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(1) In the play Hamlet [Titles] by William Shakespeare the cast of main characters use the support given to them by the foils to enhance the play. A foil is a minor character who by simulations [?] and differences reveals character, and who, as an element of plot, is there for the more important character to talk to (vevra [sic] ). Such an example is Laertes is a foil to Hamlet. [SS -1] [Is the last sentence in this paragraph the thesis?]
(2) Before the events of the play Ophelia[,] the daughter of Polonius and sister of Laertes, tells us that Hamlet was a model courtier, soldier, and scholar, ["?]The glass of fashion and the mould of form, Th’ observed of all observers."( pg 676) [Citation] With the death of his farther [sic] and the hasty remarriage of his mother to mother [sic & sloppy] to his uncle, throws Hamlet into a frustrated state were [where-H50] he lashes out at evil he sees and then relapse into a suicidal misery. [SS] It is in the [this?] state of mind that he meets the ghosts [more than one?] of his father. When he meets the ghost he isn’t afraid of the ghost but instead wants to confront the ghost face to face. It is at this point in the play were [that] Hamlet finds out that his uncle murdered his father[.] [How does this paragraph relate to foils?]
(3) A foil to Hamlet is Laertes. Laertes who likes Hamlet [a sloppy error which sends the reader into wondering about homosexuality in the play] has returned to Elsinor because of King Hamlet’s death. Laertes is a young man whose good instincts have been somewhat unclear by the concern of his superficial [??????], which he has learned from his father, Polonius. Such is the case when Hamlet taunts him for his poor performance, at the fencing match. The taunting hurts Laetes['] pride and this shows how insecure he actually is. Like his father[,] Laertes apparently preaches a morality he does not practice and fully believes in a double standard of behavior for the sexes. [Examples?]
(4) More foils in the play are Rosecrantz and Guildstern. Rosencrantz and Guildenstein are not conscious criminals, since they unaware of the criminal designs of the King they obey without any scrutiny into the King’s purpose. If[,] as model courtiers[,] they feel like they have nothing on their consciences, their lack of individual integrity and total dependence upon the King doom them to the fate of the King to whom they are thus "mortised and adjoined." (pg 689) [Citation]
(5) As model courtiers, they obey the King’s orders without presuming to examine their nature. When this involves them in carrying Claudius’ orders for the execution of Hamlet, they become criminal accomplices of a criminal King and are to be punishment, which Hamlet deals out of [to?] them. [First, why is this presented as a separate paragraph rather than being combined with the preceding one? Second, doesn't it raise, rather than answer, questions about their guilt? And third, what does it have to do with the thesis -- Laertes as a foil?]
(6) The gravediggers['] comments about death provides some much-needed comic relief just before the final scene of multiple deaths. [SV Agr] The clowns talk about the funeral rites of the lady for whom they are preparing a grave. The clowns ask one another if the burial is for a Christian lady. You get the feeling that the clowns resent the treatment the body is getting [RO] they express this by saying " And the more pity that great folk should have count’ nance in this world to drown or hang themselves more than their even-Christen. Come, my spade. There is no ancient gentle but gard’ners, ditchers, and grave makers. They hold up Adam’s profession." (pg 716) A little bit later in the scene Hamlet and Horatio enter the graveyard. To find the one gravedigger singer [sic] a song while digging the grave, which makes Hamlet very upset. [Frag] Hereto [sic] calms Hamlet down by basically telling him that the gravediggers are uneducated individuals and aren’t worth the grief they are giving to Hamlet. What is important to get from this scene is that this contrasts Hamlet with Laertes, who always stands upon "ceremony." (pg 721) [Is this paragraph supposed to be about the gravediggers as foils, Horatio as a foil, or Laertes as a foil?]
(7)
The epic battle between the foil and the main charter [sic]
develops in act 5: scene 2. This is the final scene of the play at his
point of time Hamlet had not earlier been convinced of the rightness of
killing a king. [RO - 1] By waiting until
this time, however[,] and forcing Claudius
to show his hand. [Frag - 1] By this time
in the play you realize that the play has to come to an end soon.
