...Presented by the Characters in Romeo and Juliet and the Speakers in the Sonnets You Have Studied In: English and Literature Explore the Different Attitudes to Love Are Presented by the Characters in Romeo and Juliet and the Speakers in the Sonnets You Have Studied Explore the different attitudes to love are presented by the characters in Romeo and Juliet and the speakers in the sonnets you have studied. Love is presented through the use of characters, themes, linguistic, structural and contextual references. That pieces are ‘Romeo and Juliet’ written by William Shakespeare, ‘Sonnet 116’ by William Shakespeare again, ‘Sonnet 43’ by Elizabeth Barrett Browning, ‘Sonnet 130’ by Shakespeare and also ‘Sonnet 18’ again by Shakespeare. They were all written in the time that was considered the Elizabethan Era. A religious theme is set in both Romeo and Juliet and sonnet 43 to convey the attitudes to love. In Romeo and Juliet the theme of religion is used to express their love between each other and suggesting it is similar to religion can impose that it is a life-long commitment and will always be there even if they lose faith. At that time their attitude towards religion was very strong and it was their integral, which links to the love between Romeo and Juliet that now they have found it fully they will be part of each other’s’ lives for eternity. In Act 2, scene 2 Romeo states that Juliet’s eyes were “Two of the fairest stars in all of heaven” this is conveying that Juliet is angelic...
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...learn a lot about the characters through the diction and the way the author presents his/her characters. Whether the author is telling the audience something directly or indirectly, the audience can characterize the characters either way with the information given. Another way that can help out with characterization is with figures of speech.William Shakespeare never uses direct characterization on any of his characters in his play Romeo and Juliet. To find out what a character is like, the reader must read in between the lines of the play. The reader can also use the speeches, thoughts, effects on others, actions, and looks in the play to indirectly characterize them. Shakespeare uses indirect characterization when he uses oxymorons, paradoxes, and juxtaposition to describe Romeo and Juliet’s complex star crossed love. William Shakespeare uses oxymorons to emphasize how Romeo’s romantic nature leads to tragedy. Romeo, in one of his speeches, is talking about loving Juliet with “serious vanity”(1.1.171). The deeper Romeo falls in love, the...
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...presented by the characters in Romeo and Juliet and the speakers in the sonnets you have studied. Love is presented through the use of characters, themes, linguistic, structural and contextual references. That pieces are ‘Romeo and Juliet’ written by William Shakespeare, ‘Sonnet 116’ by William Shakespeare again, ‘Sonnet 43’ by Elizabeth Barrett Browning, ‘Sonnet 130’ by Shakespeare and also ‘Sonnet 18’ again by Shakespeare. They were all written in the time that was considered the Elizabethan Era. A religious theme is set in both Romeo and Juliet and sonnet 43 to convey the attitudes to love. In Romeo and Juliet the theme of religion is used to express their love between each other and suggesting it is similar to religion can impose that it is a life-long commitment and will always be there even if they lose faith. At that time their attitude towards religion was very strong and it was their integral, which links to the love between Romeo and Juliet that now they have found it fully they will be part of each other’s’ lives for eternity. In Act 2, scene 2 Romeo states that Juliet’s eyes were “Two of the fairest stars in all of heaven” this is conveying that Juliet is angelic. Angels are referred to as innocent, Godly, pure and a good person; so although Romeo does not know a lot about her or even spoken to Juliet he is still portraying her as someone who is greatly looked up to and has, in the eyes of a religious person, the huge authority as they are seated with God. Romeo describes...
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...Romeo and Juliet Compare to Contrast Shakespeare, a playwright who wrote a play by the name of Romeo and Juliet, along with movie producers who brought the play to a screen, helped the story of a tragedy be widely known. Moreover, the story of Romeo and Juliet is of forbidden teen lovers whose families are in a rivalry, so much so, that the cause of the two teenagers’ suicides is a direct and indirect result of the feud. However, though; both the literature and movies of this play explain the same story, they have more than just similarities, for an individual may also note the differences between the original creation and adapted creations. Therefore, by noting these distinct disparities and parallels of the literature and a singular cinema...
