...Romeo and Juliet is a tragedy written early in the career of William Shakespeare about two young star-crossed lovers whose deaths ultimately reconcile their feuding families. It was among Shakespeare's most popular plays during his lifetime and, along with Hamlet, is one of his most frequently performed plays. Today, the title characters are regarded as archetypal young lovers. Romeo and Juliet belongs to a tradition of tragic romances stretching back to antiquity. Its plot is based on an Italian tale, translated into verse as The Tragical History of Romeus and Juliet by Arthur Brooke in 1562 and retold in prose in Palace of Pleasure by William Painter in 1567. Shakespeare borrowed heavily from both but, to expand the plot, developed supporting characters, particularly Mercutio and Paris. Believed to have been written between 1591 and 1595, the play was first published in a quarto version in 1597. This text was of poor quality, and later editions corrected it, bringing it more in line with Shakespeare's original. Shakespeare's use of his poetic dramatic structure, especially effects such as switching between comedy and tragedy to heighten tension, his expansion of minor characters, and his use of sub-plots to embellish the story, has been praised as an early sign of his dramatic skill. The play ascribes different poetic forms to different characters, sometimes changing the form as the character develops. Romeo, for example, grows more adept at the sonnet over the course...
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...One distinct difference between Winston and Julia, and Romeo and Juliet, is how they met and fell in love. Winston met Julia at his work and from the first time he saw her, he hated her. Winston even wanted to kill her once, because he believed she was a spy from the Thought Police. His anger quickly changed to love when she secretly handed him a note containing the message, "I love you." Upon receiving this note Winston became obsessed with Julia, constantly trying to find ways to meet with her and worrying that she would lose interest in him. After much careful planning, Winston and Julia were able to meet, yet only talked for less than a minute and in a very business like manner. Eventually they found ways to meet a couple times a week for a few hours each time. Romeo and Juliet, on the other hand, met at a party. Romeo was looking at the fish in an aquarium when he spotted Juliet on the other side. He was stunned by her amazing beauty and could not take his eyes of her. She eventually saw him through the aquarium and was very attracted to him. They both fell in love at first sight and were married soon after. One similarity both these couples share is that their love is forbidden. Winston was a married man, and even though he does not live with his wife, the Party would kill both Winston and Julia if they found out abut their love for one other. And even if Winston wasn't married, love and marriage is frowned upon by the Party, but is allowed in order for there to be...
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...Both secreted their relationships, knowing that they wouldn’t get let off lightly if they were ever caught, the consequences of Winston and Julia was foreshadowed at the beginning of the book by Orwell constantly reminding us what it is that would happen if a comrade was to go against big brother. At the beginning, they would be the audience watching as the convicted recited his convictions, but at the end the end Winston turn came. Orwell displays selfishness in Winston as he ends up betraying Julia once their relationship was put to the test and he saw that his life had been threatened by O’Brien; if Winston was put in Romeos position, he probably would not have committed suicide for Julia. As the mask came towards him and time was mocking him, he wished Julia could be in his place instead of him, he could of wished for it just to stop, but as well as the thought of her being there he also ‘shouted frantically’ . To shout it frantically meant that there was no hesitation in this order and he added that he wouldn’t care if they wanted to ‘tear her face off’, so he knew that she would suffer because of her crime and for his too. This seems to be the transaction period at which Winston’s learns to believe and love in Big Brother, in saying this I believe that Winston had realised that all of his thoughts of defeating big brother was not worth him dying and he had already converted. After Julia had recovered, her glance at Winston was full of hatred and ‘dislike’, it is not clear...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF WILLIAM SHAKESPEARE’S ROMEO AND JULIET By ARTHEA J.S. REED, PH.D. S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of William Shakespeare’s Romeo and Juliet 2 INTRODUCTION William Shakespeare’s Romeo and Juliet is an excellent introduction to Shakespearean drama; teenagers can relate to its plot, characters, and themes. The play’s action is easily understood, the character’s motives are clear, and many of the themes are as current today as they were in Shakespeare’s time. Therefore, it can be read on a variety of levels, allowing all students to enjoy it. Less able readers can experience the swash-buckling action and investigate the themes of parent-child conflict, sexuality, friendship, and suicide. Because of the play’s accessibility to teenagers, able readers can view the play from a more literary perspective, examining the themes of hostility ad its effect on the innocent, the use of deception and its consequences, and the effects of faulty decision making. They can study how the characters function within the drama and how Shakespeare uses language to develop plot, characters, and themes. The most able students can develop skills involved in literary criticism by delving into the play’s comic and tragic elements and its classically...
