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[2] Foils are minor characters, which [sic] through similarities and differences, set off or accent the main characters of a play. There is a strong connection between the foils in a play and one’s final perception of the main charters [Sloppy error]. In this particular drama, there is a continuous shifting of the main character’s emotions. These emotions range anywhere from madness and rage to grief and sorrow. In William Shakespeare’s “Hamlet” [sic] there appears to be a foil which represents each emotion and behavior that is displayed by the main character- Hamlet.
[3] Laertes holds the most important role as a foil to Hamlet. He represents the rage that boils within Hamlet and the revenge in [drop the "in"] which he seeks. In many ways Laertes mirrors Hamlet[']s character. Their anger is precipitated through the same source; [,] the untimely death of their fathers. Other similarities between the two men include the love that they both felt for Ophelia, and the heartfelt sorrow which they displayed upon her tragic [Sloppy error]. The differences among Hamlet and Laertes become obvious as the two characters are played off of each other. Both men are the dutiful sons of their father’s. However Leartes is portrayed as the well bread [sic :) ] son, while Hamlet’s character is played down to that of a more peculiar type commoner who possesses few royal qualities. Although, [ no , ] both men are students, Leartes prefers to indulges in a Parisian type lifestyle, where as [whereas] Hamlet chooses to study in the more subdued atmosphere of Whittenburg. There is also a difference in the way that both men react to the death of their fathers. Upon learning of his father’s death, Laertes immediately allows his grievances to be known and chooses to go strait to the arena for his revenge. Hamlet chooses a more aristocratic approach [contradicts the previous idea that Hamlet is presented as "a more peculiar type commoner who possesses few royal qualities' (Or is this meant to be ironic?)] in seeking his revenge, as he runs around the shadows of the castle attempting to be deemed crazy.
[4] Polonius represents the more guarded and paranoid side of Hamlet. Both Polonius and Hamlet are constantly suspicious of other people's motives and are ready to believe the worst in their loved ones. For example: [,] Polonius sends Reynaldo to Paris to spy on laertes [sic] and obtain any information which may prove detrimental to his own character (pp. Act II scene 1). [Ref] This type of conduct resembles the world in which Hamlet keeps himself a prisoner of his own paranoia. In addition, it appears that both men would stop at nothing to stay on top of things. This first becomes obvious in the first scene of act two when both Polonius and Hamlet use Ophelia to hurt one another. Polonius uses her as a decoy to find out if Hamlet is truly mad, and in turn Hamlet uses her as a decoy to make her father think he was mad. The differences in these two characters are apparent from the very beginning of the play. Polonius is portrayed as a imbecile, throughout the entire play he continually makes a ragging fool of himself. [CS -1] Hamlet on the other hand, only acts as a fool at times in order to maintain his attitude of madness for the purpose of achieving his desired plan to kill the king. The most significant difference between the two men is in their level of respect for King Claudius. It is obvious that Polonius would do almost anything to demonstrate and prove his loyalty to the king. Where as [Whereas] Hamlet feels only contempt for Claudius, even before the ghost reveals that he is responsible for King Hamlet’s murder. [CS -1]
[5] While Ophelia plays one of the smallest roles in “Hamlet”, [sic] her character brings out some emotions in Hamlet that are not reflected by any of the other foils. Although there is little evidence to support the fact that Hamlet was in love with Ophelia throughout the play, his true feelings towards her are revealed in the graveyard scene, as he leaps into her grave displaying his grief. ( Act V, Scene 1). In this scene Hamlet’s ability to show true compassion is revealed. The heartfelt sorrow that he speaks of regarding Ophelia’s death is genuine and possesses no motive. [This requires more explanation and evidence -- his motive could simply be to compete with Laertes.] The similarity between Hamlet and Ophelia is undoubtedly the sense of obligation that each one has for their father. Ophelia submissively obeys her father’s command to report any meetings with Hamlet and otherwise stand clear of him (Act II, scene 1). Hamlet [,] in spite of his anger [,] willingly accepts the advice of his father’s ghost to leave Gertrude to heaven while avenging his death ( Act I, scene iv). [There is a lot of evidence in the play that Hamlet does NOT "leave Gertrude to heaven."] The difference between Hamlet and Ophelia lie in the way that each character reacts to the death of their father. [SV Agr -1] Upon learning of her father’s death, Ophelia was lead [led] into a state of madness, after becoming extremely depressed. Hamlet’s madness, assuming it could be real, was the product of the anger and rage brought on by the murder of King Hamlet. This observation is worth mentioning,since it could add to the purpose of Ophelia’s character as her week [Silly sloppy error] reaction serves to magnify the rage that motivated Hamlets behaviors.
[6]
There is no question as to who takes center stage in this infamous [infamous?]
drama by William Shakespeare. But even though Hamlet is the most significant
of all characters, his role alone is not enough to steel [Silly
sloppy error? Or does the writer really mean "steel"?] the show.
It is through the use of foils that an audience can build a strong perception
of the roles in [No "in"] which the main characters
portray. Therefore, it is the foils in this play that bring Hamlet’s character
to life while adding mystique, emotion[,] action
and intensity to the story itself.
(1-2) | I. Intro & Thesis: In William Shakespeare's "Hamlet" there appears
to be a foil which represents each emotion and behavior displayed by the
main character Hamlet.
["Each" is an overstatement, but this is one of the best thesises in the set of papers.] |
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II. Laertes
B. Similarities C. Differences |
(4) | III. Polonius
B. Similarities C. Differences |
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IV. Ophelia
B. Similarities C. Differences |
(6) | V. Conclusion |
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) |
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0 - 5 | 4 | 4 | The essay has a good introductory paragraph. | |
0 - 5 | 5 | 5 | 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 |
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The essay has a good concluding paragraph. | |
Thesis (20) | 16 / 20 | |||
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. | |
0 - 4 | 4 | 4 | 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 | 2 | 4 | 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 __Laertes____ as a foil to ______Hamlet__________. | |
0 - 3 |
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The differences between foil #1 (above) and _________ 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__ Polonius & Ophelia________ as a foil to ____Hamlet_. | |
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 | 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 | 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) |
-3
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Basic Grade for the Essay (100) | 77 / 81 | |||
Penalty Points: - __________ Late -___________ Other | - | |||
Bonus points (6 possible) | + 4 / 2 | |||
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 | 81 / 83 | |||
Hostage Fifty:
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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 |
4-15 | B | 2:00 | 3:00 | 60 | |
4-16 | B | 1:30 | 3:00 | 90 | |
4-19 | B | 3:45 | 7:30 | 185 | |
4-20 | O | 6:30 | 7:00 | 30 | |
4-21 | D | 5:30 | 9:45 | 255 | |
4-22 | D | 1:00 | 1:30 | 30 | |
T | 9:30 | 10:30 | 60 | ||
E | 10:30 | 11:00 | 30 | ||
R [V?] | 2:00 | 2:30 | 30 |
Process | Minutes | % of Total |
Brainstorming |
335
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44
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Read/Research |
0
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0
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Outlining |
30
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4
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Tutoring Center |
0
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0
|
Drafting |
285
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37
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Revising |
30
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4
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Editing |
30
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4
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Grading |
0
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0
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Typing |
60
|
8
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Total |
770
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= 12.8 hours |