The Real Tragedy Of Romeo And Juliet

Writing is examined in the first chapter of “Writing about Writing”, a textbook by Elizabeth Wardle and Doug Downs. Not only does it examine articulate writing, but specifically the threshold Concepts of writing: “ideas that change the way you think, write, and understand a subject,” (Wardle, Downs 2011). Terms are used to educate readers, these terms are essential for the writer to better understand how to write, and for the reader to better understand composition. Three terms seem to do this; construct, contingency, and rhetoric.

A freshman college level English Composition course aims to improve students' abilities with writing, critical thinking, mechanics and usage, punctuation, grammar, and vocabulary. By studying English 101 at Luzerne County Community College, I will work diligently to improve in all of these aspects. My main focus is to develop skills specifically to create clear and concise thesis statements, strong and persuasive essays with cajolement, and to develop different perspectives on narratives and other essays. These writing skills may also improve my critical thinking and reading skills.

Love also cannot be affected by other people. Romeo thinks he knows what love is with Rosaline, but when it comes to Juliet, all other people are inexistent. Love should be powerful enough to drive someone completely crazy about the other, in a good way. Right when Romeo meets Juliet he says, “For I ne’er saw true beauty till this night” (1.5.60). From this point forward, Romeo’s love is dedicated to Juliet. No one can stand in the way. Next, Shakespeare deceits the reader by bringing in Paris for Juliet to marry. However, Juliet speaks her mind and says, “O, bid me leap, rather than marry Paris, From off the battlements of any tower, Or walk in thievish ways, or bid me lurk Where serpents are” (4.1.78-81). Paris seems like a good guy, but he really shouldn’t interfere with Romeo and Juliet. In fact, this act of marrying sooner brings more conflict for the star-crossed lovers to commit suicide sooner. Still, Romeo and Juliet did that act out of love and didn’t listen to anyone’s advice. Lastly, all family members of the Capulets and Montagues are not a problem for Romeo and Juliet’s love. Neighbors are supposed to be comforting and welcoming, but as for Romeo and Juliet’s families, they want the other family dead. Juliet says, “O Romeo, Romeo! Wherefore are thou Romeo? Deny thy father and refuse thy name; Or, if thou wilt not, be but sworn my love, And I’ll no longer be a Capulet” (2.2.36-39). Just by chance, Romeo and Juliet have to be enemies. Loving an enemy can be pretty

The ideology that everything in the universe has a specific place and rank in order of their hierarchy importance created by God is known as the concept of The Great Chain of Being. The order of this concept consisted levels according to highest rank to the lowest accordingly: God, angels, humanity, animals, vegetation life, leading all the way down to crud. Within each category, more specific classification existed, placing these subcategories in a specific order. This concept was believed to be a way to keep the universe in order. As this was believed during Elizabethan times, William Shakespeare also believed in the Great Chain of Being, as many of his plays are prominently based on this concept. Some of his plays include characters that accept their place on the Chain, but others are not so complacent. By examining three different characters from Shakespeare’s tragedies, The Tragedy of Romeo and Juliet, The Tragedy of Macbeth, and The Tragedy of King Lear, it is obvious to readers who is content with their place on the Chain and which characters have a difficult time accepting their place. Romeo and Juliet do not obey their parents’ orders, therefore suffer harsh consequences towards the end of the play. Macbeth is another Shakespearean character that violates the Chain, due to the committing of several murders, in order to gain the throne. In stark contrast, Cordelia, is content with her place on the Chain as she does not want anything greater in life, unlike her

In William Shakespeare’s play “Romeo and Juliet”, Shakespeare presents characters in difficult situations in Romeo and Juliet through various language techniques and structure. Romeo and Juliet were star-crossed lovers. Both Romeo and Juliet were from feuding families that would not approve of their marriage. In the play they are presented with many difficult circumstances. The play was set in the Elizabethan era; there was a significant change in religion, family and politics. Attitudes and key scenes highlight the theme of love in difficult circumstances and prepare the audience for Romeo and Juliet’s suicides at the end of the play. In this essay I will be exploring the ways Shakespeare presents characters in difficult situations.

Romeo and Juliet is a story that involves many untimely deaths. Out of all the deaths Romeo and Juliet were the most important deaths out of the whole play. But who is left to blame for their deaths? Tybalt, Paris, and Mercutio; there is someone to blame for each of those deaths. Yet nobody is one hundred percent sure who is to blame for Romeo and Juliet’s suicide. Well, the answer to who led them might surprise you, as the people who were closest to them led them to their suicide. Two families who have a raging feud. A feud so strong they pushed their children to the brink of death.