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...Love is a prominent motif in 1984. It is portrayed as a restriction; a law in which to love is to commit a crime. This restriction arouses the concept of forbidden love, where two people in love are prohibited to meet each other or be with each other. Forbidden love is seen primarily as thought-crime in Big Brother's empire Oceania. Thought-crime is basically when a person simply thinks of committing an action that would cause harm to the society or lead to the start of the revolution. The best example of forbidden love is seen when Julia wanted to meet Winston. For them to communicate out of work would have been thought-crime so to cope with it they meet in Victory Square. There, without any eye contact, Julia informs Winston where they can meet secretively. This sort of meeting is forbidden love because previously Julia had given Winston a note saying "I love you" which directly shows the love and thought-crime is the equivalent of forbidden (Orwell 108). The fact that Julia and Winston met in Victory Square also hints forbidden love because two lovers had to inform each other as to where they could meet in secrecy thus showing the restrictions of Oceania. Another example where forbidden love is seen is in Mr. Charrington's house. He is a prole, people of Oceania who are said to be equal to animals and have no contact with the real working class of Oceania, and his house supposedly has no telescreen. This poses as a great opportunity for Julia and Winston to meet...
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...AP LIT TERMS 1. Allegory: figurative treatment of one subject under the appearance of another. George Orwell's 1984 (ex. Big Brother: Stalin, Airstrip One: Soviet Russia), Shakespeare's All the World's a Stage (metaphor of human lives being as in a play) 2. Alliteration: The repetition of the same letter or the same consonant sound in words that are together. Edgar Allan Poe's The Raven(While I nodded, nearly napping...) 3. Allusion: A casual reference to a significant figure from the past Shakespeare's Romeo and Juliet ("...when King Cophetua loved the beggar maid!": Allusion to an old legend) 4. Ambiguity: An unclear, indefinite, or vague word, expression, meaning, etc J.D Salinger's The Catcher in the Rye(“... I’m quite a heavy smoker, for one thing—that is, I used to be. They made me cut it out. Another thing, I grew six and a half inches last year. That’s also how I practically got t.b. and came out here for all these goddam checkups and stuff..."-"Here" and "there" are ambiguous) 5. Analogy: A comparison that shows the likenesses in two things Shakespeare's Romeo and Juliet("What’s in a name? That which we call a rose by any other word would smell as sweet. So Romeo would, were he not Romeo called.": Compares Romeo to a rose and says a rose is sweet smelling no matter how you call it.) 6. Anaphora: The repetition of words in two or more successive clauses, sentences, or verses J.D Salinger's The Catcher in the Rye("It rained on his lousy tombstone...
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...The Longer Lasting World Brave New World and 1984 are two novels that both take place in a totalitarian world; however the two worlds are very different. Huxley explains a world where the only things that are forbidden is having babies, being unhappy/questioning the state, and refusing to do the jobs and duties assigned to them. Contrastingly, 1984 is much more restrictive in the fact that they have complete control over the people, not allowing them to find love, not giving them privacy, nor allowing them to think badly about the government. Furthermore, in 1984 the government puts effort in inducing fear in the citizens by saying that they are in war, and they also use threats of torture if someone steps out of line, even in the slightest. Although both regimes control their citizens through the destruction of social relations, technology and controlling their sense of freedom, Huxley’s world state will clearly outlive Orwell’s party because Brave New World supports the development of a blissfully ignorant society, thus preventing rebellion, whereas 1984’s use of fear will inevitably destroy the stability of the nation. In addition to their methods, the destruction of social relations is something that appears in both texts. In Brave New World, sex is encouraged because it keeps people happy, though love is not. The state does not encourage the people to fall in love with someone because love leads to the want to start a family and have kids. Although both societies do...
