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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 # 322     (G81 - 01)
 


 
Revealing Characteristic's [No '] of Good and Evil
 
 
1     In almost every classic story the battle between good and evil is likely to appear. Some examples of this familiar story line are Batman vs. The Joker in "Batman and Robin," Romeo vs. Tibult in "Romeo and Juliet," and even Jesse vs. The Sheriff in "Dukes of Hazard." [Titles] We all know the typical story line of the good guy saves the day and the bad guy never wins, but this plot isn't laid down just like that. [Which plot is "this plot"? Hamlet hasn't been mentioned yet.] In all of these stories the audience typically learns about the characteristics of the good and the evil through less important characters. These characters are sometimes referred to as "Foils[,]" and they are found in almost every story that has a main character or two. In William Shakespeare's "Hamlet" [Titles] foils are used primarily to reveal Hamlet and Claudius as good vs. evil. These two foils help us to piece the puzzle together. [Which two are "these two"?]

2     Foil's [No ' H-50] are minor character's [No '] in a story who by their similarities and differences with more important characters, helps [SV - 1] the audience to better understand the main character in that story. Also another purpose of a foil is to provide the more meaningful character with simply someone to talk to. In "Hamlet" [Titles] there are many foils used but I am going to only speak of those who lend to the fact that Hamlet and Claudius represent good and evil. [3 sic] One of Hamlet's foil's is [No '] The Ghost of his father, the former King of Denmark. One of their similarities is their relation and knowledge of one another by being father and son. When Hamlet and The Ghost meet (Act 1, Scene 2, Line 10) the reader learns that the ghost is in fact Hamlet[']s father when he says "I am thy father's spirit." Another similarity is their intelligence. The play gives many examples of Hamlet's quick witted yet smart way of speaking. And when we meet the ghost he speaks with the same intellect, only without the sarcasm used frequently by Hamlet. The main similarity is their longing for revenge. The ghost beg's [No '] Hamlet to revenge his death[,] and at the time Hamlet seems to honorably agree. By this honor the audience instantly stereotypes Hamlet as being heroic and good.

4     Hamlet and his ghostly father also have some extreme differences. An obvious one is that of the living and the dead. This difference, I feel, was done with great purpose. The ghost makes the absolute best foil because of the fact that he, who was murdered, came back from the dead to reveal his killer.  This seems to be more believable and more prideful than if say, Horatio tells Hamlet "I know who killed your father, [CS] I think you should go after him and kill for your father's honor." [Nice idea] Another big difference between them is trust. The ghost oh [sic] his father naturally assumes that his son shall do him the honor of seeking out Claudius and giving him a "taste of his own medicine." Towards the beginning this assumption seems logical. This is what makes the audience perceive that Hamlet is a good man, an honorable man and he seems ready to kill for justice. When in reality, whenever Hamlet is given the chance to do his father justice, he resists. [SC Frag -1]  In fact Hamlet holds off on killing Claudius until the very end when Claudius accidentally poisons Gertrude, Hamlet[']s mother, killing her.

5.     The ghost's main function in the play was to introduce us to who the bad guy is and makes Hamlet out to be the good. [SS - 1] Also it seems as though Shakespeare was looking for a character to place in the play for only a short period of time. And[,] in that time[,] his soul [sole] purpose would be to give Hamlet someone to talk to. By the ghost's presence in the play, Hamlet talks to him to reveal to the audience his, not so genuine, heroic and good morals and also to unveil the truth to how he really performs when asked to do such an honorable thing. [Examples?] This could also suggest the conflict of appearance vs. reality.

6.     In contrast to the goodnes of Hamlet revealed to the audience by his foil The Ghost, Polonius sheds light on the evil side of King Claudius and reveals to us his true feelings for Hamlet. One of Polonius's similarities to Claudius is that they are on the same side. This being because Polonius is the King[']s councillor and therefore we assume that they share a common bond and it is likely that they know a lot about one another. [SS - 1] Though their main similarity is that they both despise Hamlet and wish to have him banished. [Frag -1] They also both think that Hamlet has gone mad. Polonius says to himself (Act 2, Scene 2, Line 201) "Though this be madness, yet there is a method in't[.]" The fact that they believe him to be crazy gives them another similarity, that they are both fools to Hamlet's extremely smart scheme.

