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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 # 376     (G74 - 01)
 


 
Foils of Hamlet
 
(1)     Hamlet: Prince of Denmark, by William Shakespeare, can be very difficult to comprehend at first. The language used to tell the story is one seldom recognized by anyone except the trained reader. These complexities of language are what make Hamlet [Title] one of the classic dramas. The many characters in the play support the development of Hamlet. Certain traits seen in these lesser characters are sometimes seen in Hamlet, further adding to his identity. Without these characters, more soliloquies and characterization would have to be added in order for Hamlet's character to be developed. By adding these characters, called foils, Shakespeare subtly attributes to Hamlet without deliberately stating them. In the play, the main concepts exhibited by the other characters are revenge and betrayal. This idea is developed through the use of foils and is eventually [?] seen in Hamlet himself. [Very nice intro]

[No definition?]

(2)     The foil that shows revenge and betrayal in Hamlet seems to be Horatio. He is a foil because he is a listener for Hamlet. Horatio is also the only one who seems sympathetic of Hamlet concerning the death of his father and his mother's quick remarriage. Horatio, like Hamlet[,] is a student at Wittenberg. He is loyal to Hamlet, like Hamlet is to his father at first. Horatio, however, never has his social status and rank stated in the play. Horatio, through conversations[,] develops Hamlet's image. The main example of this is the plot to Claudius that Hamlet devises after seeing his father's ghost. Horatio, however, differs from Hamlet because he is less devious. Hamlet, who acts insane to fool the others, is only known to be sane by Horatio.

(3)     Revenge and betrayal is also seen in Laertes. Though an enemy, Laertes is a foil to Hamlet. Laertes helps in the development of Hamlet through the similarities they share. These include anger over the death of their fathers, and a desire to exact revenge. Betrayal is also relevant here, because Laertes betrays Claudius in the end, revealing his plan to kill Hamlet. [Nice point] Hamlet betrays his father by verbally abusing his mother, against the wishes of his father. The differences between the two men are very strong. Hamlet would not kill Claudius in the church because he was praying. Laertes, however, stated he would kill Hamlet in a church, praying or not. [Another nice point, but I would like the scene reference.]

(4)     Hamlet and Laertes differ in one major aspect. Hamlet has the flaw such that he cannot be a man of action and a man of thought at the same time. He does not use his mind when he acts. He just does. When he is pondering something, he is unable to act out his thoughts and keeps quiet. Laertes, however[,] is able to act while thinking. He finds out Hamlet killed his father and immediately devises a plan to kill him. This flaw makes Hamlet dangerous to himself and is his downfall.

(5)     The play Hamlet [Title] is very complex yet very primitive. It is written for a variety of audiences. The poor class would have tuned in on the sexual banter between Hamlet and Ophelia, as well as the gravedigger scene. The upper class would have picked up on the ideas of foils in the play. They would see how Hamlet is developed through the incorporation of may [sic] sub characters. Without these characters, the play would suffer a great loss and would not be nearly as understandable as it is. Also as said before, Many [sic] more soliloquies would have to be needed to express the thoughts of Hamlet. The play would [have] been more cut up and choppy without the foils. [Cut up and choppy?] Revenge and betrayal, the theme of the play, are seen both in the main characters and Laertes. Also seen is a comparison of how vengeful and disloyal Hamlet is compared to Horatiio. [sic]  Revenge and betrayal is also seen in Polonius, Gertrude, [?] and Claudius. This is why that theme was chosen. Finally, the foils of the play develop Hamlet's character subtly, instead of a description in the Dramatis personae. These elements of drama are what make Hamlet [Title] one of the classic works of its time.

