mature and varied.
0 - 3
 
 2 
There are no (few) sloppy errors. 
0 - 3
 
 2 
Punctuation marks are used correctly.
Minus Style Penalty Points (May be regained by correcting errors)
   
Basic Grade for the Essay (100)  63 / 59
Penalty Points: - __________ Late          -___________ Other   
 
Bonus points (6 possible)
 +2
0 - 2
 
1
Brainstorming
0 - 2
 
  Outlining
0 - 2
 
1
Revision
Final Grade for the Essay  63 / 61
Hostage Fifty: 
    obstacles
N.B. If there is anything in the "Hostage Fifty" block, your grade is being held hostage at 50 until you earn its release. To learn how, look at the "Additional Major Paper Requirements."

Student's Comments: (You can also use the back of either page.)

 
Student's Log
Codes: B = Brainstorming; RR = Reading/Research; O =Outlining; TC = Tutoring Center;
D = Drafting; RV = Revising; E =Editing; G = Grading; T =Typing

NOTE: Revising = RV. Remember: use only one code per entry. (See Instructions.)

I used a word-processor _____while drafting _____ while revising __x___ to type my paper.
 

Date: Code Started Stopped Minutes Comments
4-18
B
12:00
1:30
90
 found a lot of info in notes
 
RR
1:30
2:30
60
 Read a few papers written on the play Hamlet
4-19
O
5:00
6:00
60
 was hard to group my ideas
4-20
D
4:00
7:00
180
 Drafted and revised at the same time and went back and edited. [This is probably a major cause of the low grade. The paper should be drafted; time should pass; then it should be revised. Editing should be done last.]
 
R [V]
4:00
7:00
180
 Drafted and revised at the same time and went back and edited. [This entry is for the same time as the previous one. You should have counted the time only once and estimated the time spent on each.]
 
E
7:00
7:45
45
 edited after drafted and revised
4-21
G
4:30
4:45
15
Page # 3 would not come up on netsite at 1:05 [?] in library
4-22
G
4:30
4:45
15
Page # 3 would not come up on netsite 
T
12:00
2:00
120
Typing - no spell check had to do it myself
 
Distribution of Time:
 
Process Minutes % of Total
Brainstorming
90 
15 
Read/Research
60 
10 
Outlining
60 
10 
Tutoring Center
Drafting
90 
15 
Revising
90 
15 
Editing
45 
Grading
30 
Typing
120 
21 
Total
585 
= 9.8 hours