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...Romeo and Juliet: The Movie I believe that this play/movie is based off of a conflict theory. The reason I say this is because both families here are trying to gain power and also trying to be the dominant family. As I go into detail on this movie it will explain the conflict theory. William Shakespeare's Romeo and Juliet is fully summarized in Shakespeare's prologue: "Two households, both alike in dignity, in fair Verona where we lay our scene. From ancient grudge break to new mutiny where civil blood make civil hands unclean. From forth the fatal loins of these two foes, a pair of star crossed lovers who take their life" (Universal, 1996). This movie is a masterful culmination of the director's phenomenal ability to create a powerful introduction, to select a realistic, but surreal setting, to choose realistic actors, and to enact specialized dramatic effects. Sitting in the theater, watching this movie for the first time, I heard static break in to interrupt the beginning credits. A newscaster, sounding serious, came on the screen in a special report. I sat up to pay attention. She was reporting a tragedy that had recently happened in some place called Verona. I was pulled in thinking it to be a true special report. Ah-hah!! It was a trick. A trick to get people to do just what I did. Trained are we to listen to newscasts, our life-line in present day society, where we receive a lot of our information. A trick, and...
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...Comparing the voice of love and loss in Bryon’s “When We Two Parted” and the Balcony Scene in Shakespeare’s “Romeo and Juliet” Lili Mutyambizi From the beginning of Act 2 scene 2 it is evident that Romeo conveys a different voice of love and loss compared to Bryon. Because at this point, he knows that he has no other company and so therefore does not restrict any of his feelings or thoughts that go through his mind. So in the first part of his monologue, the language in this monologue includes phrases that are associated with subjects that are essential tot he human body as he expresses:: “It is the east and Juliet is the sun, arise far sun and kill the envious moon” this signifying that he needs Juliet to come out for him to ‘live’ and destroy the feelings he has for Rosaline ‘kill the envious moon’. This showing that Romeo’s voice of love is immature as he quickly wants to diminish his previous love of Rosaline and replace with Juliet as “kill” causes a fast action of death. However when comparing the first stanza of Byron’s “When We Two Parted” the mood of this is regretful as he reflects on past events:”Pale grew thy cheek cold colder thy kiss” as this effect is reinforced by the use of enjambment that is a common theme in the poem. This signifying that Bryon’s voice of loss is mature as he is accepting that what he thought was love was growing to be non existent which Romeo does not acknowledge as in this play he thinks that his and Juliet’s love will always be there as in this...
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...seriously as it should be throughout time. The characters of Romeo and Juliet address this issue even though it is in the 1600’s. Throughout the play Romeo & Juliet by William Shakespeare, the idea of self harm is core issue as seen through the characters of Romeo, Juliet & Nurse; additionally, we can learn more about this concept through reader response lens. Romeo and Juliet show how they do not see the world being whole without one another. In the beginning of ACT 5 Romeo reveals how he feels when he finds out that Juliet is dead. “Let’s see for means. O mischief, thou art swift / To enter in the thoughts of desperate men! / I do remember an apothecary, / Culling of simples. Meager were his looks”(Rom.5.1.35-37,40). Romeo dramatically says how he can not go on if Juliet is dead. He believes he lost the love of his life. His world has been shattered. Romeo thinks his whole world just broke and compares himself to...
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...Three Key Players in the Deaths of Romeo and Juliet: Friar Lawrence, Tybalt, and Prince Escalus William Shakespeare penned many world-renowned plays, including the famed love tragedy Romeo and Juliet. The prologue describes how fate has already chosen Romeo and Juliet’s destiny. “From forth the fatal loins of these two foes/ A pair of star-crossed lovers take their life” (Prologue. 5-6). Star-crossed implies that Romeo and Juliet are controlled by immutable fate. Foresight explains that the two lovers are doomed to die an untimely death. Many characters are a factor in the demise of Romeo and Juliet, causing their downfall. Three main characters played key roles in Romeo’s and Juliet’s deaths: Friar Lawrence, Tybalt, and Prince Escalus. Friar Lawrence contributed to Romeo’s and Juliet’s deaths due self-serving reasons. Friar Lawrence is the priest for the city of Verona, fully comprehending the rules that come with being the city’s priest. But, when Romeo comes to him after seeing Juliet and asks him to marry them, he disregards these rules as well as their feuding families’ backgrounds and decides to marry them for his own selfish intent. “But come, young waverer, come, go with me, In one respect I’ll thy assistant be, For this alliance may so happy prove To turn your households’ rancor to pure love” (2.3.96-99). Friar Lawrence decides to marry Romeo and Juliet even though their families, the Montagues and the Capulets are sworn enemies. He marries them...