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...ALLITERATION Alliteration refers to the repetition of a consonant sound, at least three times in a sentence. It is often used as a figure of speech in poetry, and even advertisements use alliteration in their tag lines to make the ads more memorable. Some examples of alliteration are: Don't delay dawns disarming display. Dusk demands daylight. - Paul Mccan Sara's seven sisters slept soundly in sand. ANASTROPHE Anastrophe the inversion of the normal order of speech in a particular sentence. It can also be said that the language is interrupted and speech takes a sudden turn. This is used for the purpose of emphasis. Examples of anastrophe are: Object there was none. Passion there was none. I loved the old man. - Edgar Allan Poe, The Tell-Tale Heart Why should their liberty than ours be more? - Adriana, Comedy of Errors, William Shakespeare ANAPHORA Anaphora refers to a repetition of one particular word purposely, at the start of consecutive sentences or paragraphs. This is again in order to emphasize a point. Examples of anaphora are: I'm not afraid to die. I'm not afraid to live. I'm not afraid to fail. I'm not afraid to succeed. I'm not afraid to fall in love. I'm not afraid to be alone. I'm just afraid I might have to stop talking about myself for five minutes. - Kinky Friedman, When the Cat's Away Water, water, every where, And all the boards did shrink ; Water, water, every where, Nor any drop to drink. - Samuel Taylor Coleridge, Rime of the Ancient Mariner ANTITHESIS ...
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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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...Star-crossed lovers is a phrase for the archetype of couples who are tragically separated by their socio-economic status, faith, culture, or family despite true love. The idea is that these relationships are already doomed from the start. Couple’s true instinct and love is pit against societal rules. The phrase “star-crossed lovers” was first coined by famous playwright William Shakespeare in Romeo and Juliet, “From forth the fatal loins of these two foes, A pair of star-cross'd lovers take their life.” (Shakespeare 1-6). However, Shakespeare is far from the only author with this concept. This same archetype is found in many traditional stories from all over the world and is still widespread in today’s culture. We feel for these characters,...
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...Some definitions of literary devices, techniques and style from searching via http://www.ferretsoft.com/ LITERARY DEVICES http://mrbraiman.home.att.net/lit.htm Literary devices refers to any specific aspect of literature, or a particular work, which we can recognize, identify, interpret and/or analyze. Both literary elements and literary techniques can rightly be called literary devices. Literary elements refers to aspects or characteristics of a whole text. They are not “used,” per se, by authors; we derive what they are from reading the text. Most literary elements can be derived from any and all texts; for example, every story has a theme, every story has a setting, every story has a conflict, every story is written from a particular point-of-view, etc. In order to be discussed legitimately, literary elements must be specifically identified for that text. Literary techniques refers to any specific, deliberate constructions of language which an author uses to convey meaning. An author’s use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text. Unlike literary elements, literary techniques are not necessarily present in every text. Literary terms refers to the words themselves with which we identify and describe literary elements and techniques. They are not found in literature and they are not “used” by authors. Allegory:...
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...The tension between free will and destiny: Which one is more powerful? ‘I would say that there are three main questions: One, do people have free will? Two, is determinism true? And three, are free will and determinism compatible? ’ Throughout history, human beings have always tried to be the ones who have the power to rule their own lives. However, there exists a debate which questions whether that is really possible or not. In other words: are human beings capable of deciding what to do with their lives or is there a greater force that rules over our destiny? The Oxford English Dictionary defines destiny as ‘that which is destined or fated to happen to a particular person, country, institution, etc. (…).’ Consequently, this term is opposed to free will, defined as ‘the power of an individual to make free choices, not determined by divine predestination, the laws of physical causality, fate, etc. (…).’ Human beings have thought of these antithetic concepts as something to worry about since the beginning of civilization. Because of that, playwrights have taken them into consideration when writing different plays all over the years. This essay seeks to explore the tension existing between the concepts of destiny and free will in the world of drama through the study of language as well as the analysis of character and situation development. In order to carry this research out, I will take Oedipus Rex by Sophocles (429 BC) and Dr Faustus by Christopher Marlowe (1604) as the...