 


Outline
 
(1)
(2)
(3)
 
(4)
 
(5)
I. Introduction 
II. Hamlet and Horatio 
III. Hamlet and Laertes 
    A. The flaw of Hamlet [If there is an "A" in an outline, there should be a "B."]
IV. Conclusion
 
 
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)
 13 / 14 
0 - 5  4  5 The essay has a good introductory paragraph.
0 - 5  3  0 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  4  5 The essay does not simply retell the play.
0 - 5
2
 4
The essay has a good concluding paragraph.
Thesis (20) 16 / 16
0 - 4  4  4 The thesis is recognizable, somewhere near the beginning of the essay.
0 - 4
 3 
 3
The thesis and essay reflect good, independent thought about Hamlet. 
0 - 4  3  3 The thesis and essay reflect at least an average understanding of foils.
0 - 4  3  4 The essay reflects at least an average understanding of foils in Hamlet.
0 - 4  3  2 The essay reflects an above average understanding of foils in Hamlet
 Organization (20)
 14 / 12 
0 - 4
 3 
 4 
Topic sentences relate paragraphs to the thesis.
0 - 4
 3 
 3 
Paragraphs are generally eight to ten sentences long.
0 - 4
 3 
 3 
Major and minor points in the outline are logically arranged.
0 - 4
 4 [?] 
  
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
 1 
 0 
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.]
 17 / 13 
0 - 3
 3 
 1 
An explanation of similarities establsihes __Horatio____ as a foil to ______Hamlet__________.
0 - 3
  
 3 
The differences between foil #1 (above) and __Hamlet____ and their significance to the play are explained in detail.
0 - 3
 3 
 2 
The function of foil # 1 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. 
0 - 3
 2 
 3 
An explanation of similarities establsihes ___Laertes___ as a foil to ____Hamlet_.
0 - 3
 2 
 3 
The differences between foil #2 (above) and __Hamlet___ and their significance to the play are explained in detail.
0 - 3
 3 
 0 
The function of foil # 2 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.
(3 of 3)
Possible 
Points
Student's 
Grading
Instructor's 
Grading
Description Totals
Style (20)
 20 / 19 
0 - 3  3  2 Words are used correctly and accurately.
0 - 2  2  2 There are no (few) errors in usage.
0 - 2  2  2 Pronouns are used correctly.
0 - 2  2  2 Verb forms and tenses are used correctly.
0 - 3  3  3 All sentences are comprehensible.
0 - 2  2  2 Sentence structure is mature and varied.
0 - 3
 3 
 3 
There are no (few) sloppy errors. 
0 - 3
 3 
 3 
Punctuation marks are used correctly.
Minus Style Penalty Points (May be regained by correcting errors)
  
Basic Grade for the Essay (100)  80 / 74
Penalty Points: - __________ Late          -_10 No 1st or 2nd copy ; only the disk was in the envelope__________ Other
-10
Bonus points (6 possible)
+ 2 / -
0 - 2
 
 
Brainstorming
0 - 2
 2 [?]
  Outlining
0 - 2
 
 
Revision
Final Grade for the Essay  82 / 64
Hostage Fifty: 
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.)
[Is it a question of can't read, or don't care? See comments below.]

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

Date: Code Started Stopped Minutes Comments
4-14
RR
7:05
9:30
120 [sic]
Read + Reread Acts 1 - 3
4-15
RR
8:15
11:20
165 [sic]
Read + reread Acts 3 - 5 + took notes on entire play [This reading, of course, was supposed to have been done earlier, for class discussion.]
4-16
B
8:00
8:15
10 [sic]
Outlined play + looked for ideas from scenes
4-15 [sic]
O
9:20
9:40
15 [sic]
Outlined paper points + subpoints
4-15
D
10:45
11:30
35 [sic]
Started intro + 1st body paragraph
4-17
D
11:10
4:300
180 [sic]
Finished Paper
 
Distribution of Time:
 
Process Minutes % of Total
Brainstorming
10 
Read/Research
285 
54 
Outlining
15 
Tutoring Center
Drafting
215 
41 
Revising
Editing
Grading
Typing
Total
525 
= 8.8 hours