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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 # 149     (G60 - 01)
 


   
Foils in Hamlet

1      "Who’s there?" I chose this as the main theme for William Shakespeare’s Hamlet. [Titles] Having [Ref- This means the "theme" has to.] to write about foils[,] this theme seems to be quite fitting, as there are so many characters that have an influence on just one main character, Prince Hamlet. Hamlet [Titles is a play filled with murder, deception, insanity and tragedy. Hamlet is driven to madness when his father’s ghost tells him of his foul death, and there are many characters that bring out the different sides of Hamlet.

2     A foil is a character who is there to help define a main character or is just there for the main character to talk to. [That's all? Similarities? Differences?] First I will look at Horatio, Hamlet’s long time friend. Horatio seemed to be the only character that could reason with Hamlet. He is also the only character who looked out for Hamlet’s best interests. Simply put, the only time Hamlet didn’t sound crazy was when he was talking to Horatio.

3     Next is Ophelia. Ophelia definitely brought out the animalistic and sexual side of Hamlet. Hamlet loved her once, but after he learned the truth of his father’s death[,] he seemed to despise all royalty. Ophelia’s father was Polonius who was close to the new King; therefore Polonius was evil which made Ophelia
bad in Hamlet’s eyes. [Poor logic; Evidence?] This is proven on page 675 line 120 [Citation] when Hamlet says "Get thee to a nunnery. Why wouldst thou be a breeder of sinners?" He is telling Opehlia that she is evil, and if she were to give
birth, she would be giving birth to evil. Also all the sexual comments made to Ophelia by Hamlet such as laying his head upon her lap, and when he asks to see the "puppets dallying." Hamlet almost seemed like a child and playful when making these comments. Yeah he’s normal! [?] [Similarities & Differences?]

4     Hamlet’s mother Gertrude is also a foil. When Hamlet learned the truth of his father’s death, all love and respect he had for his mother was gone. He now saw her as being filthy and incestuous. I think the only thing that held him back from killing her was because of the ghost’s orders to leave her out of it. The Queen definitely brought out the raging fire that burned deep inside of him. I think he showed so
much anger towards her in particular because he couldn’t understand how she could be done grieving so soon after his father’s death and then marry the very murderer of his father so quickly.  [Similarities & Differences?]

5     Then there is Claudius. You would think Hamlet was going to unleash all of his rage, and all of his suffering on Claudius right away. But that’s not how it went at all. Claudius brought out Hamlet’s cunning wit. Hamlet wanted to play mind games with his uncle, and he wanted to let him know that he knew what he did, and that he would pay for it. But Claudius wasn’t stupid he knew that something
was up, and after Hamlet’s "Mousetrap" play Claudius knew that Hamlet knew he killed his father and something must be done to keep Hamlet quiet and fast or there would certainly be trouble. [RO]  [Similarities & Differences?]

6     In conclusion[,] many character’s served to create Hamlet’s character. It was amazing to see how many characters could have such an influence on the way one acts. Hamlet was being torn apart inside throughout this entire play as he considered everything including suicide. He was faced with a tough decision and with all the feelings he had been keeping inside were sooner or later going to come out and
they did on every foil he spoke to, all in different ways. [SS]

 


Outline
 
(1)
 
 
 
 
 
 
(2)
(2)
(3)
(4)
(5)
 
(6)
I. Introduction 
    A. Thesis 
    B. Brief summary
II. Foils 
    A. Definition 
    B. Horatio 
    C. Ophelia 
    D. Gertrude 
    E. Claudius
III. Conclusion 
    A.The foils purpose 
    B.Influences of foils
 
This is a poor outline. 
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)
 18 / 14 
0 - 5  4  4 The essay has a good introductory paragraph.
0 - 5  5  2 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. [Similarities & Differences?]
0 - 5  5  5 The essay does not simply retell the play.
0 - 5
 4
 3
The essay has a good concluding paragraph.
Thesis (20)     [After seeing that the final grade would be 58, I changed two grades, as indicated.] 19 / 11
0 - 4  4  4 The thesis is recognizable, somewhere near the beginning of the essay.
0 - 4
 3
 1
The thesis and essay reflect good, independent thought about Hamlet. 
0 - 4  4  2 3 The thesis and essay reflect at least an average understanding of foils.
0 - 4  4  2 3 The essay reflects at least an average understanding of foils in Hamlet.
0 - 4  4  0 The essay reflects an above average understanding of foils in Hamlet
 Organization (20)
 15 / 12 
0 - 4
   3
 4 
Topic sentences relate paragraphs to the thesis.
0 - 4
   2
 2 
Paragraphs are generally eight to ten sentences long.
0 - 4
   4
 3 
Major and minor points in the outline are logically arranged.
0 - 4
   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
 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.]
 16 / 6 
0 - 3
 2
 1 
An explanation of similarities  [?] establsihes __Ophelia____ as a foil to _______Hamlet_________.
0 - 3
  2
 1 
The differences [?] between foil #1 (above) and ___Hamlet___ and their significance to the play are explained in detail.
0 - 3
 3
 1 
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
 1 
An explanation of similarities [?]  establsihes __Gertrude____ as a foil to __Hamlet___.
0 - 3
 2
 1 
The differences [?]  between foil #2 (above) and _Hamlet____ and their significance to the play are explained in detail.
0 - 3
 3
 1 
The function of foil # 2 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.
(3 of 3)
Possible 
Points
Student's 
Grading
Instructor's 
Grading
Description Totals
Style (20)
 20 / 17 
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 1 Sentence structure is mature and varied.
0 - 3
 3
 3 
There are no (few) sloppy errors. 
0 - 3
 3
 2 
Punctuation marks are used correctly.
Minus Style Penalty Points (May be regained by correcting errors)
   
Basic Grade for the Essay (100)  88 / 60
Penalty Points: - __________ Late          -___________ Other   
 
Bonus points (6 possible)
 
0 - 2
 2
 
Brainstorming
0 - 2
 1
  Outlining
0 - 2
 1
 
Revision
Final Grade for the Essay  88 / 60
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.)

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

Date: Code Started Stopped Minutes Comments
4-16
O
6:30pm
7:45pm
75
 made up a tentative outline for paper
4-17
B
5:00pm
5:45pm
45
 listed foils for Hamlet [After the outline was made??????}
4-18
D / E
6:00pm
9:00pm
180
 Wrote rough draft, and made changes [Grrr]
4-19
RV
7:00pm
7:30pm
30
 made final revisions [Edited while drafting, then revised?]
4-20
T
9:00pm
9:35pm
35
 Typed paper
4-21
G
8:00pm
8:20pm
20
 graded paper
 
Distribution of Time:
 
Process Minutes % of Total
Brainstorming
45 
12 
Read/Research
Outlining
75 
19 
Tutoring Center
Drafting
90 
23 
Revising
30 
Editing
90 
23 
Grading
20 
Typing
35 
Total
385 
= 6.4 hours