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...Teacher Name: | Heather Tabeek | Grade: | Grade 9 | Subject: | Literature | Topic: | African proverbs (in conjunction with the novel Things Fall Apart) | Content: | Things Fall Apart by Chinua Achebe African proverbs and how they are used to explain or teach | Goals: | Students will understand how proverbs are used by different cultures to simplify a philosophical belief or explain a basic life truth. Students will be able to compare sayings they're familiar with to some of the proverbs they will read. | Objectives: | TLW understand the meanings of selected African proverbs and their purpose. TLW plan and create an illustration of a chosen proverb. | Materials: | Several African proverbs (from textbook or Things Fall Apart) Poster board Markers, colored pencils, crayons (general arts supplies to be used at teacher's discretion) | Introduction: | Students have been introduced to the use of proverbs in Things Fall Apart. They will review by discussing the importance of proverbs in different cultures. | Development: | The teacher will read aloud a proverb, and then explain what the proverb means to him or her. Note that the proverb may be interpreted more than one way, but the class should try to come to a close agreement. | Practice: | Students should follow the teacher's example. Volunteers will read a proverb from the textbook aloud and offer their interpretations of the meaning. Several students should be given the chance to participate in this...
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...ROMEO & JULIET Prologue (ACT 1) As a prologue to the play, the Chorus enters. In a fourteen-line sonnet, the Chorus describes two noble households (called “houses”) in the city of Verona. The houses hold an “ancient grudge” (Prologue.2) against each other that remains a source of violent and bloody conflict. The Chorus states that from these two houses, two “star-crossed” (Prologue.6) lovers will appear. These lovers will mend the quarrel between their families by dying. The story of these two lovers, and of the terrible strife between their families, will be the topic of this play. ANALYSIS This opening speech by the Chorus serves as an introduction to Romeo and Juliet. We are provided with information about where the play takes place, and given some background information about its principal characters. The obvious function of the Prologue as introduction to the Verona of Romeo and Juliet can obscure its deeper, more important function. The Prologue does not merely set the scene of Romeo and Juliet, it tells the audience exactly what is going to happen in the play. The Prologue refers to an ill-fated couple with its use of the word “star-crossed,” which means, literally, against the stars. Stars were thought to control people’s destinies. But the Prologue itself creates this sense of fate by providing the audience with the knowledge that Romeo and Juliet will die even before the play has begun. The audience therefore watches the play with the expectation that it must...
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...person narrative, the 'storyteller' being the perpetrator himself, Gavin Pollard. The lack of a 3rd person omniscient narrator makes it impossible for the reader to know which parts of the story are true, and which aren't. The whole thing could easily be a lie, but to analyze the text, we have to trust that at least parts of it is true. We are introduced to Gavin Pollard, an actor from London who has fled the country after assaulting 'Alex', the star of a play in which Gavin was an understudy. The entire three pages are supposed to be a letter from the attacker to the instructor of the play, Malcolm, in which the understudy tries to explain his actions, and the reasoning behind the committed crime. Judging by the language used, and the mention of a Golf GTI (which, it turns out, is a car), it can be determined that the story takes place in the present time. From the text, we know that Mister Pollard comes from a lower class family (page 2, line 21; "my parents aren't middle class). We are told that his sister, in stark contrast to him, is apparently quite successful in her career, and that he thinks he owes it to his father and mother to become successful too. What we know of his personality, we learn through the way he describes the world and people around him. Amongst other things, an important characteristic of his seems to be that he is quite dramatic. Both in his...
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...TITLE: ROMEO AND JULIET –the presentation of love and hate between Capulet and Juliet. I am going to analyse the relationship of Capulet and Juliet and how this changes throughout the play. The initial good relationship between Juliet and her father is blown apart by her refusal to marry the man Capulet wants her to marry. We first encounter Lord Capulet where there is a fight in the streets of Verona, he appears as a very aggressive man as he says, ‘give me my long sword, ho.’Capulet stays loyal to the family name and seems commanding and powerful. ‘He shall be endured… Am I the master here or you?’ Capulet warns Tybalt at the feast that he must obey him. He is arrogant and believes himself to be superior. However Lord Capulet reveals a different side to his character when he speaks to Paris regarding the subject of Juliet. He is worried that Juliet is not ready for marriage as she is, ‘too young,’ and, ‘still a stranger to the world.’ Capulet acts fatherly and protective as would be expected today but is quite shocking as many fathers in the Tudor time would not act like this. It was thought that your daughter should marry as early possible, from the age as young as 10 women were happily married maybe even pregnant. The fathers felt it was their duty for them to be married so they could get an income. Paris, for most fathers, would be the perfect match for their daughters, he’s handsome and wealthy, what more can you offer?! However Capulet considers Juliet’s feelings...
