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A) Write a critical commentary on key aspects of either Act 2 Scene 2 or Act 3 Scene 5.
B) Indicate briefly how you would read this extract using one of the approaches studied so far in Peter Barry’s Beginning Theory other than the liberal humanist approach.
ACT 2 SCENE 2
Part A
Act Two, Scene Two of Shakespeare’s Romeo and Juliet is a romantic and poetically lavish scene. This emotionally abundant section of the play contains the love passages and fanciful imaginings of the young lovers. But while it is eloquent and delightful, it is also essential in detailing certain character developments, drawing attention to recurring themes and setting the tone of the remaining play.
Throughout Act One the characters of Romeo and Juliet reflect their ignorance about love and the union of marriage. Their immaturity is clearly depicted by Shakespeare, perhaps so Act Two would prove a greater contrast. In juxtaposing Act One with Act Two we are made aware of the changes that have occurred between the main characters.
While Romeo retains his flowery and romantic eloquence during Act Two he sheds his moody adolescent behaviour. Romeo comes to express his complete devotion to Juliet in Act Two Scene Two thus presenting the audience with a more mature, emotionally honest main character. Romeo demands ‘Th’exchange of thy love’s faithful vow for mine’ (2.2.127), declaring his intention to be wed to Juliet and henceforth eternally committed.
Juliet also undergoes a change in character, far removing herself from the naïve fourteen year old of Act One, she becomes increasingly strong and practical (Spencer 67). At the beginning of the play Juliet talks of marriage as ‘an honour that I dream not of’ (1.3.67) but by Act Two Scene Two it is Juliet who brings about the subject of marriage, encouraging Romeo to arrange their wedding. Romeo may have insisted on declaring their love for each other but Juliet takes it a step further ‘thy purpose marriage, send me word tomorrow’ (2.2.144).
The haste in which Romeo and Juliet declare their love for one another and begin to arrange their marriage sets the tone for the remaining play. The sudden urgency that they must marry and be together brings about their downfall. Constantly ignoring warnings by the Friar that they should not rush but go ‘wisely and slow/They stumble that run fast’ (2.3.90), Romeo and Juliet become victims of the...
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...ony, often relating then back to issues such as conflicts between social classes, the oppression of working classes, and the support for those in positions of power.
A Marxist approach to Act Two Scene Two of ‘Romeo and Juliet’ may involve taking the ‘overt’ action of Juliet rebelling against her father to marry Romeo and investigating the ‘covert’ content. Thus, a Marxist critic may find Juliet represents the working classes of Verona, while her father represents the ruling class. In that case, Juliet’s rebellion would be seen as a threat to the ruling class, or may be depicting some hostility between the masses and bureaucracy that was prevalent at the time the play was written.
The outcome of Juliet’s rebellion is the death of both Romeo and Juliet. A Marxist critic may argue that the fatal ending of the play was Shakespeare’s covert way of reinforcing the dominant social structures adhered to at the time. It could be interpreted as a subtle message suggesting the uprising of the working classes will result in tragedy, loss or death.
Bibliography
Barry, P., ‘Beginning Theory’, Manchester U Press: New York, 1995
Shakespeare, W., ‘Romeo and Juliet’, Penguin Books: London, 1967
Romeo and Juliet is a famous play that was first performed between 1594 and 1595, it was first printed in 1597. Romeo and Juliet is not entirely fictional as it is based on two lovers who lived in Verona. The Montague’s and Capulet’s are also real. Romeo and Juliet is one of the ten tragedies that William Shakespeare wrote. In this essay, I aim to investigate what act 1, scene1 makes you expect about the rest of the play.
Romeo and Juliet by William Shakespeare explores the lives of ‘a pair of star crossed lovers’ from feuding families in the city of Verona. Their love and passion for one another is so great, that even an act of revenge doesn’t prevent them from being with each other. Act 3 Scene 2 is set in Capulets house and entails a conversation between Juliet and her Nurse regarding her cousin, Tybalt’s death and her lover, Romeo’s banishment. Juliet expresses her grief for Tybalt’s death and her abhorrence at Romeo’s deed. Although the Nurse blames Romeo for the death of Tybalt, Juliet’s loyalty and love towards her husband, enables her to overcome the shock.
Throughout the play Romeo and Juliet, written by William Shakespeare in the 16th century, there is consistent theme of conflict featured in terms of both mental, physical and emotional means. The way this dispute is embodied throughout the duration of the play alternates subject to subject to the character in question- but can be represented through many means.