7.     The immense difference between the two characters is their reasons for hating Hamlet. Polonius hates Hamlet for an almost understandable reason. He knows that Hamlet is in love with Ophelia. Therefore Polonius is only out to protect the well-being of his only daughter. ["Inderstandable?" Hmmmm -- Fathers hate every man who is in love with their daughters?] Claudius on the other hand hates Hamlet for only unjustified and selfish reasons. He fears that Hamlet's intelligence may uncover the truth behind Denmark's new king. [, not .] the truth being that he is a murderer. To Claudius, this threat to his own life and his solid reputation, [no ,] gives him the right to take Hamlet's life. This shows the audience a true side of the king thanks to Polonius.

8.     Through conversation with Claudius, Polonius's use as a foil reveals to the audience King Claudius's unjustified and hateful feelings toward Hamlet and his reasons for these feelings, which in return points out how evil Claudius truly is. [Specific examples? Very short paragraph.]

9.     In William Shakespeare's "Hamlet" foils are used in many different ways to reveal to the audience important facts about the main characters. In this case, The Ghost and Polonius help to unveil the conflict of good vs. evil between Hamlet and Claudius. Although some may argue against the fact that Hamlet is good because of his sneaky brilliance. [SC Frag -1] For instance T.S. Elliott who is quoted for saying "Hamlet having made a mess, dies fairly well pleased with himself." [Frag -1] This of course suggesting that he too has evil within him. [Frag -1] But, no matter how you see Hamlet or Claudius, it is still very clear that The Ghost and Polonius make two very well placed foils in this classic Shakespearian play.

[Looking back, I probably graded this paper about five points too high. I like the thesis, but there is some confusion about the foils. The organization is solid, but the paper could use a lot more examples.]
 


Outline
 
 
(1) 
 
 
 
 
(2) 
(3) 
 
 
 
 
 
(4) 
 
 
 
 
(5) 
 
 
 
(6) 
 
 
 
 
 
(7) 
 
 
 
(8) 
 
 
 
(9)
I. Introduction -- Good Vs. Evil 
    A) Explain how good and evil is a common story line 
    B) Thesis
II. Hamlet and The Ghost 
    A) Brief description of Foils 
    B) Similarities 
      1) Relation of father and son (Act I Scene 5) 
      2) Intelligence -- Hamlets quick witted intelligence 
           and The Ghosts serious intelligence (Ghost 33-44 / Hamlet throught the play) 
      3) Revengeful and Honorable-both the ghost and Hamlet feel that 
           revenge to Claudius is necessary
    C) Differences 
      1) Living vs. Dead - they use this for a strong effect and it seems 
           to be a desperate fill for Hamlet to reveal things to the audience 
      2) Trust-The ghost thinks he can trust Hamlet but Hamlet does nothing 
           until his mother is bodily harmed by Claudius
    D) The foils of Hamlet and the ghost and how they are used
III. Claudius vs. Polonius 
    A) Similarities 
      1) Polonius and King Claudius's kinship 
      2) Both want Hamlet banished-they both have an obvious desire 
           to get rid of Hamlet for good 
      3) Polonius and Claudius both fall for Hamlets trick and believe 
           that he is truly crazy
    B) Differences 
      1) Their reasoning for hating Hamlet and wanting him dead 
        a) Polonius hates him because of his love for Ophelia 
        b) Claudius hates him out of fear and selfishness
    C) How these two foils are used
VI [sic] Conclusion 
    A) Foils usage in making the characteristics visible 
    B) Not your ordinarry good guy 
      1) T.S. Elliot 
      2) Still why these foils work
 

