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2 One of the foils that can be seen within the play is between Laertes and Hamlet. [Ouch!. We discussed this in class. A foil is a character, not "between" characters.] Although Laertes does not appear all that often in the play, he brings much to the plot and to Hamlet's character. These two are similar in many ways. They both seem to be about the same age, are well educated, and gentleman. One main thing that they have in common is they both are seeking revenge for their father's deaths. Both of their fathers were unnecessarily killed. Hamlet's father was killed by his father's brother for the crown and his wife, and Hamlet killed Laertes’ father over mistaken identity. It was the revenge of these two that made up the plot of the story. Because of Laertes, the two could finally fulfill their revenge in the battle at the end that killed both Hamlet and the new king. If Laertes had not challenged Hamlet, the king would have died by some other way; however, the king died by poisoning just as he had killed his brother. [Nice point.]
3 This brings about another similarity, that both Laertes and Hamlet died by the poisoned tip of the same sword. Laertes and Hamlet were the last two to die. This completed the circle of everyone that had been directly involved in the disgraceful scandal had died. [SS] The poison killed the King, Queen, Hamlet, and Laertes, Polonius was killed by Hamlet, and Ophelia kills herself. [CS -1] That is why Hamlet tells Horatio before he dies to tell the story to the kingdom because Horatio was the only one alive who knew the truth. It is something[,] how Laertes and Hamlet represented the finality of the two most influential families in the kingdom.
4 One of the major differences between Hamlet and Laertes was that these two did not trust each other. Laertes shows his mistrust right away when he warned to [Omit "to"] Ophelia not to get involved with him. Shakespeare could not have picked a better father for Hamlet to kill than Laertes’ because every other guy Hamlet was associated with seemed pretty much devoted to him, but only Laertes would have challenged him to a dual [duel].
5 Another foil to develop Hamlet's character can be seen with Polonius, Laertes’ father. One big similarity that seemed to stick out was that they were both full of wit. The first battle of the wits can be seen not long after the king and queen began hearing that Hamlet was mad. Hamlet and Polonius go back and forth for awhile [for a while], and Hamlet comes across as really being mad. It is almost as if Hamlet uses Polonius to attempt to convince everyone that he was mad. Hamlet knew Polonius would tell the king and queen, and that would keep a cover as he decides what to do with the information the ghost has given him.
6 Polonius has a common ground with Hamlet also in that they both love Ophelia. Ophelia is Polonius’ daughter[,] so of course the protectiveness of a father can be seen. It is because of this father's protection that Polonius convinces the king and queen that Hamlet is mad by using the letter to Ophelia from Hamlet. If it hadn't been for this common love, there would have been no focus on Hamlet's madness, and it would have blown his cover. [Nice point] The king, queen, and the rest of the kingdom thought Ophelia was the reason for his madness when, instead, it was finding out his uncle was a murderer, and his mother was an adulterer.
7 A noticeable difference between Hamlet and Polonius was their age. Polonius was much older, which was obvious because Laertes, his son, was about the same age as Hamlet. This made Polonius come across as being more wise, and, therefore, would know what he was talking about when claiming Hamlet was mad. [SS -1] Polonius was also the king's counselor, which also gave him the [Omit "the"] credibility; [, not ;] whereas, [no ,] Hamlet just came across as a lovesick puppy. The king and queen must have been surprised when they realized Hamlet had out-witted Polonius because Hamlet knew what he was doing. He was just waiting for the right moments to reveal all that he knew about his family.
8 Laertes and Polonius were
only two of the foils Shakespeare used to develop Hamlet's character. The
one that did the best in accomplishing this task was Laertes, though. Laertes
and Hamlet had a common goal, and if it hadn't been for him[,]
the story would have taken a totally different route. Polonius was a good
foil in that he convinced everyone that Ophelia was the cause of Hamlet's
madness. If he hadn't been Ophelia's father, this part of the story may
not have been as effective.
(1) (2-3)
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Thesis: Two foils that Shakespeare used to develop Hamlet's
character were Laertes and Polonius.