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...eNotessearch * Homework Help * Study Tools ▾ * Teachers ▾ * Leaderboard ▾ * Sign In * Join ------------------------------------------------- Top of Form Bottom of Form Homework Help "Management is both an art and a science." Please explain this quote. Topic: Business deepak85 | Student, Undergraduate | eNotes Newbie Posted September 21, 2008 at 4:09 AM via web dislike2like "Management is both an art and a science." Please explain this quote. ------------------------------------------------- 10 Answers | Add Yours gbeatty | College Teacher | (Level 1) Educator Emeritus Posted September 21, 2008 at 10:13 AM (Answer #2) dislike1like The idea that management is both art and science is a truism and a kind of short hand. That is to say, a lot of people say it, and it is commonly held to be true, and it serves as a way of indicating a rather complex reality involving management. A science has known laws. It works with facts and reason and produces—when it gets to application via technology—dependable results. By contrast, art is highly personal and subjective. It works with emotions and the interplay between individuals and communities. Managers must do both: produce reliable results and deal with emotional humans. sruthi19 | Student, Undergraduate | eNotes Newbie Posted July 29, 2011 at 9:05 PM (Answer #6) dislike1like since art is concerned with personal application of knowledge some kind of ingenuity and creativity is...
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...Othello the Shakespearean Tragic Hero The Tragedy of Othello is considered to be William Shakespeare’s most popular tragic plays but there are distinct differences in Shakespeare’s tragic heroes, and other tragic heroes. A Tragic hero is usually a character that makes a mistake that leads to his failure, but a Shakespearean tragic hero is initially one, who is born noble, but not necessarily virtuous; there are some great aspects of personality that he has in excess which would often also be his weakness which creates a conflict for the character. His own destruction brings out the principle or moral of the play. Scholars argues that Othello is not a hero but a murder that commits a crime of passion, but just as every Shakespearean tragic characters, Othello is a person that has made an error of judgment, had a fatal flaw and was destined for defeat; which when combined with external forces, will bring on a tragedies like Julius Caesar, Hamlet, and Macbeth. Like many other characters in Shakespearean tragic plays, Othello is not a weak character nor is he a person of failure, but he is the captain of the Venice army, he is married to one of the most beautiful woman of Venice named Desdemona, and he is very well known even though he was of a different ethnicity. When Brabantio accuses him of putting a spell on his daughter Desdemona; in front of the Venetian senate, no one believes the charges because of his outstanding reputation "Here comes Brabantio and the valiant Moor...
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...Discussion as a Teaching Strategy Enrique Sanabria, Jr. Education 205 (FG) Dr. Hope Hartman Discussion: Concepts and Ideology Teaching is an art form all its own. It has order, function, purpose, meaning, and, like art, evolves and takes shape within the imagination and mind of the teacher. At the disposal of the teacher are many ways or strategies that can be utilized to ensure that those being taught are truly and fully comprehending and utilizing any and all knowledge accumulated and assimilated. To list a few, there are strategies such as reciprocal teaching, reciprocal questioning, problem- or project-based learning, tutoring, or debating/discussion. In this paper, the strategy that will be focused upon is discussion. Different people and even experts will have differing definitions of what exactly is discussion. A very concise, yet highly intelligent definition has been given for the word and teaching strategy known as Discussion. According to Larson (1997), Wileen & White (1991) stated that it (discussion) is characterized as a structured conversation among participants who present, examine, compare and understand similar and diverse ideas about an issue. Larson (1997) also stated Gall (1985) reported that discussion is an effective way to promote higher-level thinking, develop student attitudes, and advance student capability for moral questioning. In short, discussion provides opportunities for student thoughtfulness...
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