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1. In the play Hamlet, William Shakespeare illustrates how revenge can ravage one’s mind. Revenge, put in simple terms, is an act of inflicting harm or injury in return for a wrong. [Obvious?] Both Hamlet and Laertes vowed to seek revenge for the murders of their fathers. In doing so, they weren’t making right what was once wrong, but instead they were returning the same evil that had been inflicted upon them. Revenge isn’t good or sweet when it is in fact evil continuing to repeat itself.
2. William Shakespeare helps bring this point to the forefront by using the Ghost of King Hamlet as a foil to Hamlet. The Ghost is used to give Hamlet someone to talk to in order to understand him more. These two characters both express their revulsion of Gertrude’s marriage to Claudius. [You need to cite from the text here, particularly for the Ghost.] Also, both King Hamlet and Hamlet were brought to their deaths at the hands of poison, although King Hamlet had the poison poured in his ear by Claudius while sleeping. On the other hand, Hamlet was poisoned with the point of Laertes’s rapier during their dual [duel]. [Nice point]
3. The Ghost brings about two different perspectives of Hamlet. First, Hamlet can be viewed as a loyal son. Hamlet is prepared to avenge his father’s murder before the identity of the murderer was made. [He is?] After the Ghost reveals Claudius as his murderer, he demands that Hamlet does not punish Gertrude in seeking revenge against Claudius. Hamlet doesn’t get revenge against Claudius until his mother dies after drinking the poison in the cup that was originally intended for Hamlet to drink. [Ergo, does he get revenge for his father, or for his mother?] On the other hand, Hamlet doesn’t necessarily fulfill his father’s wishes. Although unintended, Hamlet “punishes” Gertrude by slaying Polonius before her eyes. Thus evil deeds were to continue to repeat themselves. [I don't see the repetition here.Which "evil deeds" are you referring to?]
4. Another character used as a foil to Hamlet was Laertes. Both Hamlet and Laertes had endured the lose [loss] of their fathers at the hands of a murderer. Both character[s] sought revenge for these murders. Laertes immediately wanted to kill Hamlet for his crime, expressing how he would cut his throat in the church. On the other hand, Hamlet was more passive in his revenge. Instead of seeking out Claudius to kill him, Hamlet instead knelt down in prayer. [A lot more could be said about Hamlet's passivity in seeking revenge, a whole lot more.]
5. In looking at Laertes and Hamlet, one would get the sense that their “friendly” dual [duel] is their evil rage coming to the forefront. Both men had been seeking revenge for their father’s murders. Hamlet tried to apologize to Laertes for murdering Polonius. Laertes declined his apology for the single fact that he didn’t want his reputation tarnished for failing to seek revenge for his father’s murder. In turn, Hamlet sought revenge of his father’s murder, but is [it] wasn’t his reputation he would tarnish, it was “punishing” Gertrude which made completing his revenge timely. ["timely"?] Only after Gertrude’s death did Hamlet complete his revenge on Claudius. The evil trend continued again, ending with the deaths of Hamlet, Laertes, Claudius, and Gertrude. [The discussion of the foils doesn't appear to relate to your thesis; instead, you appear to just be using the plot sequence to support your thesis.]
6. In seeking revenge, one is
in fact continuing an ongoing trend of evil. William
Shakespeare displayed how revenge can be fatal for [
one’s those] who seek it. Hamlet and
Laertes clearly fell victim to the evils of revenge. How can one
make right what was once wrong when they continue to do wrong?
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I. Intro & Thesis: Revenge isn't good or sweet when in fact it is evil repeating itself. |
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II. Hamlet and the Ghost of King Hamlet
2. Both poisoned 3. King Hamlet dies sleeping; Hamlet dies fighting
2. Fails to follow father's wishes. |
(4)
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III. Hamlet and Laertes
2. Both seeking revenge for fathers' murders 3. Laertes wants immediate revenge; Hamlet waits for his revenge.
2. Evil trend continues |
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IV. Conclusion |
Possible
Points |
Student's
Grading |
Instructor's
Grading |
Description | Totals |
Audience (20) |
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0 - 5 | 4 | 4 | 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. [It has nothing to do with the foils.] | |
Thesis (20) | 18 / 16 | |||
0 - 4 | 3 | 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.
[The primary problem is that the discussion of the foils is not really relevant to the thesis.] |
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0 - 4 | 4 | 3 | The thesis and essay reflect at least an average understanding of foils.[Similarities and differences are explained, but little is done with how the foils add to the theme and/or characterization.] | |
0 - 4 | 4 | 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. [See previous comment.] | |
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 __Ghost____ 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. [If Hamlet expresses -- to the ghost -- his revulsion to his mother's remarriage, you need to quote it in your text.] | |
0 - 1 |
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The relevance of foil # 1 to the thesis is explained in detail. [Your thesis would suggest that the Ghost is the cause of all of Hamlet's problems, since it is the ghost that suggests the revenge. But you do not ever suggest this.] | |
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 | 3 | Words are used correctly and accurately. | |
0 - 2 | 1 | 2 | There are no (few) errors in usage. | |
0 - 2 | 1 | 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. ["dual"] [loss] | |
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) | 86 / 75 | |||
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 | 86 / 75 | |||
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.)
I used a word-processor _____while drafting _____ while revising _____
to type my paper.
Date: | Code | Started | Stopped | Minutes | Comments |
4-18 | B | 4:30 | 5:45 | 75 | |
O | 5:45 | 6:15 | 30 | ||
4-20 | D | 3:30am | 4:30 | 60 | |
E | 6:00 | 7:05 | 65 | ||
4-21 | G | 7:00 | 7:20 | 20 | |
4-22 | T | 8:30am | 10:00 | 90 |
Process | Minutes | % of Total |
Brainstorming |
75
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22
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Read/Research |
0
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0
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Outlining |
30
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9
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Tutoring Center |
0
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0
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Drafting |
60
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18
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Revising |
0
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0
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Editing |
65
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19
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Grading |
20
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6
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Typing |
90
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26
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Total |
340
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= 5.7 hours |