I. Introduction II. Laertes and Hamlet
B. Differences
B. Differences |
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) |
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0 - 5 | 5 | 4 | The essay has a good introductory paragraph. | |
0 - 5 | 5 | 4 | 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. [This was another mistake on my part. The definition is in the introduction, and it misses aspects of foils. The grade should probably have been a 2.] | |
0 - 5 | 5 | 5 | The essay does not simply retell the play. | |
0 - 5 |
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The essay has a good concluding paragraph. | |
Thesis (20) | 18 / 17 | |||
0 - 4 | 4 | 4 | The thesis is recognizable, somewhere near the beginning of the essay. | |
0 - 4 |
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The thesis and essay reflect good, independent thought about Hamlet. | |
0 - 4 | 4 | 4 | The thesis and essay reflect at least an average understanding of foils. | |
0 - 4 | 4 | 4 | The essay reflects at least an average understanding of foils in Hamlet. | |
0 - 4 | 2 | 2 | The essay reflects an above average understanding of foils in Hamlet. [In review, this is too high.] | |
Organization (20) |
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0 - 4 |
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Topic sentences relate paragraphs to the thesis. | |
0 - 4 |
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Paragraphs are generally eight to ten sentences long. | |
0 - 4 |
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Major and minor points in the outline are logically arranged. | |
0 - 4 |
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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 |
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Paragraphs reflect subdivisions of major points. (For example, more than one paragraph is devoted to a single foil.) |
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.] |
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0 - 3 |
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An explanation of similarities establishes __Laertes____ as a foil to ______Hamlet__________. | |
0 - 3 |
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The differences between foil #1 (above) and ___Hamlet______ and their significance to the play are explained in detail. | |
0 - 3 |
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The function of foil # 1 as a listener on stage (and its significance to the play) is explained in detail. [A gift.] | |
0 - 1 |
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The relevance of foil # 1 to the thesis is explained in detail. | |
0 - 3 |
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An explanation of similarities establishes ___Polonius__ as a foil to ____Hamlet_. | |
0 - 3 |
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The differences between foil #2 (above) and _____Hamlet____ and their significance to the play are explained in detail. | |
0 - 3 |
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The function of foil # 2 as a listener on stage (and its significance to the play) is explained in detail. [A gift.] | |
0 - 1 |
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The relevance of foil # 1 to the thesis is explained in detail. |
Possible
Points |
Student's
Grading |
Instructor's
Grading |
Description | Totals |
Style (20) [Student's comment:] I couldn't get the third page! |
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0 - 3 | 2 | Words are used correctly and accurately. | ||
0 - 2 | 2 | There are no (few) errors in usage. | ||
0 - 2 | 2 | Pronouns are used correctly. | ||
0 - 2 | 2 | Verb forms and tenses are used correctly. | ||
0 - 3 | 3 | All sentences are comprehensible. | ||
0 - 2 | 2 | Sentence structure is mature and varied. | ||
0 - 3 |
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There are no (few) sloppy errors. | |
0 - 3 |
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Punctuation marks are used correctly. | |
Minus Style Penalty Points (May be regained by correcting errors) |
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Basic Grade for the Essay (100) | 67 / 79 | |||
Penalty Points: - __________ Late -___________ Other | - | |||
Bonus points (6 possible) |
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0 - 2 |
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Brainstorming | |
0 - 2 |
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Outlining | ||
0 - 2 |
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Revision | |
Final Grade for the Essay | 67 / 81 | |||
Hostage Fifty: |
Student's Comments: (You can also use the back of either page.)
[Years ago,
I had students identify their papers by number, such that I did not know
whose essay I was grading. For many years after that, in final course evaluations,
I asked students if they would prefer that. They always voted that they
would not. The grade on this essay would probably have been lower if I
had not known who wrote it. The writer was a bright, generally very good
student who had recently suffered a major disappointment, a disappointment
that would take the steam out of almost anyone. Perhaps that is why some
of the grades above are a bit too high. The essay deserves a solid C, but
probably not the low B. For a case in which the student's ethos had the
opposite effect, see paper #674.]
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 |
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[Grrr] I read, researched, and drafted, at the same time to get my two foils for Hamlet. [This, plus the late start, probably explains why this paper is a mediodre job from this student.] | |
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watched movie to get better ynderstanding of the story ;) Hey, it worked!! [Hmmmm] |
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I think I'm in the right frame of mind to write this thing tonight. |
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I'm finally seeing an end to this paper. | |
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[Grrr] |
Process | Minutes | % of Total |
Brainstorming |
90
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12
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Read/Research |
240
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31
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Outlining |
0
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0
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Tutoring Center |
0
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0
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Drafting |
365
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48
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Revising |
0
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0
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Editing |
0
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0
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Grading |
10
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1
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Typing |
60
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8
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Total |
765
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= 12.8 hours |