[Act V usually does mean that.] Shakespeare ends the play by killing
off the entire cast. [This is simply not true.]
In doing so he leaves no questions not answered about what could have happened.
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I. Introduction
II. Charaterize Hamlet III. Foils of Laertes IIII. Foils of Rosecrantz and Guildstern V Foils of gravediggers VI The Final Scene |
Possible
Points |
Student's
Grading |
Instructor's
Grading |
Description | Totals |
Audience (20) |
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0 - 5 | 3 | 2 | The essay has a good introductory paragraph. | |
0 - 5 | 2 | 1 | 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. [In retrospect, perhaps I should have put a 3 here. A 3 would be closer to what I gave other students who put the definition in the introduction. This writer, however, not only places the definition in the introduction, but also basically forgets about it throughout the rest of the essay.] | |
0 - 5 | 5 | 4 | The essay does not simply retell the play. | |
0 - 5 |
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The essay has a good concluding paragraph. | |
Thesis (20) | 18 / 6 | |||
0 - 4 | 4 | 2 | 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 | 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 | 3 | 0 | 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. [This should have been a zero. No only do paragaphs 4 to 6 have nothing to do with Laertes as a foil, but their topic sentences do not set up the paragraphs as discussions of foils.] | |
0 - 4 |
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Paragraphs are generally eight to ten sentences long. [I could have gone with a 3.] | |
0 - 4 |
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Major and minor points in the outline are logically arranged. [This should have been a zero -- there are no minor points in the outline.] | |
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. [The outline was hand-written, there were no minor points, and the paragraphs were not numbered.] | |
0 - 4 |
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Paragraphs reflect subdivisions of major points. (For example, more than one paragraph is devoted to a single foil.) [Paragraph 5 might have been an attempt to do this, but there is no difference in topic between paragraphs four and five.] |
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.] [The student's use of half points ends up being insulting. They appear to be an attempt to snow (deceive) me by implying that the student gave serious thought to the grading. This, howver, is clearly undercut by the unfilled blank for the seond foil. In the essay, moreover, the student rarely discusses similarities and differences between foil and Hamlet. My grades are simply an attempt to give the student some credit. They could have been all zeroes.] |
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0 - 3 |
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An explanation of similarities establsihes __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 establsihes ___?___ as a foil to ____?_. | |
0 - 3 |
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The differences between foil #2 (above) and __?___ 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) |
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0 - 3 | 3 | 1 | Words are used correctly and accurately. | |
0 - 2 | 2 | 1 | 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 | 2.5 | 1 | All sentences are comprehensible. | |
0 - 2 | 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) | 76.5 / 33 | |||
Penalty Points: - __________ Late -___________ Other | - | |||
Bonus points (6 possible) | ||||
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 | 76.5 / 33 | |||
Hostage Fifty:
Apostrophe |
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 __x___while drafting __x___ while revising __x___
to type my paper.
Date: | Code | Started | Stopped | Minutes | Comments |
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Pick out what foils to use |
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Pick out some quotes |
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My outline isn't that good [The paper was assigned on the 8th. The 18th is the Saturday before the original due date, which was a Monday. Even with the extension to the 22nd, the student, although knowing that the ouline "isn't that good," hasn't left any time to get help, either from the Tutoring Center, or from me.] |
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I realized I missed alot. [Note that no time has been recorded for drafting.] |
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I worked hard on my editing. |
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I can't type that good. |
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All I want is a "C" |
Process | Minutes | % of Total |
Brainstorming |
100
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18
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Read/Research |
0
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0
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Outlining |
20
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4
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Tutoring Center |
0
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0
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Drafting |
0 [?]
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0
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Revising |
210
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37
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Editing |
90
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16
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Grading |
30
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5
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Typing |
120
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21
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Total |
570
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= 9.5 hours |