It’s hard to imagine that just ten short months ago I was sitting in a classroom building a spaghetti tower with no idea what a rhetorical analysis essay was or what the word anaphora meant. Now, just a couple of months later, I have read and analyzed six different novels, learned to write an argument, synthesis, and rhetorical analysis essay, expanded my lexicon of literary terms, and sat through a three hour AP exam. This class has not only given me the skills to master the AP exam, but it has also given me knowledge to succeed in future English courses and in life. Through this course, I have experienced unparalleled growth in my reading comprehension and writing abilities.

In the article by Downs and Wardle “Teaching about Writing, Righting Misconceptions”, the author’s state a common misconception of writing for first year composition is that academic writing is somehow universal. This idea can be misleading since teachers have always taught that there is a basic set of rules for writing. However, I agree with the idea that writing is not universal because college students write for a various number of discourse communities and do not have one general audience. Content, context, and genre are bound to change while attending a university.

In the play Romeo and Juliet, written by William Shakespeare, we learn of the many hardships and highs Romeo and Juliet go through over the course of the story. The play Romeo and Juliet is based off two star-crossed lovers who are separated from each other due to a feud between their two families. Their love is so strong that at the end of the story Romeo and Juliet both end up committing suicide because they can’t live without each other. Whether it is problems with love, or them complimenting each other on how they feel about the other person, Shakespeare uses many literary devices to make the reader dig deeper into the context to find the meaning behind the sentence. Some of the literary devices are; similes, metaphors, and personification.

This course emphasizes rhetoric and composition with a focus on expository writing and understanding writing as a process. The course establishes effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total.

“What do you want to be when you grow up?” is the question we hear so many times as children. Yet, growing up does not necessarily mean becoming an adult. Rather, growing up is the change within one’s self that is illustrated by a heightened awareness, the ability to think reasonably, and the proficiency to conduct themselves in an appropriate manner. In adolescence, we turn to the adults in our lives to aid us in understanding our choices as we become increasingly responsible for our own actions. During this time in our lives, adults with worldly experience direct us down the path of good judgment in order that we may learn how to make good decisions. They near essential to us, even though not everyone has this advantage. William Shakespeare’s famous and celebrated tragedy, Romeo and Juliet, depicts several instances in which the title characters, though still naïve, behave more responsibly and maturely than the misguided adult figures in their lives–those of the Houses of Capulet and Montague, especially Juliet’s parents, and the culpable Friar Laurence.

With this in mind, I still have the goal of using writing to effectively make an impact in the work that I want to do in the future. By reading Mike Bunn’s “How to Read Like a Writer” and the other given materials about rhetorical situations, I now understand that I am reading to learn about writing and the perspectives of the authors. I am putting forth material that is tailored to a specific genre, purpose, and audience. These are basic strategies that have helped me contextualize my actions and purpose while at Northeastern

‘’For never was a story of more woe than this of Juliet and her Romeo’’ – William Shakespeare, Romeo and Juliet. Romeo and Juliet are star crossed lovers and their lives are cut short by death. Are family wishes hazardous, or is it deadly to have flaws? Is the victim at fault here? In the play, Romeo and Juliet, William Shakespeare provides several of actions and influences that caused Juliet’s tragedy. The death of Juliet can be blamed on multiple factors. It is clear that she is partially to blame because of her personality flaw but also external forces such as family expectations played a role in her death.

What if The Tragedy of Romeo and Juliet, wasn't a tragedy. The Tragedy of Romeo and Juliet, one of Shakespeare's classic plays and a timeless piece. As popular as it is for it's ending, we can't help but wonder if suicide was the answer to stop the family feud. I believe that this play wouldn't have been a tragedy if it wasn't for two lords, Tybalt, and Friar Luarence.

Proficient writing is an essential skill in all aspects of academic and professional achievement. English 101, Introduction to Composition and Rhetoric, provided the framework to good writing, teaching me composition and rhetoric fundamentals, polishing up my grammar and style, and expressing a clear message. English 102, Composition, Rhetoric, and Research, continued to build on the skills I learned in English 101, focusing on the subject matter research process and employing various rhetorical and literary devices to better express a clear message to the reader. The course also improved my critical thinking capacity, allowing me to culturally evaluate my target audience, present logically flowing arguments using appropriate language and structure, and critically reviewing my writing projects for content and expression. Every writer inherently knows there’s always room to improve and I hold fast to this mindset in all academic, professional, and personal writing projects. English 102 has both challenged and inspired me to grow into a much better writer than before I began the class, providing the necessary skills to be not just a good writer, but a great writer.