...This is the case in William Shakespeare’s drama The Tragedy of Romeo and Juliet. Throughout the play, Romeo and Juliet are met with countless opposition, from feuding families to failed plans, and it seems they are doomed by fate. What began as an innocent romance between two young lovers slowly turns towards a bitter ending and both of their deaths’. Although Fate and Friar Lawrence are partially to blame for the deaths of Romeo and Juliet, because the families cause the initial conflict, they deserve the most blame for the deaths of the star crossed lovers, Romeo...
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...William Shakespeare's Romeo and Juliet is a tragic love play that tells the tale of two star crossed lovers. It has been the cause of much controversy over who can be held to blame for the deaths of Romeo and Juliet, however the fault cannot be placed on one individual, rather, multiple protagonists. Ultimately, Friar Lawrence, the Nurse and Romeo and Juliet themselves can be blamed for their demise. Friar Lawrence's lack of responsibility and foresight contributed significantly to the deaths of Romeo and Juliet. Being the individual to marry them, and devise ill fated plans, he was imprudent because he did not predict that such a situation would have tragic results. His inability to communicate between all involved severely impacted the...
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...Friar Lawrence: Not a Killer but a Good Man Friar Lawrence, the honest and good-willed man in William Shakespeare’s Romeo and Juliet, certainly can not be blamed for the tragedy that befalls the young lovers. Upon countless occasions throughout the play, Friar goes out of his way to ensure the well-being of his blind lovebirds Romeo and Juliet. A man with such concern and selflessness should not be construed as an unintentional murderer. Friar Lawrence simply should not be blamed for the tragedy in Romeo and Juliet because he acted with the intentions of making everyone happy, married Romeo and Juliet in an attempt to end the feud between the Montagues and Capulets, and only gave Juliet the potion because Juliet had no other resolve and had even threatened to kill herself. Friar Lawrence is an innocent old man who only wanted to help the young lovers Romeo and Juliet. All of his actions during the play were done with the best of intentions;at no point did Friar Lawrence have any intentions of causing any harm. As a dedicated man of the church, Friar Lawrence is a holy figure that is always depicted in good ways during the play: I’ll give thee armor to keep off that word, Adversity’s sweet milk, philosophy, To comfort thee, though thou art banishèd. (III.iii. 57-59) When Juliet is forced by her parents to marry Paris, Friar is the only person in Verona that she could turn to for help. Juliet knows that Friar will do what is in his power to help her because Friar is...
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...In William Shakespeare’s tragic love story, Romeo and Juliet, focuses on the deaths of the two teens, Romeo and Juliet. Poor mentorship grouped with fate and the anatomy of the teenage brain are most responsible for the deaths of the young lovers, demonstrating that when teenagers make poor decisions, it is not entirely their own faults. The first factor affecting the two deaths is poor mentorship. The main adult in who supported the love of Romeo and Juliet’s throughout the story was Friar Lawrence. The reason the Friar was a poor mentor for the teens is because he did not take a stand against the two kids, even though he knew they were making a wrong decision. The Friar gives advice to Romeo by saying, “These violent delights have violent...
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...Romeo and Juliet was William Shakespeare’s last play, and quite possibly one of his most popular. There are many hidden themes and metaphors, one of which is fate. This play is about 2 teenages from feuding families that fall into a forbidden love, and the plot of this play describes the issues they run into and the hoops they jump through in order to be together. In this story, Shakespeare uses the age and timeline of the story to show the theme of fate through misdelivery of Friar Lawrence’s letter, the resolution between the Montagues and the Capulets, and the love between Romeo and Juliet that lead to suicide. One event that was prudent to the future of Romeo and Juliet was the delivery of Friar Lawrence’s letter, which was quite unforgiving when it came...
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...Emma Breitenstein Miss Raub 9 Honors English 16 May 2014 The Utter Infatuation of Shakespeare’s Romeo and Juliet Over time, writing has become exceedingly prominent, and throughout generations it has tremendously improved, leaving behind some of the best literature pieces in history. Since writing began, many great authors, playwrights, and poets have emerged, contributing to the literary society and producing countless works of literature, some that are still read today. A few notable composers that left behind numerous classics include Charles Dickens, Edgar Allen Poe, and William Shakespeare. William Shakespeare is considered to be the greatest playwright of all time due to his many great plays and his vast contribution to the English language. Some of his works include Hamlet, Othello, and the infamous Romeo and Juliet. Wrote in 1597, the tragic comedy tells the story of young Romeo and Juliet, who find themselves “in love at first sight”. Unfortunately for them, their love story goes awry when they learn their parents are mortal conflict between their parents, which ultimately caused their demise. Woven throughout the plot, many examples become present that show that the star-crossed lovers are not in love. It becomes clear Romeo and Juliet are merely infatuated with each other. The ill-fated couple focus only on each other’s physical appearances and are severely impulsive throughout the tragic story. “The play then impresses upon us the intensity of youthful love, at...