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...Translator’s Coming of Age by Omaya Ibrahim Khalifa Through studying the three translations of Shakespeare’s Romeo and Juliet done by Mohammed Enani in 1965, 1986 and 1993 respectively, this study adopts a diachronic approach. In addition to examining the historical dimension, this study attempts to address itself to crucial questions related to the process of translating a literary text. A few of these are: how a translator can approach a given text in three different ways and how each translation changes according to the approach and the methods chosen by the translator. More importantly, the study proposes to discuss the pragmatic conditions governing the act of translation and how far these result in prominent modifications in the relationship between the source and target texts. The first part of this study discusses the problem or problems which confront a translator attempting to transpose Shakespeare’s Romeo and Juliet into Arabic, and the second analyses the three translations and how each deals with the problems discussed. Mohammed Enani, in his introduction to his third translation of Romeo and Juliet, singles out tone as the main difficulty that faces any translator attempting a rendering of the play. In the Elizabethan era romance was regarded as a subject for comedy and as such allowed playful treatment. Harry Levin explains that Shakespeare’s Romeo and Juliet was an innovation at the time. He reveals the effect of the play on contemporary audiences as follows: ...
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...1. W. Shakespeare « Hamlet» (Renaissance) Character List Hamlet - The Prince of Denmark, the title character, and the protagonist. About thirty years old at the start of the play, Hamlet is the son of Queen Gertrude and the late King Hamlet, and the nephew of the present king, Claudius. Hamlet is melancholy, bitter, and cynical, full of hatred for his uncle’s scheming and disgust for his mother’s sexuality. A reflective and thoughtful young man who has studied at the University of Wittenberg, Hamlet is often indecisive and hesitant, but at other times prone to rash and impulsive acts. Hamlet is extremely philosophical and contemplative. He is particularly drawn to difficult questions or questions that cannot be answered with any certainty. Faced with evidence that his uncle murdered his father, evidence that any other character in a play would believe, Hamlet becomes obsessed with proving his uncle’s guilt before trying to act. Claudius - The King of Denmark, Hamlet’s uncle, and the play’s antagonist. The villain of the play, Claudius is a calculating, ambitious politician, driven by his sexual appetites and his lust for power, but he occasionally shows signs of guilt and human feeling—his love for Gertrude, for instance, seems sincere. Gertrude - The Queen of Denmark, Hamlet’s mother, recently married to Claudius. Gertrude loves Hamlet deeply, but she is a shallow, weak woman who seeks affection and status more urgently than moral rectitude or truth. Polonius - The...
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...Times New Roman font. Save the file as: ENG402A_S1_5.1_Research Paper First Draft_FirstInitial_LastName.docx Example: ENG402A_S1_5.1_Research Paper First Draft_M_Smith.docx Total score: ____ of 200 points (Score for Question 1: ___ of 200 points) Answer: In his poem, 'Scorn not the Sonnet' (Poetical Works, 1827), Wordsworth famously said that the sonnets were the 'key' with which 'Shakespeare unlocked his heart' and whilst this can certainly be seen to be the case, the sonnets do much more than that. Writing of various forms of love, and indeed of love itself, using the contemporary sonnet form, Shakespeare develops the aspects of love which the sonnets reflect into an all-encompassing discussion on the major themes of life itself that continue to inform and direct the human condition, a fact which is perhaps partly responsible for their continuing popularity with both public and critics alike. This dissertation sets out to discover, through close reading of carefully selected representative sonnets and critical context, the way Shakespeare accomplishes this. The sonnet form as Shakespeare, whose 154 sonnets were first published in 1609, and his contemporaries used it was introduced into England in the sixteenth century by Sir Thomas Wyatt who translated sonnets in the Petrarchan form from the original Italian (Whitaker, 1953, p. 88) The Shakespearian or Elizabethan sonnet form differs from the Italian, originally developed by Petrarch in the fourteenth century, principally...
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