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1 In the play, Hamlet , Shakespeare uses a cast of characters that have many roles. Of this cast, Shakespeare uses two characters, Laertes and Horatio, as foils for Hamlet’s character. Through similarities and differences these characters, accentuate Hamlet’s pretense of being crazy, emphasize how Hamlet is an improper son by standards of the time[,] and turn him into a tragic hero.
2 A foil is a minor character that helps develop a major character by sharing similarities and differences with the main character. This is a common practice Shakespeare uses within many of his play’s [plays]. The use of foils in, [no ,] Hamlet, is especially effective in affirming Hamlet’s anguish.
3 A similarity between Laertes and Hamlet is that, [no ,] both men want revenge for their father’s deaths. Hamlet wants revenge against his uncle and Laertes wants revenge against Hamlet. Both want to protect their family name. The revenge Hamlet wants is what starts him pretending he is crazy. He is attempting to use his dementedness as a ploy to get his uncle to confess to the murder.
4 Another similarity is that Laertes
and Hamlet are both thought to be acting improperly by their parents. Laertes’
father sends two spies to Paris to watch his son and to report back their
findings because, " in his worldliness and cynicism, he is absolutely sure
that he knows how young men behave when away from parental control." [Source?]
This outlook hints at the way Hamlet is behaving without his parental
control. [Nice observation] Hamlet is presumed
mad because he claims to see his dead father[' H-50]s
ghost and is obsessing about his mother and her new life style.
Paragraph three and four, both short, should have been combined and introduced with a topic sentence that indicates that the paragraph discusses more than one similiarity. Even a sentence such as "Laertes and Hamlet share two basic similarities." would be ok, although it would be even better if you could come up with a sentence which would indicate something about the nature of those similarities. |
6 The difference in the time spent on revenge by the characters is significant because it shows the reader what is expected from a son according to standards of the time. In a[A]ct one, s[S]cene three, Laertes is being told the responsibilities of a young man and the importance of protecting the family’s honor. Part of protecting the family’s honor is revenging any wrongful deaths. If one is truly concerned with protecting the family name, seeking vengeance would most likely be a top priority; not something delayed for months on end. Therefore Laertes as a foil for Hamlet is significant because Laertes is a more dutiful son and seeks his vengeance quickly. Since he delays his vengeance for so many months, Hamlet is not a dutiful son. [This is a nice idea, but Fortinbras would be an even better foil to make this point.]
7 Another foil for Hamlet is Horatio. Horatio and Hamlet both see the ghost of Hamlet’s father. Horatio demands the ghost to speak[,] but it only speaks to Hamlet. Horatio believes the ghost may be a warning of horrible things that are going to happen, as he recalls the death of Julius Caesar. Hamlet, however, identifies the ghost as his father who needs help. The author helps support Hamlet’s insaneness by having Horatio see the ghost before Hamlet. If Hamlet had seen the ghost first, Horatio may not have believed Hamlet when he asked Horatio for help. [There is a problem here. Doesn't Horatio support Hamlet's sanity, rather than his insanity? If Hamlet were the only one to see the ghost, what would we think? Moreover, because Horatio is of lower social status, it is much more likely that he would believe whatever Hamlet said, rather than vice versa.]
8 The fact that Hamlet asks
Horatio for help leads to another similarity. Hamlet and Horatio both believe
that Claudius is guilty of murder. In act three, scene two, Hamlet asks
Horatio to keep close watch on the king and to note the king’s reaction
to one speech in particular from the play. After seeing the king’s reaction
Horatio declares, " I did very well note him, " and he agrees that the
king acted like a guilty man. [Is it the asking for
help that is the similarity, or is it that they both see -- and agree on
-- the reaction of Claudius to the play?]
As with paragraphs three and four, seven and eight should have been combined. Also, doesn't this similarity undercut the idea that Hamlet is insane? Horatio agrees that Claudius acts guilty. |
10 [This should not be a new paragraph.] This difference accentuates Hamlet’s act of being deranged by showing all of the circumstances that could have caused him to behave the way he did. Hamlet’s craziness was also used as a tactic by the tragic hero to accomplish what he needed to do. [If all of the circumstantial causes (reasons) of Hamlet's behavior are shown, then is he not being shown as acting reasonably, and not insanely?]
11 By using similarities and differences to contrast them to Hamlet, Shakespeare uses the minor characters to help the reader learn or understand Hamlet better. This is why Laertes and Horatio are foils for Hamlet. Both of these minor characters interact with Hamlet throughout the play and they constantly set him off as a tragic hero.
In looking
back, my initial sense is that the grade I gave this essay is too high.
The primary point discussed in relation to Laertes could have been better
made using Fortinbras, and the evidence provided in the discussion of Horatio
appears to prove just the opposite of what the writer claims. Based on
that, I might have given the essay a high C, rather than the solid B. On
the other hand, this writer started with a very good thesis and attemped,
throughout the entire essay to support that thesis. (Compare that to the
essays that got lower grades.) The writer also clearly read the directions
and followed most of them -- attempting to establish meaningful similarities
and differences for each foil.
[For
readers of this page who can hear the music, I chose the Beatle's "Let
It Be" before preparing this essay for the net. In a sense, I still find
that choice appropriate -- I would let the grade be. (A bad pun?)]
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I. Introduction
b. Names of the foils used
b. Improper behaviors
b. Both believe king is guilty
b. Significance to play |
Possible
Points |
Student's
Grading |
Instructor's
Grading |
Description | Totals |
Audience (20) |
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0 - 5 | 3 | 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. | |
0 - 5 | 3 | 5 | The essay does not simply retell the play. | |
0 - 5 |
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The essay has a good concluding paragraph. | |
Thesis (20) [Student's note for the last item: "I don't know if I can judge this one."] | 10 / 17 | |||
0 - 4 | 2 | 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 | 3 | 4 | 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 | ? | 2 | The essay reflects an above average understanding of foils in Hamlet. | |
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. | |
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 ___Horatio ___ 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. | |
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) [The student did not submit this part.] |
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0 - 3 | 3 | 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 | 1 | 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) | 47 / 83 | |||
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 | 47 / 86 | |||
Hostage Fifty:
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Student's Comments: (You can also use the back of either page.)
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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[The amount of time claimed, in the context of the submitted outline, again suggests this writer's weak preparation for handling outlining and organization.] |
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I rewrote most of the paper because I didn't like the first one and I threw out my first paper and kept the second one. |
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I revised my typed copy of my first draft. |
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I corrected all my revisions and printed the final copies. [No editing?] |
Process | Minutes | % of Total |
Brainstorming |
60
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9
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Read/Research |
0
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0
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Outlining |
90
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14
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Tutoring Center |
0
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0
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Drafting |
165
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25
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Revising |
185
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28
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Editing |
0
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0
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Grading |
0
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0
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Typing |
165
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25
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Total |
665
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= 11.1 hours |