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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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...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
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...the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references and index. ISBN 978-1-60413-723-1 (hardcover) ISBN 978-1-4381-3425-3 (e-book) 1. Shakespeare, William, 1564–1616—Criticism and interpretation. I. Bloom, Harold. II. Heims, Neil. PR2976.W5352 2010 822.3'3—dc22 2010010067 Bloom’s Literary Criticism books are available at special discounts when purchased in bulk...
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...with 's................................................ 2 2. In a series of three or more terms with a single conjunction, use a comma after each term except the last.......................................................................... 3 3. Enclose parenthetic expressions between commas.......................................... 3 4. Place a comma before and or but introducing an independent clause.............. 4 5. Do not join independent clauses by a comma. ................................................ 5 6. Do not break sentences in two. ....................................................................... 5 7. A participial phrase at the beginning of a sentence must refer to the grammatical subject......................................................................................... 6 8. Divide words at line-ends, in accordance with their formation and pronunciation.................................................................................................. 7 a. Divide the word according to its formation: ............................................. 7 b. Divide "on the vowel:" ............................................................................. 7 c. Divide between double letters, unless they come at the end of the simple form of the word:.......................................................................... 7 ELEMENTARY PRINCIPLES OF COMPOSITION............................................ 7 9. Make the paragraph the unit of composition:...
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...Министерство образования и науки Республики Казахстан Кокшетауский государственный университет им. Ш. Уалиханова An Outline of British Literature (from tradition to post modernism) Кокшетау 2011 УДК 802.0 – 5:20 ББК 81:432.1-923 № 39 Рекомендовано к печати кафедрой английского языка и МП КГУ им. Ш. Уалиханова, Ученым Советом филологического факультета КГУ им. Ш. Уалиханова, УМС КГУ им. Ш. Уалиханова. Рецензенты: Баяндина С.Ж. доктор филологических наук, профессор, декан филологического факультета КГУ им. Ш. Уалиханова Батаева Ф.А. кандидат филологических наук, доцент кафедры «Переводческое дело» Кокшетауского университета им. А. Мырзахметова Кожанова К.Т. преподаватель английского языка кафедры гуманитарного цикла ИПК и ПРО Акмолинской области An Outline of British Literature from tradition to post modernism (on specialties 050119 – “Foreign Language: Two Foreign Languages”, 050205 – “Foreign Philology” and 050207 – “Translation”): Учебное пособие / Сост. Немченко Н.Ф. – Кокшетау: Типография КГУ им. Ш. Уалиханова, 2010 – 170 с. ISBN 9965-19-350-9 Пособие представляет собой краткие очерки, характеризующие английскую литературу Великобритании, ее основные направления и тенденции. Все известные направления в литературе иллюстрированы примерами жизни и творчества авторов, вошедших в мировую литературу благодаря...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...cover next page > title author publisher isbn10 | asin print isbn13 ebook isbn13 language subject publication date lcc ddc subject : : : : : : : : : : : cover next page > < previous page page_i next page > Page i 1100 Words You Need to Know Fourth Edition Murray Bromberg Principal Emeritus Andrew Jackson High School, Queens, New York Melvin Gordon Reading Specialist New York City Schools . . . Invest fifteen minutes a day for forty-six weeks in order to master 920 new words and almost 200 useful idioms < previous page page_i next page > < previous page page_ii next page > Page ii © Copyright 2000 by Barron's Educational Series, Inc. Prior edition © Copyright 1993, 1987, 1971 by Barron's Educational Series, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, xerography, or any other means, or incorporated into any information retrieval system, electronic or mechanical, without the written permission of the copyright owner. All inquiries should be addressed to: Barron's Educational Series, Inc. 250 Wireless Boulevard Hauppauge, NY 11788 http://www.barronseduc.com Library of Congress Catalog Card No. 00-030344 International Standard Book Number 0-7641-1365-8 Library of Congress Cataloging-in-Publication Data Bromberg, Murray. 1100 words you need to know / Murray Bromberg, Melvin Gordon. p. cm. Includes index. ISBN 0-7641-1365-8 1. Vocabulary. I. Title: Eleven hundred words you need...
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