Shakespeare’s play, The Tragedy of Romeo and Juliet, depicts an ancient feud ended by a pair of star-crossed lovers’ deaths. A lord and lady from warring families seek a forbidden love with guidance from a friar and nurse. Due to a tragic course of mischances and fateful errors, their attempt of eloping led the lovers to a tragic end. Because of rash decisions, the four characters are torn apart by miscalculating events and misunderstandings. Ultimately, the four characters encounter a heartbreaking ending, as a result of their hastiness.
Romeo and Juliet is a tragedy of an ancient feud where the children of two families at war fall deeply in love with each other. Set in the 16th century William Shakespeare’s play has many different themes running throughout it, which include love, hate, death and conflict. The play opens with a fight but ends with suicide that creates peace between both families who unite from their losses. The conflict, violence and aggression in the play happen from revenge and an ancient family grudge. An audience from the 16th century would have enjoyed Romeo and Juliet because of the real life drama and tragedy the play goes through. The patriarchal society gave women absolutely no rights and they had to obey their man’s ordering a patriarchal system. The theme of conflict is revealed as the characters argue over Juliet’s disobedience.
... and is ready to swear the vows of marriage with Romeo. Juliet’s reckless and hasty decisions demonstrate her impulsiveness. Juliet’s love for Romeo largely dictates her brash decisions and speech. If Romeo did not enter Juliet’s life, she would never have known the hurt and heartbreak she experiences throughout the tragedy.
The best way to describe Holden is a basket case he over exaggerates almost everything and is somewhat paranoid when it comes to what happened to Stradlater and Jane. Those and the fact that he is telling his story from a psychiatric hospital leads me to believe he is nuts. “Basket Case” by Green Day fits Holden’s personality type including lyrics about being “melodramatic” meaning overdramatic. The song also provides that the songwriter tried to fix his problems by “I went to a shrink… I went to a whore” (Green Day) both of which Holden tried to utilize to fix his problems. Holden tried not to accept that he was insane and did not like going to a shrink or a prostitute but when he was really down he collapsed, “It was against my principles and all, but I was feeling so depressed I didn't even think. That's the whole ...
The significance of Juliet’s change in character is to show her accelerated transformation from a young girl into a mature woman. In the beginning of the play Juliet is unable to make her own decisions. However after her meeting with Romeo, Juliet becomes more assertive and defends her love for Romeo. In conclusion, individuals cannot be forced to love; love is nurtured and nourished but also is always put to test.
Throughout the play, the good-hearted Earl of Gloucester suffers at the hands of his illegitimate child Edmund and the king’s evil daughters Goneril and Regan. Gloucester loves his son Edgar and has given him land as a result. Edmund wishes to take these lands from his brother but in order to do so he must make Edgar fall from his father’s good graces. Edmund hatches a plan and says, “A credulous father and a brother noble/ Whose nature is so far from doing harms/That he suspects none” (1.2.187-189). Edmund quickly and cleverly begins to place doubt in his father’s mind about Edgar and soon manages to falsely convince his trusting father that Edgar wants to kill him. By falsely believing his son Edmund, Gloucester believes his actions to bring Edgar to “justice” are appropriate and sends (search patrols to find his son in) order to do so. Gloucester also defends and helps King Lear although his two evil daughters told him not too. Gloucester cannot bear to see King Lear in such a miserable state and goes against his daughters’ wishes when he says, “I would not see thy cruel nails/ Pluck out his ...
The lover’s immediate connection is established at the Capulet feast, “Did my heart love till now? Forswear it sight / For I ne’er saw true beauty till this night.” Through doing this, it shows that Romeo is reckless and continues even though he recognizes that they come from different families, “o dear, my life is my foe’s debt”. Throughout the play, it establishes that Juliet allows herself to behave impulsively and be persuaded by Romeo into a impetuous and thoughtless marriage, “The exchange of thy love’s faithful vowel for mine” Juliet expresses her concern that it is too soon to promise to love Romeo when they have only just met, “It is too rash, too unadvised, too sudden / Too like the lightning” This simile is used to convey Juliet’s thought on their sudden love. Although Juliet has recognized how spontaneous they are acting, it does not prevent her from continuing her relationship with Romeo, proving that Juliet is just as impulsive as Romeo. Thus, Shakespeare has skillfully utilized the lovers to demonstrate that their own reckless actions is a reason for their untimely
3 Dec. 2013. Kerschen, Lios. A. A “Critical Essay on ‘Romeo and Juliet’. ” Drama for Students. Ed.
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