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)
 17.5 / 18 
0 - 5  3.5  5 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  5  5 The essay does not simply retell the play.
0 - 5
 4 
 4
The essay has a good concluding paragraph.
Thesis (20) 18 /  19
0 - 4  3.5  4 The thesis is recognizable, somewhere near the beginning of the essay.
0 - 4
 4 
 4
The thesis and essay reflect good, independent thought about Hamlet.
0 - 4  3.5  4 The thesis and essay reflect at least an average understanding of foils.
0 - 4  4  4 The essay reflects at least an average understanding of foils in Hamlet.
0 - 4  3  3 The essay reflects an above average understanding of foils in Hamlet. [This could have been a two.]
 Organization (20)
 16 / 17 
0 - 4
 2
 3 
Topic sentences relate paragraphs to the thesis.
0 - 4
 3
 3 
Paragraphs are generally eight to ten sentences long.
0 - 4
 3
 4 
Major and minor points in the outline are logically arranged.
0 - 4
 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
 4
 4 
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.]
 18 / 15 
0 - 3
 3 
 3 
An explanation of similarities establsihes __The Ghost____ as a foil to ______Hamlet__________.[This could have been a two. Feelings/relationship to Gertrude?]
0 - 3
 3 
 2 
The differences between foil #1 (above) and ___Hamlet______ and their significance to the play are explained in detail.
0 - 3
 3 
 2 
The function of foil # 1 as a listener on stage (and its significance to the play) is explained in detail. [This should have been a one, especially since it would be possible to extend "listen" to "obey."]
0 - 1
 1 
 1 
The relevance of foil # 1 to the thesis is explained in detail.
0 - 3
 2 
 2 
An explanation of similarities establsihes ___Polonius__  as a foil to ____Claudius_.
0 - 3
 3 
 3 
The differences between foil #2 (above) and _____Claudius____ and their significance to the play are explained in detail. [This could have been a two. Polonius doesn't really want to get rid of Hamlet, and, to the extent that he appears to so want, he is simply exhibiting that "go with the clouds" quality which makes him nose up to whomever is in power.]
0 - 3
 2 
 1 
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)
 15.5 / 17 
0 - 3  2  3 Words are used correctly and accurately.
0 - 2  1  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  1.5  0 Sentence structure is mature and varied.
0 - 3
 2 
 3
There are no (few) sloppy errors.
0 - 3
 2 
 2
Punctuation marks are used correctly.
Minus Style Penalty Points (May be regained by correcting errors)
-8 
Basic Grade for the Essay (100)  85 / 78
Penalty Points: - __________ Late          -___________ Other -
Bonus points (6 possible) +  5 / 3
0 - 2
 2 
 1
Brainstorming
0 - 2
 2 
  Outlining
0 - 2
 1 
 2
Revision
Final Grade for the Essay  90 / 81
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 __x___ while revising ___x__ to type my paper.
 

Date: Code Started Stopped Minutes Comments
4-20
B
5:50p
6:40p
50
Honestly it took me that long. I kept thinking of very dull ideas.
O
6:40p
7:15p
35
This is the most descriptive outline I've ever done -- I used the "Purdue Owl Outline T.ps"
B
7:20p
7:30p
10
Brainstormed 4 a title
D + RV
10:20p
11:15p
55
[Grrr] Drafted + Revised Intro paragraph -- also started 1st paragraph w/ short meaning of a "foil."
D + RV
11:30p
12:10a
40
II B and C
T 12:15a 1:10 55
4-21
D + RV
3:10p
3:45
35
III A,B +C  VI A, B
T 3:45 4:10 25
E
5:00p
5:30p
30
First 3 paragraphs
E + G
5:45p
6:15p
30
4-22
R[V?] / T
12:00a
1:20a
80
O/T/G
1:30a
2:10a
40
[Grrr] Typed formal outline and finished grading paper
 
  Distribution of Time:
Process Minutes % of Total
Brainstorming
60 
12 
Read/Research
Outlining
45 
Tutoring Center
Drafting
75 
15 
Revising
95 
20 
Editing
45 
Grading
30 
Typing
135 
28 
Total
485 
= 12.8 hours