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[No definition?]
(2) The foil that shows revenge and betrayal in Hamlet seems to be Horatio. He is a foil because he is a listener for Hamlet. Horatio is also the only one who seems sympathetic of Hamlet concerning the death of his father and his mother's quick remarriage. Horatio, like Hamlet[,] is a student at Wittenberg. He is loyal to Hamlet, like Hamlet is to his father at first. Horatio, however, never has his social status and rank stated in the play. Horatio, through conversations[,] develops Hamlet's image. The main example of this is the plot to Claudius that Hamlet devises after seeing his father's ghost. Horatio, however, differs from Hamlet because he is less devious. Hamlet, who acts insane to fool the others, is only known to be sane by Horatio.
(3) Revenge and betrayal is also seen in Laertes. Though an enemy, Laertes is a foil to Hamlet. Laertes helps in the development of Hamlet through the similarities they share. These include anger over the death of their fathers, and a desire to exact revenge. Betrayal is also relevant here, because Laertes betrays Claudius in the end, revealing his plan to kill Hamlet. [Nice point] Hamlet betrays his father by verbally abusing his mother, against the wishes of his father. The differences between the two men are very strong. Hamlet would not kill Claudius in the church because he was praying. Laertes, however, stated he would kill Hamlet in a church, praying or not. [Another nice point, but I would like the scene reference.]
(4) Hamlet and Laertes differ in one major aspect. Hamlet has the flaw such that he cannot be a man of action and a man of thought at the same time. He does not use his mind when he acts. He just does. When he is pondering something, he is unable to act out his thoughts and keeps quiet. Laertes, however[,] is able to act while thinking. He finds out Hamlet killed his father and immediately devises a plan to kill him. This flaw makes Hamlet dangerous to himself and is his downfall.
(5) The play Hamlet [Title] is very complex yet very primitive. It is written for a variety of audiences. The poor class would have tuned in on the sexual banter between Hamlet and Ophelia, as well as the gravedigger scene. The upper class would have picked up on the ideas of foils in the play. They would see how Hamlet is developed through the incorporation of may [sic] sub characters. Without these characters, the play would suffer a great loss and would not be nearly as understandable as it is. Also as said before, Many [sic] more soliloquies would have to be needed to express the thoughts of Hamlet. The play would [have] been more cut up and choppy without the foils. [Cut up and choppy?] Revenge and betrayal, the theme of the play, are seen both in the main characters and Laertes. Also seen is a comparison of how vengeful and disloyal Hamlet is compared to Horatiio. [sic] Revenge and betrayal is also seen in Polonius, Gertrude, [?] and Claudius. This is why that theme was chosen. Finally, the foils of the play develop Hamlet's character subtly, instead of a description in the Dramatis personae. These elements of drama are what make Hamlet [Title] one of the classic works of its time.
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I. Introduction
II. Hamlet and Horatio III. Hamlet and Laertes
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Possible
Points |
Student's
Grading |
Instructor's
Grading |
Description | Totals |
Audience (20) |
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0 - 5 | 4 | 5 | The essay has a good introductory paragraph. | |
0 - 5 | 3 | 0 | 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 | 4 | 5 | The essay does not simply retell the play. | |
0 - 5 |
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The essay has a good concluding paragraph. | |
Thesis (20) | 16 / 16 | |||
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 | 3 | 3 | 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 | 3 | 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 establsihes __Horatio____ 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 ___Laertes___ 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) |
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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 | 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) | 80 / 74 | |||
Penalty Points: - __________ Late -_10 No 1st or 2nd copy ; only the disk was in the envelope__________ Other |
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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 | 82 / 64 | |||
Hostage Fifty: |
Student's Comments: (You can also use the back of either
page.)
NOTE: Revising = RV. Remember: use only one code per entry. (See Instructions.)
[Is it a question of can't read, or don't care?
See comments below.]
I used a word-processor _____while drafting ___x__ while revising __x___
to type my paper.
Date: | Code | Started | Stopped | Minutes | Comments |
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Read + Reread Acts 1 - 3 |
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Read + reread Acts 3 - 5 + took notes on entire play [This reading, of course, was supposed to have been done earlier, for class discussion.] |
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Outlined play + looked for ideas from scenes |
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Outlined paper points + subpoints |
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Started intro + 1st body paragraph |
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Finished Paper |
Process | Minutes | % of Total |
Brainstorming |
10
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2
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Read/Research |
285
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54
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Outlining |
15
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3
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Tutoring Center |
0
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0
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Drafting |
215
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41
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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 |
0
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0
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Typing |
0
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0
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Total |
525
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= 8.8 hours |