Netscape® Communicator 4.0
 
Pennsylvania College of Technology  
Dr. Vavra's ENL 121: Lit & Comp
Course Menu
 
Back
 
 Click above for music.
 
Spring 1998: MP # 3
A Set of Essays on Foils in Hamlet
Paper # 514     (G86 - 01)
 


 
Laertes and Horatio as Foils for Hamlet
 

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.
5      A major difference between Hamlet and Laertes is the time spent in revenging their father’s deaths. Hamlet takes months before he finally kills his uncle and even then the killing was because of his mother’s accidental death not because of his father’s murder. Hamlet had numerous opportunities to kill his uncle but he never took advantage of them. Laertes on the other hand sought revenge as soon as he heard of the death of his father. He returned to Elsinore and threatened the king and demanded to see his father’s body. Only the matter of maybe a day goes by before the duel happens and Laertes revenges his father’s death.

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.
9      A major difference between Hamlet and Horatio is that Hamlet is considered a tragic hero and Horatio is considered a common man. Hamlet is considered a tragic hero because he has experienced a great amount of suffering throughout the play, which eventually causes him to kill someone and then to kill himself. All of Hamlet’s family dies[,] and this causes sorrow. Hamlet must revenge all of their deaths and because of this he has public and personal enemies. As happens to most tragic heroes, Hamlet dies and he is given full honors at his burial like a hero should receive. Horatio, on the other hand, is considered a commoner. Hamlet refers to Horatio as, " thou art e’en as just a man, " meaning he isn’t anything more than just a man. Horatio does not lose any family members, so he is not seeking revenge for anyone. Horatio has no enemies; he does not die at the end of the play, and he does not experience much sorrow other than losing a friend. Overall, nothing bad happens to Horatio. Therefore Horatio cannot be a tragic hero.

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?)] 
 


Outline
 
 
(1) 
 
 
 
 
(2)
(3) 
 
 
 
(4)
(5)
 
 
 
(6)
 
 
 
(7)
 
 
 
(8)
(9)
 
 
 
(10)
(11)
 
(?)
I. Introduction 
    a. Thesis [This should not be a separate item, and the small letters in this outline should all be capitals.]
II. Concept of a foil 
    a. Definition of a foil 
    b. Names of the foils used 
III. Similarities of Hamlet and Laertes 
    a. Revenge of father’s deaths 
    b. Improper behaviors
IV. Difference between Hamlet and Laertes [--Time spent revenging father’s death] 
    a. Time spent revenging father’s death [This should not be a separate item.]
 V. Significance to play 
     a. Responsibilities of a son  [This should not be a separate item.]
 VI. Second foil, similarities of Hamlet and Horatio 
    a. Both speak to ghost 
    b. Both believe king is guilty
 VII Difference between Hamlet and Horatio 
    a. Hamlet is a tragic hero 
    b. Significance to play
VIII. Conclusion
 
     This writer's problems in this essay with short paragraphs probably result from weak outlining skills combined with an attempt to follow the last two items on the Grading Sheets under "Organization." (See below.) For an example of how this outline should have been structured, see the short discussion and my revision of the outline for 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)
 13 / 16
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
2
 3 
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
 2 
 3
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)
 12 / 16 
0 - 4
 2
 4
Topic sentences relate paragraphs to the thesis.
0 - 4
 2
3
Paragraphs are generally eight to ten sentences long.
0 - 4
 2 
 3 
Major and minor points in the outline are logically arranged.
0 - 4
 3
 3 
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
 3 
 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.] 
 12 / 15 
0 - 3
 2 
 3 
An explanation of similarities establishes __Laertes____ as a foil to ______Hamlet__________.
0 - 3
 
 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 
 3 
An explanation of similarities establishes ___Horatio ___ as a foil to ____Hamlet_.
0 - 3
 2 
 2 
The differences between foil #2 (above) and __Hamlet___ and their significance to the play are explained in detail.
0 - 3
 
 2
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) [The student did not submit this part.]
 0 / 19 
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
 
 3
There are no (few) sloppy errors.
0 - 3
 
 3
Punctuation marks are used correctly.
Minus Style Penalty Points (May be regained by correcting errors)
 
Basic Grade for the Essay (100)  47 / 83
Penalty Points: - __________ Late          -___________ Other -
Bonus points (6 possible)
+3
0 - 2
 
 1
Brainstorming
0 - 2
 
 
Outlining
0 - 2
 
 2
Revision
Final Grade for the Essay  47 / 86
Hostage Fifty:  
    Apostrophe
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
4-11
B
1:00
2:00
60
 
O
2:00
3:30
90
[The amount of time claimed, in the context of the submitted outline, again suggests this writer's weak preparation for handling outlining and organization.]
 
D
3:45
4:30
45
4-18
D
2:00
4:00
120
 4-19
RV
8:00
9:50
110
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.
 4-20
T
11:00
1:15
135
 
RV
9:00
9:45
45
 I revised my typed copy of my first draft.
4-21
RV
1:00
2:00
60
 I corrected all my revisions and printed the final copies. [No editing?]
 
 
  Distribution of Time:
Process Minutes % of Total
Brainstorming
60 
Read/Research
Outlining
90 
14 
Tutoring Center
Drafting
165 
25 
Revising
185 
28 
Editing
Grading
Typing
165 
25 
Total
665 
= 11.1 hours