How does Shakespeare present the character of Juliet in Act 3 Scene 2 and Act 4 Scene 3 of 'Romeo and Juliet?' In this essay I aim to show the way in which Juliet is presented from sections of Act 3 and Act 4. In Act 3 Scene 2 Juliet is presented as excited passionate immature young and naive. She seems extremely confused and makes rash decisions. Juliet is presented like this through quotes such as, "fiery-footed steeds".
Day’s Reality to Night’s Imagination In Midsummer Night’s Dream there is a lot of ‘role playing,’ a lot of juxtapositions that question the boundaries of ideas, of people, and of reality and truth. The play overall uses several groups of characters set in two time periods, night and day, to show the progression of love. As Shakespeare questions the validity of love within the play he broadens love to represent much of life’s greater truths and questions. The periods of night and day are also important as Shakespeare equates these periods into two realms of life; the day as reality and reason, and the night as imaginary and irrational. By setting this foundation, Shakespeare goes on to argue the value of genres that show imagination and irrationality and their ability to tell more truth than reality and rationality.
This theme is continued in Romeo and Juliet with love between the two characters but hatred between the Capulet and Montague families. This essay will explore how strong feelings are presented in Shakespeare’s Romeo and Juliet and Browning’s ‘My Last Duchess’ and ‘The Laboratory’. Varied examples of strong feelings are present in both of Browning’s poems by the effective use of a persona which allows us to hear the perspective of the character. In “My Last Duchess”, by speaking in the first person narrative as the Duke of Ferrara, a dramatic monologue more expected of a play, also seen in Romeo and Juliet, is delivered. Along with the frequent use of rhyming couplets and enjambment, this makes it clear that the Duke was a suspicious and dominant man to his dead wife and also shows his control.
By separating lines and starting new stanzas during mid-flow, she is able to portray a hesitance in the person’s voice. By writing in sonnet form, Shakespeare was also able to use regular external rhyme. This makes the poem feel as one and allows ideas to be linked throughout the poem. The use of para-rhyme can also be seen in Sonnet 116; ‘Love…Remove’. This gives a jarring effect, causing the words to stand out to the reader.
Shakespeare’s plays Romeo and Juliet and Much Ado About Nothing both contain the elements of; love at first sight, manipulation of love and a detailed love story. Three important aspects of love are written in each play but are portrayed in completely different ways. Both Romeo and Juliet, and Hero and Claudio experience love at first sight and in both plays, love is somehow manipulated, though it is manipulated in different ways for dissimilar purposes in the different plays. Love at first sight is a simple concept. However, it can be experienced at many different levels of love.
Shakespeare explored this theme by using Elizabethan English to make Romeo and Juliet’s love overly dramatic. He used iambic pentameter for the audience to see how young love inevitably results into catastrophe by writing, “A pair of star-cross’d lovers take their lives.” Lurhman was also critical of young love and believed that it was very dangerous. He expressed his view on young love being dangerous by also making the movie overly dramatic. The scene in the gas station clearly shows that the movie is going to be dramatic. To show that he believes that young love inevitably results into tragedy, Juliet and Romeo die.
By using aggressive verbs and strong beat, it shows the conflict between the two families, which is very important for people to know so that they can have better ideas of why Romeo and Juliet’s love is a forbidden love. Quotes, such as “What, art thou drawn among these heartless hinds?”, “keep the peace”, are well-used in order to describe Tybalt as a hothead and Benvolio as a calm and mature person. Third song, “Tragic story”, is written in a special form. It’s like a conversation between the singers. Thanks to that unique style, whole picture of the fight between Tybalt and Mercutio, Tybalt and Romeo are shown.
William Shakespear is a wonderful writer that uses different methods to get his message across in a creative and interesting way. In the play “Romeo and Juliet” he uses the different categories of the English language to bring to the audience attention that Romeo and Juliet are “star-crossed” and fate brings them together. Inevitability of fate would be one of the main themes of the play. Romeo and Juliet’s love for one another brings them closer together but the fight between their two sides would lead to the death of these two lovers. William Shakespear often us motifs to paint a picture of what’s going on in the story.
How does Shakespeare make Act 1 Scene 5 dramatically effective? Line 43 is a classic example of hyperbole. Romeo makes contrasting comparisons, showing how he feels about Juliet from the moment they see each other. “O she doth teach the torches to burn bright!” explains that in Romeo’s eyes Juliet’s beauty is responsible for all the light in the room. Additionally, Romeo effectively verbalizes “So shows a snowy dove trooping with crows” means Shakespeare wants the audience to know how beautiful Juliet is by using a metaphor.
While no one can deny the merits of Shakespeare's powerful, inspired verse, the themes Shakespeare stresses in Romeo and Juliet also seem to reflect his immaturity as a writer. To understand properly who this is so, we must examine each pervasive motif in the play. Light When Romeo initially sees Juliet, he compares her immediately to the